资源简介

Unit 1 Lights, camera, action!
Welcome to the Unit & Reading 教案
教材分析：
本课时包含单元导入和阅读两个板块。单元导入部分呈现不同的电影海报类型，创设问题情境，激活学生的背景知识，引入单元主题。阅读是一位电影评论家在学校电影节上发表的演讲稿，主题是关于电影幕后制作的简单介绍。首先通过流程表梳理文章的组织框架，理解文章的主要内容，通过回答问题获取文章的细节信息，发散学生的思维；其次在语境中巩固语言知识的运用，拓展主题相关的词汇；最后带领学生理解和赏析文中使用的修辞手法。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中识别和运用本单元重点单词和短语；拓展主题相关的词汇，理解文章采用的修辞手法；能够简单表达自己喜欢电影的类型及原因。
思维品质上，厘清文章的结构框架，分析文章的主要观点和例证；发散思维，从不同视角思考问题，创造性地提出自己的观点。
文化品格上，了解电影的幕后制作和电影行业的相关职业，领悟电影幕后制作的困难与艰辛。
学习能力上，识别作者的态度，获取文章中的关键信息，利用上下文和背景知识归纳总结文章的主要观点。
教学重点：
学生能够厘清文章的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
教学难点：
学生梳理文章的组织框架，获取关键信息。
学生发散思维，从不同角度思考问题。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Welcome to the Unit: 1. T poses the question “What's your understanding of the following sentences ” A film is... It should be a progression of moods and feelings. ——Stanley Kubrick Ss think about the differences between fiction and music. Fiction: focus on the story Music: music with different rhythms T introduces the related information of Stanley Kubrick and plays a video about the videos of Stanley Kubrick. Ss look at the film posters and discuss the questions: (1) What type is the film shown on each poster (2) Which film type do you like best Why Suggested answers: (1) documentary, science fiction, fantasy, cartoon. (2) T gives some types of film and asks Ss to match the types pf the film with the correct adjectives. Then, Ss discuss the reason why they like the type of movie. 欣赏名言名句，介绍作者相关信息，播放视频，创设问题情境，激活学生的已有知识，为学生做好认知方面的准备。 3’ CW
Step 2 Lead-in: Ss watch a video and think about what the video is about. Suggested answers: It’s about the film-making behind the scene including storyboard, setting, production designers…. 观看视频，激发学生学习兴趣，引入阅读主题。 2’ CW
Step 3 Questions: Ss think about the following questions: 1. What elements of a film can you think of 2. Which element do you think is the most important in making a successful film Suggested answers: 1. Story, character, setting, sound, theme, ... 2. Character. Because a good story requires characters to present. Sound; ... 创设问题情境，为下一步阅读在主题和认知上作好铺垫。 4’ CW/IW
Step 4 Read and answer: Ss read the lecture transcript quickly and answer the following question: What is the speaker's attitude toward film-making behind the scenes T teaches the strategy of recognizing the author’s attitude. Suggested answers: Appreciative. (Contextual clue: there's always a lot more to it than first meets the eye, ...) 策略教学，训练学生识别作者态度的能力。 5’ CW/GW
Step 5 Structure: 1. T introduces the speech structure: (1) Introduction: open the speech; state thesis statement; preview both main points (2) Main points: state them, explain them and prove them (3) Conclusion: restate thesis and main points; conclude speech 2. Ss read the passage and fill in the main idea of each paragraph. 厘清文章框架结构，获取段落大意。 4’ IW/CW
Step 6 Complete the table: Ss read the lecture transcript again carefully and complete the table. (T leads Ss to find out main points and examples according to the topic sentences and supporting sentences.) 获取文章关键信息，区分段落中的主题句和细节句。 3’ IW
Step 7 Discussion: 1. Ss work in pairs and discuss the following questions: (1) Why do you think the film critic asks a series of questions at the beginning of his lecture (2) What conclusions can you draw from the lecture (3) Do you support the use of CGI in films Why or why not (T presents a video about CGI for showing what it is directly) 2. T teaches the strategy of drawing conclusions: What did I read in the text + What do I already know about this topic = Conclusion 发散学生思维，提高学生的批判性思维，并直观展现科技运用，达到提高认知的效果。 5’ GW
Step 8 Language points: T teaches the key words, phrases, and structures by using the contexts. 在语境中学习词汇和结构，提高学生语言能力。 6’ GW
Step 9 Building up your language: Ss fill in the blanks with the correct forms of the words and phrases. T leads Ss to think about answers’ information, and asks them to pick up words for filling in the blanks. Then, Ss need to make up a mind map to think about what can be included when talking about favourite film. Lastly, using the mind map above organise their answer. 巩固词汇的形式和意义。并从阅读中提取话题相关信息，提高思维能力及表达的语言能力。 5’ IW
Step 10 Fill in the flow chart: T introduces different film-related jobs and asks Ss to categorize them. T teaches the strategy “Learning vocabulary by topic helps you see the connection between words and phrases ...” T presents some pictures and Ss tell the names of the jobs in the pictures. 拓展学生的主题相关的词汇，利用图片，加深学生对不同职业的印象。引入相关话题词汇分类方法，提高学生学习能力。 4’ CW
Step 11 Write a metaphor: T teaches the tip of writing a metaphor: “A metaphor compares one thing to another. It may draw the reader's attention to the hidden similarities between two things. By using metaphors, something unfamiliar can be explained with something people are more familiar with.” T adds relevant knowledge about metaphor: Concept: A metaphor is a figure of speech that describes an object or action in a way that isn’t literally true, but helps explain an idea or make a comparison. A metaphor states that one thing is another thing; Metaphors are used in poetry, literature, and anytime someone wants to add some colour to their language; ... 3. T presents an example of metaphor and asks Ss to write more metaphors. 帮助学生理解隐喻的概念和相关知识，提高学生运用隐喻修辞手法的能力。 5’ IW/CW
Step 12 Homework: 1. If you were a film-maker behind the scenes, what kind of job would you like to do Why 2. Expand your word list about the topic “film”. 3.Find out some metaphors appearing in your life. 发散学生思维，增强学生的创造力。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否厘清文章的框架组织，获取段落大意和关键信息。
学生通过本课时学习，能否正确理解作者的态度；发散思维，从不同的视角看待问题，创造性的表达自己的观点。
学生通过本课时学习，能否在不同情境中理解和运用重点词汇和短语，分析作者使用的修辞手法。

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