人教版高一上英语精品教案Unit 5 The silver screen(人教版高一英语上册教案教学设计)
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I. Teaching aims and demands学习目标和要求：
1.topic话题:
1>Talk about films: famous actors and directors
2>Make comments and give opinions on films
2.function功能:
1>Giving opinions & Making comments 提出看法与作出评价:
I think the film has a good beginning / ending.
I think that DVDs shouldn’t be sold at such a high price / should be much cheaper. The actors / actresses are … How do you like …?
What do you think of / about …? We think highly of …
What do you feel about …?
2>Sequence 时序:
You studied / worked / acted at different … Later on …
First …, and then … What made you decide to …?
What did you do next? What roles did you act?
Finally you found a job as … How long have you been working on …
3.vocabulary词汇:
silver, hero, scene, law, career, drama, role, actress, award, prize, choice, degree, director, speed, script, actor, academy, studio, creature, outer, adult, follow-up, cruelty, peace, industry, owe, happiness, accept, icy, primary, leader, determine, live (adj.), boss, comment, action
silver screen, take off, go wrong, owe sth. To sb., in all, stay away, primary school, lock sb. up, run after, bring sb. back, on the air, think highly of
4.grammar语法:
The Attributive Clause (2) 定语从句:
1>描述特定时间的特征—由when或介词+which引导定语从句:
This was the moment when / at which Spielberg’s career really took off.
2>描述特定地点的特征—由where或介词+which引导定语从句:
Chuck survives the air crash and lands on a deserted island where / on which there are no people.
3>描述特定原因或理由的内容—由why或介词+which引导定语从句:
The reason why/ for which Steven Spielberg could not go to the Film Academy was that his grades were too low.
5.language usage语言运用
运用所学语言，围绕著名演员和导演这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Getting to know Steven Spielberg” 并联系生活中的实际，书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction The warming up exercise is intended to offer students a broad range of opportunities to speak English. The four photographs have been taken from four films, but to know which films is not important to do the exercise. Information about films, Bicentennial Man, Jurassic Park, Mulan and Hero, can be found in the notes to the texts. Please note that knowing the con¬tent of the film is not a must to do the exercise. The exercise asks students to use their imagination, not their knowledge about these films. However, if students have seen these films and know what happens before or after those scenes, they are welcome to use that information.
Instruction
I Ask the students to look at the photos and describe what they see. There is not one particular answer to the questions. Encourage the students to forward all possible descriptions and interpretations of what they see in the pictures. The teacher can try to elicit fur¬ther response from the students by asking the fol¬lowing questions: What do you see in the picture? What does the person in the picture look like? What clothes is he/she wearing? Where do-you think he/ she/they is/are? What do you think he/she/they is/ are doing?
Suggested answers:
I In the first photo (Scene 1) we see a young girl with a tall man walking along the beach. The man looks a bit strange; he looks half human and half like a ro¬bot. He is much taller than the girl and he is carrying a few large pieces of wood.
In the second photo (Scene 2) we see the head of a large, meat-eating dinosaur. It has very big teeth. There is a man below, but it seems the 4inosaur has not yet seen him.
The third picture (Scene 3) is a drawing. A thin man is talking, perhaps explaining something to two strong men. The strong men are dressed in traditional Chi¬nese clothes, and they are looking at a map. The man on the left is sitting on his knees. The man on the right is sitting on a low bench. In the middle, there is a small oil lamp.
In the fourth photo (Scene 4) we see a Chinese woman running (or flying) towards a man. The woman is dressed in blue clothes. The man's clothes are black. She is holding a sword. It looks as if she is attacking him. In the background we see a Chinese historical army. .
2 Ask the students' to look at the photos and describe what they think happened before the scene in each picture. Any possible answers that seem logically connected to what was given in the previous ques¬tion may be correct. Encourage the students to give as many descriptions as possible.
Suggested answers:
Scene 1: On the beach, the girl and the man had found a sunken ship or many pieces of wood that have floated to the beach. They went to the beach to collect the wood.
Scene 2: The dinosaur has escaped from its cage and is now hunting for food. The man did not know that there was such a dangerous animal walk¬ing freely in the forest. Maybe he heard a loud noise of heavy footsteps, that grew stronger and stronger, as the dinosaur was advancing towards him. However, he is still very sur¬prised to see this big head with the big, sharp teeth.
Scene 3: I think the men have perhaps had dinner, and after dinner they look at the map and discuss how or where they will attack on the follow¬ing day.
Scene 4: The two armies have moved closer together and are now facing each other. Maybe the man and the woman were speaking to each other, just before the woman started her attack.
3 Ask the students to look at the photos and describe what they think is going to happen. Any possible an¬swers that seem logically connected to what was given in the previous questions may be correct. En¬courage the students to give as many descriptions as possible.
Suggested answers:
Scene 1: I think the girl is leading the man or robot to their house. Perhaps they will use the wood to repair their home, or use it to make fire for cooking and heating their house. Another pos¬sibility is that they will use the wood to build a boat with which they want to try to get away from the island on which they are cast away.
Scene 2: I think the dinosaur will use its nose to smell out the man. It will then hunt the man. The man will run and try to escape. Either the man finds a place where he can hide, and escape from the dinosaur, such as a strong house or he can get into a place where the dinosaur can¬not follow him. On the other hand, maybe the dinosaur will catch him and then eat him alive. Another possibility is that an even bigger di¬nosaur comes and attacks this one, and while they are fighting, they forget about the man. The dinosaurs kill each other, and then the man can escape.
Scene 3: I think the men will move some of the little flags on the map, and decide where and when they will attack the following day. After mak¬ing that decision, they will drink some wine and go to bed early to rest and prepare for the next day.
Scene 4: I think the woman will attack the man with the sword and then they will fight. They will jump over each other, and fly through the sky. First they are using the swords but later they will also fight very quickly using their hands and arms. When one of them loses, that will be the moment when the two armies attack each other.
4 Any possible answers that seem logically connected to what was given in the previous questions may be correct.
Scene 1: It's a science fiction film: It's a film about the future; it's a fantastic / fantasy film.
Scene 2: It's a science fiction film: It's a film about the future; it's a fantastic / fantasy film.
Scene 3: It's an animation film (It's a film made of draw¬ings): It's a historical film (It's a film based on history).
Scene 4: It's a historical film (It's a film based on his¬tory).
3. LISTENING
Introduction The listening consists of a radio inter¬view between a programme maker, the reporter (R), and an actor, Mr. Malcolm Langland (L). Questions are asked about Mr Langland's life and career.
Instruction Tell the students they will listen to a dia¬logue between a programme maker (R) and an actor (L). The first time ask the students only to listen and not to take any notes. Then, ask the students to look at the ex¬ercise to see what information they need to listen for. Ask the students to listen for the answers while listen¬ing to the tape a second time. They can write down key words. Finally, using the key words written down while listening, the students can formulate the answers to the questions in full sentences.
LISTENING TEXT:
In the dialogue, R = Reporter, L = Malcolm Langland
R: Today, on our programme about the history of mod¬em theatre and film, we will interview Mr. Malcolm Langland. He is a famous actor who plays the lead¬ing part in the new Shakespeare play in London. Welcome to the studio, Mr. Langland.
L: Thank you. It's a pleasure to be here.
R: As a first question, I should like to ask you how your career in the theatre started. Have you always wanted to be an actor?
L: No, not really. When I was a student, I hoped to be¬come a teacher. I sometimes dreamt of being a film star, but I grew up in a small town in the West. People there don't have big dreams. When I was young, I looked. only at what I thought was possible in our small town. We lived far away from the big cities. We didn't even have a theatre. Films were shown in the school library. There wasn't a lot to do.
R: When you were eighteen years old, you went to uni¬versity in Melbourne. You studied law. Why didn't you study art?
L: Because my father did not want me to study art. He said that I could never find a good job as an art stu¬dent. My father wanted me to study medicine, or engineering. Well, I chose to study law. It was bor¬ing to me. In my free time, I joined a Student Club. I spent many, many evenings there. We used to sing, dance and act on the stage.
R: And when did you decide to become an actor?
L: When I met my wife Fiona at the Student Club. She made me leave university and start a career with her in the theatre.
R: You had a job in the theatre before playing in your first film. How did that come about?
L: In the first film I acted, I was only given a small part. It was The Dream Machine. Fiona introduced me to the director. I was only a beginning actor, and didn't have any experience. It was a small beginning, but it was the beginning of my career. .
Answers:
1 It was a small town far from the big city.
2 When Malcolm was young he wanted to be a teacher.
3 His father wanted him to study law.
4 When Malcolm met Fiona, he started his career in the theatre.
5 It was important because he did not have any experi¬ence.
Extension Tell the students that they are writing for a new book called The History of Modern Theatre and Film. Ask them to listen to the interview and make notes. Their job is to write a short biography about the famous actor, Mr. Malcolm Langland.
Sample text:
Mr. Marcolm Langland, who is now a famous artist in London, was born in a small town in the west of Aus¬tralia. When he was young, he wanted to become a teacher. His father did not want him to study Art, so he chose to study Law at university in Melbourne.
In his free time and evenings he spent his time at the Student Club, where he started acting, singing and danc¬ing on the stage. He met his wife, Fiona, there. She in¬troduced him to a film director, who gave him his first job. It was a role in a film that was called The Dream Machine.
4. SPEAKING
Introduction The speaking exercise is in a way an ex¬tension to the listening part. Students are given two short biographies to read and are then asked to act out the roles of an interviewer and a famous person, either Meryl Streep or Keanu Reeves. Besides practising interview¬ing and speaking skills, the biographical information introduces two of today's foremost actors in the world of film.
Instruction Read the biographies of Meryl Streep and Keanu Reeves with the class. Next, tell the students that they will interview a famous person and ask them to prepare for the interview by writing the questions that they will ask. Next, ask the students to work in pairs. Students interview each other, one taking the role of the interviewer and the other taking the role of ei¬ther Meryl Streep or Keanu Reeves. The students are encouraged to use the useful expressions, listed in the box.
In the Sample dialogues, R = Reporter, M = Meryl and K = Keanu.
Sample dialogues:
Interviewing Meryl Streep:
R: Today in our programme, our guest is the famous actor Meryl Streep. Welcome, Mrs Streep. .
M: Thank you.
R: Mrs. Streep, can you tell us something about the place where you grew up?
M: Actually, I was born in a really very small village in America in 1949.
R: You studied at different art schools. Can you tell us something about the time when you were young? What were your dreams? What made you decide to become an actress?
M: I think I've always wanted to become an actress. That's why first, I went to drama school after gradu¬ating from high school. And then, as a student I en¬joyed acting in theatre plays.
R: What did you do next? Were there any special rea¬sons why you started working in film?
M: I enjoy being an actress. Film is very interesting, because you can reach so many people around the world. I also still enjoy acting in the theatre, though most of my work is for the film.
R: Can you tell us a little bit more about your career as a film star? What roles did you act?
M: My first film was called Julia, back in 1977. Some of my favourite films were Sophie s Choice later on Out of Africa, and more recently, the film called Music of the Heart.
R: Mrs. Streep, thank you for this interesting talk. We hope to see you in many more films.
M: It's been my pleasure. Thank you.
Extension Students can interview each other, acting out other famous personalities from the world of Chi¬nese art; writers, actors or film stars that they know.
Interviewing Keanu Reeves:
R: In our show today we will be talking to Mr. Keanu Reeves. Welcome, Mr. Reeves.
K: It's my pleasure.
R: Mr. Reeves, I think many people are interested to hear something about the place-or should I say places? -where you grew up.
K: Sure. First, let me say that I've been very lucky with my parents. When I was born, we lived in Lebanon, where I spent my early years, and then moved to Toronto, a big city in Canada, where I grew up and went to high school.
R: Please tell us something more about the time when you were young.
K: Toronto was a big city. I didn't like to go to school, so I left high school without a degree when I was 17. I started doing all kinds of small jobs to make money.
R: What made you decide to become an actor? And how?
K: I went from one small job to another. Finally, after about two years, I was asked to act in a film called Wolfboy.
R: So what made you stay in the film world? K: My stepfather is a film director. I had very much enjoyed acting in Wolfboy, and two years later I moved to Hollywood, where my stepfather lived. I hoped he could help me start a career in film.
R: Can you tell us a little bit more about your career? What roles did you act?
K: Well, it wasn't easy. I acted in many cheap films for a few years, until I was asked for a film called Speed. That was in 1994. The film was a big success and since then I have acted in more than 12 films, such as The Matrix and Hardball.
R: Mr. Reeves, thank you for this interview, and good luck with your career.
K: Thank you too. Thank you.
Interviewing Maggie Cheung:
R: Today in our programme, our guest is the famous actress Maggie Cheung. Welcome, Maggie.
M: Thank you.
R: Maggie, can you tell us something about the place where you grew up?
M: Actually, I was born in Hong Kong in 1964 and moved to Britain with my parents when I was 8 years old.
R: Can you tell us something about the time when you were young? What were your dreams?
M: I didn't think I would become an actress when I re¬ turned to Hong Kong in 1983. I was a model before I went into acting. Then I found out that I enjoyed it.
R: What keeps you stay as an actress? M: I enjoy being an actress. Film is very interesting, because you can reach so many people around the world. And you can learn a lot from some very good directors and other actors and actresses. You also learn a lot about life.
R: Can you tell us a little bit more about your career as a film star?
M: My first film wasn't a success. I wasn't satisfied with myself, either. However, there are some films that I like, such as Ruan Lingyu (阮玲玉»), Red Dust ((滚滚红尘»), and In the Mood for Love ((花样年华»), and more recently, the film called Hero((英雄»).
R: Maggie, thank you for this interesting talk. We hope
to see you in many more films.
M: It's been my pleasure. Thank you.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.

Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The pre-reading is a warming up activity to let the students think about film making. The famous director Steven Spielberg was already making short films when he was twelve years old, and produced his first real film with actors when he was about the age of most high school students. Encourage students to think of this as a possibility, and suggest they do as Spielberg did.
Instruction Ask the students to think about making a film. Tell them that as film makers, they cannot spend a lot of money, so they have to concentrate on dialogue, and should not think too much using expensive things (a low-budget film)_ If they want to use buildings or cars they will have to think of ones they can borrow from friends and family. Questions 1 and 2 are very much like writing a play, but the students should also let their thought go about ideas for scenes, involving stage di¬rection etc. Question 3 would be to act out a dialogue, but naturally without any requisites.
Note: The. pre-reading activities, especially question number three, may take up a great deal of time. There¬fore, the exercise may not be considered suitable for all classes to serve as a warm-up to the reading, unless it is considerably scaled down or Question number three be omitted.
3. READING
GETTING TO KNOW STEVEN SPIELBERG
Introduction Steven Spielberg is one of the most im¬portant filmmakers in the United States. Many of his films are known to people allover the world. The read¬ing offers some biographical information about Spielberg and talks about some of his major motion pictures, such as Jaws (1975), ET (1982) and Jurassic Park (1993).
Instruction The reading passage offers the teacher ways to approach the text from different angles. In the first place it is an introduction to Steven Spielberg as an im¬portant personality in the world of film and some of his most successful works.
An interesting approach to read the text and go beyond the information that the text offers is to ask the students what it means to get to know somebody. Too many people take it for granted that many people who are suc¬cessful and rich had a smooth and easy path to that posi¬tion, whereas a closer look will show that most people actually got their positions through hard work and per¬severance.
Looking at Spielberg from that point of view, the first paragraph will show us that he was passionate about film from a very early age.
The second paragraph shows that he could not go to the Film Academy. Instead he chose to study a different sub¬ject, and after graduation came back to his passion, film. Then, hard work and perseverance brought him to the position that he now holds. The idea that anyone, no matter from which background, can realise his or her dreams is one of the cultural ideas that form the back¬bone of what is known as The American Dream. What we learn about Steven Spielberg is that his passion for film, hard work and perseverance have made him who he is.
The next four paragraphs are about several of Spielberg's very successful films. It is not always easy to see how we can get to know the director of a film through his work. However, themes of film often re¬flect the ideas of the director. From watching and un¬derstanding their films we can know more about them. Paragraph four (ET) and paragraph 6 (Schindler’s List & Saving Private Ryan) tell us something about Spielberg's ideas.
Finally, as in the last paragraph we learn about Spielberg by the things he has said or written. Some people might proudly say that they became who they are because of their own personal capacities and strengths. Instead, Spielberg says that he owes much of his success to his wife and children.
4. POST-READING
Answers to Exercise 1:
1 Spielberg studied English instead of film because his grades were not good enough to go to the Film Acad¬emy.
2 People who saw Jaws were afraid to swim when they remembered the scenes in which swimmers were at¬tacked or eaten by the shark.
3 Spielberg says that he owes much of his career to his family.
4 When Steven Spielberg was young his dream was to go to the Film Academy.
5 Working hard and believing in your dream will make your dreams come true.
Answers to Exercise 2:
1 Jaws (1975) is about a big shark that attacks and eats swimmers.
2 ET (1982) is about a little creature that comes from outer space and wants to go home.
3 Jurassic Park (1993) is about an island where a very rich man keeps all kinds of dinosaurs.
4 Schindler’s List (1993) is about the cruelty of war / a German who saved thousands of Jewish people from being killed in the war.
5 Saving Private Ryan (1998) is also about the cruelty of war / an American captain who led his team to search for a soldier named Ryan.
Note: In the text students can read about some of Steven Spielberg's most successful films. Many of these films are known to students in China, but in case the students haven't seen them, they can use the text to find the answers for the questions of exercise 2. The aim of this exercise is to familiarise the stu¬dents with the grammar pattern: X is about a person who ... / X is about a thing that / which ... In this way students can practise making comments about some of Spielberg's films.
Extension 1 Ask the students to work in pairs or groups to ask each other what other films and books are about. This exercise can also be done with the class as a whole. Students can talk about Chinese films, plays and books that are known to all of them. A variation on this type of exercise could be a short dialogue. In this way students can practise making comments about films and giving their opinions.
Sample dialogue 1:
A: Who has seen the film Spiderman?
B: I have.
A: Did you like that film?
B: Yes, I did.
A: What was it about?
B: It was about a boy who is bitten by a spider and then becomes very strong and can do all the things that spiders can do.
Sample dialogue 2:
A: Who has read The Lost World?
B: I have.
A: Did you enjoy it?
B: I didn't like it that much.
A: What was it about?
B: It was about a scientist and three men who discover a mountain in South America where dinosaurs died out.
Extension 2 Films tell us something about their direc¬tors and the ideas of people in countries where they are made. The students can talk about both Chinese and for¬eign films if they know any.
Title of the film What is the film about? What is the main idea of this film? What is your opinion about the film?
ET It's about a creature from outer space who wants to go home. The film shows us that love and friendship are the most important things in life. I think this is a very beautiful
and touching film.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the exercise:
1 award 2 role 3 director 4 script / role 5 studio 6 scene 7 follow-ups
4. GRAMMAR
The Attributive Clause (2)
Attributive clauses are also called Relative Clauses. They can be made using the following words:
1 Relative pronouns: who, whose, whom, which and that (See Unit 4)
2 Relative adverbs: where, when and why (This Unit)
3 Prepositions: at, in, for, to, during, about x+ which /whom (This Unit)
Relative adverbs
Where can be used to talk about place.
Example: The hotel where we stayed wasn't very clean.
When can be used to talk about time.
Example: Do you remember the day when we met?
Why is used when we talk about the reason something happens.
Example: The reason why I'm phoning you is to invite you.
Preposition + which / whom
We stayed at a hotel.
Example: The hotel at which we stayed was near the station.
I talked to a friendly old man from China.
Example: The friendly old man whom I talked to was Chinese.
Example: The friendly old man to whom I talked was Chinese.
In English placing the preposition before the relative pronoun is more formal. Usually, the preposition comes after the relative pronoun and the verb.
Answers to Exercise 1:
1 where 2 which 3 why 4 when 5 why 6 where
Answers to Exercise 2:
1 The first of September is the day when school starts.
2 The reason why my brother stopped smoking is that/ because it is bad for his health.
3 The city where we went on our school trip was Shanghai.
4 The TV programme which I like most is the late night show.
5 The factory where my father works makes tele¬phones.
6 This is the room in which she did her homework.
Answers to Exercise 3:
1 about which 2 to whom 3 during which 4 with which 5 in which 6 with which
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.

Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and Writing
NOT ONE LESS
Introduction The reading passage is about a film by one of China's most successful film directors, Zhang Yimou. Instead of biographical information about the director, the text tells what one of his recent films, Not One Less (1999) is about. When talking, reading or writ¬ing about films, the two most important language func¬tions seem to tell what films are about and to give an opinion about them.
Instruction Writing a review of a film is a way of evalu¬ation. The shortest way to review a film is by explaining what the film is about and giving an opinion. A film re¬view, no matter how long or short, has to give some essential information, such as the title of the film and the name of its director. Telling what the [11m is about can be either regarded as outlining the plot in the broadest pos¬sible terms (ET is about a creature from outer space who wants to go home). Alternatively, it may be a way of indi¬cating the main idea or theme of the film (ET is a film about love and friendship). Usually, a film review will hold some kind of summary of the story in which the story is told in other words. One part of a film review is to tell whether the film has a happy ending or not. The ending of a film often plays an important role in making up your mind about your opinion of a film, especially for younger people. The next step is to formulate an opinion about the story and about the ending of the film. The stu¬dents are guided to write a short review of a [11m through these steps completing the chart.
Answers to the exercises:
Title: Not One Less Director: Zhang Yimou
What is the film about?
Tell the story in your own
words. The film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them runs away to the big city, she
Does the film have a
happy ending? Why? The film has a happy ending. Minzhi finds Huike and brings him back to the school, together with the people from the TV station.
What do you think about
the story of the film?
Why? I think the story gives us hope. The film shows us that people care for each other. Even people in the city will take care of people in the village when they know about their problems. .
How do you feel about
the ending of the film?
Why? I like this film because it is so moving. I think the ending of the film is happy, but you almost have to cry.
All the answers for the exercise above are based on the text of the reading passage. However, if students have seen the film, they may be encouraged to give answers that include information about the film which is not given in the text.
2 Write a review about a good or bad film you have seen. Students can use the reading passage and Ex¬ercise I as examples. They may also find it useful to look at the Tips. Students may write about Chinese films or Western films they have seen.
Sample film review of a Chinese film:
Not One Less by Zhang Yimou
The film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them runs away to the big city, she follows him and brings him back. The film has a happy ending. Minzhi finds Huike and brings him back to the school, together with the people from the TV station. I think the story gives us hope. The film shows us that people care for each other. Even people in the city will take care of people in the village when they know about their problems. I like this film because it is so moving. I think the ending of the film is happy, but you almost have to cry.
Sample film review of a Western film:
The Princess Diaries by Garry Marshall
What happens if you wake up one day and find out that your father is a king? You must be very surprised and ,happy, and your life changes completely. That is what happened to the actress in the film The Princess Dia¬ries.
Mia Thermopolis, played by Anne Hathaway, is a girl with funny hair and big black glasses, who one day finds out she is a princess in small, unknown country in Europe. Before that, she was the most unpopular girl in school - the kind of girl that most kids would not make friends with. No one but her friend and her friend's brother notice her. When the news breaks that she is a princess, everything changes and she has to make many decisions about her life. Some people try to take advan¬tage of her. People take pictures of her when she is most frightened. The only people she can trust are those who always were her friends, when she was still the in¬visible Miss Unpopular.
I think it is a good and funny movie for the whole family, and a nice story to watch.
CHECKPOINT
Sample sentences:
1 The happiest day in her life, was the day when her first child was born.
2 No matter what happens, your roots are in the vil¬lage where you were born.
3 There are many different reasons why young people want to study English.
4 The city in which we live lies in the southwest of China.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.


Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Introduction The listening exercise consists of three short interview type of conversations in which students are asked about their favourite films and film directors. The exercise helps students to model conversation about such topics into a pattern which include remarks about the title, the plot and the director of films and elicit people's opinions of certain films which they have seen.
Instruction Let the students listen to the tape a first time without requiring them to answer any of the ques¬tions. After the first listening, the teacher may ask some students what the dialogues were about, whether stu¬dents recognised any of the film titles, whether they have seen any of the films mentioned in the script or whether they have heard about any of the film directors or seen any other films produced by these film directors. How¬ever, at this stage, do not start a discussion as to whether students have seen any of the films or ask for their opin¬ions, as that is the second exercise. Next, go over the exercise with the students and make sure that they know what they are expected to do, what type of information to listen for and what they should note down. Then, lis¬ten to the tape a second time and ask the students to write the answers into the table or their notebooks. If after the second hearing not all students can find all of the answers, let them listen to the tape a third or even a fourth time. A choice of sample answers is given below. Of course, a range of alternative answers is possible and students should be encouraged to formulate their an¬swers differently.
LISTENING TEXT:
In the dialogues, I = Interviewer, JE = Jennifer, A = Alex, JA = James
I: Jennifer, I heard you like films. Do you have a favourite director?
JE: Well, there are so many, but I think I still like Spielberg most. I've seen most of his films, like Jaws and Jurassic Park, ET, and last week I saw AI.
I: What is that film about?
JE: AI is about a time in the future when people make robots that love people. The film is about a little boy, who is really a machine. The people throw him away. The biggest dream of the boy is to become a real human person, so that the family will love him. The film shows that true love is for ever.
I: What did you think about this film?
JE: I like the film a lot because the story is simple but very strong.
I: Hi, Alex. Do you often go to the film?
A: No, not very much. Tickets for the film are quite expensive you know. But I watch many VCDs and DVDs.
I: You've brought some with you, haven't you? Hmm, Batman. Is that one of your favourites?
A: Yeah, though at this moment I'm most fond of Spiderman. I like those kinds of stories, in which the good fights against the bad. And wins of course. Very exciting, but also funny.
I: Have you seen any other films by Sam Raimi?
A: Sam Raimi? No, I had never heard of Raimi be¬fore.
I: So, James. It's your turn.
JA: Yes, well, I almost never go to see a film, but some time ago a film was shown at school.
I: Do you remember the title of that film?
JA: I believe it was called Shower, by Zhang Yang.
I: Do you remember what the film was about?
JA: Yes. I must say, I liked this one. It was about an old bathhouse where many neighbours come every day. The bathhouse keeps the people together. It's about friendship and family taking care of each other. But when the father dies, the bathhouse is closed and broken down. It's a bit sad really, because most of the people never see each other again.
Answers to the exercises: 1
Jennifer Alex James
Title of the film AI Spiderman Shower
Director Steven Spielberg Sam Raimi Zhang Yang
What is the film about? A robot that wants
love and becomes
a real boy. The good fighting
against the bad. An old bathhouse where people
make friends. When the bath-house
closes, friendships "are lost forever.
His I her opinion It's a simple but
strong story. It's very exciting and funny. It's a sad film.
2 Ask the students what film titles they recognised, whether they have seen any of the films mentioned in the dialogues or whether they have heard about any of the film directors or seen any other films pro¬duced by these film directors. Encourage them to give their opinions about these films.
Extension You may further extend the exercise by ask¬ing students to do similar short interviews themselves.
3. TALKING
Introduction The matter of copyrights, or intellec¬tual property rights, on multi media such as printed matter (books, magazines, newspapers, etc), visual images (photos, reproductions, art work and film), au¬dio (music), style, design medicine and inventions is increasingly taken seriously by Chinese producers and consumers since China entered the WTO. This does not only affect imported materials but also locally pro¬duced wares. The suppression of cheap and illegal cop¬ies of any copyright material generally leads to higher prices in the market, and, as many of the famous brands claim, higher quality. But consumers mostly worry about high prices. For example, illegal copies of CDs, VCDs and DVDs could be bought in many places for as much as only eight to twelve yuan. The retail price of official copies, however, is 65 to 70 yuan in shops and department stores. The music and film industry claims that the higher prices are unavoidable as copy¬rights and royalties are to be paid to artists and pro¬ducers, and costs go into promotion and merchandis¬ing. Of course it remains the question whether school¬-going teenagers can afford that much money for CDs and DVDs.
Instruction Let the students work in small groups or five, and let each student prepare for the discussion choosing a role card.
Sample discussion:
E: Ladies arid gentlemen, welcome to our show tonight. This time we are talking about copyrights in China. As we all know, for many years many people are used to buying cheap CDs I VCDs and DVDs. Espe¬cially since China joined the WTO, there has been growing concern to protect the rights of artists. Cheap DVDs often cost only six to twelve yuan, but the official price in the shops is around 65 to 70 yuan. Many people are now worried that if prices are get¬ting higher in the shops, some people will no longer be able to afford buying CDs and DVDs. Role B, what is your opinion in this matter?
B: Thank you. Well, I'm a film fan and I really try to keep up with all the films that come out. It usually takes some time before new films are shown on TV and cinema tickets are also getting more and more expensive. I think that DVDs should be much cheaper, because many people, like me, don't have so much money to buy them when they are 70 yuan each.
A: I'm afraid, I don't agree. Artists have to make a living, and our income comes from selling DVDs. DVDs should be sold at high prices to give some money to those who have worked hard to make the DVDs.¬People forget that it costs money to make the discs, the boxes, the covers and so on. Besides, not only the artist, but also the studio, the director, the producer and the musicians must be paid. If you think about all that, then in fact, DVDs are not very expensive.
B: Well, that's not true of course. 70 yuan is a lot of money. I have heard from my key pals that DVDs in the West cost about the same price. But of course it is much cheaper to make them in China; so that means a lot of money disappears into somebody's pocket.
A: You may be right, but I can tell you that that's not the artist's pocket. A lot of money goes to the shopkeep¬ers.
E: Role C, you are a shopkeeper. What do you think?
C: Well, I disagree with A. Of course, shopkeepers need to make some money on the sales of discs. We have to make a living as well. A should be happy that we sell his / her work, because without our shops everywhere in China, people would not buy their discs at all. But of course I agree with B. DVDs should not be too ex¬pensive for people. I sell cheap DVDs because I know that many people would not buy them if they were much more expensive and also because it is good for my shop. If nobody can afford expensive discs, and nobody buys, I have to close my shop and I lose my job. I don't think DVDs should be sold at higher prices because people will stop buying and perhaps start to make their own copies on their computers.
E: Let's hear what Role D has to say about this matter. Role D, what's your opinion?
D: Well, I'm a policeman, and of course what I person¬ally think is not so important. We have made laws in our country and there are rules and agreements that we must all follow in the world. Selling cheap DVDs should be stopped because it is against the law and it's like stealing money from the artists.
A: Exactly!
D: Besides, making and selling illegal copies of CD / DVDs of foreign artists makes many foreigners think in a bad way about China, so it's important that we live by the law and international rules and agreements such as the WTO. On the other hand, the police don't have enough time to check out all the shops in every part of China so ...
B: Well, of course I know that both foreign and Chinese artists should make their money, but the point is that DVDs are much too expensive. Perhaps discs should be more than ten yuan, but 70 yuan is really much too expensive. I don't believe it is so expensive to make the discs. Many books that are published in China are also much cheaper than abroad.
C: I agree with B. I don't think DVDs should be sold at higher prices because there are many, many people in China. It's better to sell 500 discs for 20 yuan than to sell 100 for 70, isn't it? Everybody can make much more money.
…
E: Very well. I think we'll have to round off the discus¬sion. As Role D has explained, both Chinese law and international rules for copyrights and the WTO say that only legal copies can be sold. Role B and Role C agree that 70 yuan is too high because... and be¬cause They also think that more discs can be sold if the price of discs is lower because ... and Per¬haps a price of around 25 yuan would be possible. When the prices are lower, there won't be as many illegal copies and that is better for ... and also for .., In fact, lower prices are good for everybody. I want to thank everybody for their contribution to this interesting discussion. Thank you and good night.
2 Students can use Chinese or English newspapers and magazines to find information about films and TV programmes that have been released over the last half year. Students can talk to each other about films and programmes they have seen, or tell each other about them giving information that they have read in an¬nouncements or film reviews.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to Exercise 1:
1B 2A 3D 4D 5A 6C
Answers to Exercise 2:
1 at 2 in; to 3 on; at 4 by 5 of 6 by; of 7 from; from; of 8 at
Sample writing for Exercise 3:
The plane is taking off in half an hour. Jack is still on the way. Sitting in the taxi, he doesn't think it is pos¬sible for him to catch the flight.
Jack is a young actor. Although he has only made appearances in a few small films, many directors think highly of his acting skills. In one of his interviews, when he was asked why he wanted to become an actor, he said he owed all his silver-screen success to his mother, who encouraged him to take a career that he really liked and who always believed in him even when everything seemed to go wrong against him.
The interview is on the air now. Jack smiles and says to the taxi driver, "Go to Paramount Street, please." "What about your flight?" the driver asked in surprise. "Forget it. I'm going to see the most important person in my life."
Grammar
Answers to Exercise 1:
1 where 2 when 3 why 4 when 5 where 6 why 7 where 8 where 9 when 1 0 why
Translation:
1 昨天我们参观了那位伟大作家曾经住过的地方.
2 我父亲出生在第二次世界大战爆发的那一年.
3 有几个原因使我们不能那样做.
4 我永远也忘不了我初次去机场接你的那一天.
5 当他回到家乡的时候,他总想看看他成长的那个地方.
6 陆明不能给老师一个很好的理由说明他为什么上学迟到了.
7 昆明是个一年四季都盛开着鲜花的美丽城市.
8 这类节目将在许多华人居住的国家受到欢迎.
9 这位年迈的黑人永远也不会忘记他被卖掉而离开母亲的那一天.
10 我不明白为什么许多小朋友如此喜爱 “小燕子”.
Answers to Exercise 2:
1 about / of which 2 in which 3 in whom 4 with whom 5 in which
Answers to Exercise 3:
1 which / that 2 who 3 who/whom 4 whom 5 when 6 where 7 who 8 on whom
1 0 when 11 when
3. INTEGRATING SKILLS
Reading and writing
MOVIES ACROSS THE PACIFIC
Introduction Jackie Chan is a popular and very famous Chinese actor who has made movies both in Asia and in the United States. His early movies, made in the 1980s are classic, because they were made before the time com¬puters became widely used to trick spectacular Kung-Fu fighting. His films made in Hong Kong are famous in China, but have never been as successful in the US. On the other hand, some of his movies made in America have been very successful in the US but not in Asia. In the article students can read about Chan' s ideas about his own movies and what he has to say about differences between Western and Asian movie-making. Students also read about Chan's ambitions and his dream for the future.
Answers to Exercise 1:
True: 2, 5 False: 1, 3, 4
Answer to Exercise 2:
The old Jackie Chan films were made without tricks. Most of Chan's films involve karate and martial arts. In the old films the actors made most movements them¬selves, the fighting was fast but real. In modern films, jumps and fighting are made with computers and other ways. They aren't real.
Answer to Exercise 3:
Films that are made in the American way are successful in America, and films that are made in Asia are success¬ful in Asia. The people in America and in Asia have different ideas about what is funny and what type of action is interesting to watch. For example, people in Asia don't understand jokes in American movies or think that they are not funny. Also, the action is different. In American movies, much of the action involves gun fight¬ing, while in Asian movies fighting is mostly done in traditional Kung-fu fighting. American people think such fighting isn't interesting to watch.
Note: The answer to this question in inferential. Stu¬dents can find the first part of the answer in the text. For the second part of the explanation, they have to use knowledge and experience of having seen and compar¬ing Western and Asian movies.
Answer to Exercise 4:
Some films by Zhang Yimou, Chen Kaige, such as Crouching Tiger, Hidden Dragon were very success¬ful in the West. They are all films that are really about China and Chinese culture, so the people who watch these movies are interested to watch China as it re¬ally is.
Suggested answers to Exercise 5:
Chinese film Western film
What is it about? 漂亮妈妈 (Breaking the Silence) Erin Brockovich (永不妥协)
What are the actors / actresses like? The lead actress is Gong Li. She is tall and pretty. She plays the role of a single mother struggling to raise a young, deaf child on her own. The young boy is played by an actual deaf boy.
The lead actress is Julia Roberts. Also tall and beautiful, she plays the role of a di¬vorced mother with three little kids. She has to work very hard to earn a living for the whole family and earn respect and self-value for herself.
Is there a lot of action? What kind? There isn't much action in it. The movie shows the great love of a mother for her child and reflects on the hard life of the lower middle class. There isn't a lot of action. The movie is based on a real-life story. The woman helps herself while helping others win a billion-dollar law case.
What feeling do you have after you see it? This film is beautiful. Love works magic with its strong power. In this film, we feel love between parents and children, love between friends and love between people and hard. who don't know each other. I was impressed by the lively character of the heroine. It shows that a woman can realise her self-value by working smart
4. WRITING
Writing
Instruction The students can use the guidelines in the book to make an outline for each paragraph of their ar¬ticle.
Sample writing:
Halle Berry
The whole world cheered for her when she became the first black woman to win an Oscar for Best Actress. Halle Berry was born to a white mother and black fa¬ther on August 14, 1968 in Cleveland, Ohio.
In 1985, at the age of seventeen, she won the Miss Teen All-America Beauty (选美大赛). Later, she be¬came the first black girl in the Miss World competition. However, being beautiful wasn't enough of a challenge for Halle. In the late 1980s, she began to take an active interest in acting and got small parts in some films. In Jungle Fever, and again in Losing Isaiah, she played a woman using drugs. Halle is proud of her role in these films. In 2001, Halle Berry played the role of a woman called Leticia Musgrove in the film Monster's Ball. The film changed Halle's ideas about life. .
I like her very much not only because she is beauti¬ful, but she also sets a good example, showing that hard work and self-confidence will lead to success some day.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.

Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK

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