| 人教新课标 高一Unit 5 The silver screen |
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Unit 5 The silver screen Teaching Aims and Demands Words and Phrases career role award prize choice degree speed creature adult industry owe happiness accept primary leader determine live action silver hero scene law drama actress director script actor academy studio outer follow-up cruelty peace icy boss comment Spoken English: 1.Giving opinions & Making comments 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/actress are… How do you like…? What do you think of/about… We think highly of … What do you feel about…? 2.Sequence You should/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 as…? Grammar: The attributive Clause 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. Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about The Silver Screen and finish the exercises. Get the students to learn more about films and widen the students view of life. Important points: The Attributive Clause Knowledge about films Difficult points: The use of Attributive Clause Teaching aids: Computer, tape-recorder Way of Teaching: Discussion and way of communication Lesson 1 Step 1 Warming Up 1.Ask the students to look at the photos and describe what they see. Encourage the students to forward all possible descriptions and interpretations of what they see in the pictures. The teacher may ask some more questions as a guide for the students to better describe the pictures. 2.Ask the students to look at the photos and describe what they think happened before the scene in each picture. Then ask the students what kind of film they think they are. Step 2 Listening Tell the students they will listen to a dialogue between a programme maker (R) and actor (L). The students may take down the key words as they are listening to the text. Finally, using the key words, the students may formulate the answer to the questions in full sentences. The answers are: 1.It was a small town far from the big city. 2.When Malcolm was young he wanted to be 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 experience. Step 3 Speaking 1.Students read the biographies of Meryl Streep and answer the following questions: When and where was Meryl Streep born? (She was born in a small village in America in 1949) How did he begin to act in plays? (After high school she went to study at a famous drama school. While still a student, she played roles in many plays. After graduating, she went to New York, where she started working as an actress and won the Theater World Award for he role in a play.) When did she began to act in her first film? (She made her first film, called Julia in 1977.) What about his family? (She got married in 1978 and has a son and three daughters.) 2. Students read the biographies of Keanu Reeves and answer the following questions: When and where was Keanu Reeves born? (He was born in Lebanon in 1964.) Where did Keanu Reeves grow up? (He was born in 1964 and later moved to Toronto and grow up there.) What about the time when he was young? (He left high school without a degree when he was 17 Then he started to doing all kinds of small jobs to make money.) What did make him famous? (He first act in many cheap films for a few years, then he played a role in the film Speed in 1994, Which made him famous.) Step 4Acting Ask the students to make a dialogue between a report on Meryl Streep or Keanu Reeves. And then ask them to act it out. They can use the above questions as a guide. Step 5 Homework Prepare a similar dialogue on interviewing a famous actor/actress, such as Maggie Cheung(张曼玉). Lesson 2 Step 1 Revision Get the students played out their interview. Step 2 Pre-reading Ask the students to think out some names of famous films, like: Hero (英雄), Mood for Love（花样年华），Harry Port (哈利. 波特)，E.T. (外星人), The Matrix (黑客帝国), Jurassic Park (侏罗纪公园). And then get them to give the director out as well as its famous actor or actress in it. Thus we can naturally mention the character in the text—Steven Spielberg. Step 3 Reading Before reading, the teacher may first give a introduction about Steven Spielberg like this: Steven Spielberg is one of the most important filmmakers in the United States. Many of his films are known to people all over the world. The reading offers some biographical information about Steven Spielberg and talks about some of his major motion pictures, such as Jaws(1975), ET(1982) and Jurassic Park(1993). Then ask the students to read the text and try to find how the text is organized, or how many parts it should be divided into. The first part (the first paragraph) --- Steven Spielberg is a passionate about film from a very early age. The second part (the second paragraph) --- He could not go to the Film Academy but later his career began to take off. The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films. The forth part (the last paragraph) What Steven Spielberg has said and written. When the students are trying to find the main idea of each part, the teacher should explain some language points if there is any. Help the students to finish the exercise in this part. Step 5 Homework Be prepared for a interview on Steven Spielberg and his films. Lesson 3 Step 1 Revision Check the homework by getting the students to present their interview as assign last class. Step 2 Vocabulary Ask the students to finish this part and check their answers. Step 3 Grammar 1. Revise the Attributive Clause by Letting the students to make some sentences using that, which, who, whom. Then ask the students to divide the sentences into small sentences to go over the formation of Attributive Clause. 2. First go over the examples in this part and tell the students how each sentences are formed. 3. Finish the exercises below the examples. Step 4 Workbook Ask the students to finish the exercises 1—2 and check their answers. Step 5 Homework Finish exercise 3 in the workbook. Lesson 4 Step 1 Revision Check the homework Step 2 Reading 1.Get the students to name some films made by Zhang Yimou out, thus draw the students’ attention to Not One Less. 2.Students read the text and summary the story of Not One Less. The next is an example: This 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 – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station. 3.Next tell out the formation of the text/the story. Step 3 Exercise Ask the students to read the text on P 113 about the movie Across the Pacific and finish the exercises. Step 4 Writing Supply the students another film that most of the students have seen and ask them to write a comment on it. The tips on P35 may help them. Step 5 Homework Preview the next unit. |
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