1、英语（必修第二册）Unit 1 Lights, camera, action!Welcome to the unit & Reading (I) 湖南省株洲市第八中学 郭菊芬I. Learning objectivesBy the end of the lesson, students will be able to:1. grasp the way of understanding a lecture transcript;2. know about some unfamiliar aspects of film-making;3. think critically and express
2、their opinions on some special effects technology in film-making;4. think of and appreciate the talented people and their hard work behind the scenes.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of diff
3、icultyUnderstand the structure and the language style of the lecture transcript.IV. Teaching proceduresStep 1 Brainstorming: stimulating reading interest1. T plays the theme music of Harry Potter films in class. 2. T leads Ss to talk about films by answering the following three questions: Could you
4、list some film types? (action, horror, cartoon, musical, comedy, romance, documentary, science fiction, fantasy, war .) Look at the film posters on page 1. What type of film is shown on each poster? What elements of a film can you think of?【设计意图：课前播放“哈利波特”系列电影的主题音乐，营造气氛，为课堂主题做好铺垫。老师先寒暄几句，通过看似随意的聊天切入
5、课堂，让一个小组的同学一个一个说出他们熟悉的电影类型，老师及时带领学生学习Welcome to the unit中有关film types的内容。接着，让另一组学生说一说电影的元素有哪些，激起全班学生的兴趣，迅速导入阅读环节。】Step 2 Skimming: understanding the structureT asks Ss to underline the topic sentence for each paragraph and complete the chart in A1 with the main idea of each paragraph. After Ss compl
6、ete the chart, T leads them to summarize the reading strategyskimming.【设计意图：指导学生通过找主题句快速获取段落主旨，以思维导图的方式帮助学生了解语篇的宏观结构，培养学生概括段落大意的能力。】Step 3 Careful reading: understanding the detailsT asks Ss to read the lecture transcript again carefully and complete the table in A2.【设计意图：让学生仔细阅读课文的第二、三、四段，完成A2的表格，从
7、而帮助学生理解细节信息，同时引领学生了解段落主旨（main points）和信息支撑句（supporting sentences or examples）的联系，让学生对段落结构、语篇结构形成深刻的理解。】Step 4 Further reading: concluding and summarizing1. T asks Ss to answer the following questions: Why do you think the film critic asks a question at the beginning of his lecture? (The question ser
8、ves as a hook to grab the attention of readers.) How does the film critic show his main points and support them? Why? (In each paragraph, there is a topic sentence, which clearly states the main point of the paragraph. The film critic uses some examples of well-known films to help explain and prove
9、his main points, thus convincing the readers.) How do you understand “the tip of the huge iceberg of film-making” in the last paragraph? (It means what people see on the screen is only a very small part of all the work people have done during the process of film-making. It describes the fact that a
10、lot of work is done behind the scenes in film-making. It is a metaphor, which helps readers understand the text more easily and impress them deeply.)2. T makes a conclusion.T: We can see that a good lecture transcript has an attractive introduction, a clear and convincing body, and an impressive con
11、clusion. 【设计意图：结合A2的表格，利用三个问题分析语篇的文体特征。在文章的首段，作者利用一个贴近学生生活的问题作为“引子”（a hook）来吸引读者的注意，接着在文章的主体部分，以学生们耳熟能详的著名影片作为例子（examples）来证明每段的观点（main points/topic sentences），最后，作者通过暗喻（a metaphor）这一修辞手法，总结全文，让人印象深刻，回味无穷。这一阅读任务的设置，旨在让学生学会欣赏写作技巧和语言之美，并培养学生的文学鉴赏能力和创造力。】Step 5 Discussing: preparing for production1. T
12、leads Ss to think about the whole process of film-making. (1) T asks Ss to read the lecture transcript again and answer the following question:In film-making, when are the sound effects and the visual special effects added? And when are the props built? (2) T shows Ss a mind map to show when the sou
13、nd effects and the visual special effects are added and when the props are built during the process of film-making. (3) T asks Ss the following question: What other work is needed in making a successful film? Why? (4) T shows Ss a mind map to show some other aspects of work that needed to be done du
14、ring the process of film-making. 2. T leads Ss to discuss in pairs. What conclusions can you draw from the lecture? Do you support the use of CGI in films? Why or why not?【设计意图：通过思维导图，引领学生了解电影制作的大致流程，为B2部分主题词汇（film-related jobs）的学习做好铺垫，引导学生了解一部成功的电影的“幕后”工作人员以及他们的辛勤工作，以培养学生的发散思维，让他们明白一部好的电影除了带着光环的演员和导演之外，还离不开幕后工作人员的心血和汗水，离不开团队的合作，以深化主题。然后引导学生思考电影中电脑技术在特效制作中的使用，以培养学生的批判性思维能力，也为后面板块的影评写作做好铺垫。】V. Homework1. Read the lecture transcript again and underline the difficult points that you cannot understand.
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