1、Module 3 Unit6 Going to the Cinema一、 单元分析（Unit Analysis）（一）单元地位（Unit Position）1 本课首先向学生介绍了两组电影中的特技镜头，引出电影特技这一话题。接下来介绍了电影人成龙，向学生说明了演员亲自完成特技动作所要付出的代价。最后，课文列举了不同人群对“演员是否需要自己来完成特技动作”这一问题所表达的观点。根据电影特技这一主题，教师可以设计不同的活动让学生参与口语讨论，加强学生对电影制作中特技拍摄的认识，同时也教育学生：要成就一番事业，既要做出努力和牺牲，但是也不能忽略了生命的价值，要量力而为。2 围绕本课主题“电影特技和电
2、影人” ，学生可讨论自己熟悉的电影以及最喜欢的电影人。从这些成功的电影人身上，学生可对他们成功所必需的个人素质和优秀品质展开讨论。3 本课中涉及了语法现象现在分词作状语。通过学习，使学生了解并运用分词作状语来表示时间、原因、条件、让步、结果、方式或伴随状态。对于这一语法现象，教师有必要在课堂教学中加以一定的讲解和操练，使学生能较熟练地掌握状语从句和分词作状语之间的转换。（二）单元目标（Unit Target）1 了解并掌握分词作状语的语法知识。学生能够较熟练地进行状语从句和分词作状语之间的相互转换。 2 能了解并介绍著名的电影特技镜头和电影人。3 能就“演员是否需要依靠特技演员来完成特技动作”
3、这一问题发表自己的观点。（三）单元重点（Unit Points）1 关键词： 语言知识类hurl oneself through, see sb. doing, be swept up, seem, according to, be left to, risk ones life doing, on behalf of, insist on doing, fall on, be called in, inevitable, be knocked unconscious, on the side of, brag about, take the fall, etc. 交际功能类1） 与电影相关的
4、职业：cast, guest-star, movie king/queen, leading role, hero, heroin, supporting role etc.2） 电影类型：black-and-white film, Technicolor, wide screen film，feature film, documentary, animated cartoons, 3-D movie etc.2 功能：Expressing likes and dislikes/ preference (for a certain form of entertainment) 参考课本第 10
5、9 页 Useful Language Do you prefer Chinese or foreign movies? Which is your preferenceaction or drama? Which would you prefer? Would rather go to the opera? Who is your favorite actor/actress? I dont mind going to the cinema. I like/love/enjoy/prefer/ going to the video shop. As far as I am concerned
6、, classical music is too complicated. I enjoy listening to music more than other pastimes. I like the violin better than any other musical instrument. I hate/cant stand the noise. Id rather buy some CDs, and enjoy the music on my stereo. I dont fancy going to the symphony. Its just too complicated f
7、or me.3 语法点：掌握分词作状语，表示时间、原因、条件、让步、结果、方式或伴随状况。二、 教学设计（Teaching Designs）教学内容 教学实施建议 教学资源参考1 Reading 在课文的导入部分，教师可以让学生先看两段电影片断，分别剪切于电影 “Mission Impossible”和“Hurricane” 。之后，请学生描述所看到的场景，教师教授其中的重要词汇。对于课文的初步处理，教师可利用“听读结合，小组合作”的方法，帮助学生梳理文章的脉络，对课文有一个整体的把握。链接 1 课文整体理解的操作建议。电影片断见链接1 部分。课本第 100-101页Text 部分。2 Lis
8、tening 教材第 105-107 页的听力部分，可以培养学生提高 spot dictation 正确率的能力，并且通过听力材料的输入了解卡通人物米奇的故事。课文第 105 页Listening Practice3 Speaking 以“电影”为主题设计口语活动。活动一：按要求完成课本 107 页的 B1 练习。活动二：个人介绍最喜欢的娱乐休闲形式。学生可以参照课文 107页上的例子。活动三：Group work：学生讨论“What makes a successful actor or actress?”。链接 2 Group work 的一些具体教学建议。课文第 107 页Speakin
9、g Practice4 Structure 现在分词作状语是本课语法学习的重点。链接 3 分词作状语的教学建议。课文第 103 页Structure 部分5 Additional Reading本部分内容是介绍电影人”Alfred Hitchcock”,建议放在最后一课时。本文出现的重要词汇与词组：originate, bring up, the depths of, turn out, be presented with, etc.课后，可以请学生在网上收集著名电影人的介绍，在班级内交流。并找出他们成功的要素。课文第 115 页Additional Reading链接 1 说明：在第一课时，
10、教师可以采用分段处理的方法，来帮助学生熟悉理解课文的内容。通过让学生开展不同的教学活动，来完成不同的教学目标。在整个教学活动中，教师可设计不同的任务，有针对性地训练学生的阅读和听力能力。所设计的小组活动，主要是要求学生通过组员间的配合，来完成任务，目的是为了培养学生互帮互助的团队合作精神。1 整篇文章可分为三个部分：第一部分为 paragraph A 和 B。第二部分为 paragraph C 和D。第三部分为 Paragraph E, F, G。2课堂教学步骤教案设计 作用ILead in1. Students watch two clips from the movie “Mission
11、Impossible”, “Hurricane”This is a warming-up exercise, which helps to draw students attention and leads the lesson into the next part.2. Students describe what theyve seen on the screen.II. Text learning 1. Students open books to read paragraph A and B.2. Students describe the clips again using the
12、key words in these two paragraphs.This exercise is to help the students get a general idea of the two paragraphs and describe the clips in a simpler but clearer way.3. Students listen to the recording of paragraph C for the definition of “stunt professionals”4. Students repeat the definition of stun
13、t professional to make sure they have understood what a stunt professional is.Before listening, Teacher set the task to the students that they should tell what a stunt professional is. This exercise is to develop the students listening abilitylisten for details.5. Students listen to the recording of
14、 paragraph D for information of Jackie Chan.6. Students are asked to fill in the blanks while listening.This exercise is also to help students develop their listening skill and get them to know the use of the new vocabulary in this paragraph.7. Students read paragraph E, F and G.8. Students are aske
15、d to do match work and check the answer in class.This exercise is to help students develop their reading skills-read for the main idea of each paragraph, which helps the students to have a better understanding of the text.III. Further development1. Students discuss in groups of This exercise is to h
16、elp students learn to cooperate with others and five “Should actors and actresses do their own stunts?” 2. Students give their opinions according to the given role.get more information by sharing ideas with group members.This exercise is also to help students develop their speaking ability. Listenin
17、g Practice:Exercise One: Listen to the definition of stunt professionalStunt professionals are men and women who _, risking _, on behalf of _ in _Exercise Two: Listen to the recording of Paragraph D and fill in the modified cloze text about JACKIE CHAN. Jackie Chan does all his stunts and is called
18、the Hong Kong 1) _. With his individual brand of dramatic 2) _ arts, he is undoubtedly a walking 3) _ of physical endurance. However, he also suffers from broken 4) _ and a 5) _ in his head.链接 2 说明：围绕课文的主题，设计小组讨论活动，是一种非常好的促进学生主动探究、相互学习的方法。根据主题设计讨论题，既可以使学生及时巩固和运用所学的知识，也可以通过小组交流的形式发挥每个学生的主观能动性，在互相交流的过
19、程中进一步加深对课文的理解， 同时也培养了学生与他人合作的团队精神。Group work: What makes a successful actor or actress? 以小组为单位进行讨论，每位组员都必须提出一点成为成功的演员的要素。 在班级内进行交流。 教师可以要求学生最终将各方的观点汇总，进行段落写作的训练。链接 3说明：由于分词作状语，对于学生来讲是个语法难点，因此在教授的过程中，除了教师的精讲之外，还要求学生能够多进行操练。因为状语从句是学生所熟悉的一种句式， 因此教师可以从让学生复习状语从句着手，渐渐过渡到分词作状语的结构。1 课前教师可以请学生总结所学过的状语从句的类型，并就每个类型各找两个例句。2 课堂上进行汇总，列出各种类型的状语从句（各举代表性例句 2 句。 ）3 教师向学生讲解从状语从句变为分词作状语的基本步骤。4 请学生将所列的状语从句改成分词作状语的结构，并说出分词作状语的类型。5 请学生将课文中出现的分词做状语的句子划出来，并说明分词作状语的类型。6 要求学生完成 structure 部分的配套练习。7 课后要求学生在21 世纪报获其它英语刊物上寻找各种类型的分词作状语的例句。
