牛津英语模块八第四单元Wordpower精品教案1

新沂市第二中学高二英语集体备课主备人：用案人：授课时间：____________ 第 4 课时课题M8 U4 Word power 课型New教学目标1)Learn and master the new words related to transport.2). Enlarge the vocabulary in this section and apply them to practical use.重点Remember the different kinds ofroads.难点Remember different tools oftransport.教法及教具Talking, Practicing教学过程教学内容个案调整教师主导活动学生主体活动Step 1 DiscussionHow many types of film do you know about? Can youname them in English?Step 2 Film typeRead part B on page 54 and focus on film types and theirfeatures.Comedy(喜剧)It is intended to make people ___________.Thriller (惊悚片)It is an exciting film with ___________ endings.Drama (戏剧片)It is a film about _________ and ____________.New wordsbe shot on location 外景拍摄sound stages 摄影棚Backdrop 布景close-up shot 特写镜头wide-angle shot 广角镜头Credits 演职员表film score 电影音乐sound effects 音响效果Dubbing 配音板书设计教学札记。

Period 3 Word PowerⅠ. Teaching aims:Enable Ss to use the new words about the literatureEnable Ss to learn useful strategy to expand their vocabularyⅡ. Teaching important points:Enable Ss to learn and master words about literatureEnable Ss to know the classification of literatureⅢ. Teaching difficult points:Enable Ss to give correspondent definition of each new wordEnable Ss to classify literatureⅣ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recorderⅥ. Teaching procedures:StepⅠ GreetingsStepⅡ Brainstorming1. Are you interested in books? What kind of books are you fond of?2. How many categories of literature can you name? What does each of them include? StepⅢ PracticePart A1. Read the article and find out all the types of literatures mentioned.2. Read part A again and fill in the Chart below.Discussion1. Who are they?2. Match the names and worksPart B1. Look at the following pictures and describe their works and contributions2. Use more information to introduce each literary figures.Part C1. Practice reading the words in bold from parts A and B.2.Read the passage of Part C carefully3. Fill in the blanksStep IV. Vocabulary extensionWork in groups1. match the words and their meanings2. complete the crossword puzzleStep V. Homework1. Try to find more names of literature.2. Do exercises about literature in your workbook.3. Talk about different literary figures.。

牛津高中英语教学设计单元：Unit 1 The written word板块：Word powerTeaching aims:1. Enable students to understand and know how to use new vocabulary concerning literature;2. Help students to know some information about some important literary figures such as Li Bai; Cao Xueqin; William Shakespeare; Katherine Mansfield.Important teaching points:1. Introduce to students different categories of literature, writers of different kinds of literature;2. Help them find and get more information about some important literary figures and their works.Teaching methods:1. Design some chart filling and blank filling exercises to consolidate what they’ve learnt.2. Organize a discussion to make every student work in class.3. Let students use their dictionary to find out the usage of new words on their own.Teaching aids:1. The multi-media2. The blackboardTeaching procedures:Step 1Brainstorming1. Show pictures and lead in the discussion on literature.How many categories of literature can you think of? Can you name some?The teacher writes down students’ answers on the blackboard.2. Introduce the different categories of literature by asking them to read the introductionStep 2 Further learning: writers of different types of literature1. Ask students to do the following blank filling exerciseThe one who writes drama is called _________.who writes poems is called _________.who writes short stories is __________.who writes novels is ______________.2. Help student to get more information about literary figures mentioned on their book from the Internet or books.3. The teacher then share with students what he or she has found about these literary figures，which includes their birth and death date, nationality, occupation and famous works.Step 3 Consolidation: Part CFill in the blanks using the words from Part A and Part B.Step 4 Self-studyPut the following books into different categories in Part D.•short story: ________________•science fiction: _____________•detective story: _____________•romance novel: _____________Step 5 HomeworkComposition writingTopic: Who is your favorite writer? Which book of him do you like best? And why do you like it? Write a composition of about 200 words introducing your favorite writer and a book of him.。

课题8A Unit 4 Welcome to this unit 课型New教学目标To learn about the names of common tools. To talk about DIY in English.教学重点Useful expression教学难点To talk about DIY in English教学过程教师内容备课札记Comic stripStep1 Presentation1.1.Have a free talk: There’s something wrong with mycomputer. I’m going to fix it today. I’m going to do someDIY work. Do you know what DIY stands for?Write “stand for” on Bb.2. Ask: When you do DIY work, you do things yourself.Can you do any DIY work?What can you do?Step 2 Listening1. Show the pictures of Hobo and Eddie without r the script,say: Look at these pictures, please. Hobo has some work todo today. Do you think Eddie will help him?2. Say: Now let’s listen to the dialogue between Eddie andHobo. Please answer some questions after listening.Play the tape.What’s Hobo going to do?What should Hobo do first?What does Hobo probably need?Step 3 Activities1. Say: Now open your books. Let’s repeat Eddie andHobo’s dialogue after the tape. Pay attention to yourpronunciation and intonation.2. After reading, T: Well done! Now le t’s work in pairs andact out the dialogue. You can add your own ideas.3. Walk around the classroom and invite several pairs to actout in front of the classroom. T: Ok, some of you will cometo the front and act out your dialogue.Praise students: Good job!/Well done!Welcome to the unitStep 1 Presentation1. T: Hobo has to build his new house on his own. He needs some tools. What tools do you think he needs?Give some hints: I think he needs a hammer to hit nails with./I think he needs a screwdriver to put all the parts together./…2. Ask students to turn to page 43, T: Please open your books. Look at the young man in this picture. He loves DIY a lot./He has lots of tools.Lead the reading and explain the words.Ask ss to complete Part A.3. Ask ss to to talk about the use of these tools: Boys and girls, do you know what these tools are used for?Step 2 Activities1. T: Millie and Suzy are also talking about DIY. Listen to them and tell me what Suzy is going to do today. Play the tape.2. Have ss turn to page 43,T: Open your books, please These two teams will read Millie’s part and those two will read Suzy’s part. Then change parts.3. T: Boys and girls, it’s your turn to talk about some DIY work that you would like to do. You have three minutes. You can use Millie and Suzy’s conversation as a model.Ss can prepare for three minutes, T walk around the classroom and choose several pairs to act out.Praise ss that do well: Very good/Great!Step 3 Homework1. Read the words ,phrases and sentences fluently.2. Memorize Comic strip and part B.3. Preview Reading.板书设计教学反思课题8A Unit 4 Reading (1) 课型New教学目标To learn about vocabulary about DIY.To understand the article and finish relative exercise. To cultivate the sense of DIY.教学重点To understand the article and finish relative exercise.教学难点To cultivate the sense of DIY教学过程教师内容备课札记Step1 Presentation1. Review the vocabulary of tools.2. T：Suzy’s cousin Andrew likes DIY a lot. He’s crazyabout DIY.Write “be crazy about” on Bb.3. Present a picture of Andrew and ask : Look at thispicture. What happened to Andrew?Encourage ss to answer.Write “pipe, fill…with…”on Bb.T: Yes, it’s terrible.Write “terrible” on Bb and ask ss to guess its meaning.Lead the reading.Step 2 Practice1. T: Millie wants to retell Suzy’s story about DIY. Listen toSuzy’s article carefully and read the sentences in Part B3 onpage 46. Write a T if the sentence is true or an F if it is false.Play the recording of page 44, ask ss to do Part B3 on page46.2.T: Read the sentences and correct those with wronginformation:(3) Suzy’s cousin wanted to put up a picture on the wall.(4) Suzy’s cousin thought the living room was boring, so hepainted it blue.(5) It took Suzy’s cousin five hours to put up the shelf onthe wall.(6) Suzy’s cousin thinks he already knows everything aboutDIY.Then read the corrected sentences together.Step 3 Reading1. T: Listen to the article again and make some notes aboutit. Play the tape again. Pause between the middle, give thess enough time to finish the note.2.T: Please open your books and turn to page44.Let’s repeat the article after the tape sentence by sentence.Pay attention to your pronunciation and intonation.Play the tape.Show some key words and phrases in each paragraph.3. Present all the key words and phrases.T: Close your books, please. Use these key words and useful phrases to retell the article.Paragraph 1: be crazy about, repair, decorate, look terrible Paragraph 2: a brighter light, make a mistake, power cut, put up a picture, hit a pipe, fill…with…Paragraph 3: living room, boring, paint…blue, ceiling, floor, catParagraph 4: a shelf, above, spend five hours, not stay, much higherParagraph 5: buy, advise, make him angry, attend lessons, know much more4. T: Can you retell Suzy’s story about her cousin in your own words?Praise ss who can organize their language well and retell the article fluently.Jobs ProblemsPut in a brighter light in his bedroom The whole house had a power cut.Put up a picture on his bedroom wall. Hit a pipe and filled the room with water.Painted the walls in the living room blue. Painted the ceiling, the floor, and even his cat blue.Put up a shelf for Suzy. The books couldn’t staythere because one end ofthe shelf was muchhigher than the other.Step 4 Homework.1. Read the article fluently, memorize the vocabulary, phrases and sentences.2. More able students to recite the text.3. Finish the relative exercise.板书设计教学反思课题8A Unit 4 Reading (2) 课型New教学目标1. To learn about vocabulary about DIY.2. To understand the article and finish relative exercise.3. To cultivate the sense of DIY.教学重点To learn some useful expressions and use them in different context教学难点To cultivate the sense of DIY教学过程教师内容备课札记Step 1. Leading inT: Yesterday we learnt the story of Andrew and his DIY jobs. Can you say something about Andrew?Ste p 2. PresentationA. Reading: Let the Ss read the context carefully and then answer the QS.1.）What is Andrew crazy about ?2.) What does he love to do ?3.) Is he good at DIY ? Why ?4.) How long did Andrew put up the shelf on the wall ?5.) If you were Andrew , how would you paint the living room ?6.）What did Suzy advise him to do ?B、Say Andrew and his DIY jobs and what problems he caused , then discuss how to solve these problems.C、Translate the useful expressions:1. put in a brighter light2. have a power cut3. make a mistake4. put up a picture on the wall5. hit a pipe6. fill the room with water7.keep on doing sth. 8. not only...but also...9.put up the shelf 10. advise sb.to do11. take a course in DIY 12. make him angry13. attend lessonsD、Language pointsAsk Ss to highlight the words、phrases、sentences they do not know. Then ask them to discuss them in pairs and try to work out the meanings from the context . At last the teacher tries to help them and explain the language points . Step 3. practiceGet the students to read the passage together aloud again, 1）Now you know Andrew and his DIY jobs well. Can you retell the text ?2）Complete the conversation on Page 46 B4.3) Here is a DIY advertisements ,can you finish it ？Want to ( 安装电灯) . ( put in a light )Want to ( 修理坏掉的水管) . ( repair the broken pipe ) Don＇t know how to deal with (停电) . ( a power cut ) We ( 建议) you ( 修一门课程) in DIY . ( advise , takea course )You can ( 上课) every weekend . （attend lessons）Call us on 88221546 .Step 4. ActivitiesEnjoy DIY ：Ask Ss to work in groups ,according to the teacher＇sinstructions to do their DIY jobsA：Having a discussion in groupsGroup 1 : making a lovely envelopeGroup 2 : making a birthday cardGroup 3 :painting the paperB: Group presentationStep5 ExerciseFinish the relative exercise.Step 6 Homework1、To recite the text .2、Write a passage about how to do your DIY jobs ( suchas painting a room , fixing a bicycle , making cakes,repairing computers )3、Preview Grammar板书设计教学反思课题8A Unit 4 Grammar A 课型New教学目标1. To master the new words.2. To use imperative sentences to give instructions.3. To use imperative sentences to give instructions in correct context.教学重点1. To use imperative sentences to give instructions.2. To use imperative sentences to give instructions in correct context.教学难点As above教学过程教师内容备课札记Step 1 GreetingsOne-minute speech about the article.Step 2 Lead in1. Play a gameGive instructions.E.g. Please have a seat!Sit down please!Open the door!Please don’t close the window!………Step 3 Presentation1. Write these sentences on Bb and ask ss to discuss thestructure.Put up a picture on the wall.Don’t stand on the desk.Please pass the book to me.2. Sum up the structure: We start a sentence with the baseform of a verb when we want to tell people what to do. Weadd do not/don’t in front of the verb when we want to tellpeople not to do something. We often add please in asentence if we want to give instructions politely.3. T: Now open your books and turn to page 47, please.Let’s read the sentences together.Step4 Practice1. Present the pictures of making cards: Please look at thesefour pictures. What’s Millie doing?Then ask: Do you know how to make cards? What shouldwe do first?Have ss guess the meaning of “cut”, lead the reading.2. T: Open your books and turn to page 47. Look at thepictures carefully. Can you help Millie complete theinstructions?Have ss watch the pictures and finish the exercise.3. T: Let’s read the sentences together.Check answers together.Step 5 Activities1. T：Now let’s play a game. I’ll tell you what to do andplease follow my instructions.(1) Touch your nose.(2) Stand up.(3) Put up your books open.(4) Don’t keep your books open.(5) Don’t close your eyes.2. Play a game called “Eddie says …” Ask all the studentsto stand up, the teacher is the judge.Game begins, the teacher give the instructions. E.g.Eddie says “stand up”Ask ss to respond to teacher’s instructions quickly.3. 将下列句子改成肯定否定祈使句Come here early.Ask him.Don’t climb the tree.Read the book carefully.Don’t wait for her.Homework1.Preview GrammarB2.Finish the relative exercise.板书设计教学反思课题8A Unit 4 Grammar B 课型New教学目标1. To master the new words.2. To use should/had better to give advice.3. To use should/had better to give advice in correct context.教学重点1. To use should/had better to give advice.2. To use should/had better to give advice in correct context.教学难点As above教学过程教师内容备课札记Step 1 Presentation1.Review Reading to introduce the usage of “should”T: Suzy doesn’t think her cousin knows much about DIYeither. What did she advise him to do?T: What do you think she said to him about this?Write this sentence on Bb and mark the word should inred.2. T：Do you think we can use had better instead ofshould in this sentence?Write “You had better take a course in DIY.”Ask ss to think and understand the meaning of the twosentences.3. Present more sentences, encourage ss to sum up therule: Here are some more sentences. Can you work outwhen to use should and had better?（1）To keep fit, you should /had better have a healthy diet.（2）You should not /had better not leave litter.（3）It’s going to rain. You should/had better take anumbrella.4.Work out the rule with ss: We use should and hadbetter when giving advice and telling people what wethink is the best or right thing to do. The tone of hadbetter is strong than should.5. Please open your books and turn to page 48. Let’s readthe sentences together.Step 2 Practice1. T: Suzy is giving DIY advice to her classmates. Can youhelp her make sentences with should(not) and hadbetter(not)?Have ss do exercise on page 48, and then read and checkanswers together.2. T: You’re giving advice to your friends. Rewrite thefollowing sentences using should(not) and hadbetter(not):(1) It’s time for class. Put your comic books away.(You should/had better put your comic books away.)(2）Your English is not good enough. Read more to improveit.(You should/had better read more to improve it)(3)Turn your mobile phone off in class.(You should/had better turn your mobile phone off in class.)(4) Don’t make the mistake again.(You should/had better not make the mistake again.)3.T: Boys and girls ,you have learnt how to give advice. Ihave a problem and I need your help. I can’t sleep well atnight and I feel tired during the day. Can you give me someadvice?Encourage ss to give advice:You should drink a glass of milk before going to bed./ Youshould not watch TV just before going to sleep./You hadbetter do some reading before you go to sleep./…4.T: Work in pairs. Talk about your problems and try to giveuseful advice.Homework1.Preview Grammar2.Finish the relative exercise.板书设计教学反思课题8A Unit 4 Integrated skills 课型New教学目标1. To obtain relative information through listening.2. To talk about DIY in English.3. To strength the listening, speaking, reading and writing skills.教学重点1. To talk about DIY in English.2. To strength the listening, speaking, reading and writing skills.教学难点As above教学过程教师内容备课札记A .How to make a fruit saladStep 1 Presentation1. Communicate with ss to lead in new lessons: What didyou have for breakfast/lunch today? What food do you likebest? Do you have a healthy diet? Can you cook dinner onyour own?2. Present the picture of salad and ask: Look at thepicture .This is my favorite food. What is it? Yes, it’s asalad.Write salad on Bb and teach the new words.T: Salad is healthy. Do you like it? Do you think it’s easy tomake a salad? Can you make a salad?3. T: What do you need when making a salad?Write spoon and cream on Bb, teach the new words andexplain.Step 2 Listening1. T: Open your books and turn to page 49. Look at thepictures in Part A1.T: When we make a salad, we need some tools and wecan add anything we like. Can you name the things in thepictures？Write grape and strawberry.2. T: Any and Suzy are making a fruit salad. They’re talkingabout what they need. Listen to their conversation and tickthe things they need.Play the tape.3. T: Any volunteers? Have a try. The rest of you can checkthe answers together.If they can’t obtain correct information, play the tape again,pause if necessary.4. T: Amy is making some notes of how to make a fruitsalad. Read her notes and put the sentences in the correctorder.Play the tape again, ask ss to finish Part A2 on page 49.5. Ask ss to read together and check answers.Step 3 Listening1. T: Amy wants to make a fruit salad. She’s asking Suzyfor some tips. Please listen to their conversation and helpAmy complete her notes in Part A3 on page 50.2. Ask ss to read together and check answers.B.Speak upStep 4 Activities1. Have a free talk.What do you often have for lunch?Do you like sandwiches for lunch?Sandy and her mum are talking about what to eat for lunch.2. Play the tape.Are sandwiches quick and easy to make ?What do they put on the bread?Do they just need one piece of bread?3. Play the tape and ask ss to repeat after the tape.4. Work in pairs: Work in pairs. It’s your turn to makesimilar dialogues. Talk about what you can make for lunch.You can use Sandy and her mother’s conversation as amodel.Homework1. Memorize words, phrases and sentences.2. Recite Speak up.3. Preview Study skills.板书设计教学反思课题8A Unit 4 Study skills 课型New教学目标1. To add un-,in-and im- to form a new word.2. To use adjectives with un-,in-and im- to express negative meanings.教学重点1. To add un-,in-and im- to form a new word.2. To use adjectives with un-,in-and im- to express negative meanings.教学难点As above教学过程教师内容备课札记Step 1 Presentation1.Show some words on the blackboardold-young easy-hard tall-shortrude/impolite-polite happy-unhappy kind-unkindNow，we know they are prefixes.2.PresentationSay: With some adjectives, we can change the meaning byadding a prefix. Adding the prefixes “dis”, “im” “in” or“un” to an adjective will express the opposite meaning ofthe word. These prefixes mean “not” or “the opposite of”e.g. Trainers are comfortable to wear.But small ones areuncomfortable.If someone shows good manners to others, he is a politeperson.If someone does not show good manners to others, he isimpolite.Step 2 Practice1.Tell the students that “un-”i s not the only prefix. There aremore prefixes like this. Invite the students to open theirbook and ask them to match the words on the left with theiropposites on the right.1.certain—uncertain2.important—unimportant …2. Show some sentences and fill in the blanks with prefixes.Zhalong is a protected area. It isn’t allowed to hunt or fishthere. It is incorrect to kill wild animals. (correct)These trainers are comfortable to wear. But those areuncomfortable. (not comfortable).If someone shows good manners to others, he is a politeperson. If someone doesn’t show good manners to others,he is impolite. (not polite )3.Try to pronounce the underlined words。

牛津高中英语教学设计单元：Unit 4 Films and film events板块：Word powerThoughts on the design:Word power本单元的第四课时，是以引导学生学习与电影话题相关的分类词汇为主要目的，从而拓宽学生对电影产业和电影制作相关工作人员称呼的词汇的认识和应用。

因此，利用一段影片激活学生与电影有关的已有词汇，激发学生对电影相关词汇的兴趣，调动学生努力掌握词汇的积极性。

Teaching aims:1. After learning the passage in part A, students are able to recognize the words to describe film industry;2. After learning the passage in part B, students are able to grasp some nouns related to some job titles.Teaching procedures:Step 1 Lead-in (PPT4—5)When we talk about drama, what words do you think of?stage: (wings, microphone, curtains, lights, scenery, set)cast: (director, actors, actresses)script: (theme, lines, stage, direction, acts, scenes)…Then, what about films?producer, editor, costume designer …[Explanation]用谈论戏剧的相关词汇导入，因为学生学过戏剧，所以容易激活一些已经掌握的词汇，然后过渡到电影产业的相关词汇。

Step 2 Read and understand (PPT6)A: At the lecture about the film industry, Yu Peng is given a handout. Read the handout with him. Tell me the function:backdrop hiring actors to read the dialogue,recording over the original talkingon location including lists of peoplesongs and other thingsdubbing building where films are madesound stages camera moving back and screenshowing a picture from far awayfilm score the music which plays in the backgroundcredits the real places where films are madewide-angle shot a view of sky or a city street arepainted and hung behind the actors[Explanation]设置这样一个英文释义的匹配题，用来帮助学生更好理解电影产业的相关词汇。

Step Ⅰ Greetings and Lead-inDo you enjoy seeing films? Why or why not ?What is your favorite film ?What do you like about it ?Step II have a competition between studentsQuiz 1 How much do you know about films ?Look at the following pictures and tell the English names of them Quiz 2 How much do you know about film stars ?Who is your favourite film star?Can you name one of his or her films?Why do you like him or her?Look at the following pictures and tell the names of the famous actors or actresses and say something about themFor example:Charles Chaplin (1889-1977)Charlie in Tillie's Punctured Romance (1914)The Tramp in The Tramp (1915)The Derelict in Easy Street (1917)The Immigrant in The Immigrant (1917)The Tramp in A Dog's Life (1918)The Tramp in The Kid (1921)The Tramp in The Circus (1928)The Tramp (Factory Worker) in Modern TimesQuiz 3 How much do you know about directors ?Who is your favourite film director ?Can you name one of his or her films?Why do you like him or her?For example: Zhang YimouOne of the famous film directors in China .One of the 20 top directors in the world.He has directed many well-known films .Hong gao liang (1987)Man cheng jin dai huang jin jia (2006)Step III talk about welcome to the unit:Have you ever looked at and paid attention to film tickets?What information is usually presented on a film ticket?As for your favourite film, would you keep the ticket as a souvenir? Why or why not?Picture 1:What kind of information can you get from the ticket?What other information do you want to know about the event? What do you think of the design of this ticket?Picture 2:What impressed you the most while looking at this ticket?What do you think may be the story of the film?What does ‘hiding dragon’ mean?Why do you think there is a single eye printed in the ticket?Picture 3:What can we know about Academy Awards from the invitation?Is there any special requirement for the special night?What do you think of the design of the invitation?Picture 4:What can you learn from the ticket?Compared with the previous three tickets, what do you think of the design of the last ticket?Then ask students questions:What kinds of information might be included on a ticket?Name of the filmTime/ date of the filmLocation of the cinemaTicket pricePhoto from the filmAwards the film has receivedSuppose there is a new film for children. How do you think the ticket should be designed?Bright coloursCartoons or animated patternsSimple wordsDiscount for childrenStep IV: discussion:What makes the films, the actors and actresses and directors so welknow?Maggie chueng won a prize for the best actress in Cannes 57th FestivalGu changwei won the silver bear award for the film Peacock in Berlin 55th FestivalStep V: competition:1.How much do you know about foreign film festivals?2. Our country is a big film country but is not a strong film country. We are future of the country. So it is our duty to think about how to develop our country’s film industry.Let’s have a speech competition:What should we do to make our country a strong film country ? Step IV HomeworkPreview the text.Step Ⅰ GreetingsGreet the whole class as usual.Step II lead inShow the students something about the 78 Academy Awards:The 78th Annual Academy Awards at the Kodak Theatre in Hollywood, CA on Sunday, March 5, 2006. The road to the Oscars Red Carpet Keira Knightley (19 of 91)The 78th Annual Academy Awards®Keira Knightley in aone-shouldered gown by Vera Wang, with jewelry by Bulgari. Parade od OscarsFifty-one students of the Inner-City Filmmakers Program in Santa Monica, California, marched fifty-one Oscar statuettes from the Meet the Oscars exhibit at Hollywood & Highlands Center to the Kodak Theatre in preparation for the the 78th Academy Awards®.Best actressBest Actress Academy Award winner Reese Witherspoon at the 2006 GovernorsBest actorDate of birth (location)23 July 1967Fairport, New York, USAMini biographyFilm and stage actor and theater director Philip Seymour Hoffman was born... (show more)Best directorBest Director Ang Lee (center) with producer James Schamus (right) and Schamus' wife Nancy Kricorian at the 2006 Governors Ball.Step Ⅲ Presentation for ReadingT: Tod ay we’re going to read a passage “important film events around the world”You will know more about international film festivals.Have a discussion with your partner to collect the answers to these questions•How many film festival representatives appeared on the show? •Which film festivals are mentioned in the transcript?•tAt which festival are you not likely to find Hollywood film?.Step Ⅳ Skimming1. ListeningT:OK.Now please listen to the tape first and find the answers to the questions on the screen.(Teacher shows the questions on the screen, and the students begin to read the text.) How many film festival representatives appeared on the show?sixCartoon (animated films)Documentary (true films about real people and real events)Western (films set in the American west)C Yu Peng wrote an article for his school newspaper sharing his new knowledge about the film industry. Look at the handout again and complete the article using the correct words.I love films! My favorites are (1) ____, became I love trying to guess what will happen at the end of the film. My mum loves to laugh so she always wants to watch (2) ____. My dad loves history and learning about real people’s lives, so he watches a lot of (3) ___.Last week, I went to a lecture about films and learned many interesting things. At the beginning of the lecture, we learned about several different types of films. We saw part of a cartoon and part of a very scary (4) ____ film. Then a famous director showed us part of his new (5) ____ film. The part we saw was a car chase on a busy street in the USA. It was very exciting.Then the director told us about how he made the film. The scene we saw used two different kinds of (6) ____. First, it felt like the camera was in the sky. I could see the city’s streets and buildings. This was a (7) ____ shot. Then, the camera went right to a car. He looked very scared! That was a (8) ____shot. I learned that while most of the film was actually made (9) ____ in the streets of Los Angeles, some of the scenes inside buildings were actually made on a (10) ____. One of the big fight scenes was also filmed inside, using a (11) _____ that looked like a famous LA street.The best thing I learned from the lecture is never to ignore the (12) ____ at the end of the film. Reading them can tell you a lot about where a film was made and who worked on it.D There are many people involved in the making of a film. Do you know what they called? Match the job titles to the job descriptions. Write the correct job titles in the blank.Cameraman producer extras costume designerFoley artist director editor lighting crew1.We stand in the background and make streets and restaurants look full. Weare _____.2.I create all the clothes that the actors wear in each scene. I am a ____.3. I tell the actors how to make their performance better. I am a _____.4.I am responsible for all the filming. I operate the camera. I am a _____.5.I take care of the money, make sure the film is well advertised, and hireeveryone except the actors. I am a ____.6.In my workroom, I make all of the exciting sounds in the film, like fightingnoise and footsteps! I am a _____.7.We set the lighting and make sure it is correct. We are the _____.8.When filming is over, I talk all the settings and make them fit together inthe right way to tell the story. I am a _____.Step IV HomeworkRevise the words learnt in Word power.Preview grammar.Step Ⅰ GreetingsGreet the whole class as usual.Step Ⅱ lead inThe adjective such is used to emphasize an interesting film, While the adverbs really and so are respectively used to emphasize the verb want and the adjective glad. Rose used them to express her strong feeling about the film ---how anxious she wanted to see Harry Potter again.These sentence structure are called emphasis.Step III GrammarLook at the following and see how they are emphasized Everyone was so excited about her speech.It was such an interesting television show.I really want to see it again.Actually, the festival in Venice doesn’t just feature Hollywood films.We can use certain words such as so, such, really and just to show emphasis.Look at the following and see how they are emphasizedMany of the films are from the USA, but we do give awards to films from other countries.We did want to have a festival that was fair.Do tell us a little about the festival you represent.I do hope you have a merry Christmas he does know the place well If we want to emphasize the affirmative verb of a sentence with a simple present or simple past tense, we add the auxiliary do ; does or did before the verb.Change he following with emphasisHe has finished his homework so far.He has really finished his homework so far.They are reading in the library now.They are reading in the library now indeed.I shall be very glad. I shall be very glad indeed.I'm not interested in fishing. I'm not really interested in fishing. Look at the following sentence from the text and pay attention to how it is emphasized.It was then that Robert Redford took over and changed the focus to saluting independent films.If we want to emphasize a part of a sentence other than the verb, we can use the pattern ‘it +be +the part to be emphasized +that clause’. we can use this pattern to emphasize the subject, object or adverbial. Look at the example below and see how each part is emphasized:Robert Redford took over the festival in1981.Subject: it was Robert Redford that / who took over the festival in 1981. Object: it was the festival that Robert Redford took over in 1981. Adverbial: it was in 1981 that Robert Redford took over the festival.When the subject we emphasize is a pronoun, we usually use its object form. We can use the pattern ‘it was not until…that…’ to emphasize time expressions.It was not until I spoke to Kathy that I knew how special theSundance film festival wasIt was not until 1920____regular radio broadcasts began．NMET95 第33 A．while B．which C．that D．sincePay attention to the difference between attributive clause and emphasis It was midnight __________ he came back.It was at midnight __________ he came backPay attention to the situation where the attributive clause and emphasis are used together1. 强调句型与定语从句合用：考试试题中常将定语从句的考点与强调句型合考,从而增加试题的迷惑性。