上海牛津英语练习7BM1U2 going to see a film

Module 2 Garden City and its neighboursUnit 2 Going to see a film1Language focus:Using formulaic expressions to start a telephone conversation.e.g. Hello. May I speak to Kitty Li, please?Using adjectives to describe objectse.g. I love exciting films.Using imperatives to give instructions.e.g. Hold on. I’ll be back in a moment.Using the simple present tense to express feelings.e.g. We love e xciting films, but your mum doesn’t like this kind of film.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.Use visual clues, context and knowledge of the world to work out the meaning o f an unknown word and a complete expression.Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expressionSpeakingUse gestures and facial expression to convey meaning and intentionMaintain an interaction by replyingReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionUnderstand intention, attitude and feelings stated in a text by recognizing features such as the choice and use of language.Materials:Student’s Book 7B page 33Cassette 7B and a cassette playerWorkbook 7B page 19Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1.Say: I went to the cinema yesterday and saw (name of the film). It’s a/an ___ film. It’s about …Ask the class: Have you been to the cinema recently? Which film did you see? What’s it about? To elicit: I saw (name of the film). It’s a/an _______ film. It’s about…2. Play the recording: Look and read. Students listen and follow in their books.3. Play the recording again. Students listen and repeat.4. Write: ‘So do I ’, ‘Neither do I ’ and ‘So would I ’ on the board. Invite a more able student to come forward and ask and answer questions with you like this:Teacher : What kind of film do you love?Student : I love __ films/films about ______ .Teacher : So do I. What kind of film do n’t you like?Student : I don’t like ____ films/films about ______ .Teacher : Neither do I. What would you rather see: ______ films or _____ films?Student : I’d rather see ____ films.Teacher : So would I.5. You may have students work in pairs and conduct a similar dialogue to talk about the kinds of films they like and do not li ke. Walk around, offering help and guidance to the less able students if necessary.ConsolidationGrammar Practice Book 7B page 25Workbook page 192Language focus:Asking ‘Wh-’ questions to find out about a specific objecte.g. Which film would you like to see?Using adverbials to express degreee.g. No, I don’t like ________ films very much.Using the simple present tense to express feelingse.g. I like this kind of film.Language skills:ListeningListen for specific informationUnderstand the spea ker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expressionSpeakingUse gestures and facial expression to convey meaning and intentionUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelingsOpen an interaction by eliciting a responseMaintain an interaction by replyingReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknownword and a complete expression.Materials:Student’s Book 7B page 34Some English film poster from magazines/ newspapers.Preparation:Collect some English film poster from magazines/new spapers and bring them to class.ConsolidationGrammar Practice Book 7B page 263Language focus:Using modals to make suggestionse.g. Can we see the two-five show in the afternoon?Using prepositions to indicate time.e.g. Can we see the ten show in the morning?Using formulaic expressions to respond to suggestionse.g. S orry, Kitty. I can’t make it thenLanguage skills:ListeningRecognize differences in the use of intonation in question,statements (including approval and disapproval), commands, and respond appropriatelyListen for specific informationSpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feeling.Use gesture and facial expression to convey meaning and intention.Open an interaction by eliciting a responseMaintain an interaction by replyingMaintain an interaction by asking and responding to others’ opinions.WritingGather and share information, ideas and language bu using strategies such as brainstorming, listing, questioning, and interviewingMaterials:Student’s Book 7B page 35Cassette 7B and a cassette playerPhotocopiable page 30Preparation:Cue the cassette. Make a copy of Photocopiable page 30for each student.Pre-task preparation1. Ask students to look at the film guide on page 34 of the student’s Book again. Teach them how to read the show times aloud, e.g. 10:20 a.m.-the ten twenty show in the morning, 2:45 p.m.-the two forty –five show in the afternoon, 7:30 p.m.-the seven thirty show in the evening, etc.2. Play the recording: Read and think. Students listen and follow in their books.3. Have the whole class read the text in Read and think carefully. Ask: Which show can Kitty. Mrs Li and peter see? To elicit: They can see the five forty show in the evening. You may invite a more able student to explain why.4. Tell students to complete Ask and answer on their own. Remain them to refer to the film guide again to find the answers. When everyone has completed the exercise, check answers orally.4Language focus:Using adverbs to express sequencee.g. First, turn right.Using imperatives to give instructionse.g. Walk along Greet Street.Using connectives to link similar idease.g. Next, turn left and walk along Tree Road.Using prepositions to indicate positione.g. You will find City Cinema on your right.Language skills:ListeningListen for specific informationUnderstand the connection between ideas by recognizing linking words and phrasesSpeakingConnect ideas by using linking words or phrasesMaintain an interaction by replyingReadingUnderstand the connection between ideas by identifying linking words or phrasesWritingPlan and organize information and ideas by deciding on the sequence of contentDevelop written texts by using appropriate linking words or phrasesMaterials:Student’s Book 7B page 36Cassette 7B and a cassette playerWorkbook 7B page 20Photocopiable pag e 31Preparation:Cue the cassette. Make a copy of Photocopiable page 31 for each pair of students.Pre-task preparation1. Review the adverbs of time: first, next, then and finally with students first. You may tell them how you go to school, e.g. First, I walk to the bus stop. Next, I take bus No.3. Then I get off the bus at Sunset Road. Finally, I walk for three minutes and arrive at our school. Invite a more able student to tell the class how he/she goes to school using the time adverbs.2. Draw a big map like the one in Read and say on the board. Give students a few minutes to read Kitty’s instruction s in Picture 2.3. Play the recording: Read and say. Students listen and follow in their books.4. Play the recording again. Invite a students to come forward and draw the route on the board while the rest of the class are listening to the recording for the second time.5. The whole class then checks whether their classmate has drawn the route correctly or not .Post-task activityW orkbook page 20ConsolidationGrammar Practice Book 7B page 275Language focus:Using adverbs to express sequencee.g. First, turn __.Using prepositions to indicate positione.g. You will find City Cinema on your ______.Using prepositions to indicate direction.e.g. Next, turn _______ into Tree Road.Using imperatives to give instructions and directionse.g. Turn ___ and walk along _____Language skills:ListeningListen for specific informationSpeakingConnect ideas by using linking words or phrasesMaintain an interaction by replyingReadingUnderstand the connection between ideas by identifying linking words or phrasesSelf-correct by using strategies such as reading further to clarifyWritingPlan and organize information and ideas by deciding on the sequ ence of contentDevelop written texts by using appropriate linking words or phrase.Materials:Student’s Book 7B page 37Pre-task preparationReview the time adverbs: first, next, then and finally with students again. Draw a simple street map on the board like the one on page 36 of the student’s Book. Ask a few of the more able students: How do you get to (a place) from (another place)? To elicit: first,…Next,…Then … Finally, …ConsolidationGrammar Practice Book 7B page 28 to 29。

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Complete the table
film’s name kind of the film how long to see ticket price time to see cinema name comment(评论)
Swan Lake
Love story 80 mins 25 yuan 11:15a.m. 2:45p.m. 5:40p.m. 7:30p.m.
Module 1 Garden City ano see a film
Period 3
Reading: Choosing a
film
.
Think and say
Think about each film following. What kind of film is it and what is it about?
.
2-1
Discuss and write
Write a short film guide about the film you have seen or you would like to see.
12
.
Name of the film:
Duration: __1__2_0____ mins
What is the film about?
Kitty —— after 11：30 a.m. Peter —— before 2:00p.m. & after 3:00p.m. Jill —— before 7:30p.m
.
1 Where are the children going to see the film?
3-3
City Cinema.
2 What is the name of the film?

Unit 2 Going to see a film1教学目标认知目标：课标辞汇hardly, type, operate, railway, fly, judge, raise, instruction, program, mistake, hold, video, more i mportantly, have great understanding of…, make mistakes, for the time being拓展辞汇unaware, be unaware of…, dependent, be dependent on…,diagram,essential, drive, CD-ROM, DVD-ROM2. 能力进展目标：1）通过量种形式的阅读活动与任务，培育一些阅读微技术，如：整体把握文章大意，快速搜索信息的能力2）设计小组合作，学会交流与合作3）情感目标：拓展学生视野，培育学生正确表达自己观点，学会对电影做出评判2学情分析1．这是一篇影评，比较枯燥，学生容易失去爱好。

2．学生的英语基础都比较好。

在把握好单文句型训练阅读技术之外，应有所拓展。

本课新点为了增加课堂的趣味性，整堂课设计为第一百届奥斯卡电影颁奖典礼，在这节课上咱们谈电影类型(warming-u p),赏析电影WALL-E ( the first and second –reading), 并让同窗们以评委的身份在三部候选电影当选出最佳影片并说出缘故(post-reading)3重点难点1.本课由于内容较简单，能让同窗们轻松进入话题，因此作为单元的第一次课。

2.文章介绍了电影WALL-E的内容和作者喜爱这部电影的缘故。

文章读起来比较枯燥。

3．文章有着清楚的结构，因此学生在阅读时要学会整体把握。

文章又详细介绍电影内容，因此学生在阅读时要学会快速阅读提取信息。

4教学进程第一学时教学活动活动1【活动】教学流程步骤目的教师活动学生活动条件/手腕up用奥斯卡颁奖典礼各明星的照片引发同窗们的爱好。

Unit 2 Going to see a film一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1 本课中出现了较多的交际用语。

如May I speak to…,please?/ Speaking./ Hold on./Hi, … This is… /So would I./ Neither would I.等。

虽然这些句式已经出现过，但是作为功能性语言，教师有必要在课堂教学中加以一定的机械性训练来复习巩固。

2 have got to …的用法在课本中首次出现。

要求学生能正确区分have got to和have got的不同用法。

3 I can’t make it.在课文中作为“我没空”解释虽然在本册M1中已经出现过，但是学生并不熟悉，要求学生加以适当的操练。

4 本课中出现了的路名及地名，教师在新授前可让学生先熟练朗读，为操练作好铺垫。

1本单元结束时，可先完成本模块的More oral practice中的Think and discuss部分。

2本课中出现了大量的钟点，建议课前先复习钟点的两种不同读法。

如：12:40p.m.，8:20a.m., 7:14p.m.（二）单元目标（Unit Target）1 运用So…I./Neither…I.来表达“一致”及“不一致”。

如: I love exciting films.So do I.2 操练用固定表达开始一个电话交谈。

如：Hello, may I speak to…,please? Speaking. （三）单元重点（Unit Points）1 关键词：1）电影名称：Swan Lake, Space War, Monkey King, Batman and Joker, Country Road, Police Story。

2）道路名称：Rose Street, Wood Lane, Market Way, Green Street, Water Avenue, Sea Avenue, Garden Drive, Park Road, Tree Road, Flower Road。