教學內容：1. 與電影類別相關的詞匯（action movie, thriller, comedy…）；與表達觀點、感受相關的形容詞（fun, great, scary, …）；
2. 動詞want, 連詞and, but的用法；
3. Do you want to go to a movie? I want to see an action movie. Does he want to go to a movies? What kind of movies do you like? I think…
教學目標：1. 學會談論自己的愛好；
2. 學會詢問他人的愛好；
3. 能夠表達自己愛好某一類電影的理由；
4. 能根據自己的愛好制定行動計劃。
課時分配：
課時 范 圍 主 要 教 學 內 容
1 Section A 1a-1c 有關電影類別的單詞；重點句型Do you want to go to a movie? I want to see a/ an…
2 : Section A 2a-4 有關電影類別的單詞的算數形式的表達與運用；重點句型What kind of movies do you like?; 連詞and/ but的運用；第三人稱單詞在目標語中的使用。
3 Section A 復習與鞏固目標詞匯和目標句型。
4 Section B 1-2d 與話題相關的形容詞的學習與運用；表達自己愛好某一電影的理由；表達對京劇的看法；仿寫短文。
5 SectionB3a-4,
Self check 4 識別運用形容詞；閱讀理解短文；評述電影與演員；學習看圖表達，嘗試寫作。
教學步驟：
Period I
Step One Lead-in
1. Show a basketball to the students and say Look, what do I have? Do you like basketball?
2. Ask Do you want to play basketball? Write the question on the blackboard.
3. Repeat the same steps with a storybook.
Step Two Practice
1. Make the conversation below with a student as a model.
T: hi, Jack. Do you want to play soccer?
S: Yes. I do. / No, I don’t.
T: OK. Let’s go. / Let’s watch TV.
2. Show more objects or pictures and ask the students to make conversations in pairs as the model.
在導入階段，利用學生熟悉的句式、單詞與物品引出want to do 結構，能幫助學生在較短時間內基本掌握want to do 的正確用法，同時也為下階段的學習做好了鋪墊。
Step Three Match
1. Show a movie ticket and ask Do you want to go to a movie? And then teach the word movie.
2. Show the movie poster of Shaolin Soccer and ask What’s the name of the movie? Then tell the students Shaolin Soccer is a comedy and ask Do you want to see a comedy?
3. Show the other posters to teach the new words action movie, documentary, thriller, cartoon, science fiction and romance in the same way.
4.Tell the students there are four movie posters in A-1a. Ask them to watch the pictures carefully and match the kinds of movies with them.
5. Ask the students Do you want to see this comedy / thriller / action movie / documentary? Why or why not? when they give out the answers.
當一張電影票展示在學生眼前時，“電影”這一信息就被輕而易舉地傳達給了學生，我們也就能自然而然地把學生引入了一個有關電影的語言環境。
在單詞教學中添加cartoon, science fiction和romance很有必要，缺失了這三類電影，學生就無法真實與完整地表達自已對電影的看法。依據學生能力，我們也可在其后的教學中逐步添加新單詞的教學。
尋找電影海報如有困難，可使用報紙、雜志上的劇照。
Step Four Listening
1. Get the students to look at the picture in 1a and ask What do the boy and the girl talk about?
2. Students listen to their conversation and circle the kinds of movies in activity 1a.
3. Check the answers.
4. Students read the conversation after the tape. And then ask some pairs to act it out.
教師設問What do the boy and the girl talk about?能幫助學生在聽前了解對話的主題，并能使其在聽的過程中更有效地鎖定目標信息。學生仿讀聽力材料的過程也是學生熟悉語言結構與對話的過程，這就為下一步的語言活動做好了熱身。
Step Five Chain conversation
1. Read through the conversation in activity 1c.
2. Each group makes a chain conversation, using the conversation in activity 1c as a model. The students have to choose different kinds of movies to answer the questions. The group that uses the least time is the winner.
Step Six Pairwork
1. Students work in pairs to make conversations as the model below, supposing they are the boy and the girl in the picture. Encourage the students to show different opinions.
A: Do you want to see a / an…?
B: Yes, I do./ No, I don’t. I want to see…
A: Why do you want to see a / an …?
B: Because I think love is great.
…It can make me happy / brave.
…I like Jack Chan. He’s a great actor. I like his movies.
…I can learn a lot from the movie.
…I like heros. …I like funny / terrible / love stories.
2. Get some pairs show their conversations in class.
3. Tell the students it is on weekend now. They want to have a good holiday with their friends. Students are asked to make a conversation on holiday with the words want, don’t, movie, let’s, like, because in pairs.
4. Get some pairs show their conversations in class.
第一個對話活動中，給出對話的大體格式，既是保證學生在對話過程中高頻度地使用目標語，又是從學生的實際學習能力出發，恰當地設置活動難度，使學生能在語言學習中獲得成功感，提高學習的激情。
在我們對話中增加了Why do you want to see a / an …? Because…這一問答，其目的在于培養與訓練學生的自主語言表達能力，鼓勵學生創造性地使用語言。然而，在語言的初學階段，學生雖然掌握了一定的詞匯與句式，但他們的組詞成句能力還是薄弱的，需要我們提供一定的導引。所以，我們給出了許多的例句，讓學生參考、仿照，以此幫助學生提高其語言綜合運用能力。
第二個對話活動只提供給學生幾個關鍵詞，目的在于，讓學生完全自主地運用目標語，并結合舊學的語言結構展開語言活動，強調對學生語用能力的培養。
Period II
Step One Lead-in
1. Ask What day is it today / tomorrow? And say Saturday is coming. What do you want to do on Saturday? Collect the answers.
2. Tell the students I want to see movies at home on Saturday. Look, these are my favourite movies. And then show the VCDs. Hold one of them and ask What kind of movies is it? Repeat with the others.
3. Show some movie posters and ask What kind of movies are they? The students classify them and then check the answers. Call the students’ attention to the plural forms of the kinds of movies.
導入時不可能每次都逢Saturday is coming，我們還可以用Which day do you like best in a week? / What day is your favorite in a week?等引出話題。學生按類別為影片歸類時，我們事先將影片標上字母序號，就可以避免中文出現在英語課堂之上了。在這一活動過程中，我們要即時地板書目標句式與單詞復數形式。
Step Two Listening
1. Ask some students What kind of movies do you like?
2. Tell the students Sally and Ben are talking about movies. Let’s listen and number the kinds of movies in the order we hear.
3. Students listen and number, and then check the answers.
4. Ask What kind of movies does Sally / Ben like? Do you remember? Collect the answers and don’t judge them.
5. Students listen again and draw happy or unhappy faces in the chart. Make sure they know how to do it before listening.
6. Check the answers and play the tape again for the students to repeat.
聽第二遍對話前進行設問，不是為了考查學生的記憶力，或是尋求正確答案，而是引導學生在聽的過程中將注意力放在恰當的信息上。在學生提供答案的過程中，我們不做評判，為的是激起學生的探究欲，提高聽力訓練的質量。
Step Three Pairwork
1. Ask the students to answer the questions What kind of movies does Sally / Ben like? without books.
2. Students ask and answer in pairs with the questions What kind of movies do you like? and Why?
3. Get the students to any students that they like to ask the same questions but not their partners.
Step Four Interview
1. Students read Robert and Maria’s conversation and then complete Guo Peng and Michele’s.
2. Ask What’s your opinions? Have the students answer the questions with and or but.
3. Students make an interview on movies with the questions and the form below.
What kind of movies do / don’t you like? Do you like…? Why or why not?
Name Action
movies Cartoons Docu-
mentaries Thrillers Romances Comedies Science
fictions Beijing
Opera More information
4. Students make reports as the sample after the interview.
Sample: James likes cartoons and he likes… / but he doesn’t like… He thinks ….
SectionA 3a中有關連詞and / or的學習是一個簡單的環節，不多做解釋，學生也可以輕松掌握。因此，我們把重點放在語言的運用上。Activity 4中設計的活動可操作性不強，我們可將調查活動略作調整，以提高活動效率。
Homework:
Interview the students about their opinions on food, sports or clothes and then write a report.
Name What kind of _______ do /don’t you like? Reason
Likes Dislikes
Period III
Step One Revision
1. Dictate the words and sentences in Section A.
2. Students make a chain conversation, using the questions learned in this unit.
Step Two Report
Get some students to read their reports they have done.
Step Three Guessing game
Divide the class into two groups. According to their interview, the students ask the classmates in the other group some questions, such as What kind of food does Lisa like? Does John like basketball? etc.
Step Four Conversation
1.Show some pictures to the students and ask them imagine what the people are talking in the pictures.
2. Students work in pairs to make the conversations. The key words in the speech bubble must be used in the conversation.
3. Some pairs show the conversations in class. The whole class choose the best conversation and the best actor or actress.
這一課時通過調查匯報、猜測競賽與對話表演等方式，為學生提供了大量的運用目標語的機會。在對話表演環節中，照片中關鍵詞的提供保證了學生不偏離主題，且較高頻率地使用目標句型；同時，照片中的人物與場景信息為學生結合舊知識設計對話提供了可能，起到了幫助學生溫故而知新作用。本課時內容安排伸縮性較強，教師可據學生的具體情況適當增加作業訂正、語言點小結等內容。
Homework Preview Section B and finish Section B Activity1.
Section B Activiy1 是一個開放性的配對活動，課堂做題較費時。由于，這一活動中僅四個單詞scary, sad, funny, exciting, 相對較為簡單，所以，我們可以安排學生在課外作為預習作業將其完成。以此節約更多的課堂時間。
Period IV
Step One Warming up
1. Ask the students Do you like cartoons? And then show the segment of Ice Age.
2. Get the whole class to dub an easy segment of Ice Age.
3. Get the students to discuss about the movie. Encourage the students to express their own opinions.
如無條件或課時緊張，此環節可省略。
Step Two Guessing
1. Show one picture and ask What kind of movies are they watching? What do they think of them? Collect the students’ answers. Ask them to answer like this, ____ are/ is watching a/an ____. _____ think（s） it’s _____.
2. Show more pictures, and get the students to list the answers in groups of four.
3. Each group has 20 seconds to describe the pictures.
如無圖片，可讓學生作啞劇表演。這類活動在前后的課時內都可穿插，對學生十分有吸引力。
Step Three Listening
1. Show the picture of June and Edward and get the students to listen to the beginning of the conversation and answer the question. Then, ask What are they talking about?
2. Students guess what kinds of movies they like or dislike.
3. Students listen and draw angry faces or smiley faces. Then make a report.
4. Students listen again and fill in the chart with the description words.
5. Students share the information in pairs. Then students listen again to check their answers and then make an oral report.
A. boring B. interesting C. great D. funny E. exciting F. scary
Name Comedies Thrillers Documentaries Action movies Beijing Opera
June
Edward
funny
在聽力活動的第一個步驟中，我們讓學生聽對話的前三句，目的在于讓學生了解對話主題。這對聽懂對話內容有著重要的幫助。預測能力是聽力能力中不可缺的一部分，因此，聽前預測是聽力活動的一個必不可少的環節。但如果學生在聽前沒有任何與聽力材料相關的線索，預測會變成瞎猜，只能形同虛設。當學生見到對話者的形象、聽到他們的聲音或了解了對話主題之后，他作出的猜測才是有意義的，才能在聽的過程中為其提供切實的幫助。
Step Four Listing
1. Show some information about Beijing opera and ask the Ss if they like Beijing Opera.
2. According to their opinions, divide the students into two groups to list their reasons.
聽力語篇中的June喜歡京劇，由這一信息提出話題，能很自然地轉入有關京劇的討論。Section B 2d是兩人對活動討論對電影與京劇的看法。本課設計時，將其略作改動。學生對京劇了解不多，把它與電影放在一起評論，學生一定會把重點放在熟悉的電影上，而忽略了京劇。并且，對電影的討論學生已做過不少，而且在本單元中還將繼續。所以我們把側重點放在京劇上，把它拿出來單獨討論。在討論之前，我們讓學生觀賞一些精美的京劇劇照、片斷，聆聽經典曲目，讓學生走近京劇，感受京劇的美，領悟中國傳統文化的精髓，從而在活動中有話可說。在例舉活動過程中，我們讓學生自由起立發表觀點，讓一種七嘴八舌的氣氛感染每一位學生，激發他的表達欲望。
Step Five Reading & Writing
1. Ask the students Why does June like Beijing Opera? Get them to find out the answer in Activiy 2c. And then students read the article together
2. Ask the students How about Edward? Do you remember? Get them to complete the sentences according to the conversation in 2b.
1. Edward thinks __________. 2. He really _____________ . 3. He doesn't ____________ . 4. He also _______________ . 5. He often _____________.
3. Students write the article about Edward with the sentences above, using the article in 2c as the sample.
4. Share the articles in groups of four. And then choose the best one to read in class.
Section B 2c的仿寫一篇完整的短文屬于首次出現，對學生而言有一定的難度。我們給出五個句子要求學生進行信息填寫的目的，為學生提供寫作的關鍵句式，降低寫作難度。有了這五個句式，學生在寫時會把注意力放在以下兩個方面：確理解與領悟副詞really, also, often的含義，排列信息順序；運用連詞and, but連句成文。學生的寫作過程中，他的寫作方式與技巧就獲得了潛移默化地培養。
Step Six Watching
1. Ask the students What kind of movies do you like? According to the students’ answers, choose two kinds of movies to play.
2. Students discuss in groups about their opinions on these two movies.
3. After discussing, each group makes a report according to the group members’ opinions. Encourage the students to use really, also, often, and, but in their reports.
Homework Read the movie poster in activity 4. Then make a poster in group of four and get ready to introduce it in the next class.
Period V
Step One Poster show
1. Each group shows the movie poster and make an introduction.
2. Students choose the best poster.
Step Two Movie review
1. Read through the first movie review and get some students to provide some information about Jackie Chan and Rush Hour.
2. Show a picture of Mr Bean and ask the students if they know Mr Bean and what they think of him. Encourage them to express different opinions.
3. Teach the name Rowan Atkinson, by asking What’s the name of this actor?
4. Complete the second movie review and then check the answers.
5. Read the two movie reviews after the tape.
6. Students introduce their favorite actor or actress.
Step Three Reading
1. Students read the article and find out the answer to the question Who likes Beijing Opera?
2. Students read the article after the tape. Then get the students to have a reading competition.
3. According to the article, students work in pairs to ask questions each other. Encourage the students to think out the questions as many as possible.
4. Underline the description words in the article. And then get the students list more description words they know.
Step Four Writing
1. Students watch the pictures carefully in Self check Activity3, then make sentences with the description words, according to the pictures.
2. Get the students to read their description and write down some key words on the blackboard.
3. Ask the students What kind of movies do Tom and Mike? Get the students discuss in pairs. Then get the students express their opinions.
4. Students begin to write an article about Mike and Tom, using Section B 3a as the sample.
Homework Finish the article.
Activity 3a的任務是劃出文中的形容詞。如果我們讓學生一看到文章就找單詞劃線，會把語篇閱讀變成毫無意義的單詞搜索，把學生的閱讀習慣引入歧途。而帶著問題去文章，會使學生的閱讀目的性更強，閱讀中的信息捕捉能力也隨之得到培養與提高。兩人小組的問答的設置，是為幫助學生更好地熟悉與理解短文。羅列形容詞，并用其造句，能使學生真切地感知形容詞及其用法。最后寫作環節中的依據圖片造句，兩人小組描述圖片，都是為學生順利完成寫作任務作好鋪墊。
本教案安排五課時完成單元內容教學，教師可具體操作時，因視學生具體情況安排課時。