教学内容：1. 与电影类别相关的词汇（action movie, thriller, comedy…）；与表达观点、感受相关的形容词（fun, great, scary, …）；
2. 动词want, 连词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…
教学目标：1. 学会谈论自己的爱好；
2. 学会询问他人的爱好；
3. 能够表达自己爱好某一类电影的理由；
4. 能根据自己的爱好制定行动计划。
课时分配：
课时 范 围 主 要 教 学 内 容
1 Section A 1a-1c 有关电影类别的单词；重点句型Do you want to go to a movie? I want to see a/ an…
2 : Section A 2a-4 有关电影类别的单词的算数形式的表达与运用；重点句型What kind of movies do you like?; 连词and/ but的运用；第三人称单词在目标语中的使用。
3 Section A 复习与巩固目标词汇和目标句型。
4 Section B 1-2d 与话题相关的形容词的学习与运用；表达自己爱好某一电影的理由；表达对京剧的看法；仿写短文。
5 SectionB3a-4,
Self check 4 识别运用形容词；阅读理解短文；评述电影与演员；学习看图表达，尝试写作。
教学步骤：
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.
在导入阶段，利用学生熟悉的句式、单词与物品引出want to do 结构，能帮助学生在较短时间内基本掌握want to do 的正确用法，同时也为下阶段的学习做好了铺垫。
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.
当一张电影票展示在学生眼前时，“电影”这一信息就被轻而易举地传达给了学生，我们也就能自然而然地把学生引入了一个有关电影的语言环境。
在单词教学中添加cartoon, science fiction和romance很有必要，缺失了这三类电影，学生就无法真实与完整地表达自已对电影的看法。依据学生能力，我们也可在其后的教学中逐步添加新单词的教学。
寻找电影海报如有困难，可使用报纸、杂志上的剧照。
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.
教师设问What do the boy and the girl talk about?能帮助学生在听前了解对话的主题，并能使其在听的过程中更有效地锁定目标信息。学生仿读听力材料的过程也是学生熟悉语言结构与对话的过程，这就为下一步的语言活动做好了热身。
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.
第一个对话活动中，给出对话的大体格式，既是保证学生在对话过程中高频度地使用目标语，又是从学生的实际学习能力出发，恰当地设置活动难度，使学生能在语言学习中获得成功感，提高学习的激情。
在我们对话中增加了Why do you want to see a / an …? Because…这一问答，其目的在于培养与训练学生的自主语言表达能力，鼓励学生创造性地使用语言。然而，在语言的初学阶段，学生虽然掌握了一定的词汇与句式，但他们的组词成句能力还是薄弱的，需要我们提供一定的导引。所以，我们给出了许多的例句，让学生参考、仿照，以此帮助学生提高其语言综合运用能力。
第二个对话活动只提供给学生几个关键词，目的在于，让学生完全自主地运用目标语，并结合旧学的语言结构展开语言活动，强调对学生语用能力的培养。
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.
导入时不可能每次都逢Saturday is coming，我们还可以用Which day do you like best in a week? / What day is your favorite in a week?等引出话题。学生按类别为影片归类时，我们事先将影片标上字母序号，就可以避免中文出现在英语课堂之上了。在这一活动过程中，我们要即时地板书目标句式与单词复数形式。
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.
听第二遍对话前进行设问，不是为了考查学生的记忆力，或是寻求正确答案，而是引导学生在听的过程中将注意力放在恰当的信息上。在学生提供答案的过程中，我们不做评判，为的是激起学生的探究欲，提高听力训练的质量。
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中有关连词and / or的学习是一个简单的环节，不多做解释，学生也可以轻松掌握。因此，我们把重点放在语言的运用上。Activity 4中设计的活动可操作性不强，我们可将调查活动略作调整，以提高活动效率。
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.
这一课时通过调查汇报、猜测竞赛与对话表演等方式，为学生提供了大量的运用目标语的机会。在对话表演环节中，照片中关键词的提供保证了学生不偏离主题，且较高频率地使用目标句型；同时，照片中的人物与场景信息为学生结合旧知识设计对话提供了可能，起到了帮助学生温故而知新作用。本课时内容安排伸缩性较强，教师可据学生的具体情况适当增加作业订正、语言点小结等内容。
Homework Preview Section B and finish Section B Activity1.
Section B Activiy1 是一个开放性的配对活动，课堂做题较费时。由于，这一活动中仅四个单词scary, sad, funny, exciting, 相对较为简单，所以，我们可以安排学生在课外作为预习作业将其完成。以此节约更多的课堂时间。
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.
如无条件或课时紧张，此环节可省略。
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.
如无图片，可让学生作哑剧表演。这类活动在前后的课时内都可穿插，对学生十分有吸引力。
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
在听力活动的第一个步骤中，我们让学生听对话的前三句，目的在于让学生了解对话主题。这对听懂对话内容有着重要的帮助。预测能力是听力能力中不可缺的一部分，因此，听前预测是听力活动的一个必不可少的环节。但如果学生在听前没有任何与听力材料相关的线索，预测会变成瞎猜，只能形同虚设。当学生见到对话者的形象、听到他们的声音或了解了对话主题之后，他作出的猜测才是有意义的，才能在听的过程中为其提供切实的帮助。
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.
听力语篇中的June喜欢京剧，由这一信息提出话题，能很自然地转入有关京剧的讨论。Section B 2d是两人对活动讨论对电影与京剧的看法。本课设计时，将其略作改动。学生对京剧了解不多，把它与电影放在一起评论，学生一定会把重点放在熟悉的电影上，而忽略了京剧。并且，对电影的讨论学生已做过不少，而且在本单元中还将继续。所以我们把侧重点放在京剧上，把它拿出来单独讨论。在讨论之前，我们让学生观赏一些精美的京剧剧照、片断，聆听经典曲目，让学生走近京剧，感受京剧的美，领悟中国传统文化的精髓，从而在活动中有话可说。在例举活动过程中，我们让学生自由起立发表观点，让一种七嘴八舌的气氛感染每一位学生，激发他的表达欲望。
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的仿写一篇完整的短文属于首次出现，对学生而言有一定的难度。我们给出五个句子要求学生进行信息填写的目的，为学生提供写作的关键句式，降低写作难度。有了这五个句式，学生在写时会把注意力放在以下两个方面：确理解与领悟副词really, also, often的含义，排列信息顺序；运用连词and, but连句成文。学生的写作过程中，他的写作方式与技巧就获得了潜移默化地培养。
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的任务是划出文中的形容词。如果我们让学生一看到文章就找单词划线，会把语篇阅读变成毫无意义的单词搜索，把学生的阅读习惯引入歧途。而带着问题去文章，会使学生的阅读目的性更强，阅读中的信息捕捉能力也随之得到培养与提高。两人小组的问答的设置，是为帮助学生更好地熟悉与理解短文。罗列形容词，并用其造句，能使学生真切地感知形容词及其用法。最后写作环节中的依据图片造句，两人小组描述图片，都是为学生顺利完成写作任务作好铺垫。
本教案安排五课时完成单元内容教学，教师可具体操作时，因视学生具体情况安排课时。