Going to see a film教案

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Going to see a film教案

Language focus:

Using formulaic expressions to start a telephone conversation.

e.g. Hello. May I speak to Kitty Li, please?

Using adjectives to describe objects

e.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 exciting films, but your mum doesn’t like this kind of film.

Language skills:

Listening

Recognize 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 of 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 expression

Speaking

Use gestures and facial expression to convey meaning and intention.

Maintain an interaction by replying

Reading

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression

Understand 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 33

Cassette 7B and a cassette player

Workbook 7B page 19

Preparation:

Cue the cassette.

Pre-task preparation

Language 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 don’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 like. Walk around, offering help and guidance to the less able students if necessary.

Consolidation

Grammar Practice Book 7B page 25

Workbook page 19

2

Language focus:

Asking ‘Wh-’ questions to find out about a specific object

e.g. Which film would you like to see?

Using adverbials to express degree

e.g. No, I don’t like ________ films very much.

Using the simple present tense to express feelings

e.g. I like this kind of film.

Language skills:

Listening

Listen for specific information

Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression

Speaking

Use gestures and facial expression to convey meaning and intention

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings

Open an interaction by eliciting a response

Maintain an interaction by replying

Reading

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.

Materials:

Student’s Book 7B page 34

Some English film poster from magazines/ newspapers.

Preparation:

Collect some English film poster from magazines/newspapers and bring them to class.

Consolidation

Grammar Practice Book 7B page 26

3

Language focus:

Using modals to make suggestions

e.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 suggestions

e.g. Sorry, Kitty. I can’t make it then

Language skills:

Listening

Recognize differences in the use of intonation in question, statements (including approval and disapproval), commands, and respond appropriately

Listen for specific information

Speaking

Use 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 response

Maintain an interaction by replying

Maintain an interaction by asking and responding to others’ opinions.

Writing

Gather and share information, ideas and language bu using strategies such as brainstorming, listing, questioning, and interviewing

Materials:

Student’s Book 7B page 35

Cassette 7B and a cassette player

Photocopiable page 30

Preparation:

Cue the cassette. Make a copy of Photocopiable page 30for each student.

Pre-task preparation

1. 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.

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