Unit 5 Films A Film release (Viewing and listening)教学设计 2025-2026学年沪教版（五四学制）英语七年级上册

该初中英语教学设计聚焦电影发布主题，围绕电影元素（情节、角色、导演等）、发布相关词汇（release、premiere等）及描述与观点表达句型，构建知识脉络。通过展示《狮子王》等电影图片导入，激活学生已知，引出新词汇与预测活动，搭建学习支架。 资料以听看材料为载体，通过小组讨论“是否想看此电影及原因”、角色扮演“电影首映采访”等活动，提升语言能力（用“I think... because...”表达观点）、思维品质（分析隐含信息）与学习能力（合作互动）。助学生掌握电影词汇与句型，提升听看理解，也为教师提供教学效果反思依据，优化教学。

Unit 5 Films-A Film release (Viewing and listening) This unit focuses on the theme of films. The "Viewing and Listening" part mainly introduces students to a film release. Through watching and listening to relevant materials, students will learn about different elements of a film release, such as the plot, characters, and promotion of the film. They will also be exposed to the language used in discussing films, like describing characters, expressing opinions about the film, etc. This part aims to improve students' listening and viewing comprehension skills, as well as enhance their vocabulary related to films. 教学目标 Students will be able to understand the key information about a film release from listening and viewing materials, including the basic plot, main characters, and film promotion methods. Students will master relevant film - related vocabulary, such as "plot", "character", "director", "actor", "actress", "release", "premiere", "trailer", etc. Students will learn useful sentence patterns for describing films and expressing opinions, like "The film is about...", "The main character is...", "I think the film is... because...". 教学重难点 1. Key Points Help students understand the content of the film release materials, including the plot, characters, and promotion information. Guide students to master and use film - related vocabulary and sentence patterns correctly. 2. Difficult Points Enable students to express their own opinions about films comprehensively and accurately using English, and support their opinions with reasons. Improve students' ability to understand implicit information and cultural connotations in film - related materials. 1. Vocabulary Film elements: plot (the story of a film), character (a person in a film), director (the person who controls the making of a film), actor (a man who acts in a film), actress (a woman who acts in a film), setting (the time and place where the story happens), scene (a part of a film where the action happens in one place) Film release: release (to make a film available to the public), premiere (the first public showing of a film), trailer (a short film that advertises a new film) Opinion - related: interesting, exciting, boring, moving, touching, fascinating, I think..., In my opinion..., I believe... 2. Sentence Patterns Describing the film: The film is about... (e.g., The film is about a brave girl's adventure in the forest.) Introducing characters: The main character is... He/She is... (e.g., The main character is a young boy. He is very clever and kind - hearted.) Expressing opinions: I think the film is... because... (e.g., I think the film is exciting because there are a lot of action scenes.) 教学过程 1. Warming - up (5 minutes) Greet the students and start the class. Show some pictures of famous films on the PPT, such as The Lion King, Harry Potter, and Avatar. Ask students: "Do you know these films? What are they about?" Encourage students to share their ideas briefly. This activity can arouse students' interest in the topic of films and activate their prior knowledge. 2. Pre - viewing and listening (10 minutes) Vocabulary introduction: Present the new film - related vocabulary on the PPT one by one. Explain the meaning of each word with simple English explanations and examples. For example, for the word "plot", say: "The plot is the story of a film. For example, in the film The Lion King, the plot is about a young lion named Simba who overcomes many difficulties to become the king of the Pride Lands." Let students repeat the words after the teacher several times to help them remember the pronunciation. Divide students into pairs. Give each pair a set of flashcards with the new words. One student shows a flashcard, and the other student says the meaning. Then they switch roles. This can help students review the new words in an interactive way. Predicting the content: Show the students the title of the film release material they are going to watch and listen to, and some pictures related to the film (if available). For example, if the film is about a space adventure, show pictures of spaceships and astronauts. Ask students to predict what the film might be about. Encourage them to use the new vocabulary they just learned, like "I think the film is about... The main characters might be...". 3. Viewing and listening (15 minutes) First viewing and listening: Play the video or audio of the film release for the first time. Let students watch and listen carefully without taking notes. After that, ask students some general questions to check their understanding of the main idea, such as "What is the film mainly about?" "Can you name one of the main characters?" Second viewing and listening: Play the material again. This time, ask students to take notes on the key information, such as the detailed plot, the characteristics of the main characters, and the ways of film promotion. Provide them with a note - taking form on the PPT. After the second viewing and listening, ask students to share their notes with their partners. Then invite several students to share their notes with the whole class. The teacher can correct any mistakes and fill in the missing information. 4. Post - viewing and listening (10 minutes) Group discussion: Divide students into groups of four or five. Give each group a discussion topic related to the film release, such as "Do you want to watch this film? Why or why not?" or "What do you think is the most attractive part of this film?" In the group, students are required to express their opinions using the learned sentence patterns and vocabulary. Encourage them to support their opinions with reasons. For example, "I don't want to watch this film because I think the plot is a bit boring. There aren't many exciting action scenes." Each group selects a representative to report the group's discussion results to the class. Role - play: Set a situation: Suppose a film premiere is being held. One student acts as a reporter, and the other students act as the director, actors/actresses of the film. The reporter will interview them about the film, such as asking about the plot, the inspiration for making the film, and the challenges during the filming process. Let students prepare for a few minutes. Then invite several groups to come to the front of the class to perform the role - play. The rest of the students can listen and learn from their performances. 5. Summary and homework (5 minutes) Summary: Summarize the key points of this class with the students, including the new vocabulary, sentence patterns, and the main content of the film release. Ask students to recall and repeat some important words and expressions. Emphasize the importance of using English to communicate about films and encourage students to watch more English - language films in their spare time to improve their English. Homework: Ask students to write a short passage about a film they like. They need to introduce the plot, main characters, and their own opinions about the film. The passage should be at least 80 words. Suggest students to watch the trailer of another English - language film and share it with their classmates in the next class. 教学反思 After teaching this class, I need to reflect on the following aspects: Teaching effectiveness: Whether students have achieved the teaching objectives. Did they master the relevant film - related vocabulary and sentence patterns? Can they express their opinions about films fluently? If some students still have difficulties, I need to find out the reasons and provide additional help, such as more targeted vocabulary exercises or sentence - making practice. Teaching methods: Whether the teaching methods used, such as group discussion and role - play, are suitable for students. Did these activities arouse students' enthusiasm for learning? If not, I need to adjust the teaching methods. For example, I can add more interesting elements to the group discussion topics or give more guidance in the role - play preparation. Time management: Whether the time allocation in each part of the teaching process is reasonable. If some parts take too much or too little time, I need to adjust the time arrangement in the next teaching. For example, if the viewing and listening part takes too long, I can consider reducing the length of the video or audio material or simplifying the note - taking requirements. Student participation: Whether all students actively participated in the class activities. If some students were passive, I need to think about how to encourage them to participate more, such as giving more positive feedback, asking them more questions, or pairing them with more active students in group activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$