Unit 5 Films D My views on films (Writing & Discovery)教学设计 2025-2026学年沪教版（五四学制）（2024）七年级英语上册

Unit 5 Films-D My views on films (Writing & Discovery) This section of Unit 5 "Films" focuses on the writing part where students are guided to express their views on films. It combines language learning with personal opinion sharing, aiming to improve students' writing skills and critical thinking about films. Students will learn how to describe a film, its elements like plot, characters, and their own evaluation of the film. The discovery part may involve exploring different film genres and their characteristics, expanding students' knowledge of the film world. 教学目标 Students will be able to master key words and phrases related to films, such as "plot", "character", "director", "actor/actress", "genre", "exciting", "boring", "moving", etc. Learn sentence patterns for expressing opinions on films, like "I think...", "In my opinion...", "The best part of the film is...", "The film is so... that...". 教学重难点 A. Key Points Key vocabulary and sentence patterns for expressing film-related views. Structure and organization of a film review writing, including an introduction, body (description of the film and personal views), and conclusion. B. Difficult Points Helping students to write a logical and coherent film review with sufficient details and clear opinions. Guiding students to use vivid and accurate language to describe films and their feelings. A. Vocabulary Film elements: plot (n.) - The story of a film. e.g. The plot of this film is very interesting and full of surprises. character (n.) - A person in a film. e.g. The main character in the film is very brave. director (n.) - The person who is in charge of making a film. e.g. This famous director has made many great films. actor/actress (n.) - A man/woman who performs in a film. e.g. The actor's performance in this film is amazing. genre (n.) - A type or category of film, such as action, comedy, drama, science fiction, etc. e.g. I like the science fiction genre best. Adjectives for evaluating films: exciting (adj.) - Causing great enthusiasm and eagerness. e.g. The action scenes in the film are so exciting. boring (adj.) - Not interesting; dull. e.g. I fell asleep because the film was too boring. moving (adj.) - Causing strong feelings of sadness or sympathy. e.g. The story of the film is very moving and makes me cry. funny (adj.) - Causing laughter or amusement. e.g. This is a really funny comedy film. amazing (adj.) - Causing great surprise or wonder. e.g. The special effects in the film are amazing. B. Sentence Patterns Expressing opinions: I think the film is... e.g. I think the film is one of the best I have ever seen. In my opinion,... e.g. In my opinion, the director did a great job. Describing the best/worst part: The best part of the film is... e.g. The best part of the film is the ending. The worst part of the film is... e.g. The worst part of the film is the slow beginning. Using "so... that..." to describe the film: The film is so... that... e.g. The film is so exciting that I can't take my eyes off the screen. 教学过程 A. Warming-up (5 minutes) Show some still pictures from famous films on the PPT, such as The Lion King, Harry Potter, Avatar, etc. Ask students: "Do you know these films? What are your favorite films?" Encourage several students to share their favorite films briefly. This activity aims to arouse students' interest and lead in the topic of films. B. Pre-writing (10 minutes) Vocabulary teaching Present the key vocabulary related to films on the PPT, explain the meanings and pronunciations of words like "plot", "character", "genre", etc. Use examples to help students understand. For example, when teaching "genre", show pictures of different film genres and say "This is an action film, it belongs to the action genre. What genre do you think The Little Mermaid belongs to?" Do a quick vocabulary quiz. Show some words on the PPT and ask students to match them with the correct definitions or pictures. Reading and analyzing a sample film review Give out a short and simple sample film review to students. It can be about a well - known film like Zootopia. Let students read the passage quickly and answer some basic questions: What's the name of the film? What genre is it? What does the writer think of the film? Then, analyze the structure of the passage together. Point out that it usually has an introduction (mention the name of the film and the general impression), a body (describe the plot, characters, and give personal opinions), and a conclusion (sum up the overall evaluation). Underline some useful sentence patterns in the passage, such as "I think Zootopia is a wonderful film. The plot is very creative... In my opinion, the characters are very vivid... The film is so interesting that I want to watch it again." Explain how to use these patterns to express views on films. C. While - writing (15 minutes) Topic selection Ask students to choose a film they like or are familiar with. They can write about a recent film they watched or a classic one. Outlining Guide students to make an outline before writing. The outline should include: Introduction: Mention the name of the film and a general statement about their feelings towards it. Body: Describe the plot briefly. Introduce some main characters. Express their personal views, such as what they like or dislike about the film, and why. Conclusion: Sum up their overall evaluation of the film. Writing Let students start writing their film reviews according to the outline. Walk around the classroom, offering help and guidance when students encounter problems, such as grammar mistakes, vocabulary usage, or organization issues. Encourage students to use the vocabulary and sentence patterns they learned in this class. D. Post - writing (10 minutes) Peer - review Pair up the students. Let them exchange their writing and review each other's work. Provide a checklist for peer - review, including items like: Are there any spelling or grammar mistakes? Is the structure clear? (Introduction, body, conclusion) Are the key vocabulary and sentence patterns used correctly? Does the writer express clear opinions about the film? Ask students to write down their suggestions on their partner's paper. Sharing and feedback Select several students to share their film reviews in front of the class. After each sharing, ask other students to give some positive feedback and suggestions based on the peer - review. As a teacher, also give comprehensive feedback, praising the good points and pointing out areas for improvement. E. Discovery (5 minutes) Introduce different film genres Show pictures or short clips of various film genres, such as action, comedy, drama, horror, science fiction, and animation. Let students discuss in groups: What are the typical characteristics of each genre? For example, action films usually have a lot of exciting fight scenes and chases; comedies are full of funny plots and dialogues to make people laugh. Group presentation Each group selects one film genre to present. They need to summarize the characteristics of the genre and recommend a film of that genre. One student from each group comes to the front of the class to make the presentation. 教学反思 After this class, students should have a better understanding of how to express their views on films in English. Through vocabulary learning, reading sample texts, writing, peer - review, and discovery activities, students' language skills and critical thinking abilities have been trained. However, there are still some aspects that need improvement. In the writing process, some students may still have difficulties in using accurate and vivid language to describe films. In the future, more reading materials with rich and descriptive language can be provided for students to imitate and learn. During the peer - review, some students may not take it seriously enough. Next time, more specific requirements and guidance can be given to ensure that students can effectively review their partners' work and learn from each other. The time for the discovery part may be a bit tight, and some groups may not have enough time to fully present their ideas. In the future, the time allocation can be adjusted to ensure that each part of the teaching process can be carried out more smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$