Unit 6 Movies and Theatre Lesson 36教学设计2025-2026学年冀教版九年级英语全册

该初中英语教学设计围绕“影视戏剧学习总结”核心，以Jenny博客为载体，通过台前表演与幕后工作图片对比导入，激活学生认知。引导学生阅读提取关键信息，学习“behind the scenes”等核心词汇及总结句型，借助任务支架从理解过渡到小组合作撰写博客评论。 资料特色在于深度融合核心素养，图片对比培养思维品质，帮助学生分析认知转变逻辑。支架式评论任务提供表达框架，提升语言能力与学习能力，词汇教学结合文本及自身经历例句降低难度。助力教师高效落实单元目标，学生在真实语境中提升综合语言运用与团队协作能力。

Unit 6 Movies and Theatre Lesson 36教学设计 一、教材分析 【What】 本课隶属于 “Movies and Theatre” 单元，核心围绕 Jenny 的影视戏剧学习总结博客展开，以博客文本为载体，包含阅读博客提取学习关键信息、用 “影视戏剧制作相关词汇”（如 “behind the scenes”“actor/actress”“direct”“perform”）完成句子、小组合作撰写博客评论等任务，覆盖读、写、合作表达技能，聚焦 “用英语总结影视戏剧学习经历、表达对幕后工作的认知”，严格贴合单元主题，剔除原设计中与 “电影和戏剧” 无关的内容。 【Why】 结合单元 “Movies and Theatre” 的教学目标，帮助学生梳理两周影视戏剧学习的核心收获，打破 “仅关注演员” 的认知误区，理解幕后工作（如剧本撰写、舞台布置）对影视戏剧制作的重要性，学会用英语撰写学习总结与博客评论，培养对影视戏剧全流程的认知与团队协作意识。 【How】 遵循 “阅读总结博客→学习核心表达→实践评论创作” 的逻辑：先通过阅读 Jenny 的博客，提取 “学习时长、认知变化、小组项目成果” 等关键信息；再学习影视戏剧制作相关词汇与总结类句型；最后以小组为单位，结合自身学习经历撰写博客评论，实现从文本理解到个人表达的转化，确保教学环节与单元主题深度衔接。 二、学情分析 本课面向初中阶段学生，此前已学习 “电影与戏剧制作要素”“戏剧表演” 等内容，对影视戏剧有基础认知，但缺乏 “用英语总结学习经历、撰写博客评论” 的经验。 优势：对 “分享学习感受” 话题感兴趣，能结合自身小组项目（如排演戏剧、拍摄短片）理解博客内容； 不足：易混淆 “actor”（男演员）与 “actress”（女演员）、“act”（动词，表演）与 “action”（名词，动作）等词汇，在撰写评论时易出现观点零散（如仅说 “制作戏剧很有趣”，缺乏具体理由）的问题，且对 “幕后工作” 的英语表达（如 “set design”“costume making”）掌握不足。 教学重难点明确为： 重点：掌握 “behind the scenes”“direct”“perform”“comedy” 等核心词汇，读懂 Jenny 博客中的学习总结与认知变化； 难点：用连贯的句子总结个人影视戏剧学习经历（如 “We performed a play and I learned that behind-the-scenes work is important”），并撰写观点明确的博客评论。 三、教学目标 1. 语言能力 能阅读 Jenny 的博客，提取 3 个关键信息：学习时长（两周）、认知变化（从关注演员到重视幕后工作）、小组项目成果（喜剧短片、《渔夫和金鱼》戏剧）； 能运用 “behind the scenes”“direct”“perform” 等词汇完成句子（如 “People who work ______ are important for a play”）； 能小组合作撰写博客评论，用 2-3 句话表达对 “影视戏剧学习” 的看法（如 “I agree with Jenny that making plays is fun. Our group performed a play too and we all enjoyed it”）。 2. 学习能力 学会通过 “圈画博客中的时间词、观点词” 提取关键信息； 能在小组评论撰写中借鉴同伴的表达（如 “如何描述幕后工作”），完善自己的观点。 3. 文化意识 了解英语博客 “分享学习经历” 的文本特点（第一人称叙述、观点明确），感受中西方 “学习总结” 表达的差异，认同 “团队协作完成影视戏剧项目” 的学习方式。 4. 思维品质 在 “分析 Jenny 认知变化” 时培养逻辑思维（如 “仅关注演员→发现幕后工作重要” 的转变原因）； 在 “撰写评论” 时培养批判性思维（如认同 Jenny 观点并补充自身经历，或提出 “幕后工作具体包括哪些” 的延伸思考）。 四、课堂导入 【教师活动】 展示 2 张贴合主题的图片： 图 1：学生在舞台上表演戏剧（标注 “Actors Performing on Stage”）； 图 2：学生在后台布置舞台、制作道具（标注 “Behind-the-Scenes Work”）； 提问引导（紧扣单元 “影视戏剧” 主题）： “Look at the pictures. What are the students doing in Picture 1? What about Picture 2?” “When we talk about making a play, who do you think is important? Actors or people behind the scenes?” 过渡：“Jenny just finished a two-week study of movies and plays. She wrote a blog to share her feelings. Let’s read her blog and find out what she learned!” 【学生活动】 观察图片，用简单英语回答：“In Picture 1, students are performing a play. In Picture 2, they are doing behind-the-scenes work.” 分享观点：“I think actors are important, but maybe people behind the scenes are important too.” 【设计意图】 通过 “台前表演与幕后工作” 的图片对比，直观激活学生对影视戏剧制作的认知，自然链接单元主题，为后续阅读 Jenny 博客中 “认知变化” 的内容铺垫基础。 五、探究新知 Presentation 【教师活动】 分发 Jenny 的博客文本（围绕 “两周影视戏剧学习：最初关注演员，后发现幕后工作重要；小组项目中，部分同学拍喜剧短片、自己小组演《渔夫和金鱼》；学习体验难忘” 展开），播放博客录音，要求学生边听边用 “□” 标注时间词、“○” 标注观点词； 结合文本逐句讲解核心词汇与句型： 词汇：“behind the scenes”（幕后）→ 例句：“People who work behind the scenes help make the play successful.”；“actor”（男演员）→ 例句：“Danny was an actor in our play.”；“actress”（女演员）→ 例句：“Jenny was an actress in The Fisherman and the Goldfish.”；“direct”（导演）→ 例句：“Brian directed our short movie.”；“perform”（表演）→ 例句：“We performed a play last week.”；“comedy”（喜剧）→ 例句：“The comedy made us laugh.”； 句型：“When I began..., I thought... Now I know...”（过去与现在的认知对比）→ 结合文本句：“When we began these lessons, I thought actors were the most important. Now I know this is not true.”；“Without..., ... would be... ”（没有…… 会……）→ 结合文本句：“Without behind-the-scenes work, making a play would be impossible.”； 板书 “Jenny 博客核心信息”：① Study time: Two weeks → ② Idea change: Actors are most important → Behind-the-scenes work is important → ③ Group projects: Comedy movie; The Fisherman and the Goldfish play，梳理逻辑。 【学生活动】 听录音、读文本，标注时间词（two weeks）、观点词（most important, impossible），跟随教师朗读并模仿语气（如表达 “认知转变” 的强调语气）； 用词汇填空：“We ______ a play called The Fisherman and the Goldfish.”（答案：performed）； 复述核心信息：“Jenny studied movies and plays for two weeks. She used to think actors are most important, now she knows behind-the-scenes work is important.” Practice 【教师活动】 任务 1：“Read and Answer”（阅读博客回答问题）： 问题 1：How long did Jenny study movies and plays?（Two weeks.） 问题 2：Who did Jenny focus on at first?（Actors or actresses.） 问题 3：What did Jenny’s group do for the project?（They performed a play called The Fisherman and the Goldfish.） 要求学生从博客中划出答案依据； 任务 2：“Fill in the Blanks”（用核心词汇完成句子）： “______ work is important for a movie. Without it, we can’t make a good movie.”（答案：Behind-the-scenes） “My friend is an ______. He played the fisherman in our play. His sister is an ______ and she played the wife.”（答案：actor; actress） “We ______ a comedy last month. Many people liked it. Our teacher ______ the play and helped us a lot.”（答案：performed; directed）； 任务 3：“Word Match”（将 “词汇” 与 “含义” 匹配）： 词汇：behind the scenes, comedy, perform, direct 含义：make people laugh, work backstage, show a play to others, guide actors 示例：“behind the scenes → work backstage”。 【学生活动】 独立完成任务，同桌互相核对答案，对回答错误的问题，结合博客文本纠正； 朗读任务 2 的句子，体会词汇用法； 分享任务 3 的匹配结果：“comedy → make people laugh”。 Production 【教师活动】 布置 “小组博客评论撰写任务”：结合 Jenny 的博客与自身影视戏剧学习经历，小组讨论并撰写 1 条评论，需包含 “对 Jenny 观点的态度（同意 / 补充）”“自身相关经历”； 提供 “评论框架”（避免内容空洞）： I agree with Jenny that ______. My group also ______ (e.g., performed a play, made a short movie) for the project. I think ______ (e.g., behind-the-scenes work is important, making plays is fun). 巡视小组，指导学生用完整句子表达，如提醒补充 “细节”（“My group also performed a play. We spent three days practicing it”）。 【学生活动】 3 人一组讨论，结合框架撰写评论，练习 2-3 分钟； 2-3 组上台展示：“I agree with Jenny that making plays is fun. My group also performed a play called ‘Little Red Riding Hood’. I think behind-the-scenes work like making costumes is important too.” 六、语言知识 【教师活动】 梳理 “影视戏剧学习核心词汇”（贴合单元主题）： 词汇 含义 文本例句 生活例句（学习相关） behind the scenes 幕后 Without behind-the-scenes work, plays are impossible. Our group did behind-the-scenes work like setting up the stage. actor 男演员 Actors are only a small part of a play. My deskmate was an actor in our class play. actress 女演员 She is a good actress in the comedy. Lily was an actress in the short movie. direct 导演 He directed our group’s play. Our teacher directed us to practice the play. perform 表演 We performed a play last week. We will perform our play for the school. comedy 喜剧 The comedy made the class laugh. We made a comedy that was very interesting. 明确 “核心句型”（符合初中阶段难度）： “When I began..., I thought... Now I know...”（过去与现在认知对比）→ 例句：“When I began learning about plays, I thought only actors matter. Now I know behind-the-scenes work is important.”； “Without..., ... would be...”（没有…… 会……）→ 例句：“Without practice, we would not perform well.”； 剔除超纲语法点（如复杂条件句）与无关词汇（如 “business”“immigration” 等非影视戏剧相关词），确保语言知识聚焦单元主题。 【学生活动】 抄写词汇表，补充自己的学习相关例句； 用核心句型造句：“When I began making the short movie, I thought it was easy. Now I know it needs a lot of work.” 七、课堂总结 【教师活动】 引导学生回顾： “What did Jenny learn from her two-week study?（She learned behind-the-scenes work is important for movies and plays.）” “What words can we use to talk about making plays?（behind the scenes, perform, direct, comedy...）” 升华单元主题：“Making movies and plays is a team work. Both actors and people behind the scenes work hard. I hope you can remember this fun learning experience and keep enjoying creating!” 组织 “观点快答”：随机提问 “What do you think is important for a play?”（Answer: Actors, behind-the-scenes work, a good script...），强化核心知识。 【学生活动】 集体回答回顾问题，齐读核心词汇； 参与快答，主动分享自己的观点。 八、课后任务 任务一：语言巩固 用 “behind the scenes”“perform”“direct”“comedy”“actor” 写 5 个句子，描述自己的影视戏剧学习经历（英语，40-50 词）； 示例：“We studied plays for two weeks. My group performed a comedy. Tom was the actor and our teacher directed us. We also did behind-the-scenes work like making props.” 任务二：评论完善 完善小组撰写的博客评论，补充 1 个 “幕后工作具体事例”（如 “making props”“setting up the stage”），下次课分享。 任务三：拓展阅读 阅读 1 篇 “影视戏剧幕后工作者（如道具师、灯光师）” 的英语短文，摘抄 2 个新词汇（如 “prop maker”“lighting designer”）。 九、板书设计 Lesson 36: Making Plays Is Fun（Unit 6 Movies and Theatre） Core Vocabulary behind the scenes → 幕后 actor → 男演员 actress → 女演员 direct → 导演 perform → 表演 comedy → 喜剧 Key Sentence Patterns When I began..., I thought... Now I know... Without..., ... would be... Jenny’s Blog Key Info ① Study time: Two weeks ② Idea change: Actors → Behind-the-scenes work ③ Group projects: Comedy movie; The Fisherman and the Goldfish Comment Writing Tip Agree/Add → Own Experience → Opinion 十、教学反思 优点： 教学环节围绕 “Movies and Theatre” 单元主题展开，所有任务均聚焦 “影视戏剧学习总结”，确保主题统一性； 语言知识控制在初中阶段适用范围，通过 “文本例句 + 学习相关例句” 帮助学生理解，降低学习难度； 小组 “博客评论撰写” 任务贴合学生学习经历，提供框架支架，让表达更具逻辑性，避免内容空洞。 不足与改进： 部分学生在 “用‘Without...’句型” 造句时，仍会出现语法错误（如 “Without practice, we will not perform well”），后续需增加 “句型对比练习”（正确与错误例句对比）； 课堂评论展示仅覆盖少数小组，可采用 “评论卡片贴墙 + 全班互评” 的方式，让更多学生参与交流； 导入环节图片需提前与 “影视戏剧台前幕后” 严格匹配，避免出现 “图片内容与文字标注不符” 的问题，后续备课需加强图文核对。 学科网（北京）股份有限公司 $