Unit 4 Stage and screen Developing ideas教学设计-2025-2026学年高中英语外研版必修第二册

Good Book, Bad Movie？教学设计 赵荷岩 主题语境：人与社会-文学、艺术与体育 语篇类型：议论文 授课时长：一课时（40分钟） 文本分析 本课是一篇阐释名著改编影视作品遭遇失败的原因的阅读文章。该文以各个名著为例阐释了两大原因并提出自己的观点。文章按照逻辑顺序展开。重点词汇主要涉及名著及观影感受等，如cinematic turkeys, storytelling, wonderland, escape, disappointed, live up to, to some extent, in its own right,original, 句式主要涉及有关感受的表达等。本文的价值取向在于学生通过本文的学习，对比中外文化艺术异同，鉴赏中外优秀传统文化，树立国际视野，涵养家国情怀，坚定文化自信。 学情分析 2416班学生英语基础较好，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。此外，虽然本课与学生日常生活联系紧密，但受制于有限的语言储备，学生在语言表达时可能不够完整、丰富。 Teaching objectives : At the end of this lesson, students will be able to： 1. tell the genre of the text and find the topic sentence of each paragraph through skimming, and thus have a clear understanding of the article's structure. 2. find out and understand the reasons why films adapted from literary works are often not satisfactory and the author's viewpoint through intensive reading of the article. 3. review a film and its original work and learn to think critically about issues through the study of this lesson. 步骤 教学活动 设计意图 互动模式 Pre-reading Step 1 T divides the class into 2 groups and invites 2 students as representatives have a word match about the new words in the passage by a game on weici app (维词). 利用游戏创设情境，激活与文章主题相关的词汇，活跃课堂气氛，同时检查学生单词掌握情况。 IW Step 2 1. Show cover pictures of books and their adapted movies/TV works in the PPT , and guide students to discuss by asking questions: - "Have you read these books or watched their movie/TV versions?" "Which one do you like more, the book or the adapted version? Why?" 导入主题，激活学生已有的关于解决问题的认知和经验。通过展示学生熟悉的书籍与影视封面图，激活学生已有的知识储备与生活经验。引导性问题帮助学生快速进入“原著与改编作品”的主题，同时激发学生对课堂内容的好奇心与参与热情。 IW GW While-reading Step 3 Reading for genre, main idea and structure 1. Guide students to tell the type of the article according to the title. 2. Ask students to match each paragraph (para.1-para.5) with its corresponding main idea (A-E) 3. Match "phenomenon - reasons - conclusion" with the corresponding paragraphs (Part 1: Phenomenon → paras.1; Part 2: Reasons → paras.2.3.4; Part 3: Conclusion → para.5). 1引导学生建立“题目与文本体裁”的关联意识，将“Good Book, Bad Movie?”这一疑问式题目作为阅读切入点。 2.整体感知文章,先通过段落主旨匹配任务，引导学生聚焦单段核心信息，避免因整体阅读遗漏细节； 3结合结构分类，帮助学生建立“单段信息-整体逻辑”的关联，既提升学生提取段落主旨的精准度，又强化对议论文“现象-原因-结论”框架的理解。 IW Step 4 Reading for details Paragraph 2 The teacher shows the form in the PPT and guides students to find answers to the following question . Question: In which three aspects are movies less satisfying than books? Para3&4 Figure out the reasons for “bad” movies and examples. Para5 Find and underline the sentence(s) that show the author’s view. Hint: look for signal words like 'furthermore' or 'perhaps'—they often lead to main opinions." 获取并梳理文中作者的论点论据及举例论证方式等基础性信息。概括、整合中外名著改编失败的三个方面，从而推理出好的改编需要什么。 列举例子深化表达，进一步分析改编失败的原因。 聚焦议论文的结论段，通过“找关键句+划句记录”的直观任务，引导学生精准定位作者观点，避免因文本中俗语的干扰而偏离重点。提示“信号词”能教给学生提取观点的实用阅读策略。 IW GW Step 5 Reading for details 1. T asks each student to read the text carefully again and match the opinions to the examples from the passage. 2. Extract key expressions and summarize review aspects: ask students to scan the opinions and circle 3 phrases related to "movie reviews" and pose the question: "From the activity, what 3 aspects can we talk about when writing a movie review?" 通过引导学生提取影视评论相关短语、推导影评讨论角度，既积累话题表达素材、检验对文本细节的理解深度，又帮助学生掌握从阅读材料提炼写作框架的方法，为后续讨论与短文写作衔接铺垫，实现“语言积累-细节理解-读写衔接”的一体化目标。 IW GW Post-reading Step 6 Ss work in groups to prepare their movie review according to the requirements. Ss present before the whole class. 小组合作完成一篇作文，介绍一本名著，或者描述改编版的电影并阐释自己观点，引导学生超越语篇，用所学语言进行评价，推动迁移创新。 发表自己关于名著改编影视作品的观点。 培养学生批判性及发散性思维品质。 GW CW Homework Students finish their own writing individually. 备注： Ss: Students T: Teacher IW: Individual work GW: group work CW: Class work 学科网（北京）股份有限公司 $