Unit 1 Lights,Camera,Action!-Reading 教案-2025-2026学年高中英语译林版必修第二册

Unit 1 Lights,Camera,Action!-Reading 教学目标和重难点 1. 教学目标 It focuses on developing students’ reading ability to understand film-making behind the scenes, cultivating their cultural awareness of film art, fostering critical thinking about film elements, and enhancing their ability to express views on film-related topics in English. 2. 教学重难点 Key: Grasping the main idea and details of the lecture on film-making, mastering core vocabulary and complex sentences about sound effects, visual effects and props. Difficulty: Understanding the logical structure and applying the knowledge to express personal views. 教学过程 Step 1: Lead-in (Warm-up & Preview) The teacher starts the class by playing the theme music of the Harry Potter series, which is familiar to most students. After the music stops, the teacher greets the students and raises three interactive questions one by one: “Could you list some film types you know?”, “Look at the film posters I show you (projected on the screen), what type of film is each poster about?”, “When you watch a film, what elements do you usually notice first?”. The teacher invites students to answer freely, and writes down the key words they mention (such as action, comedy, romance, acting, music, sets) on the blackboard. Then, the teacher naturally leads to the topic of the lesson: “We all enjoy watching films, but do you know how a film is made? There is a lot of hard work behind the scenes that we may not notice. Today, we will learn a lecture about some aspects of film-making.” Design Intention: Playing familiar film theme music can quickly create a relaxed and pleasant classroom atmosphere, narrowing the distance between students and the lesson topic. The interactive questions are closely related to students’ daily life and film-watching experience, which can arouse their interest and enthusiasm for learning. By asking students to list film types and elements, the teacher helps them activate their existing knowledge reserve, lays a foundation for the subsequent reading link, and naturally leads to the core content of the reading text—behind-the-scenes film-making. Step 2: Pre-reading (Vocabulary & Background Preview) First, the teacher presents the core vocabulary of the reading text on the screen, including sound effects, visual special effects, CGI, green screen, props, revise, model, etc. For each word, the teacher explains its meaning in simple English, combines it with film-related examples to help students understand, and guides students to read the words correctly. For example, when explaining “CGI”, the teacher says: “CGI is a special effects technology often used in film-making. For example, the Quidditch scenes in the Harry Potter films are made by CGI.” Then, the teacher briefly introduces the background of the text: “The text is a lecture transcript. The speaker will introduce three important aspects of film-making: sound effects, visual special effects and props, which will help us know more about the hard work behind a film.” After that, the teacher asks students to work in pairs to discuss the following question: “What do you think is the most important part in film-making? Why?”. Each pair has a short discussion, and then several pairs are invited to share their views with the whole class. The teacher gives positive comments on their answers, encouraging students to express their own opinions boldly. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. Explaining vocabulary with film-related examples is closely combined with the text theme, making it easier for students to remember and understand. The pair discussion not only exercises students’ oral expression ability, but also further stimulates their interest in the topic of film-making, enabling them to enter the reading link with a positive attitude. Step 3: While-reading (Comprehension & Skill Training) 1. Skimming: Get the main idea and text structure The teacher asks students to read the text quickly (skimming) and complete two tasks: first, underline the topic sentence of each paragraph; second, summarize the main idea of each paragraph and fill in the chart prepared in advance (projected on the screen). The chart includes two columns: “Paragraph” and “Main Idea”. After students finish, the teacher invites several students to share their answers, corrects mistakes in time, and summarizes the main idea of the whole text: The text is a lecture that introduces three important aspects of film-making (sound effects, visual special effects and props) and emphasizes the hard work of behind-the-scenes workers. Then, the teacher guides students to analyze the text structure: the first paragraph is the opening, which leads to the topic by asking questions; the second, third and fourth paragraphs are the main body, which respectively introduce sound effects, visual special effects and props; the fifth paragraph is the conclusion, which summarizes the importance of behind-the-scenes work and expresses gratitude to behind-the-scenes workers. The teacher also explains the reading strategy of skimming: reading quickly to find the topic sentence and key words, so as to grasp the main idea and structure of the text in a short time. Design Intention: Skimming is an important reading skill. By guiding students to skim the text, we can help them form the habit of grasping the overall content first, which is conducive to improving their reading speed and overall comprehension ability. The chart and text structure analysis can help students sort out the logical relationship of the text, make their understanding of the text more systematic, and lay a foundation for the subsequent careful reading. 2. Scanning: Find specific details The teacher asks students to read the text again carefully (scanning) and complete the following tasks: (1) Answer the detailed questions prepared in advance: ① How are the sound effects of a film usually made? ② What is CGI and how is it used in film-making? ③ Why are props important for a film? Give an example from the text. (2) Complete the table about the three aspects of film-making, which includes “Aspects”, “Introduction” and “Examples”. The teacher walks around the classroom to guide students who have difficulties in reading, and reminds them to find key information in the text and mark it. After students finish, the teacher organizes the whole class to check the answers together. For each question and table item, the teacher invites students to answer, and asks them to point out the corresponding sentences in the text, so as to strengthen their ability to find specific information. At the same time, the teacher explains the difficult sentences in the text, such as “Actually, the film you see on the screen is the product of a huge amount of hard work, most of which takes place behind the scenes.” and “Just as the poor passengers on the real Titanic saw the tip of the iceberg, what we see on the cinema screen is just the tip of the huge iceberg of film-making.” The teacher analyzes the sentence structure (attributive clause, comparative structure) and explains the meaning, helping students understand the deep meaning of the sentences. Design Intention: Scanning is a necessary skill for finding specific information. Through this link, students can deeply understand the details of the text, master the specific content of each aspect of film-making, and consolidate the core vocabulary and sentence patterns learned. Explaining difficult sentences can help students break through reading difficulties, improve their ability to understand complex sentences, and lay a foundation for the subsequent language application. 3. Deep reading: Analyze the author’s purpose and emotional attitude The teacher asks students to read the text for the third time, focusing on the author’s words and tone, and discuss the following questions in groups of four: ① What is the author’s purpose of giving this lecture? ② What is the author’s attitude towards behind-the-scenes workers? How do you know? ③ What can we learn from the lecture? After the group discussion, each group sends a representative to share their views. The teacher listens carefully, comments on their answers, and summarizes: The author’s purpose is to introduce the behind-the-scenes work of film-making to the audience, let them understand the hard work behind a film, and arouse their respect for behind-the-scenes workers. The author’s attitude towards behind-the-scenes workers is respectful and grateful, which can be seen from the sentences such as “Hopefully, next time you go to the cinema, you’ll spare a thought for all those talented people behind the scenes.” Then, the teacher guides students to think further: “What other behind-the-scenes jobs do you know in film-making? What qualities do you think these behind-the-scenes workers need to have?”. Students are encouraged to express their views freely, and the teacher guides them to realize that every behind-the-scenes worker contributes to the success of a film, and we should respect their work. Design Intention: Deep reading helps students go beyond the surface meaning of the text, understand the author’s purpose and emotional attitude, and cultivate their critical thinking ability and emotional experience ability. Group discussion can stimulate students’ thinking, let them exchange ideas with each other, and improve their cooperative learning ability. The extended questions can connect the text with real life, enable students to have a deeper understanding of the theme of the text, and cultivate their sense of respect and gratitude. Step 4: Post-reading (Consolidation & Application) 1. Vocabulary and sentence pattern consolidation The teacher arranges two exercises to help students consolidate the core vocabulary and sentence patterns: (1) Fill in the blanks with the core vocabulary learned (sound effects, CGI, props, revise, model, etc.). The sentences are closely related to the text content, such as “The ______ of the dinosaur roar in Jurassic Park were made by mixing different animal sounds.” (2) Rewrite the sentences with the given sentence patterns, such as rewriting “The film is the product of a huge amount of hard work.” with the attributive clause: “The film, most of whose hard work takes place behind the scenes, is a wonderful work.” After students finish the exercises, the teacher checks the answers together, explains the mistakes and key points, and guides students to master the usage of vocabulary and sentence patterns. Then, the teacher asks students to make their own sentences with the core vocabulary and sentence patterns, and invites several students to share their sentences, giving positive comments and encouragement. Design Intention: Consolidating vocabulary and sentence patterns is an important link to deepen students’ understanding and application of language knowledge. The exercises closely combined with the text content can help students connect the language knowledge with the text context, improve their ability to use language flexibly, and lay a foundation for their subsequent oral and written expression. 2. Oral expression practice The teacher divides students into groups of four, and arranges the group discussion task: “Suppose you are a film director, and you need to introduce one aspect of your film-making (sound effects, visual special effects or props) to the audience. Please use the knowledge and vocabulary learned in this lesson to prepare a 2-minute speech.” Each group has a full discussion, determines the content of the speech, and assigns roles (speaker, recorder, etc.). After the preparation, each group sends a representative to give a speech in front of the whole class. The teacher evaluates their speeches from the aspects of content, vocabulary, pronunciation and fluency, gives positive comments and suggestions for improvement. Design Intention: Oral expression practice can effectively improve students’ oral English ability, and enable them to apply the knowledge and vocabulary learned in the lesson to practical communication. Group cooperation can cultivate students’ cooperative learning ability and communication ability, and the speech task can enhance students’ confidence and expression ability, realizing the transformation from “input” to “output” of language knowledge. 3. Written expression practice The teacher asks students to write a short passage (about 100 words) with the title “My View on Behind-the-Scenes Workers in Film-Making”. The requirements are: ① Use at least 5 core vocabulary learned in the lesson; ② Express your own views on behind-the-scenes workers; ③ The logic is clear and the language is fluent. The teacher gives a sample passage to guide students to understand the writing requirements and ideas. Students start writing, and the teacher walks around the classroom to guide students who have difficulties in writing, helping them sort out their ideas and correct grammatical mistakes. After students finish writing, the teacher collects some students’ works, reads them out in class, and comments on them, affirming their advantages and pointing out the areas that need improvement. Then, students exchange their works in pairs, correct each other’s mistakes, and learn from each other’s advantages. Design Intention: Written expression practice is an important way to test students’ mastery of language knowledge and their ability to use language. The writing task is closely related to the theme of the text, which can help students deepen their understanding of the text theme, and improve their written expression ability. Pair correction can enable students to find their own mistakes and learn from each other, improving their learning efficiency and autonomous learning ability. Step 5: Summary & Homework 1. Summary The teacher invites students to summarize the content of this lesson: “What have we learned today? What important knowledge and skills have we mastered?”. Students answer freely, and the teacher supplements and summarizes: In this lesson, we have learned a lecture about behind-the-scenes film-making, mastered the core vocabulary and sentence patterns related to film-making, understood the three important aspects of film-making (sound effects, visual special effects and props), and cultivated our reading ability, oral expression ability and written expression ability. At the same time, we also realized the hard work of behind-the-scenes workers and should respect their work. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge and skills learned in the lesson, strengthen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. 2. Homework The teacher assigns three levels of homework to meet the needs of different students: (1) Basic homework: Review the core vocabulary and sentence patterns of this lesson, and recite the key paragraphs of the text. (2) Intermediate homework: Polish the short passage written in class, and add more details to make it more vivid and fluent. (3) Extended homework: Find more information about behind-the-scenes film-making (such as other behind-the-scenes jobs, classic cases of film-making), and prepare a short report to share in the next class. Design Intention: Assigning hierarchical homework can take care of the differences of different students, enable students at different levels to get exercise and improvement, and consolidate the knowledge and skills learned in the lesson. The extended homework can expand students’ horizons, stimulate their interest in learning, and connect classroom learning with extracurricular learning, realizing the extension and expansion of learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $