Theme C Learning to Act 教案-2025-2026学年高中英语重大版必修第二册

Theme C Learning to Act 教学目标和重难点 教学目标 For Theme C Learning to Act, the four-dimensional core literacy is designed to promote students’ comprehensive development. Language Competence focuses on helping students master key words, phrases and sentence patterns related to acting and expression, and improve their ability to listen, speak, read and write in English in the context of acting. Cultural Awareness aims to let students understand the differences and commonalities of acting cultures at home and abroad, cultivate cross-cultural communication awareness and respect for diverse cultures. Learning Ability emphasizes guiding students to master effective learning strategies such as cooperative learning and autonomous exploration, and enhance their ability of independent learning and problem-solving. Thinking Quality is intended to develop students’ critical thinking and innovative thinking through analyzing acting works and designing simple performances. 教学重难点 The key points of this theme are mastering the core vocabulary (such as perform, express, emotion, character, scene) and sentence patterns about acting, understanding the main content and theme of acting-related texts, and being able to express personal views on acting in simple English. The difficult points lie in flexibly using the learned language knowledge to describe acting processes and express emotional changes in real contexts, accurately understanding the cultural connotation contained in foreign acting works, and combining language expression with practical performance to complete simple English acting tasks with natural expression and appropriate emotions. 教学过程 Lead-in: Stimulate Interest and Lay a Foundation The teacher starts the class by showing short video clips of classic English plays (such as excerpts from Romeo and Juliet or modern English short plays). After playing the video, the teacher asks students simple questions in English, such as “What did you see in the video?” “Do you know the name of this play?” “How did the actors express their emotions?” Then, the teacher writes down the key words mentioned by students on the blackboard, such as “play, actor, emotion, performance”, and leads students to read and memorize these words. After that, the teacher invites students to share their own experiences of watching plays or performing in English, and guides them to express their feelings in simple English. Design Intent: The video clips can quickly attract students’ attention and stimulate their interest in the theme of “acting”. By asking questions and sharing experiences, students can activate their existing knowledge reserve, initially perceive the language environment related to acting, and lay a good foundation for the subsequent teaching. At the same time, this link can also help teachers understand students’ prior knowledge and expression level, so as to adjust the teaching progress and difficulty in a targeted manner. Presentation: Master Key Knowledge and Understand Text Content First, the teacher introduces the core vocabulary and sentence patterns of this theme in combination with the video clips and students’ sharing. For example, teach the words “perform (v.), performance (n.), express (v.), expression (n.), character (n.), scene (n.), emotion (n.)” and their usage, and explain sentence patterns such as “When acting, we should express our emotions naturally.” “The actor played the character very well.” “In this scene, the actor showed his sadness through his eyes.” The teacher gives examples in combination with specific acting scenarios to help students understand and remember, and organizes students to practice making sentences in pairs to ensure that each student can master the basic usage of vocabulary and sentence patterns. Then, the teacher distributes the reading materials related to acting (selected from the textbook of Chongqing Version Senior High English Compulsory Volume 2 Theme C). The reading material mainly introduces the basic steps of acting and the skills of expressing emotions in acting. The teacher guides students to carry out skimming first, requiring them to quickly grasp the main idea of the text: the basic process of acting and the key points of emotional expression. Then, the teacher guides students to carry out scanning, and asks targeted questions to help students extract key information, such as “What are the basic steps of acting?” “What skills can we use to express emotions in acting?” In the process of students’ reading, the teacher walks around the classroom to provide timely help for students who have difficulties in reading, such as explaining new words that are not taught, guiding students to analyze long and difficult sentences, and helping students understand the logical structure of the text. After reading, the teacher invites students to answer the questions, and summarizes the key information of the text, helping students sort out the context of the text and deepen their understanding of the content. Design Intent: This link focuses on helping students master the key language knowledge, which is the basis for students to carry out subsequent language practice. By combining vocabulary and sentence pattern teaching with specific scenarios, students can avoid mechanical memory and better understand the usage of language. Skimming and scanning training can help students improve their reading speed and reading ability, and enable them to extract key information efficiently. At the same time, guiding students to analyze the text can cultivate their ability of text comprehension and logical thinking. Practice: Strengthen Language Application and Improve Practical Ability This link is divided into three parts: oral practice, group cooperation and performance practice, so as to comprehensively improve students’ language application ability and practical performance ability. In the oral practice part, the teacher designs situational dialogue tasks. The situational settings are closely related to acting, such as “Discussing a play you watched with your partner”, “Introducing the acting steps to your classmate”, “Talking about how to express happiness/sadness/anger in acting”. Students are asked to complete the dialogue in pairs, using the vocabulary and sentence patterns they have learned. After the dialogue, the teacher invites several groups to present their dialogues in front of the class, and gives comments and guidance, pointing out the advantages and deficiencies of students’ expressions, such as whether the vocabulary is used correctly, whether the sentence patterns are flexible, and whether the pronunciation and intonation are natural. For the problems existing in students’ expressions, the teacher corrects them in time and guides students to practice repeatedly to improve their oral expression ability. In the group cooperation part, the teacher divides students into groups of 4-5 people, and assigns tasks: each group selects a simple English short scene (such as a dialogue between friends, a small conflict in daily life, etc.), designs the acting plan, including the roles of each group member, the lines of the characters, the expression of emotions and the arrangement of scenes. During the group discussion, the teacher walks around each group to guide students to use the learned knowledge to design the scene, help students solve the problems encountered in the discussion, such as how to design reasonable lines, how to express emotions appropriately, and encourage students to put forward their own innovative ideas. Each group is required to complete the design of the acting plan through joint discussion and division of labor. In the performance practice part, each group carries out preliminary performance practice according to the designed acting plan. The teacher goes to each group to watch the practice, gives targeted guidance on students’ performance, such as the expression of emotions, the intonation of lines, body language and other aspects, and helps students improve their performance level. For example, if a student’s emotional expression is not in place, the teacher can guide him to experience the emotion of the character and express it through facial expressions and body movements; if a student’s lines are not fluent, the teacher can guide him to read repeatedly and master the rhythm of the lines. After the preliminary practice, each group presents their performance in front of the class. Other students watch carefully and give evaluations from the aspects of language expression, emotional expression and performance effect. Design Intent: Oral practice can help students flexibly use the learned vocabulary and sentence patterns, improve their oral expression ability and response ability. Group cooperation can cultivate students’ cooperative spirit and communication ability, and enable students to learn from each other and make progress together in the process of discussion and cooperation. Performance practice is the key link to combine language learning with practical application. It can not only strengthen students’ mastery of language knowledge, but also improve their practical performance ability and emotional expression ability, and at the same time stimulate students’ learning enthusiasm and initiative. Consolidation and Expansion: Deepen Understanding and Expand Vision First, the teacher arranges a reading and writing task. Students are required to read an additional English article about foreign acting culture (such as the introduction of Western drama or the characteristics of English short plays), and write a short passage of 80-100 words according to the article and their own learning experience, introducing the differences between Chinese and foreign acting cultures or their own views on acting. The teacher provides appropriate writing guidance, such as the structure of the short passage, the use of key vocabulary and sentence patterns, and reminds students to pay attention to the coherence and accuracy of the writing. After students finish writing, the teacher collects some students’ works, comments on them in class, affirms the advantages, points out the deficiencies, and guides students to revise their works. Then, the teacher introduces some famous English plays and actors to students, such as Shakespeare’s plays, modern English drama works, etc., and plays short video clips of these plays, letting students feel the charm of English acting culture. At the same time, the teacher encourages students to watch English plays or related video materials after class, and record their own feelings and gains, so as to expand their cultural vision and deepen their understanding of the theme of “Learning to Act”. In addition, the teacher arranges a homework task: each student selects a character in a favorite English play, writes a short introduction to the character (including the character’s personality, emotional characteristics, etc.), and prepares a 1-2 minute English speech to introduce the character. This task can not only consolidate the learned language knowledge, but also improve students’ writing and speaking ability, and at the same time cultivate their ability of character analysis. Design Intent: Reading and writing tasks can help students consolidate their reading and writing ability, and enable them to use the learned language knowledge to express their own views and understandings. Introducing foreign acting culture can expand students’ cultural vision, cultivate their cross-cultural communication awareness and respect for diverse cultures. The after-class homework can extend the teaching content to after class, help students consolidate the knowledge learned in class, and improve their comprehensive language application ability. Summary and Evaluation: Sort Out Knowledge and Encourage Progress First, the teacher invites students to summarize the knowledge and skills they have learned in this class, such as key vocabulary, sentence patterns, reading skills, acting skills, etc. The teacher supplements and improves students’ summaries, helping students sort out the knowledge system of this class and deepen their memory and understanding of the knowledge. Then, the teacher carries out a comprehensive evaluation of students’ performance in this class. The evaluation includes not only students’ mastery of language knowledge (such as vocabulary, sentence patterns), but also their performance in oral practice, group cooperation, performance practice and other links. The teacher affirms the progress made by each student, such as active participation in activities, fluent oral expression, creative performance, etc., and puts forward targeted suggestions for students’ deficiencies, such as strengthening the memory of vocabulary, improving the fluency of oral expression, and enhancing the expression of emotions in performance. At the same time, the teacher encourages students to continue to work hard, actively participate in English acting activities, and constantly improve their comprehensive language ability and practical ability. Finally, the teacher looks forward to the next class, introduces the main content of the next class, and encourages students to preview in advance, laying a foundation for the next teaching. Design Intent: Summarizing the knowledge can help students sort out the knowledge system, form a complete cognitive structure, and improve the efficiency of knowledge memory. Comprehensive evaluation can let students clearly understand their own advantages and deficiencies, enhance their confidence in learning, and stimulate their learning motivation. Encouraging students and looking forward to the next class can maintain students’ learning enthusiasm and lay a good foundation for the smooth development of subsequent teaching. 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 $