Unit3Lesson 3教学设计2026-2027学年冀教版英语九年级上册

该初中英语教学设计聚焦电影类型词汇、一般过去时被动语态及固定短语，通过日常电影相关问题激活已知，展示中国电影海报引入主题，搭建从学生兴趣到新知的学习支架，梳理词汇、语法与文化知识脉络。 该设计以任务型教学为主导，融合情境视觉教学与分层阅读任务。通过图片匹配词汇、分层提取信息、语法归纳与角色扮演提升语言能力，结合中国电影案例培养文化意识，任务设计训练思维品质。助力学生语言运用与文化表达，为教师提供清晰分层教学流程与实用资源。

Unit 3 Lesson 3 Moving pictures 一 Teaching Objectives 1. Linguistic Competence: Master vocabulary of movie genres; grasp the simple past passive voice (was/were + past participle); use fixed phrases such as be filled with, make contributions to, have an effect on correctly in sentences and dialogues. 2. Cultural Awareness: Learn the origin and development of movies; appreciate excellent domestic films like Ne Zha, The Wandering Earth, Wolf Warrior and understand how Chinese films spread national culture; recognize global film cultural diversity. 3. Thinking Quality: Extract key details from reading materials; classify movie types logically; analyze the function and usage rules of passive voice; compare features of early films and modern movies. 4. Learning Ability: Develop skimming and scanning reading strategies; finish grammar exercises independently; cooperate in pair work to introduce favourite films with given sentence scaffolds. 二. Key Points & Difficult Points Teaching Key Points 1. Learn vocabulary for different movie genres: cartoon, comedy, science fiction, war movie. 2. Obtain historical facts and personal preferences from the dialogue. 3. Master the structure of simple past passive voice and fill in blanks accurately. 4. Use set expressions to introduce personal favourite films. Teaching Difficult Points 1. Distinguish active voice and simple past passive voice in context, and use them appropriately. 2. Summarize text information to answer comprehensive reading questions. 3. Organize coherent oral sentences to introduce a movie smoothly for intermediate students. 三. Teaching Methods Task-based Language Teaching, Situational Visual Teaching, Layered Reading Tasks, Grammar Inductive Teaching, Cooperative Pair Work 四. Teaching Aids Textbook, PPT (movie posters, film clips screenshots, genre word cards), grammar worksheet, dialogue script 4. Detailed Teaching Procedures Step 1: Warm-up & Lead-in Activities 1. Daily greeting. Ask simple interactive questions to activate prior knowledge: Do you like watching movies? What’s your favourite movie? Invite 2–3 average students to answer with short sentences. 2. Show four Chinese movie posters on PPT, introduce the lesson topic: Today we will learn Moving pictures. We will know movie kinds, movie history and how to talk about films in English. Design Intention Connect students’ daily hobbies with the lesson theme to raise learning motivation; use familiar local movie posters to build a relaxed learning context; simple questions fit learners’ language output level. Step 2: Pre-reading Activities 1. Present movie genre words with poster pictures: cartoon, comedy, science fiction, war movie, action, horror, documentary, musical. Match words with corresponding poster styles. Students read aloud together then individually. 2. Explain core phrases from the dialogue with textbook sentences: have an effect on: Movies have a big effect on our life. be filled with: Comedies are filled with humour. make contributions to: Chinese films make contributions to our culture. 3. Quick matching game: Match English genre words with Chinese meanings for whole-class checking. Design Intention Clear vocabulary barriers before reading; visual posters help students associate words with real scenes; short games improve classroom participation and consolidate word memorization quickly. Step 3: While-reading Task 1: Skimming Students read the whole dialogue quickly, tick the movie types mentioned in the text: ✅ comedy, ✅ cartoon, ✅ science fiction, ✅ war Invite students to underline the original sentences as evidence. Design Intention: Train skimming skill to locate key nouns rapidly; set clear directional tasks to reduce reading difficulty for students. Task 2: Scanning Read the conversation carefully again, answer two questions: A. How long ago were movies invented? Movies were made just over 100 years ago. B. What were the first movies like? They had no colours, no music or dialogue; they were only moving pictures. Teacher guides students to find answers paragraph by paragraph. Design Intention: Practise scanning reading to get specific facts; train students to retrieve information strictly from the text, standardize answer logic suitable for learners. Task 3: Grammar observation Highlight two yellow-marked sentences in the textbook: 1. Comedies are filled with humour. (present passive) 2. When movies were first created, they were not in colour. (past passive) Induce the rule simply: Past passive: was/were + verb past participle; used when we focus on the action receiver, not the doer. Design Intention: Adopt inductive grammar learning instead of rigid rule teaching; let students discover rules from textbook examples, which is easier for students to understand and apply. Step 4: Post-reading Activity 1: Past passive fill-in-the-blank Finish the passage with correct passive forms, check answers together: 1. was directed 2. was loved 3. was watched 4. was attracted Teacher explains subject agreement rules briefly (singular subject uses was). Activity 2: Dialogue role-play Divide students into groups of three (Li Ming, Wang Mei, Li Lin). Students read the dialogue in roles. Teacher walks around to correct pronunciation and phrase usage mistakes. Design Intention: Consolidate grammar knowledge in contextual passages; role-play transfers written input to oral output; group learning lowers speaking anxiety for students. Step 5: Production Activities 1. Offer fixed sentence frames for Exercise 5 to support students: My favourite movie is ______. It is a ______ (genre). It was directed by ______. It is full of fun / excitement. 2. Students work in pairs to introduce one favourite movie; select 2 groups to share their speeches in front of the class. Design Intention Realize knowledge application and output; sentence scaffolds help students finish speaking tasks confidently; combine language knowledge with personal experience to cultivate cultural expression ability. Step 6: Summary & Homework Whole-class Summary 1. Teacher reviews key knowledge: movie genres, movie history, simple past passive voice structure, useful expressions for introducing films. 2. Cultural promotion: Chinese excellent films carry our traditional culture, and we should be proud of domestic movies. Homework 1. Basic Task: Copy movie genre words and four passive sentences from Exercise 4. 2. Intermediate Task: Recite the dialogue and finish all textbook exercises. 3. Extended Task: Write 4 simple sentences to introduce your favourite film using passive voice. Design Intention Systematically recap in-class key content; layered homework satisfies different learning paces; extend language practice after class and integrate cultural education. 六. Blackboard Layout Lesson 4 Moving pictures 1. Movie Genres cartoon, comedy, science fiction, war movie 2. Key Phrases have an effect on; be filled with; make contributions to 3. Simple Past Passive Voice Structure: was / were + past participle Examples: was directed; was loved; was watched; was attracted 4. Culture Highlights Chinese films: Ne Zha, The Wandering Earth, Wolf Warrior 学科网（北京）股份有限公司 $