Unit 1 Period 1 Welcome to the unit & Reading（表格式教学设计）英语译林版必修第二册

Unit 1 Lights, camera, action! Period 1 Welcome to the unit & Reading教学设计 教学基本信息 单元名称 必修第二册Unit 1 Lights, camera, action! 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第二册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 精读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以 “影视文化与幕后创作” 为主题语境，通过电影类型识别、制作要素讨论、文本研读等情境活动，激活学生观影经验，自然引入演讲文本阅读主题。 2. 遵循 “学习理解 — 应用实践 — 迁移创新” 的思路：引导学生通过导入铺垫主题背景、通过读中活动梳理演讲结构与细节信息（学习理解）；通过读后讨论深化主题认知、通过语言点讲练夯实语言基础（应用实践）；最后通过写作任务实现能力的迁移创新。 3. 注重阅读策略培养，搭建 “文体识别 — 结构梳理 — 细节解读 — 情感升华” 的完整阅读支架，培养演讲文体阅读能力与批判性思维，树立尊重幕后劳动、理性看待影视科技的文化观念。 教材分析 【What】本课为单元开篇板块，包含 Welcome to the unit 电影类型讨论与 Reading 影评人讲座阅读两大模块。导入部分通过校园微电影节情境，引导学生识别电影类型、分享观影偏好；阅读部分呈现影评人在校园电影节的讲座文稿，从音效、视觉特效、道具三个维度揭秘电影幕后制作，围绕 “影视创作与幕后价值” 展开主题探究。 【Why】通过学习本节课，学生能掌握演讲文稿的文体特征与 “总 - 分 - 总” 结构，提升实用文体阅读能力；同时深入理解影视创作的复杂性，尊重幕后从业者的劳动，辩证看待科技与影视艺术的关系，拓宽影视文化视野。 【How】教学遵循 “情境导入 — 读前预测 — 读中研读 — 读后拓展 — 语言夯实” 的精读课训练路径：以电影海报互动铺垫主题认知，以要素预测建立阅读预期，以分层阅读梳理文本结构与细节信息，以主题讨论深化情感认知，以词汇讲练落实语言基础，实现阅读技能与语言知识、情感态度的协同提升。 学情分析 1. What I know 词汇方面：已掌握电影、科技类基础词汇，能简单描述电影类型与观影感受。 阅读方面：具备记叙文基础阅读能力，能提取文本基本信息，但对演讲文稿的规范结构、文体特征与阅读策略了解较少。 背景知识方面：高一学生普遍喜爱观影，对主流电影类型、经典影片有一定了解，对电影幕后制作充满好奇心，有较强的话题讨论意愿。 2. What I want to know 学生想知道演讲类文本的标准结构与快速阅读方法。 学生想学习影视制作相关的核心词汇与地道表达，提升话题语言运用能力。 学生想了解电影幕后的专业知识与相关职业，探索影视行业的创作逻辑。 3. What I learned 主题内容方面：学生将深入理解影视创作的完整链条，建立对幕后劳动者的尊重，形成对影视科技的辩证认知，树立多元的影视审美观念。 语言知识方面：学生将掌握 familiar, attach, enable, contribute 等核心词汇与短语的搭配与用法；掌握演讲文稿 “引言 - 主体 - 结论” 的结构与文体特征，能独立读懂同类主题的演讲文本。 教学目标 语言能力 能读懂演讲类文本，准确提取讲座核心观点与细节案例；掌握演讲文稿 “引言 - 主体 - 结论” 的结构与文体特征；掌握核心词汇与短语的用法与搭配；能就电影制作与影视审美话题进行口语表达。 学习能力 能通过分层阅读自主梳理文本结构、提取核心信息，提升信息整合与逻辑梳理能力；能在小组讨论中合作探究主题问题，提升协作学习与口语表达能力；掌握演讲类文本的阅读策略，提升自主阅读能力。 文化意识 理解影视创作的多元价值，认同 “荧幕精彩源于幕后付出” 的创作理念，尊重影视行业各岗位劳动者，辩证看待科技对影视艺术的影响，建立多元的影视审美观念。 思维品质 能梳理演讲文本的逻辑结构，提升结构化思维与文本分析能力；能辩证看待 CGI 技术在电影中的利弊，反思影视创作的核心本质，提升思辨能力；能通过文本解读挖掘演讲的写作意图，培养批判性思维。 教学重难点 教学重点 语言维度：掌握核心词汇与短语的搭配用法，能在语境中准确运用。 阅读维度：掌握演讲文稿的 “总 - 分 - 总” 核心结构（Introduction + Main body + Conclusion），识别演讲文体的基本特征与阅读方法。 教学难点 策略灵活运用：准确运用演讲文本结构分析陌生的讲座类文本，快速抓取核心观点，实现阅读策略的迁移。 思维拓展提升：辩证看待影视科技与内容创作的关系，将文本认知转化为对幕后劳动的尊重，实现情感态度的内化。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. Class mini film festival 情境：展示经典电影海报，学生匹配对应的电影类型（Documentary, Fantasy, Romance, War, Science fiction, Comedy, Action, Cartoon）。 2. Free talk 互动：Which film type do you like best? Why? 学生结合观影经历自由分享。 3. 话题过渡：We often focus on the exciting plots on screen and the actors’ performances, but the birth of a great movie can't happen without a lot of behind-the-scenes work. Today, let's follow a film critic's lecture to uncover the behind-the-scenes world of movie making. ●通过电影海报与生活化讨论激活观影背景知识，快速拉进学生与主题的距离，引发对电影话题的兴趣，为后续文本阅读做好话题与情感铺垫。 8min Activity 2 Pre-reading Prediction: What elements of a film can you think of? 答案：Screenplay, directing, acting, lighting, dubbing, and recording. ●激活学生的影视相关认知，培养读前预测的阅读策略，激发学生的阅读好奇心，为读中结构梳理做好铺垫。 3min Activity 3 While reading 1. Read for structure 2. Read the lecture and find the topic sentence for each paragraph. Para. 1 Some aspects of film-making behind the scenes require a lot of hard work. Para. 2 Para. 3 Para. 4 Para. 5 答案：I’d like to draw your attention to an important factor of a film—sound effects. Another aspect I attach great importance to is visual special effects. Props also contribute to a film’s success. My lecture today may not be able to do justice to all the work people have done behind the scenes. 3. Read para. 1 carefully and identify the characteristics of the lecture transcript. 答案：Greetings, questions to lead in, and main ideas of the lecture. 4. Read para.s 2 -4 carefully and complete the table. Main points Examples Many sound effects might not be made in the way you would expect. (1) _____________________________________                                                  (2) _____________________________________ The Quidditch scenes in the Harry Potter films were made with the actors jumping in front of a green screen. The aid of computers isn’t always preferred. (3) _____________________________________ Props contribute to a film’s success. (4) _____________________________________ 答案：(1)The sounds of a baby elephant, a tiger and other animals were mixed by a computer to make a dinosaur roar in Jurassic Park. (2)Scenes requiring CGI are filmed in front of a green screen. (3)The director of The Lord of the Rings films used clever camera angles to make characters seem bigger or smaller than they really were. (4)Director James Cameron spent six months looking at and revising plans of the Titanic in order to build a full-sized model for his 1997 film. It took 500 workers 100 days to build the fine model. 5. Read para. 5 carefully and answer the following question. What rhetorical devices are used in the last paragraph? 答案：Metaphor. “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.” (Lines 33-35) The author compares people’s hard work on and behind the scenes to iceberg. 6. Critical thinking Why do you think the film critic asks a question at the beginning of his lecture? 答案：To attract the audience’s attention, to make the audience think and to connect the lecture’s topic with their background knowledge. ●通过分层阅读落实精读技能，先从整体把握演讲文体结构，再从细节提取关键信息与案例，最后深度挖掘文本修辞与写作意图，循序渐进提升学生的文本解读能力与思辨能力。 25min Activity 4 Post reading 1. In pairs, discuss the following questions. ①What conclusion can you draw from the lecture? ②Do you support the use of CGI in films? Why or why not? 2. There are many people working in the film industry. Fill in the flow chart below with different film-related jobs from the box. Then add more film-related jobs to the flow chart. actor cameraman costume designer director film critic make-up artist production designer set designer sound engineer special effects engineer stuntman voice actor 3. After reading the lecture please fill in the following blanks. The author gives us 1. brief introduction some aspects of film-making we might not be familiar with. To begin with, he’d like to draw our attention 2. a film’s sound effects. Often these 3. (add) after a scene has been shot and might not be made in the way 4. we would expect. Another aspect he 5. (attach)great importance to is visual special effects. CGI has been 6. (frequent) used in film-making. Generally, scenes 7. (require) CGI are filmed in front of a green screen in the studio. Props also contribute to a film’s success. 8. (make) a film look real, great effort must sometimes be made to research, find and build objects. 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. Hopefully, next time we go to the cinema, we’ll spare a thought for all those 9. ‘’ (talent) people behind the scenes. They have worked for months and even years so that we can have two hours of 10. (enjoy)! 答案：1.a 2.to 3.are added 4.that 5.attaches 6.frequently7.requiring 8.To make 9.talented 10.enjoyment ●通过口语输出与话题讨论深化主题认知，将文本内容转化为语言表达；通过职业梳理拓展话题广度；同时通过填空练习夯实语言基础，实现输入到输出的转化。 15min 应用实践 Activity 5 Language points 详解文章中的重点单词、短语和句型。 ●聚焦核心语言知识，通过拓展与练习夯实词汇基础，实现教考衔接，提升语言运用的精准度。 15min Activity 6 Summary 以框架图形式回顾演讲文稿的 “引言 - 主体 - 结论” 结构，梳理电影幕后制作的三个核心维度，总结 “荧幕精彩源于幕后坚守” 的影视创作理念。 ●整合文本信息，梳理知识逻辑，帮助学生构建清晰的认知体系。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 假如你是高一学生李华，请你为一部你最喜欢的电影写一篇英文影评，并向校英文报投稿。内容包括： 1. 电影的名称： 2. 主要故事情节； 3. 喜欢它的原因。 注意： 1. 字数80左右； 2. 为使行文连贯，可以适当增加细节。 My favourite film ________________________________________________________________________________________________________________________________________________________________________________ 二选一 假设你是高中生李华，刚看完一部电影《Harry Potter at Hogwarts》，对其中的特效印象深刻，向你的高中英文报《English Evening》投稿。 内容包括：1. 具体的特技及其效果。 2. 表扬电影背后默默工作的演职员。 注意： 1. 字数80左右； 2. 为使行文连贯，可以适当增加细节。 Behind the scenes of Harry Potter ________________________________________________________________________________________________________________________________________________________________________________ 参考范文一： My favourite film My favourite film is A Little Red Flower directed by Han Yan and starring Yi Yangqianxi and Liu Haocun. The film tells a warm and realistic story about two patients with cancer — Wei Yihang and Ma Xiaoyuan. Ma is optimistic but eventually dies. However, with her encouragement, Wei takes a more positive attitude towards life and completes his dream. Not only are there famous stars in the film, but its music is especially amazing. Moreover, it is an educational film, which teaches me to be optimistic and cherish life. 参考范文二： Behind the scenes of Harry Potter I’m Li Hua, a senior high school student. Having watched Harry Potter at Hogwarts, I’m deeply impressed by its stunning special effects. The flying broom scenes feel so real that I almost believed the characters were truly soaring through the sky. The magical spells, with dazzling lights and vivid explosions, bring the wizarding world to life. These amazing effects wouldn’t exist without the hard work of the behind-the-scenes crew. Their dedication deserves our sincere praise. They turn imagination into visual wonders. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 1 Lights, camera, action! Period 1 Welcome to the unit & Reading Structure of a lecture: Introduction → Main body (3 aspects) → Conclusion Key words & phrases: be familiar with, attach importance to contribute to, enable, approach Key concept: Film success comes from hard work behind the scenes 教学反思 优点： 电影话题贴近高中生的兴趣点，容易引发学生共鸣，课堂参与度高，学生乐于分享观影经历与个人喜好，互动氛围活跃。读前、读中、读后环节层层递进，阅读支架搭建清晰，从文体识别到结构梳理再到细节解读，符合学生的认知规律，演讲文体的阅读方法落实效果较好。 缺点： 部分学生对影视专业术语理解有障碍，影响对文本细节的精准解读；少数学生对 CGI 技术的利弊讨论观点较浅，语言输出的丰富度与逻辑性不足。 改进： 课前补充基础影视术语词汇清单，做好阅读铺垫；口语活动前补充更多观点表达的功能性句型支架，帮助学生丰富语言输出，提升表达的连贯性与深度。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $