Unit 2 Movie, Mirror of Life-Section 2 Learning Through Practice 教案 -2025-2026学年高中英语冀教版选择性必修第一册

Language competence: Master movie-related words and sentences to improve comprehensive language skills.

Cultural awareness: Understand cultural connotations in movies and respect cultural diversity. Thinking quality:

Cultivate critical thinking through movie analysis.

Learning ability: Master practical learning strategies and enhance independent learning ability.

Key points: Master core vocabulary and sentence patterns about movie appreciation; learn to express views on movie themes and characters.

Difficult points: Understand movie metaphors and express critical opinions in fluent English.

Lead-in: Movie Appreciation and Topic Introduction

The teacher starts the class by playing 3 short clips (each 1-2 minutes) from classic movies with different cultural backgrounds, such as Forrest Gump, Ne Zha: Birth of the Demon Child and Parasite. After playing each clip, the teacher asks simple guiding questions: “What kind of emotion does this clip convey?” “What can you learn about life from the clip?” Then, the teacher guides students to connect the clips with the unit theme “Movie, Mirror of Life” and introduces the topic of this section—Learning Through Practice, which focuses on improving English practical ability through movie appreciation and related language activities.

Design Intention: Short movie clips are vivid and attractive, which can quickly arouse students’ interest in learning and activate their prior knowledge about movies. By selecting movies from different cultural backgrounds, it can subtly infiltrate cultural awareness cultivation, lay a foundation for subsequent cultural contrast activities, and naturally lead to the teaching theme of this section, realizing the connection between students’ life experience and teaching content.

Pre-practice: Vocabulary and Sentence Pattern Consolidation

First, the teacher presents the core vocabulary and sentence patterns of this section on the screen, including emotional depth, classic scene, metaphor, moral dilemma, cultural significance, critical evaluation and other phrases, as well as complex sentences such as “The movie reflects the social reality that...”, “From the character’s experience, we can conclude that...”, “Although the plot is simple, it conveys a profound truth that...”. The teacher explains the meaning and usage of each vocabulary and sentence pattern with movie examples. For example, when explaining “metaphor”, the teacher takes the bird in The Shawshank Redemption as an example, saying “In The Shawshank Redemption, the bird is a metaphor for freedom, which symbolizes the protagonist’s longing for freedom and hope.”

Then, the teacher organizes a “Vocabulary Matching” activity: divide students into groups of 4, provide a list of vocabulary and a list of movie-related descriptions, and ask students to match them within a certain time. After the activity, the teacher checks the answers, corrects mistakes in time, and asks students to make simple sentences with 2-3 core vocabularies. For example, a student may say “The classic scene in Forrest Gump has rich emotional depth, touching every audience.”

Next, the teacher focuses on explaining the difficult sentence patterns, guiding students to analyze the structure of the sentences, and practice them through substitution exercises. For example, the teacher gives the sentence “The movie reflects the social reality that people are pursuing material comfort but ignoring spiritual needs.” and asks students to substitute “social reality” with other nouns such as “life truth” and “cultural difference” to make new sentences.

Design Intention: Vocabulary and sentence patterns are the basis of language communication. This link focuses on

consolidating the core language knowledge of this section, helping students break through the language barrier in subsequent practical activities. By combining movie examples to explain vocabulary and sentence patterns, it is more in line with the unit theme and makes the abstract language knowledge concrete and understandable. Group activities and substitution exercises can enhance students’ participation and consolidate their mastery of language knowledge, laying a solid foundation for the following practical activities.

While-practice: Comprehensive Language Practice Activities

This part is divided into three progressive activities, focusing on training students’ listening, speaking, reading and writing abilities, and integrating the cultivation of core literacy into each activity.

Activity 1: Listening Comprehension and Information Extraction

The teacher plays a listening material about movie reviews twice. The listening material introduces the plot, theme and characters of a movie, and contains the core vocabulary and sentence patterns learned in this section. Before playing, the teacher asks students to read the listening tasks carefully: 1. What is the title of the movie? 2. What is the main theme of the movie? 3. What does the reviewer think of the main character? After playing the first time, students are asked to complete the tasks independently; after playing the second time, students can check and correct their answers in groups. Then, the teacher invites several students to report their answers, and explains the key and difficult points in the listening material, such as the understanding of long sentences and the grasp of key information.

Design Intention: Listening is an important part of language ability. This activity aims to train students’ ability to extract key information from listening materials, and at the same time review and consolidate the core vocabulary and sentence patterns learned. The progressive design of independent completion and group discussion can take care of students with different English levels, ensure that every student can participate in the activity, and improve their listening comprehension ability in practice.

Activity 2: Group Discussion and Oral Expression

The teacher divides students into groups of 5-6, and assigns the discussion topic: “What movie has impressed you the most? Please introduce its plot, theme and the life truth it conveys, and use at least 3 core vocabularies and 2 sentence patterns learned in this section.” Before the discussion, the teacher gives 5 minutes for students to sort out their ideas and write down key words and sentences; during the discussion, the teacher walks around the classroom, guides students to use the correct vocabulary and sentence patterns, encourages shy students to express their views, and helps students solve language problems encountered in the discussion. After the discussion, each group selects a representative to make a 2-3 minute report. After each report, other students can ask questions or put forward their own opinions, such as “Do you think the theme of this movie is still suitable for modern society?”

Design Intention: Oral expression is an important embodiment of language practical ability. Group discussion can create a relaxed and harmonious oral communication environment, reduce students’ language anxiety, and enable students to practice oral expression in interaction. The discussion topic is closely related to students’ life experience, which can stimulate their enthusiasm for expression. By requiring students to use the learned vocabulary and sentence patterns, it can consolidate the language knowledge and improve their oral expression ability. At the same time, in the process of listening to others’ reports and asking questions, students can cultivate their critical thinking and listening ability.

Activity 3: Reading and Critical Analysis

The teacher distributes a short English movie review about The Pursuit of Happyness. The review introduces the protagonist’s struggle experience and the theme of the movie, and also puts forward some different views on the protagonist’s life choice. The teacher asks students to read the review carefully and complete the following tasks: 1. Summarize the main content of the review in 2-3 sentences. 2. Underline the sentences that express the reviewer’s critical views and explain their meanings. 3. Do you agree with the reviewer’s views? Why or why not? Please give your own opinions.