Unit 3 Powerful Music - Reading Actively 教案-2025-2026学年高中英语重大版必修第一册

Unit 3 Powerful Music - Reading Actively 教学目标和重难点 教学目标 Language competence: Master key words and sentence patterns to understand film reviews. Cultural awareness: Appreciate global film cultures and respect cultural diversity. Thinking quality: Analyze film elements and develop critical thinking. Learning ability: Master active reading strategies and form autonomous learning habits. 教学重难点 Key points: Understand the structure and main ideas of the film review, and grasp key vocabulary like award, appeal and superb. Difficult points: Analyze the author’s attitude and writing purposes, and apply active reading strategies flexibly. 教学过程 Step 1: Warm-up and Lead-in The teacher starts the class with a multimedia presentation, showing posters of classic films from different countries and periods, such as The Shawshank Redemption, Crouching Tiger, Hidden Dragon and some popular domestic films. Then the teacher asks students two questions: “Have you seen any unforgettable films? What makes them unforgettable?” Students are invited to share their answers in pairs first, and then several groups are selected to present their ideas to the whole class. After the sharing, the teacher summarizes: “Films are an important part of our life. They can bring us joy, move us deeply and even make us think about life. Today, we will read a film review about an unforgettable film and learn how to read actively to understand the film better.” Design Intention: The warm-up activity uses familiar film posters to arouse students’ interest in the topic, which is closely related to the unit theme “Unforgettable Films”. Pair discussion and class presentation not only activate students’ prior knowledge and life experience but also provide opportunities for students to practice oral expression. By introducing the topic naturally, it lays a good foundation for the subsequent reading activity and guides students to enter the learning state quickly. Step 2: Pre-reading Vocabulary Preview: The teacher presents the key vocabulary and phrases in the reading passage on the screen, including award, superb, appeal, apparent, shock, tend, in advance, keep in mind, appeal to. For each word and phrase, the teacher provides simple definitions, example sentences (combined with film-related contexts) and pronunciation guidance. For example, for “award”, the teacher says: “Award can be a noun, meaning ‘a prize given for achievement’, such as ‘He won an award for his excellent performance in the film.’ It can also be a verb, meaning ‘to give a prize to someone’, like ‘The film was awarded the best picture.’” Then students read the words and phrases after the teacher twice, and practice using them to make simple sentences related to films in pairs. The teacher walks around the classroom to provide guidance for students who have difficulties. Predicting the Content: The teacher shows the title of the reading passage “An Unforgettable Film Experience” and the first sentence of the passage. Then asks students: “Based on the title and the first sentence, what do you think the passage will talk about? What information can you get from the title? Will the author talk about the plot, the actors, the music or his own feelings about the film?” Students are encouraged to express their predictions freely, and the teacher writes down the key points of their predictions on the blackboard, such as “the plot of the film”, “the author’s feeling after watching the film”, “the reasons why the film is unforgettable”. Design Intention: Vocabulary preview helps students remove language barriers in reading, so that they can focus more on understanding the content of the passage. Combining film-related example sentences makes vocabulary learning more contextual and easier for students to remember and apply. Predicting the content is an important active reading strategy. It can stimulate students’ curiosity and initiative, guide them to read with questions, and improve their reading efficiency. At the same time, it helps students form the habit of thinking actively before reading. Step 3: While-reading This step is divided into three parts: skimming, scanning and careful reading, guiding students to read actively and gradually deepen their understanding of the passage. Skimming: The teacher asks students to read the passage quickly and finish two tasks: (1) Confirm their predictions and find out which of their predicted contents are mentioned in the passage. (2) Summarize the main idea of the passage in one sentence. After students finish reading, the teacher invites several students to share their answers. The teacher corrects and supplements them, and finally summarizes the main idea: The passage is a film review, which introduces a film that the author thinks is unforgettable, including its plot, music, acting and the author’s feelings and thoughts after watching it. Design Intention: Skimming is a fast reading method that helps students grasp the main idea of the passage quickly. By confirming predictions, students can realize the sense of achievement in learning and enhance their confidence in reading. Summarizing the main idea helps students train their ability to generalize and improve their overall understanding of the passage. Scanning: The teacher asks students to read the passage again, this time focusing on specific information and completing the following table. The table is projected on the screen, including four columns: Film Elements (Plot, Music, Acting, Theme), Key Information, The Author’s Evaluation, and Reasons for the Evaluation. Students are required to find relevant information from the passage and fill in the table independently. After finishing, students check their answers in groups of four, and the teacher randomly selects a group to present their table to the whole class. The teacher comments on their answers, points out the key points and common mistakes, and guides students to find the exact sentences in the passage to support their answers. Design Intention: Scanning is an important active reading strategy that helps students find specific information quickly and accurately. The table design makes the reading task more targeted, guiding students to read with clear goals. Group check not only promotes mutual learning and communication among students but also helps students find their own mistakes and correct them in time. Asking students to find supporting sentences can cultivate their ability to locate information and enhance their sense of evidence in reading. Careful Reading: The teacher guides students to read the passage carefully paragraph by paragraph, focusing on the details, sentence structures and the author’s emotional changes. (1) For Paragraph 1, the teacher asks: “What did the author think of the film at first? How do you know? Find the relevant sentences.” Students find the sentence “I was still very doubtful about the chance for success of the film when I first heard about it.” The teacher explains the sentence structure “be doubtful about sth.” and guides students to understand the author’s initial attitude. (2) For Paragraph 2 and 3, which introduce the plot of the film, the teacher asks: “What is the main plot of the film? What key events are mentioned? How does the plot attract the author?” Students discuss in pairs and share their answers. The teacher guides students to analyze the plot’s characteristics and understand why it is attractive. (3) For Paragraph 4, which talks about the music and acting of the film, the teacher asks: “What does the author think of the music and acting? What words does he use to describe them? What is the effect of these descriptions?” Students find the words like “light, tuneful, memorable, superb” and analyze their meanings and functions. The teacher explains the sentence “It is light, tuneful and memorable, and it appeals to both the young and the old.” and the phrase “appeal to”, guiding students to master their usage. (4) For Paragraph 5 and 6, which express the author’s feelings and thoughts, the teacher asks: “How did the author’s attitude change after watching the film? What did he learn from the film? What is the author’s writing purpose?” Students are invited to express their opinions, and the teacher guides them to deeply understand the author’s emotional changes and the theme of the passage. At the same time, the teacher points out some difficult sentences in the passage, such as “It is obvious that the film is everybody’s idea of entertainment and the whole film is very enjoyable and unforgettable.”, and explains the sentence structure “It is obvious that...” to help students break through the language difficulties. Design Intention: Careful reading is the key link of active reading, which helps students deeply understand the details, language features and author’s intentions of the passage. By asking targeted questions paragraph by paragraph, the teacher guides students to think actively and analyze the passage in depth. Analyzing difficult sentences and key words helps students remove language barriers and improve their ability to understand complex sentences. Discussing in pairs and sharing opinions not only cultivates students’ cooperative learning ability but also enriches their understanding of the passage. Step 4: Post-reading This step includes three activities: language consolidation, thinking expansion and emotional experience, to help students apply what they have learned and improve their comprehensive ability. Language Consolidation: (1) Sentence Rewriting: The teacher presents several sentences from the passage, and asks students to rewrite them using the key words and sentence patterns they have learned. For example, the original sentence: “The acting is superb, as every feeling is brought out fully.” Students are required to rewrite it using “so...that...” or “because”. (2) Fill in the Blanks: The teacher designs a cloze passage based on the reading content, using the key vocabulary and phrases in the passage. Students complete it independently, and then check the answers with the teacher. The teacher explains the key points and common mistakes in the cloze passage, helping students consolidate their mastery of vocabulary and sentence patterns. Design Intention: Language consolidation activities help students apply the key vocabulary and sentence patterns they have learned in the reading passage to practical use, improving their language application ability. Sentence rewriting and cloze exercises are closely related to the reading content, which not only consolidates the language knowledge but also strengthens the connection between reading and writing. Thinking Expansion: The teacher organizes a group discussion with the topic “What makes a film unforgettable? Combine the passage and your own experience to share your opinions.” Each group is assigned a role: recorder, presenter, and responder. The recorder records the key points of the group’s discussion, the presenter presents the group’s opinions to the whole class, and the responder answers the questions raised by other groups. After the group discussion and presentation, the teacher summarizes: “An unforgettable film usually has a touching plot, excellent acting, beautiful music and a profound theme. It can bring us emotional resonance and make us think about life, friendship, love and other important issues.” Then the teacher asks students: “Do you think the film in the passage is really unforgettable? Why or why not? If you were the author, what would you add to the film review?” Students are encouraged to express their own views freely, even if they disagree with the author’s opinions. The teacher guides students to think critically and cultivate their critical thinking ability. Design Intention: Group discussion helps students exchange ideas, broaden their horizons and improve their cooperative learning ability and oral expression ability. The discussion topic is closely related to the passage and students’ life experience, which can stimulate students’ thinking and help them deeply understand the theme of “unforgettable films”. Encouraging students to put forward different opinions cultivates their critical thinking ability and makes them form the habit of thinking independently and objectively. Emotional Experience: The teacher plays a short clip of the film mentioned in the passage (if available) or a clip of another unforgettable film. After watching the clip, the teacher asks students: “How do you feel after watching the clip? What do you think of the film’s theme? Can you relate it to your own life?” Students share their feelings and thoughts, and the teacher guides them to realize that films are not only a form of entertainment but also a way to understand life and society. The teacher emphasizes: “We should learn to appreciate good films, absorb positive energy from them, and form correct values and outlooks on life.” Design Intention: Watching film clips makes the learning activity more vivid and intuitive, helping students better understand the film and the author’s feelings. Guiding students to connect the film with their own life experience enhances their emotional resonance and helps them realize the educational significance of films. This activity also integrates the cultivation of cultural awareness and emotional attitude, achieving the goal of moral education in English teaching. Step 5: Summary and Extension Summary: The teacher invites students to summarize what they have learned in this class, including the main idea of the passage, key vocabulary and sentence patterns, active reading strategies (predicting, skimming, scanning, careful reading) and their own gains. The teacher supplements and improves the students’ summaries, and emphasizes the key points of this class: mastering active reading strategies is very important for improving reading ability; when reading a film review, we should pay attention to the film’s elements, the author’s evaluation and writing purpose. Extension: (1) Homework Assignment: a. Read the passage again and recite the key sentences. b. Write a short film review (about 100 words) about your favorite unforgettable film, using the key vocabulary and sentence patterns learned in this class. c. Collect information about classic films from different countries and prepare to share them in the next class. (2) Resource Recommendation: The teacher recommends some classic films and English film review websites to students, such as IMDb, Rotten Tomatoes, to help students expand their learning resources and cultivate their interest in English reading and film appreciation. Design Intention: Summarizing the class content helps students sort out the knowledge they have learned, form a systematic knowledge structure and strengthen their memory. The homework assignment combines reading, reciting and writing, which helps students consolidate what they have learned and improve their comprehensive language ability. Collecting film information and recommending learning resources encourages students to learn independently after class, expands their learning channels and cultivates their learning ability. At the same time, it lays a foundation for the subsequent teaching activities of the unit. 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 $