Unit4 Unforgettable Films-Reading Actively讲义-2025-2026学年高中英语重大版必修第一册

Unit 4 Unforgettable Films-Reading Actively 教学目标和重难点 教学目标 Language competence: Students will master film-related vocabulary and sentence structures, improve reading ability to extract key information and understand logical relationships. Cultural awareness: They will understand the cultural connotations and values behind different films, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking quality: They will develop logical thinking through analyzing film plots and characters, and critical thinking by evaluating film themes. Learning ability: They will master active reading strategies such as prediction and skimming, form good reading habits, and improve independent learning and cooperative inquiry abilities. 教学重难点 Key points: Master film-related core vocabulary (e.g., blockbuster, plot, character, theme) and key sentence structures (e.g., infinitive as object/complement/adverbial of purpose); grasp active reading strategies including prediction, skimming, scanning and intensive reading; understand the main content and logical structure of the reading passage. Difficult points: Analyze the deep meaning of the film themes and the characteristics of characters in the passage; flexibly use active reading strategies to solve reading problems; express personal views on films in English accurately and logically. 教学过程 Pre-reading (Preparatory Stage) The pre-reading stage is designed to activate students' prior knowledge, arouse their reading interest, and lay a solid foundation for the subsequent reading activities. It mainly includes two parts: lead-in and vocabulary preview, which fully embodies the cultivation of learning ability and language competence. First, the lead-in activity. The teacher will start with a question-and-answer interaction: “Have you ever watched a film that impressed you deeply? What is it about and why do you think it is unforgettable?” Then, the teacher will show pictures or short clips of classic films (such as The Sound of Music, Forrest Gump) related to the reading passage, and ask students to discuss in groups for a short time. They need to share the films they have watched, describe the plots or characters briefly, and express their feelings. The design intention of this activity is to connect the theme of the unit with students' real life experience, stimulate their enthusiasm for participation, and let them naturally enter the theme of “unforgettable films”. At the same time, it can also exercise students' oral expression ability and cooperative communication ability, laying a foundation for the understanding of the reading passage. Next is the vocabulary preview. The teacher will present the core vocabulary of the reading passage, such as blockbuster, plot, twist, character, theme, audience, reception, etc. For each word, the teacher will not only explain its pronunciation and basic meaning, but also combine simple sentences related to films to help students understand and remember. For example, “A blockbuster is a very successful film that earns a lot of money and attracts many audiences.” In addition, the teacher will guide students to sort out the collocations of these words, such as “plot twist”, “main character”, “film theme”, etc. The design intention here is to help students break through the vocabulary barrier in advance, avoid the interference of new words on reading comprehension, and improve their reading efficiency. At the same time, it can help students accumulate film-related vocabulary, laying a foundation for their language output in the later stage. In the process of preview, students can ask questions freely, and the teacher will answer them in time, which can also cultivate students' independent learning ability and problem-solving ability. While-reading (Core Stage) The while-reading stage is the key part of the teaching process, aiming to guide students to use active reading strategies to read the passage, understand the main content, logical structure and key details of the passage, and simultaneously cultivate their language ability, thinking quality and learning ability. This stage is divided into three parts: skimming, scanning and intensive reading, which are carried out step by step, from shallow to deep. First, skimming. The teacher will ask students to read the passage quickly and answer two questions: “What is the main topic of the passage?” and “How many parts can the passage be divided into?” After students finish reading, the teacher will invite several students to share their answers, and then summarize and sort out together. The passage mainly introduces the characteristics of unforgettable films, analyzes the factors that make a film unforgettable (such as plot, characters, theme), and shares the author's views on film appreciation. It can be divided into three parts: the first part (Paragraph 1) introduces the significance of unforgettable films; the second part (Paragraphs 2-4) analyzes the key factors of unforgettable films; the third part (Paragraph 5) summarizes the way to appreciate films. The design intention of skimming is to guide students to grasp the main idea of the passage quickly, cultivate their ability to extract core information, and help them establish a general framework of the passage, which is conducive to the in-depth understanding of the passage in the next step. Second, scanning. On the basis of skimming, the teacher will ask students to read the passage again, and complete a task sheet. The task sheet includes questions such as “What are the key factors that make a film unforgettable according to the passage?” “What is the role of plot twist in a film?” “How can we appreciate a film better?” Students need to find the corresponding information in the passage quickly and fill in the task sheet. During the process, the teacher will walk around the classroom, observe students' reading status, and give guidance to students who have difficulties. After students finish, the teacher will check the answers together, and emphasize the key sentences and information in the passage. For example, the sentence “A good plot twist can surprise the audience and make the film more memorable.” The design intention of scanning is to train students' ability to find specific information quickly, help them grasp the key details of the passage, and further deepen their understanding of the main content. At the same time, it can also let students be familiar with the layout of the passage and improve their reading speed. Third, intensive reading. This part focuses on guiding students to analyze the deep meaning of the passage, understand the logical relationship between paragraphs and sentences, and master the key sentence structures. The teacher will select several key paragraphs and sentences for detailed analysis. For example, in Paragraph 2, the sentence “The plot is the backbone of a film, and a well-designed plot can attract the audience from the beginning to the end.” The teacher will guide students to analyze the function of this sentence (topic sentence), and discuss with students why the plot is the backbone of a film. In addition, the teacher will focus on analyzing the infinitive structures in the passage, such as “She decides to send Maria to Captain Von Trapp's home.” (infinitive as object) and “The children make fun of their teachers to attract their father's attention.” (infinitive as adverbial of purpose), helping students master the usage of these structures. The design intention of intensive reading is to help students break through the difficult points of the passage, understand the deep connotation of the text, improve their ability to analyze and understand complex sentences, and cultivate their logical thinking ability. At the same time, it can also help students accumulate excellent sentence structures, laying a foundation for their writing and oral expression. In the whole while-reading process, the teacher adheres to the student-centered principle, guides students to take the initiative to read, think and explore, and avoids one-way indoctrination. Through group discussion, individual answer and other forms, students' participation is mobilized, and their cooperative inquiry ability and independent thinking ability are cultivated. Post-reading (Consolidation and Application Stage) The post-reading stage is designed to help students consolidate the knowledge and skills learned in the while-reading stage, apply the learned language knowledge and reading strategies to practical activities, and further improve their core literacy. This stage includes three parts: group discussion, language application and summary reflection. First, group discussion. The teacher will put forward a discussion topic: “Combined with the passage, talk about a film that you think is unforgettable, and explain why it is unforgettable from the aspects of plot, characters and theme.” Each group is divided into 4-5 students, and they will discuss for a certain time. During the discussion, students need to use the vocabulary and sentence structures learned in the passage, such as “The plot of this film is well-designed, with unexpected twists.” “The main character is brave and kind, which touches me deeply.” The teacher will walk around the classroom, listen to the discussion of each group, and give appropriate guidance and help to students who have difficulties in expression. After the discussion, each group will send a representative to share their views with the whole class. The teacher will make comments on the students' sharing, affirm their advantages, and put forward suggestions for improvement. The design intention of this activity is to provide students with a platform for language output, let them flexibly use the learned knowledge, improve their oral expression ability and logical thinking ability. At the same time, it can also deepen students' understanding of the theme of “unforgettable films”, and cultivate their ability to think and express independently. Second, language application. This part includes two small activities: vocabulary exercise and sentence rewriting. In the vocabulary exercise, the teacher will present some sentences with blanks, and students need to fill in the blanks with the core vocabulary learned in the passage. For example, “The film is a real _______, attracting millions of audiences around the world.” (blockbuster) In the sentence rewriting activity, the teacher will present some simple sentences, and students need to rewrite them by using the key sentence structures learned in the passage, such as the infinitive structure. For example, “She wants to bring music to the family.” (rewrite by using the infinitive as object) The design intention of this activity is to help students consolidate the learned vocabulary and sentence structures, improve their ability to use language flexibly, and lay a solid foundation for their future writing and reading. At the same time, it can also test students' mastery of the knowledge, and help the teacher find out the problems existing in students' learning, so as to carry out targeted guidance. Third, summary and reflection. The teacher will guide students to summarize the content of this lesson together, including the core vocabulary, key sentence structures, active reading strategies and the main content of the passage. Then, the teacher will ask students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered? How can you solve these difficulties in the future?” Students can express their views freely, and the teacher will make a summary and encouragement. The design intention of this link is to help students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and cultivate their ability of summary and reflection. At the same time, it can also let the teacher understand the students' learning situation, adjust the teaching plan in time, and improve the teaching effect. Extended Activity (Development Stage) In order to further expand students' knowledge and improve their comprehensive language ability, an extended activity is designed after the post-reading stage. The teacher will ask students to write a short film review (about 80-100 words) after class, introducing a film they think is unforgettable, and using the vocabulary, sentence structures and reading strategies learned in this lesson. The film review should include the introduction of the film, the reasons why it is unforgettable, and personal views. The teacher will check the students' film reviews after class, select excellent works to share with the whole class in the next lesson, and give comments and guidance. The design intention of this activity is to extend the classroom teaching to after class, let students apply the learned knowledge to practical writing, improve their writing ability and comprehensive language application ability. At the same time, it can also cultivate students' ability of observation and thinking, and enrich their after-class life. Throughout the teaching process, the design always adheres to the student-centered principle, takes the cultivation of students' four-dimensional core literacy as the goal, integrates reading strategies, language knowledge and practical application, and guides students to learn actively, think independently and cooperate and explore. Each link has a clear design intention, which is closely connected with the teaching objectives, ensuring that students can not only master the knowledge and skills, but also improve their comprehensive quality, and lay a solid foundation for their future English learning. 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 $