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

Unit 4 Unforgettable Films — Exploring and Using 教学目标和重难点 教学目标 Language competence: Students will master film-related vocabulary such as award, scene, effect and phrases like appeal to, take a role in, and be able to use them to describe film plots and express personal views. Cultural awareness: They will understand the cultural connotations behind different types of films, recognize the diversity of global film cultures, and enhance cross-cultural communication awareness. Thinking quality: They will develop logical thinking by sorting out film plots and critical thinking by evaluating film characters and themes. Learning ability: They will form autonomous learning habits by exploring film-related knowledge independently and improve cooperative learning ability through group discussions and interactive activities. All competencies are integrated to promote comprehensive English learning and personal development. 教学重难点 Key points: Mastering core film-related vocabulary, phrases and sentence patterns; being able to accurately describe film plots, characters and artistic features in simple English; skillfully using the learned language knowledge to participate in film-related discussions and express personal opinions. Difficult points: Using film-related language flexibly and accurately in specific contexts, especially when describing film details and expressing critical views; understanding the logical connection between film plots and themes; improving the depth and fluency of oral and written expression when talking about films, and avoiding simple repetition of vocabulary and sentence patterns. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing posters of classic unforgettable films (such as Forrest Gump, Coco and The Shawshank Redemption) on the screen, and asks students to look at the posters and talk freely: “Have you seen these films? What do you think of them? What makes a film unforgettable?” The teacher encourages students to express their ideas in simple English, and guides them to use words like interesting, moving, inspiring and unforgettable. After 3-4 students share their views, the teacher summarizes: “Today, we will explore the topic of unforgettable films in depth, learn useful language knowledge, and improve our ability to talk about films. This lead-in activity is designed to activate students’ prior knowledge and life experience related to films. As senior one students, they are familiar with film topics, so the familiar film posters can quickly attract their attention, reduce their anxiety in English expression, and lay a good foundation for the subsequent teaching activities. It also helps to cultivate students’ learning ability by encouraging them to actively participate in classroom interaction.” Step 2: Vocabulary and Phrase Exploration — Lay a Solid Language Foundation First, the teacher presents the core vocabulary and phrases of the unit on the screen, including award, scene, effect, shock, appeal, earn, take a role in, appeal to, escape from, bring out, put across, etc. For each word and phrase, the teacher provides film-related example sentences to help students understand their usage in context. For example, for “appeal to”, the teacher gives the sentence: “The film Coco appeals to both the young and the old because of its warm theme and beautiful music.” For “bring out”, the example sentence is: “The excellent acting brings out all the emotions of the characters in the film.” Then, the teacher organizes a “vocabulary matching” activity: divide students into groups of 4, provide a list of words/phrases and a list of their Chinese meanings or example sentences, and ask them to match them quickly. After the activity, the teacher checks the answers, explains the difficult words and phrases in detail (such as the difference between award, prize and reward), and asks students to make their own sentences with 2-3 words/phrases, which are shared in the class. The design intention of this step is to help students master the core language knowledge of the module. Vocabulary and phrases are the basis of language communication. By combining film-related example sentences, students can better understand the usage of words and phrases in specific contexts, rather than rote memorization. The group matching activity can stimulate students’ learning enthusiasm, improve their cooperative learning ability, and the sentence-making link can test their mastery of knowledge in time, laying a solid foundation for the subsequent language application. Step 3: Sentence Pattern Exploration — Improve Language Expression Ability On the basis of vocabulary and phrases, the teacher introduces the key sentence patterns of the module, focusing on the relative clauses with relative adverbs (where, when, why) and the sentence patterns used to express opinions and evaluations, such as “It is obvious that...”, “I think the most unforgettable part of the film is...”, “The reason why the film is unforgettable is that...”. First, the teacher presents example sentences from the textbook or film reviews, and guides students to analyze the structure and usage of the sentence patterns. For example, for the sentence “This is the scene where the main character realizes his dream”, the teacher guides students to find the antecedent “scene” and the relative adverb “where”, and explains that “where” is used to modify the antecedent indicating place and acts as an adverbial in the clause. Then, the teacher organizes a “sentence pattern transformation” activity: provide simple sentences, and ask students to combine them into complex sentences using the learned relative clauses. For example, “This is a cinema. We watched the film there.” → “This is the cinema where we watched the film.” Then, the teacher asks students to use the opinion expression sentence patterns to talk about their favorite film scenes, and invites several students to share their sentences in the class. The design intention is to help students master the key sentence patterns, improve their ability to express complex meanings in English, and lay a foundation for subsequent oral discussion and written expression. By analyzing sentence structures and carrying out transformation activities, students can deeply understand the usage of sentence patterns, and the oral expression link can help them apply the learned sentence patterns flexibly, improving their language application ability and logical thinking ability. Step 4: Theme Exploration — Combine Language Learning with Cultural Experience The teacher plays a 5-minute clip of the classic film Forrest Gump, and asks students to watch it carefully, then answer the following questions in groups: 1. What is the main content of the clip? 2. What kind of person is Forrest Gump? 3. What theme does the clip want to convey? After students discuss in groups for a while, the teacher invites each group to send a representative to share their answers. During the sharing process, the teacher guides students to use the vocabulary, phrases and sentence patterns learned earlier to express their views, and corrects their wrong expressions in time. Then, the teacher expands: “Forrest Gump is a classic film that reflects the American culture and spirit of perseverance. There are many such unforgettable films in different countries, which carry the cultural connotation and values of different nations. We should learn to appreciate these films and understand the diversity of world cultures.” Then, the teacher asks students to talk about the unforgettable Chinese films they have seen, and share the cultural connotations behind these films. The design intention of this step is to combine language learning with cultural experience, cultivate students’ cultural awareness. By watching film clips, students can better understand the film theme and character images, and the group discussion can improve their cooperative learning ability and oral expression ability. Through talking about Chinese and foreign films, students can understand the cultural differences and commonalities between different countries, enhance their cross-cultural communication awareness, and at the same time enhance their sense of identity and confidence in Chinese culture. Step 5: Comprehensive Application — Improve Language Application Ability This step is divided into two parts: oral practice and written practice. In the oral practice part, the teacher organizes a “film review speech” activity: each student prepares a 1-2 minute speech about an unforgettable film, introducing the film’s plot, characters, theme and his own feelings, and using the vocabulary, phrases and sentence patterns learned in this module. Students can practice in pairs first, and then the teacher invites 5-6 students to give speeches in front of the class, and makes comments on their speeches, affirming their advantages and putting forward suggestions for improvement (such as the fluency of expression, the accuracy of vocabulary and sentence patterns). In the written practice part, the teacher asks students to write a short film review (about 80-100 words) about an unforgettable film, requiring them to use the learned language knowledge and express their true feelings. After students finish writing, they exchange their works in groups, and each group selects the best work to share in the class. The teacher comments on the shared works, focusing on the accuracy of vocabulary and sentence patterns, the clarity of logic and the authenticity of feelings, and guides students to revise their own works. The design intention of this step is to comprehensively apply the language knowledge learned in the module, improve students’ oral and written expression ability. Oral speech and written practice are important ways to test students’ language application ability. The pair practice and group exchange can help students learn from each other, improve their learning ability, and the teacher’s comments can help students find their own problems and improve their language expression level. At the same time, this activity can also cultivate students’ critical thinking ability by asking them to evaluate films and express their own views. Step 6: Summary and Extension — Consolidate Learning Achievements and Expand Learning Channels First, the teacher summarizes the content of this class with the students: “In this class, we have learned the core vocabulary, phrases and sentence patterns related to films, explored the theme of unforgettable films, and carried out oral and written practice. We have not only improved our language ability, but also understood the cultural connotation behind films.” Then, the teacher puts forward the extension tasks: 1. Watch an English film in spare time, and write a film review (about 120 words) using the knowledge learned in this class. 2. Collect film-related English vocabulary and phrases, and make a vocabulary card. 3. Discuss with classmates about the film they watched, and practice oral expression. The design intention of this step is to help students consolidate the learning achievements of this class and expand their learning channels. The extension tasks can let students apply the learned knowledge to real life, cultivate their autonomous learning ability, and lay a foundation for their long-term English learning. At the same time, watching English films can also improve their listening and reading ability, and enhance their interest in English learning. Throughout the teaching process, the design always adheres to the student-centered concept, focuses on the development of students’ four-dimensional key competencies, combines language learning with practical application and cultural experience, and designs a variety of interactive activities to stimulate students’ learning enthusiasm, improve their language application ability and comprehensive quality. Each teaching link is closely connected, with clear goals and distinct layers, which helps students gradually master the knowledge and skills of the module and achieve the teaching objectives. 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 $