Unit 4 Unforgettable Films-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第一册

Unit 4 Unforgettable Films-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This section focuses on cultivating students’ four-dimensional core literacy in English. Linguistic competence is developed by guiding students to master film-related vocabulary and sentence patterns, and improve their ability to obtain, process and express information through listening and communication. Cultural awareness is fostered by enabling students to understand film cultures in different countries, respect cultural diversity and broaden their international horizons. Thinking quality is trained by guiding students to analyze film themes and characters, and form logical and critical thinking. Learning ability is enhanced by encouraging students to use effective listening strategies, participate in cooperative learning actively and develop good learning habits independently. 教学重难点 The key points are: understanding the main idea and key details of the listening materials about unforgettable films, mastering common film-related vocabulary (such as genre, plot, character, scene) and functional sentences for talking about films. The difficult points are: accurately capturing specific details in fast listening and connecting them with personal experience for in-depth understanding; flexibly using the learned vocabulary and sentence patterns to express personal views, feelings and evaluations on films fluently and appropriately in communication; and overcoming the obstacles of film terms and cultural differences to achieve effective cross-cultural communication. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class by showing short clips of classic unforgettable films (such as *Forrest Gump*, *Crouching Tiger, Hidden Dragon*) without sound. Then the teacher asks students to observe the scenes and characters in the clips, and guess the film titles and their main themes in English. After students share their guesses, the teacher plays the clips with sound to verify the answers, and introduces the topic of “unforgettable films” by saying, “Today we will listen to some people talking about their unforgettable films, and learn to share our own unforgettable film experiences in English.” Design Intention: The silent film clips can attract students’ attention quickly and stimulate their interest in learning. Guessing film titles and themes can activate students’ prior knowledge about films, help them recall relevant English vocabulary and lay a foundation for the following listening and communication activities. Meanwhile, it can naturally lead to the teaching topic and create a relaxed and pleasant learning atmosphere. Pre-listening: Preview Vocabulary and Guide Listening Strategies First, the teacher presents the key vocabulary and phrases related to the listening materials, including film genres (drama, comedy, action film, documentary), film elements (plot, character, ending, scene), and emotional expressions (moving, exciting, touching, unforgettable). For each vocabulary, the teacher provides simple English explanations and example sentences, and invites students to read after the teacher to ensure correct pronunciation and understanding. For example, when teaching “documentary”, the teacher says, “A documentary is a film that tells real stories or introduces real people and things, such as *Planet Earth*.” Then, the teacher guides students to master basic listening strategies: predicting the content of listening materials according to the topic and key words, focusing on the main idea first and then capturing specific details, and taking simple notes for key information (such as names, time, film titles, and core feelings). The teacher gives a simple demonstration: “If we hear the word ‘comedy’, we can predict that the speaker may talk about a funny film and his or her feelings about it.” Design Intention: Previewing key vocabulary can help students overcome language obstacles in listening, avoid being confused by new words and affect listening understanding. Guiding listening strategies can enable students to listen more efficiently, cultivate their learning ability of using scientific strategies to solve learning problems, and lay a solid foundation for the following listening activities. While-listening: Step-by-Step Practice and Improve Listening Ability This part is divided into two rounds of listening practice to help students gradually improve their listening ability from understanding the main idea to capturing specific details. First Round: Listen for the Main Idea. The teacher plays the listening material once (the material is a dialogue between two students talking about their unforgettable films, including the film titles, genres, and the reasons why they are unforgettable). After listening, the teacher asks students to answer two questions: 1. What are the two speakers talking about? 2. How do they feel about their unforgettable films? Students can answer individually or in pairs, and the teacher corrects and summarizes the answers, emphasizing that the main idea is “two students share their unforgettable films and the reasons”. Second Round: Listen for Specific Details. The teacher plays the listening material again, and asks students to fill in the blanks in the handout. The blanks include: the film titles mentioned by the two speakers, their genres, the key plots that impress the speakers, and the reasons why the films are unforgettable. After students finish filling in the blanks, the teacher checks the answers one by one, and asks students to read the completed sentences aloud to strengthen their memory of key information. For the parts that students find difficult, the teacher plays the corresponding part of the listening material again, and guides students to listen carefully and analyze the pronunciation and intonation to help them capture the key information. In addition, the teacher guides students to pay attention to the functional sentences in the listening material, such as “My most unforgettable film is...”, “I think it is unforgettable because...”, “The plot of the film is...”, and asks students to underline these sentences and read them aloud. Design Intention: The step-by-step listening practice from main idea to specific details conforms to the law of students’ listening learning, and can help students gradually improve their listening comprehension ability. Filling in the blanks can test students’ mastery of specific information and strengthen their memory of key vocabulary and sentences. Replaying difficult parts can help students solve listening obstacles in time, enhance their confidence in listening, and lay a foundation for the following communication activities. Post-listening: Deepen Understanding and Promote Communicative Practice This part is divided into three activities to help students deepen their understanding of the listening material, flexibly use the learned knowledge, and improve their communicative ability. Activity 1: Retell the Listening Content. The teacher asks students to work in pairs, and each pair retells the dialogue in the listening material according to the key information they have captured. The teacher walks around the classroom to guide students, reminds them to use the key vocabulary and functional sentences they have learned, and corrects their pronunciation, intonation and grammatical mistakes in time. After several pairs finish retelling, the teacher invites one or two pairs to retell in front of the whole class, and gives positive comments and suggestions. Design Intention: Retelling the listening content can help students consolidate the key information and language points in the listening material, improve their oral expression ability, and cultivate their logical thinking ability. Cooperative learning in pairs can make every student participate in the activity, reduce the pressure of oral expression, and enhance their sense of cooperation. Activity 2: Group Discussion. The teacher divides students into groups of 4-5, and puts forward the discussion topic: “What is your most unforgettable film? Please talk about its genre, plot, characters and the reasons why it is unforgettable, and use the functional sentences we have learned.” Before the discussion, the teacher gives students 5 minutes to think and organize their language, and reminds them to use the key vocabulary and sentences mastered in this class. During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to express their views fluently and clearly, and helps students solve the problems encountered in expression (such as lack of vocabulary, incorrect sentence structure). Design Intention: Group discussion can provide students with a real communicative situation, enable them to flexibly use the learned language knowledge to express their own views and feelings, and improve their communicative ability. The discussion topic is closely related to students’ life experience, which can stimulate their enthusiasm for participation, and at the same time cultivate their critical thinking ability and cultural awareness by understanding the different film preferences of their classmates. Activity 3: Class Presentation. After the group discussion, each group selects a representative to present the group’s discussion results in front of the whole class. The presentation requires clear expression, correct pronunciation and intonation, and appropriate use of the learned vocabulary and sentences. After each presentation, the teacher and other students give comments: first affirm the advantages of the presentation (such as fluent expression, rich content), then put forward appropriate suggestions (such as adding more details, correcting pronunciation). The teacher summarizes the common problems in the presentation, and emphasizes the key points of oral expression again. Design Intention: Class presentation can test the effect of group discussion and the mastery of students’ language knowledge, and improve their oral expression ability and confidence. Comments from teachers and classmates can help students find their own shortcomings and improve their language expression ability. At the same time, it can also provide students with an opportunity to learn from each other and promote the common progress of the whole class. Consolidation and Extension: Strengthen Memory and Expand Application First, the teacher leads students to review the key vocabulary, phrases and functional sentences in this class, and organizes a quick response activity: the teacher says a Chinese meaning, and students answer the corresponding English vocabulary or sentence quickly. This activity can help students consolidate the knowledge learned in this class and enhance their memory. Then, the teacher assigns an extension task: ask students to write a short passage (80-100 words) about their most unforgettable film, including its genre, plot, characters and the reasons why it is unforgettable, and use the vocabulary and sentences learned in this class. The teacher reminds students to pay attention to the correctness of grammar and the fluency of expression. In addition, the teacher recommends some classic English films to students, such as *The Shawshank Redemption*, *Harry Potter*, and asks students to watch the films after class, listen to the lines carefully, and accumulate more film-related vocabulary and sentences. Design Intention: The quick response activity can help students consolidate the knowledge learned in class in a relaxed and pleasant way. Writing a short passage can combine listening, speaking and writing, and improve students’ comprehensive language application ability. Recommending English films can expand students’ learning channels, stimulate their interest in learning English, and further cultivate their cultural awareness and learning ability. Summary and Reflection: Sort Out Knowledge and Improve Learning Efficiency The teacher summarizes the content of this class: first, review the key vocabulary, phrases and functional sentences related to films; second, review the listening strategies and the process of listening practice; third, summarize the key points of oral communication when talking about unforgettable films. Then, the teacher asks students to reflect on their own learning in this class: what have they learned? What difficulties have they encountered? How to solve these difficulties? Students can share their reflections individually, and the teacher gives guidance and encouragement. Design Intention: Summarizing the class content can help students sort out the knowledge system and strengthen their memory of the key points. Guiding students to reflect on their own learning can help them find their own shortcomings, cultivate their self-reflection ability, and improve their learning efficiency. At the same time, it can also help teachers understand the learning effect of students and adjust the teaching plan in time. Throughout the teaching process, the teacher adheres to the student-centered concept, combines listening and speaking, and integrates the cultivation of four-dimensional core literacy into each teaching link. Through various teaching activities, students’ interest in learning is stimulated, their listening and communicative ability is improved, and their cultural awareness, thinking quality and learning ability are comprehensively developed, which lays 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 $