Unit 4 Unforgettable Films-Viewing, Speaking and Writing 教案-2025-2026学年高中英语重大版必修第一册

Unit 4 Unforgettable Films-Viewing, Speaking and Writing 教学目标和重难点 教学目标 This lesson focuses on the theme of unforgettable films, aiming to develop students’ four-dimensional core literacy. Language competence is cultivated through viewing film clips, speaking about film elements and writing film reviews. Cultural awareness is enhanced by exploring the cultural connotations behind different films and respecting cultural diversity. Thinking quality is promoted by guiding students to analyze film plots, characters and themes logically and form their own views. Learning ability is developed by encouraging students to use listening, speaking and writing strategies flexibly, cooperate in groups and improve their autonomous learning and problem-solving abilities in practice. 教学重难点 Key points include mastering core vocabulary and phrases related to films (e.g., plot, character, theme, moving), understanding the main content and key details of film clips, being able to express personal opinions on films fluently in English, and grasping the basic structure and writing skills of a film review. Difficult points lie in using complex sentences correctly to describe film plots and characters, expressing personal feelings and evaluations appropriately, and integrating film elements organically in writing to make the review logical and persuasive. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing posters of classic and popular films (such as The Sound of Music, Zootopia and some Chinese excellent films) on the screen. Then the teacher asks open-ended questions to guide students to talk freely: “Have you seen these films? Which one is your favorite and why? What makes a film unforgettable?” After 3-4 students share their ideas, the teacher summarizes and leads to the unit theme — Unforgettable Films. Then the teacher briefly introduces the teaching objectives of this lesson: through viewing, speaking and writing activities, we will learn to talk about films and write a film review. Design Intention: Posters and familiar film topics can quickly attract students’ attention and activate their prior knowledge and experience related to films. Asking open questions provides students with opportunities to express themselves in English, reduces their anxiety in speaking, and creates a relaxed and active classroom atmosphere. It also lays a foundation for the following viewing and speaking activities by guiding students to focus on the key elements of “unforgettable films”. Step 2: Viewing — Understand Film Content and Master Key Language Points First, the teacher plays a 3-minute clip of an unforgettable film (selected from the textbook or a classic film that is suitable for senior one students, with clear plot and simple language, such as a clip from The Sound of Music showing Maria teaching children to sing). Before playing, the teacher puts forward two guiding questions: 1. What is the main scene of the clip? 2. What are the characters doing and how do they feel? Then the teacher plays the clip twice: the first time for students to get the general idea, and the second time for students to take notes on key information (characters, actions, feelings and key sentences). After viewing, the teacher organizes students to check their answers in pairs. Then the teacher invites several groups to share their notes and summarizes the key content of the clip. Next, the teacher focuses on explaining the core vocabulary and phrases in the clip, such as “lively”, “care for”, “take to”, “bring joy to”, and key sentences like “She teaches the children to sing songs to cheer them up.” “The children gradually become happy and close to her.” The teacher explains the usage of these words and sentences with simple examples, and asks students to make sentences with them to consolidate their understanding. Then the teacher plays another short clip (about 2 minutes) of a different type of film (such as an animated film clip). This time, students are required to complete a simple information form independently, which includes items like “Film type”, “Main characters”, “Key plot” and “Your feeling about the clip”. After completing, students exchange their forms with their deskmates and correct each other’s mistakes. The teacher walks around the classroom to provide guidance for students who have difficulties. Design Intention: Viewing is the basis of this lesson. Choosing appropriate film clips that are close to students’ cognitive level helps them understand the content easily and improve their listening comprehension ability. Putting forward guiding questions before viewing can help students focus on key information and cultivate their listening strategies of “predicting and capturing key points”. Explaining key language points in the context of the clip helps students understand and remember them better, avoiding isolated vocabulary and sentence learning. The information form and pair exchange activities can not only check students’ viewing effect, but also provide them with more opportunities to practice speaking and using the key language points. Step 3: Speaking — Practice Expressing Opinions and Improving Oral Communication Ability Based on the viewing activities, the teacher organizes a group discussion. Students are divided into groups of 4-5, and the discussion topic is: “What makes a film unforgettable? You can talk about plot, characters, theme, music or other elements, and combine with the film clips you just watched or the films you have seen before.” Before the discussion, the teacher provides some useful expressions to help students express themselves, such as “In my opinion, the most unforgettable part of the film is...”, “I think the characters are very impressive because...”, “The theme of the film is meaningful, which tells us that...”, “I was deeply moved by...”. The teacher also reminds students to listen to their group members carefully and respond actively. During the discussion, the teacher walks around each group, listens to their discussions, and provides guidance when necessary. For example, if a student has difficulty expressing a certain idea, the teacher can give hints or help them organize their language; if the discussion is not in-depth, the teacher can ask guiding questions to promote further discussion, such as “Why do you think this plot is unforgettable? How does it affect you?” After the group discussion, each group selects a representative to make a 1-2 minute report to the whole class, sharing their group’s views on “unforgettable films”. After each report, the teacher makes a brief comment, affirming the advantages of the report (such as fluent expression, clear views) and putting forward appropriate suggestions for improvement (such as using more complex sentences, adding specific examples). Other students can also ask questions or express their different views to the reporter, promoting interactive communication in the class. Then the teacher organizes a “Film Recommendation” activity. Each student recommends an unforgettable film to their deskmate, introducing its basic information (film type, main characters, plot) and the reason why it is unforgettable. The teacher asks 2-3 students to recommend their films to the whole class, and encourages other students to respond, such as “I have seen this film too, and I agree with you that...”, “I haven’t seen this film, but it sounds interesting. I will watch it later.” Design Intention: Speaking activities are designed to help students apply the language knowledge learned in viewing activities to practical communication. Group discussion provides a relaxed environment for students to express themselves, allowing every student to have the opportunity to speak and improve their oral expression ability. Providing useful expressions lowers the difficulty of speaking and helps students express their views more fluently. The report and film recommendation activities not only consolidate students’ oral expression ability, but also cultivate their ability to listen to others’ opinions and communicate interactively. At the same time, through sharing different films, students can broaden their horizons and enhance their cultural awareness. Step 4: Pre-writing — Master the Structure and Writing Skills of Film Reviews First, the teacher leads students to analyze the structure of a film review. The teacher shows a sample film review (about 150 words) on the screen, which is closely related to the theme of “unforgettable films”. Then the teacher guides students to read the sample carefully and discuss in pairs: “What parts does the film review consist of?” After the discussion, the teacher summarizes the basic structure of a film review: 1. Introduction: Briefly introduce the film’s name, type, director and main characters. 2. Body: Introduce the main plot of the film, analyze the characters or theme, and express personal feelings and evaluations. 3. Conclusion: Summarize the advantages of the film and recommend it to others. Next, the teacher focuses on explaining the writing skills of each part. For the introduction, the teacher reminds students to be concise and avoid too much detailed information; for the body, the teacher guides students to focus on one or two key points (such as characters or theme) to elaborate, and use specific details from the film to support their views, such as “The heroine Maria is lively and kind. She cares for the children and brings joy to their family, which makes me deeply moved.”; for the conclusion, the teacher suggests students use simple and sincere language to express their recommendations, such as “I strongly recommend this film to everyone, because it is not only interesting but also meaningful.” Then the teacher reviews the core vocabulary and phrases related to film reviews, such as “plot”, “character”, “theme”, “impressive”, “moving”, “meaningful”, “recommend”, “be worth watching”, and some useful sentences, such as “This film tells a touching story about...”, “The main character is very brave, who dares to face difficulties and never gives up.”, “After watching this film, I have a better understanding of...”. The teacher asks students to write down these words and sentences in their notebooks for reference in writing. Finally, the teacher asks students to determine the film they want to write about (it can be the film recommended in the speaking activity or any other unforgettable film they have seen). Then students make an outline of their film review, including the key content of each part. The teacher walks around the classroom to check students’ outlines and provide guidance. For example, if a student’s outline is not clear, the teacher helps them sort out their ideas; if a student lacks specific details, the teacher reminds them to add examples from the film. Design Intention: Pre-writing activities are crucial for improving students’ writing ability. Analyzing the sample film review helps students understand the structure of a film review clearly and lay a foundation for their own writing. Explaining writing skills and reviewing key language points provides students with practical help, enabling them to write more smoothly and standardly. Making an outline helps students sort out their ideas, avoid disjointed writing, and improve the logicality of their film reviews. The teacher’s guidance ensures that every student can complete the outline smoothly and prepares for the formal writing. Step 5: While-writing — Complete the Film Review and Improve Writing Ability Students start to write their film reviews independently based on their outlines. The teacher reminds students to pay attention to the following points: 1. Use the key vocabulary and phrases learned in this lesson correctly. 2. Use different sentence structures (simple sentences, compound sentences) to make the writing more vivid. 3. Ensure the logic is clear and the content is specific, with specific details to support personal views. 4. Pay attention to grammar, spelling and punctuation errors. 5. Control the length of the film review (about 120-150 words). During the writing process, the teacher walks around the classroom to provide individual guidance. For students who have difficulty starting to write, the teacher can give them a simple opening sentence as a hint; for students who make grammar or spelling errors, the teacher points out the errors and guides them to correct them by themselves; for students who have good writing ability, the teacher encourages them to use more advanced vocabulary and complex sentences to improve the quality of their writing. The teacher also reminds students to check their writing while writing, such as checking whether the structure is complete, whether the logic is clear, and whether there are any errors. Design Intention: While-writing is the key link to practice students’ writing ability. Independent writing allows students to apply the writing skills and language knowledge learned to practice, and cultivate their autonomous writing ability. Individual guidance ensures that students with different levels can get help and improvement, reflecting the principle of teaching students in accordance with their aptitude. Reminding students to check their writing helps them develop a good writing habit and improve the accuracy of their writing. Step 6: Post-writing — Revise and Evaluate to Improve the Quality of Writing First, students exchange their film reviews with their deskmates and revise each other’s works according to the evaluation criteria provided by the teacher. The evaluation criteria include: 1. Structure: Whether the film review has a clear introduction, body and conclusion. 2. Content: Whether the content is specific, with specific details to support personal views. 3. Language: Whether the vocabulary and phrases are used correctly, whether the sentence structures are diverse, and whether there are grammar, spelling and punctuation errors. 4. Expression: Whether the opinions are clear and the feelings are sincere. During the peer revision, students are required to make comments on their deskmates’ works, pointing out the advantages and areas for improvement. For example, “Your film review has a clear structure and specific content, but you can use more complex sentences to make it more vivid.” “There is a spelling error in this word, and you can add a specific example from the film to support your view.” The teacher walks around the classroom to guide students to revise effectively and avoid perfunctory revision. After peer revision, students revise their own film reviews according to their deskmates’ comments and their own understanding. Then the teacher collects some typical film reviews (including excellent works and works with common problems) and shows them on the screen. For excellent works, the teacher invites the author to share his writing experience, and the whole class learns from it; for works with common problems, the teacher leads the whole class to analyze the problems together and discuss how to revise them, helping students avoid similar mistakes in the future. Finally, the teacher makes a summary of the writing activity, affirming the progress made by students and putting forward suggestions for improvement. The teacher also encourages students to read more excellent film reviews after class to accumulate writing experience and improve their writing ability. Design Intention: Post-writing revision and evaluation are important links to improve students’ writing quality. Peer revision not only helps students find their own mistakes, but also cultivates their ability to evaluate and revise works. Showing typical works allows students to learn from each other, and the teacher’s analysis helps students deepen their understanding of writing skills and avoid common mistakes. The summary and encouragement can enhance students’ confidence in writing and stimulate their interest in English writing. Step 7: Summary and Homework The teacher summarizes the whole lesson: In this lesson, we watched film clips, discussed unforgettable films, practiced oral expression and wrote film reviews. We not only mastered the core vocabulary and phrases related to films, but also improved our listening, speaking and writing abilities. We also learned how to express our opinions on films and write a standard film review. At the same time, we understood the cultural connotations behind different films and broadened our horizons. Then the teacher assigns homework: 1. Revise the film review again according to the teacher’s and deskmates’ comments and hand it in the next class. 2. Watch an English film after class and write a short film review (about 100 words) to consolidate the writing skills learned in this lesson. 3. Collect 5-10 core vocabulary and phrases related to films and make sentences with them. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, deepen their understanding and memory. The homework is designed to consolidate the learning results of this lesson, extend the classroom learning to after-class, and provide students with more opportunities to practice listening, speaking and writing. Collecting vocabulary and phrases helps students accumulate language knowledge and lay a foundation for 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 $