Unit 4 Unforgettable Films-Challenging Yourself B-Learning Individually 教案-2025-2026学年高中英语重大版必修第一册

Unit 4 Unforgettable Films-Challenging Yourself B-Learning Individually 教学目标和重难点 教学目标 Language Competence: Students will master key words and sentence patterns related to film appreciation and independent learning, and improve their ability to understand and express film-related content in English. Cultural Awareness: They will explore the cultural connotations behind different films, understand the differences and connections between Chinese and foreign film cultures, and cultivate cross-cultural communication awareness. Thinking Quality: Students will develop logical thinking by analyzing film plots and characters, and critical thinking by evaluating film themes. Learning Ability: They will master effective independent learning strategies, enhance self-management and self-reflection abilities, and lay a foundation for lifelong learning. 教学重难点 Key Points: Mastering core vocabulary (e.g., appreciate, reflect, theme, character) and sentence patterns (infinitive functions as object, object complement and adverbial of purpose) in the context of film appreciation; learning to express personal views on films in English. Difficult Points: Applying the infinitive correctly in different contexts; understanding the deep cultural connotations and themes of films independently; forming effective independent learning habits and applying relevant strategies to finish learning tasks. 教学过程 Step 1: Lead-in (Lead-in and Motivation) The teacher starts the class by showing posters of classic unforgettable films (such as The Sound of Music, Forrest Gump) and asking students two questions: “What is your favorite unforgettable film? Why do you think it is unforgettable?” Then, the teacher invites 2-3 students to share their answers in English. After that, the teacher briefly introduces the topic of this lesson: Learning Individually, which focuses on guiding students to learn independently to appreciate films and master relevant language knowledge and learning strategies. Finally, the teacher clarifies the learning goals of this lesson: master key words and sentence patterns, learn to appreciate films independently, and improve independent learning ability. Design Intent: The lead-in links students’ daily life experience of watching films, which can quickly arouse their learning interest and enthusiasm. By asking questions and inviting students to share, it not only activates students’ existing knowledge reserve of film-related English expressions, but also naturally leads to the theme of independent learning. Clarifying learning goals helps students establish a clear learning direction and lay a foundation for the subsequent independent learning process. Step 2: Pre-learning (Independent Preview and Knowledge Reserve) First, the teacher arranges independent preview tasks for students. Students are required to read the text in Challenging Yourself B carefully, and finish the following tasks: 1. Circle the new words and phrases in the text, look up their meanings and usages in the dictionary, and make simple notes. 2. Underline the sentences with infinitives in the text, and try to analyze their functions (object, object complement, adverbial of purpose, etc.). 3. Think about the main content of the text: what kind of film is introduced, and what is the author’s attitude towards it? 4. Put forward 1-2 questions they encounter in the preview process (such as unclear word usage, incomprehensible sentence structure, etc.). During the preview, students can use learning resources such as dictionaries, textbooks and online learning tools independently. The teacher walks around the classroom, observes students’ preview status, and provides appropriate guidance for students who have difficulties (for example, reminding students how to distinguish the function of infinitives, or guiding students to find key information in the text). After the preview, students are divided into groups of 4 to exchange their preview results: share the new words and phrases they have sorted out, discuss the functions of infinitives in the text, and help each other solve the questions encountered in the preview. For the questions that cannot be solved in the group, students can record them and ask the teacher in the next link. Design Intent: Pre-learning is the core link of independent learning. Arranging preview tasks helps students take the initiative to acquire knowledge, develop the habit of independent thinking and problem-solving. Allowing students to use various learning resources independently can improve their learning ability and resource utilization ability. Group exchange after preview not only realizes mutual help and common progress among students, but also cultivates their cooperative learning awareness. The teacher’s guidance in the preview process can help students correct wrong learning methods in time and ensure the effectiveness of preview. Step 3: While-learning (In-depth Learning and Ability Improvement) Activity 1: Vocabulary and Sentence Pattern Learning First, the teacher invites several groups to share the new words and phrases they sorted out in the preview, such as “appreciate” (verb, to recognize the good qualities of someone or something), “reflect” (verb, to show or express something), “theme” (noun, the main idea of a film, book, etc.), “character” (noun, a person in a film, book, etc.), “take to” (phrasal verb, to start to like someone or something), etc. The teacher supplements and explains the key words and phrases: explains their detailed usages, gives example sentences combined with the film context, and asks students to make their own sentences with these words and phrases (e.g., “I appreciate the beautiful music in The Sound of Music.” “The film reflects the importance of family love.”). Then, the teacher focuses on explaining the infinitive functions which are the key and difficult points. The teacher lists the sentences with infinitives in the text (such as “So the Mother Superior decides to send Maria to Captain Von Trapp’s home.” “She makes her find the real goal of life.” “The children make fun of their teachers to attract their father’s attention.”), and guides students to analyze the function of each infinitive one by one. The teacher summarizes the common functions of infinitives: object, object complement, adverbial of purpose, subject, predicative and attributive, and explains the usage rules of each function with simple and easy-to-understand language and typical examples. For example, when the infinitive functions as object, it is usually after verbs such as decide, want, hope, etc.; when it functions as object complement, it is usually after verbs such as make, let, have, etc., and the “to” is omitted; when it functions as adverbial of purpose, it is usually used to express the purpose of an action, and can be translated as “in order to” or “to”. After the explanation, the teacher arranges some practice exercises for students to finish independently: fill in the blanks with the correct form of the given verbs, and judge the function of the infinitive in each sentence. After students finish the exercises, the teacher checks the answers and explains the wrong questions in detail. Design Intent: Vocabulary and sentence patterns are the foundation of language learning. By letting students sort out and share new words and phrases independently, it can deepen their memory and understanding of vocabulary. The teacher’s supplementary explanation and example sentences can help students master the usages of key words and phrases more accurately. Focusing on the infinitive functions, which are the key and difficult points, and guiding students to analyze and summarize independently can help them master the grammar points better, and develop their logical thinking ability. Independent practice can test students’ learning effect in time, and the teacher’s explanation of wrong questions can help students correct their mistakes and consolidate their knowledge. Activity 2: Text Comprehension and Analysis First, students read the text again independently, and finish the following tasks: 1. Summarize the main idea of the text in 1-2 sentences. 2. Answer the following questions: (1) Who is the heroine of The Sound of Music? (2) Why does the Mother Superior send Maria to Captain Von Trapp’s home? (3) How does Maria get along with the seven children? (4) What is the theme of the film introduced in the text? 3. Analyze the character of Maria according to the text, and list the details that reflect her character. After students finish the tasks independently, the teacher organizes the whole class to exchange and discuss. First, invite several students to share their summaries of the main idea, and the teacher comments and modifies them to help students grasp the core content of the text accurately. Then, the teacher asks students to answer the questions one by one, and supplements and improves their answers to ensure that students understand the details of the text. For the analysis of Maria’s character, the teacher guides students to find relevant details in the text (such as “she is a nun, but she always gets into trouble because of her lively and active character”, “she wants to bring music to the family and teaches the children to sing songs”), and summarizes Maria’s character traits: lively, active, kind, patient and caring. Then, the teacher asks students to think about: “What can we learn from Maria’s character?” and invites students to share their views, which guides students to form positive values. Next, the teacher guides students to analyze the theme of the film. The teacher asks: “What is the theme of The Sound of Music? How does the film reflect this theme?” Students discuss in groups, and then share their views. The teacher summarizes: The theme of the film is the power of love and music, which can melt cold hearts, bring happiness to people and help people find the meaning of life. The film reflects this theme through the process of Maria bringing music and love to Captain Von Trapp’s family, changing the strict family atmosphere and helping the children grow up happily. Design Intent: Text comprehension and analysis is an important link to improve students’ reading ability and thinking quality. Letting students finish reading tasks independently can cultivate their ability to obtain and process information independently. Whole-class exchange and discussion can help students learn from each other, deepen their understanding of the text, and improve their oral expression ability. Analyzing the character and theme of the film can not only improve students’ literary appreciation ability, but also guide students to feel the positive energy in the film and form correct values. The teacher’s guidance and summary can help students grasp the key points of text analysis and improve their thinking depth. Activity 3: Independent Learning Strategy Guidance The teacher guides students to summarize the independent learning strategies used in this lesson, such as: 1. Preview strategy: before class, read the text independently, look up new words and phrases, and put forward questions. 2. Vocabulary learning strategy: make notes, make sentences, and combine context to remember words. 3. Text reading strategy: skimming to grasp the main idea, scanning to find key details, and analyzing and summarizing to deepen understanding. 4. Problem-solving strategy: try to solve problems independently first, and then ask for help from group members or teachers if you can’t solve them. Then, the teacher introduces some other effective independent learning strategies related to film appreciation: 1. Watch English films independently, and take notes of good words, phrases and sentences. 2. After watching the film, write a short film review to express your views and feelings. 3. Use online resources (such as English film websites, learning apps) to expand film-related knowledge and improve English listening and reading ability. The teacher asks students to choose one or two strategies that suit them, and make a simple independent learning plan for the next week (such as watching an English film and writing a short review). Design Intent: The core of this lesson is Learning Individually, so guiding students to summarize and master independent learning strategies is crucial. Summarizing the strategies used in this lesson can help students consolidate their learning experience and form a systematic learning method. Introducing other relevant strategies can expand students’ learning ideas and help them find learning methods that suit them. Making an independent learning plan can let students apply the learned strategies to practice, and gradually develop the habit of independent learning, which is conducive to improving their learning ability. Step 4: Post-learning (Consolidation and Extension) Activity 1: Consolidation Exercise The teacher arranges consolidation exercises for students to finish independently: 1. Fill in the blanks with the correct form of the given words (key words and phrases in this lesson). 2. Rewrite the sentences using infinitives according to the requirements (e.g., change the adverbial clause into infinitive as adverbial of purpose). 3. Read a short film review, and answer the questions about the main idea, character and theme of the film. After students finish the exercises, they can check the answers by themselves with the reference answers provided by the teacher, and sort out the wrong questions. For the questions that they still don’t understand, they can ask the teacher or group members for help after class. Design Intent: Consolidation exercises can help students review and consolidate the knowledge and skills learned in this lesson, and test their learning effect. Letting students check the answers independently and sort out wrong questions can cultivate their self-evaluation ability and help them find their own weak points, so as to make targeted improvements. Asking for help when encountering difficulties can further strengthen the communication and cooperation between students and between students and teachers. Activity 2: Extension Task The teacher arranges an extension task: let students choose an unforgettable film they like, and finish an independent learning task according to the following requirements: 1. Watch the film independently (in English if possible). 2. Make a vocabulary list of the film, including at least 10 new words and phrases, and explain their meanings and usages with example sentences. 3. Write a short film review (about 100 words), introducing the main content of the film, analyzing the main character or theme, and expressing your own views and feelings. 4. After finishing the task, reflect on your independent learning process: what strategies did you use? What difficulties did you encounter? How did you solve them? What can you improve next time? The teacher reminds students that they can use the learning strategies learned in this lesson to finish the task, and can use various learning resources to help themselves. The task will be submitted in the next class, and the teacher will comment on the excellent works and share them with the whole class. Design Intent: The extension task connects classroom learning with after-class independent learning, which can effectively extend the learning content and improve students’ comprehensive language application ability. Letting students choose their favorite films can maintain their learning interest and enthusiasm. The task requires students to use vocabulary, sentence patterns and learning strategies learned in this lesson, which can consolidate their learning achievements. The reflection on the independent learning process can help students summarize their experience and lessons, and continuously improve their independent learning ability. Activity 3: Summary and Reflection First, the teacher invites students to summarize the content of this lesson independently: what knowledge and skills have they learned? What independent learning strategies have they mastered? Then, the teacher makes a brief summary, emphasizing the key and difficult points of this lesson (key words, sentence patterns, infinitive functions and independent learning strategies), and affirming the progress made by students in the independent learning process. Then, the teacher guides students to reflect on their own learning process: “Did you finish the preview task seriously? Did you actively participate in group discussions and class exchanges? Did you master the independent learning strategies? What are your advantages and disadvantages in the independent learning process? What improvements can you make in the future?” Students can think independently first, and then share their reflections with their group members. The teacher walks around to listen to students’ reflections and gives appropriate guidance and encouragement, helping students establish a correct learning attitude and improve their self-reflection ability. Design Intent: Summary and reflection is an important link to improve learning effect. Letting students summarize the lesson content independently can help them sort out the knowledge system and deepen their memory and understanding. Guiding students to reflect on their own learning process can help them find their own problems and deficiencies, and clarify the direction of improvement. The teacher’s affirmation and encouragement can enhance students’ learning confidence and motivation, and promote their continuous progress in independent learning. Step 5: Homework Arrangement 1. Finish the consolidation exercises and sort out the wrong questions, and review the key knowledge of this lesson. 2. Complete the extension task (film appreciation and independent learning reflection) and submit it in the next class. 3. Preview the next lesson independently, using the learning strategies mastered in this lesson. 4. Watch an English film clip (about 5-10 minutes) every day, and take notes of good words and phrases. Design Intent: Homework is an important part of independent learning, which can help students consolidate the knowledge and skills learned in class and develop the habit of independent learning. The arrangement of homework is closely combined with the content of this lesson, focusing on the training of independent learning ability and language application ability. Watching English film clips every day can help students expand their language input and improve their English listening and vocabulary accumulation. 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 $