Unit 4 Unforgettable Films-Challenging Yourself B-Learning Cooperatively 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 Cooperatively 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional core literacy in English. Language competence is developed through cooperative activities to master film-related vocabulary and expressions, and improve listening, speaking, reading and writing skills. Cultural awareness is fostered by exploring the cultural connotations behind different films and enhancing respect for diverse cultures. Thinking quality is trained by guiding students to analyze film plots and characters critically and express their views logically. Learning competence is promoted by encouraging students to use cooperative learning strategies, communicate actively and reflect on their learning process independently. 教学重难点 The key points are mastering film-related core vocabulary (such as plot, character, theme, comment) and sentence patterns, and being able to express personal opinions on films in simple English through cooperative discussions. The difficult points lie in understanding the deep cultural connotations and themes of films, accurately conveying personal views in cooperative communication, and effectively cooperating with group members to complete learning tasks, especially overcoming the shyness of speaking English and ensuring equal participation in group activities. 教学过程 Lead-in: Arouse Interest and Lay a Foundation for Cooperative Learning The teacher starts the class by showing short clips of three classic and unforgettable films of different types, such as The Shawshank Redemption (inspirational), Titanic (romantic) and Coco (cultural). After playing the clips, the teacher asks simple guiding questions in English: “Which film clip do you like best? Why? Have you ever watched these films with your classmates?” Design Intention: The film clips are vivid and intuitive, which can quickly attract students’ attention and arouse their interest in the theme of “unforgettable films”. The simple guiding questions lower the threshold of English expression, enable students to open their mouths easily, and lay a good emotional and language foundation for the subsequent cooperative learning. At the same time, it subtly leads to the topic of “learning cooperatively”, because watching films with classmates is a kind of cooperative experience in daily life. After students answer the questions freely, the teacher summarizes: “Films can bring us joy, moved and inspiration. Discussing films with others can make us have more ideas. Today, we will learn to cooperate with our group members to explore unforgettable films and improve our English skills together.” Then the teacher writes the lesson title “Learning Cooperatively” on the blackboard and briefly introduces the main task of the lesson: working in groups to complete a series of film-related activities and finally make a group presentation. Pre-Cooperative Preparation: Master Basic Knowledge and Clarify Cooperative Rules Vocabulary and Sentence Pattern Learning The teacher presents the core vocabulary and sentence patterns of this lesson through PPT, including nouns (plot, character, theme, setting, comment), verbs (describe, praise, criticize, recommend), adjectives (moving, exciting, thought-provoking, unforgettable) and common sentence patterns for expressing opinions, such as “In my opinion, this film is... because...”, “I think the best part of the film is...”, “We recommend this film to you because...”. The teacher explains the pronunciation and usage of the vocabulary, and gives example sentences combined with film contexts. For example, when explaining “thought-provoking”, the teacher says: “Coco is a thought-provoking film. It makes us think about love and memory.” Then, the teacher organizes a quick “vocabulary matching” activity: students are asked to match the vocabulary with their Chinese meanings individually first, and then check the answers with their deskmates. For the sentence patterns, the teacher invites several students to make sentences with the given sentence patterns according to their favorite films, and corrects their mistakes in pronunciation and grammar in time. Design Intention: Vocabulary and sentence patterns are the basis of language communication. Before cooperative learning, students need to master basic language knowledge to ensure that they can communicate smoothly in group activities. The individual practice and deskmate check link not only helps students consolidate their knowledge, but also paves the way for the subsequent cooperative activities. The example sentences combined with film contexts make the vocabulary and sentence patterns more vivid and easy to remember. Group Division and Rule Explanation The teacher divides the students into groups of 4-5 people according to their English level, adopting the principle of “complementary advantages” to ensure that each group has students with different levels of listening, speaking, reading and writing. Then, the teacher assigns roles to each member of the group: leader (responsible for organizing group activities and coordinating the opinions of members), recorder (responsible for recording the key points of group discussions and the results of activities), speaker (responsible for representing the group to present the results), and monitor (responsible for supervising the participation of each member and ensuring that no one is left out). After assigning roles, the teacher clarifies the cooperative rules in English: Each member must actively participate in group discussions and express their own opinions; When others speak, we should listen carefully and not interrupt; We should respect the opinions of others and put forward suggestions politely; The group should complete the task together, and the leader should coordinate the progress to ensure that the task is completed smoothly. Design Intention: Reasonable group division and role assignment can ensure the orderly development of cooperative learning. The principle of “complementary advantages” can give full play to the strengths of each student, and the clear roles make each member have a clear responsibility, avoiding the phenomenon of “free-riding” in group activities. The explanation of cooperative rules helps students establish a sense of cooperation and mutual respect, and lays a good foundation for the smooth progress of subsequent cooperative activities. In-Cooperative Practice: Carry Out Diversified Activities and Promote Ability Improvement Activity 1: Group Discussion — Share Unforgettable Films The teacher puts forward the discussion topic: “Think about an unforgettable film you have watched. Share its plot, characters and your feelings with your group members. Use the vocabulary and sentence patterns we just learned.” Then, the groups start to discuss. During the discussion, the teacher walks around the classroom, observes the situation of each group, and provides timely guidance: for students who are shy to speak, the teacher encourages them to express their simple opinions; for students who have wrong expressions, the teacher corrects them patiently; for groups with low discussion enthusiasm, the teacher puts forward guiding questions to stimulate their thinking, such as “What is the theme of this film? How does this film affect you?” After the discussion, each group’s speaker briefly shares the group’s discussion results with the whole class. For example, a speaker may say: “Our group talked about The Shawshank Redemption. Its plot is about a man who is wrongfully imprisoned and finally escapes. We think the main character is brave and persistent. This film is inspiring because it tells us that hope is never lost.” After each speaker finishes sharing, the teacher makes a brief comment, affirming the advantages of the group and putting forward suggestions for improvement, such as “Your sharing is very clear. If you can use more adjectives to describe the character, it will be better.” Design Intention: This activity is the initial practice of cooperative learning, which aims to let students apply the learned vocabulary and sentence patterns to actual communication. Group discussion provides a relaxed language environment for students, making them dare to speak and willing to speak. The teacher’s guidance and comments can help students find their own problems and improve their language expression ability. At the same time, sharing with the whole class can enhance students’ confidence and lay a foundation for the subsequent more complex cooperative activities. Activity 2: Cooperative Reading — Analyze Film Reviews The teacher distributes a short film review about Coco to each group. The film review includes the plot introduction, theme analysis and personal evaluation of the film. The teacher asks the groups to complete the following tasks together: Read the film review carefully and find out the core vocabulary and sentence patterns we learned; Summarize the main content of the film review in 2-3 sentences; Discuss the theme of the film and express their own views on the film review. During the activity, the leader of each group organizes the members to read the film review together, the recorder records the key points, and the members discuss actively. For example, some groups may discuss: “The film review says that Coco reflects the importance of family. Do you agree? Why?” The teacher walks around to guide students to understand difficult sentences in the film review and help them summarize the main content. For groups that have difficulty summarizing, the teacher gives guiding hints, such as “What is the film about? What does the reviewer think of the film?” After the groups complete the tasks, the teacher invites several groups to share their summaries and discussions. The teacher then summarizes the key points of the film review, emphasizes the important vocabulary and sentence patterns in it, and guides students to understand the writing characteristics of film reviews, such as the order of introducing plot, analyzing theme and expressing evaluation. Design Intention: This activity combines reading and cooperative learning, which not only improves students’ reading comprehension ability, but also cultivates their ability to cooperate and communicate. By analyzing film reviews, students can further understand the expression methods of film-related topics, accumulate more language materials for subsequent writing and speaking activities. The process of group cooperation also trains students’ ability to summarize and analyze problems together. Activity 3: Cooperative Writing — Write a Short Film Review On the basis of the previous discussion and reading, the teacher asks the groups to write a short film review (about 80-100 words) together. The requirements are: Choose an unforgettable film; Introduce its plot and characters briefly; Express the group’s views and feelings; Use at least 5 core vocabulary and 2 sentence patterns learned in this lesson. The leader of each group arranges the task: some members are responsible for drafting the film review, some are responsible for revising the language, some are responsible for checking the grammar and spelling, and the recorder is responsible for sorting out the final version. During the writing process, the teacher provides timely help to each group. For example, if a group does not know how to start the film review, the teacher suggests: “You can start with ‘I have watched many films, but the most unforgettable one is...’”; if a group has difficulty expressing their views, the teacher guides them to use the sentence patterns they have learned. After the groups complete the writing, they exchange their film reviews with other groups and put forward revision suggestions to each other, such as “You can add more adjectives to make the film review more vivid” or “There is a grammar mistake here, it should be...” Design Intention: Writing is an important part of language ability. Cooperative writing allows students to complement each other’s strengths, help each other solve problems in writing, and improve their writing ability more effectively. The exchange and revision link between groups not only helps students find their own mistakes, but also cultivates their ability to evaluate and modify articles. At the same time, it further strengthens the application of vocabulary and sentence patterns, and deepens students’ understanding of film-related topics. Activity 4: Group Presentation — Show the Results of Cooperative Learning Each group prepares a 3-5 minute group presentation. The content of the presentation includes: Introduce the film chosen by the group; Read the film review written by the group; Share the group’s discussion process and feelings about cooperative learning. The speaker of the group is responsible for the main presentation, and other members can supplement and answer questions raised by other students or the teacher. Before the presentation, the teacher gives a brief guidance on the presentation skills, such as speaking clearly, looking at the audience, and using appropriate body language. During the presentation, the teacher and other students listen carefully and score each group from three aspects: content (whether the film review is complete and logical), language (whether the vocabulary and sentence patterns are used correctly), and cooperation (whether the group members cooperate closely and the presentation is smooth). After all groups finish their presentations, the teacher makes a comprehensive comment, affirms the efforts and achievements of each group, and points out the advantages and deficiencies of each group. For example, “Group 1’s presentation is very smooth, and their film review is logical and full of feelings. The only deficiency is that the pronunciation of some words is not accurate. I hope you can practice more after class.” At the same time, the teacher selects the best cooperative group and the best presentation group, and gives appropriate praise and encouragement. Design Intention: Group presentation is the concentrated display of the results of cooperative learning, which can not only improve students’ oral expression ability and presentation skills, but also enhance their sense of group honor and cooperation awareness. Scoring and commenting can help students understand their own strengths and deficiencies, and stimulate their motivation to learn. The praise and encouragement can enhance students’ confidence and interest in English learning. Post-Cooperative Summary and Extension: Consolidate Knowledge and Expand Vision Lesson Summary The teacher leads the students to summarize the content of this lesson in English: “Today, we learned a lot of film-related vocabulary and sentence patterns, and carried out a series of cooperative activities, such as group discussion, cooperative reading, cooperative writing and group presentation. Through these activities, we not only improved our English skills, but also learned how to cooperate with others. We also explored many unforgettable films and understood their cultural connotations and themes.” Then, the teacher invites several students to share their feelings about cooperative learning in this lesson, such as “I think cooperative learning is very interesting. I can learn from my group members and dare to speak English more confidently.” The teacher affirms the students’ feelings and emphasizes the importance of cooperative learning: “Cooperative learning can help us solve problems better, learn from each other and make progress together. I hope you can use cooperative learning strategies in your future English study.” Design Intention: The lesson summary helps students sort out the knowledge and skills learned in this lesson, deepen their understanding and memory. Inviting students to share their feelings about cooperative learning can help the teacher understand the effect of cooperative learning and guide students to realize the value of cooperative learning, so as to cultivate their learning ability. Homework Extension The teacher assigns two homework tasks: Revise the film review written by the group according to the suggestions put forward in class, and submit it to the teacher the next day; With their group members, choose another unforgettable film, collect relevant information about the film (such as plot, director, actor, cultural background), and prepare for the next class’s extended sharing. At the same time, the teacher suggests that students can watch English films in their spare time, accumulate film-related vocabulary and expressions, and improve their English listening and speaking ability. Design Intention: The homework extension is the continuation of classroom learning, which helps students consolidate the knowledge and skills learned in class. The first homework task can help students improve their writing ability by revising the film review; the second homework task can further strengthen students’ cooperative ability and expand their vision of film culture. The suggestion of watching English films can stimulate students’ interest in English learning and create a good learning environment outside the classroom. Teaching Reflection (Embedded in the Teaching Process) In the whole teaching process, the teacher always takes cooperative learning as the main line, combines the theme of “unforgettable films” to design diversified cooperative activities, and pays attention to the cultivation of students’ four-dimensional core literacy. In the cooperative activities, the teacher fully gives play to the leading role, guides students to participate actively, and solves the problems encountered by students in time. At the same time, the teacher pays attention to the individual differences of students, ensures that each student can participate in cooperative learning and gain progress. However, in the actual teaching process, there may be some problems, such as individual students’ low participation in group activities, or uneven language expression ability of group members. In the future teaching, the teacher will further optimize the group division and role assignment, design more targeted cooperative activities, and pay more attention to the guidance of individual students to improve the effect of cooperative 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 $