Unit 4 Unforgettable Films-Challenging Yourself B-Learning Creatively 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 Creatively 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional core literacy based on the theme of “Learning Creatively” and the unit topic of unforgettable films. Language competence is developed through reading, speaking and writing activities related to creative learning and film appreciation. Cultural awareness is fostered by guiding students to understand the role of creative thinking in film creation and appreciate the diversity of film culture. Thinking quality is improved by encouraging students to think divergently, analyze problems critically and put forward creative ideas. Learning competence is enhanced by helping students master creative learning strategies and form the awareness of independent and cooperative learning. 教学重难点 The key points are understanding the core connotation of creative learning, mastering key words and phrases related to creative thinking and film appreciation, and being able to express personal views on creative learning and film creation in simple English. The difficult points are applying creative thinking to analyze film elements (such as plot, characters and scenes), transforming creative ideas into logical English expressions, and combining creative learning methods with English learning in daily life to solve practical learning problems independently. 教学过程 Lead-in: Stimulate Interest and Lay a Foundation The teacher starts the class by showing short clips of three classic films with distinct creative features, such as The Shawshank Redemption (creative plot setting), Coco (creative cultural expression) and Inside Out (creative character design). After playing the clips, the teacher asks two guiding questions: “What makes these films unforgettable?” and “What role does creativity play in making these films successful?” Then, the teacher organizes a free discussion. Students are encouraged to share their views freely in English, and the teacher gives timely guidance and comments, focusing on guiding students to realize that creativity is the core driving force for excellent film creation and an important ability in learning and life. Finally, the teacher naturally leads to the theme of the lesson: “Today, we will explore how to learn creatively and apply creative thinking to appreciate films and improve our English ability.” Design Intention: By showing familiar classic film clips, students’ interest in the lesson is quickly aroused, which is closely linked to the unit theme of “Unforgettable Films” and lays a good foundation for the development of subsequent teaching activities. The guiding questions and free discussion not only activate students’ existing knowledge and experience about films and creativity, but also provide opportunities for students to practice oral English, laying a foundation for cultivating their language competence and thinking quality. Pre-reading: Preview and Accumulate, Remove Obstacles First, the teacher arranges students to work in pairs to check each other’s preview results. The preview tasks include: understanding the new words and phrases in the text (such as creative, inspire, approach, apply...to..., come up with, etc.), skimming the text to get the general idea, and putting forward the problems they encounter in preview. Then, the teacher collects the common problems of students, focuses on explaining the key words and phrases, and combines the unit theme to expand: for example, when explaining “inspire”, the teacher connects it with film creation, “Many excellent films are inspired by real stories, which shows that creativity comes from life.” When explaining “apply...to...”, the teacher gives an example related to English learning, “We can apply creative learning methods to our English reading and writing.” In addition, the teacher introduces the background of the text: the text mainly introduces three creative learning methods and how to apply them to film appreciation and English learning, helping students form a preliminary understanding of the text structure and content. Design Intention: Preview is an important part of cultivating students’ learning competence. By checking preview results in pairs, students’ sense of participation and cooperation is enhanced. Focusing on explaining key words and phrases helps students remove language obstacles in reading, laying a foundation for in-depth understanding of the text. Connecting new knowledge with the unit theme and students’ daily learning helps students realize the practical value of knowledge and improve their ability to apply knowledge flexibly. While-reading: In-depth Analysis, Cultivate Literacy This link is divided into two parts: fast reading and careful reading, aiming at guiding students to understand the text in depth, master the core content and cultivate their reading ability and thinking quality. Fast Reading: The teacher asks students to read the text quickly and complete two tasks: (1) Summarize the main idea of the text in one sentence. (2) List the three creative learning methods mentioned in the text. After students finish reading, the teacher invites several students to share their answers, and then makes a summary: The text mainly introduces three creative learning methods—brainstorming, mind mapping and role-playing, and explains how to apply them to film appreciation and English learning. Design Intention: Fast reading helps students grasp the main idea of the text quickly, cultivate their ability to obtain key information efficiently, and lay a foundation for in-depth reading. The design of the two tasks is targeted, which can guide students to read with questions and improve reading efficiency. Careful Reading: The teacher guides students to read the text carefully paragraph by paragraph, and designs targeted questions and activities for each paragraph to help students understand the details and logical structure of the text. For the first paragraph (introducing the importance of creative learning), the teacher asks: “Why is creative learning important for us students?” Students are asked to find relevant sentences in the text and express their own understanding in combination with their own learning experience. The teacher guides students to realize that creative learning can help us improve learning efficiency and cultivate innovative thinking. For the paragraphs introducing the three creative learning methods, the teacher adopts the “task-driven” method: (1) For brainstorming, students are arranged to work in groups of 4 to carry out a brainstorming activity with the theme “How to appreciate a film creatively”, and record their ideas. After the activity, each group shares one idea, and the teacher comments and guides them to summarize the characteristics and advantages of brainstorming. (2) For mind mapping, the teacher shows a sample mind map of the text structure, and asks students to draw a mind map of “film appreciation elements” according to their own understanding, using the new words and phrases they have learned. (3) For role-playing, the teacher invites students to simulate the scene of “introducing a favorite film to classmates by using creative language”, and requires them to apply the expressions learned in the text. In the process of careful reading, the teacher also guides students to pay attention to the logical connection of the text, such as the use of transitional words (firstly, besides, finally), helping students understand the writing characteristics of the text and improve their logical thinking ability. Design Intention: Careful reading is the key link to understand the text in depth. By designing targeted questions and group activities, students are guided to actively participate in the learning process, not only mastering the details of the text, but also applying the learned creative learning methods in practice. Group activities can cultivate students’ cooperative learning ability and communication ability, while the guidance of logical structure helps improve students’ thinking quality and reading ability. Post-reading: Expand and Apply, Improve Ability This link is designed to help students consolidate the knowledge learned, apply creative thinking to practical activities, and realize the integration of knowledge and ability, so as to further improve their core literacy. Group Project: “Creative Film Review” — Students are divided into groups of 5, and each group chooses a favorite film. They are required to use the three creative learning methods learned in the text to analyze the film (such as using brainstorming to put forward the highlights of the film, using mind mapping to sort out the film plot, and using role-playing to simulate the classic scenes of the film). Then, each group writes a short film review (about 150 words) in English, which should include the film’s basic information, creative highlights and personal views. In the process of completing the project, the teacher walks around to guide, helps students solve the problems encountered in language expression and creative design, and encourages students to put forward unique views and ideas. After the groups finish their works, each group sends a representative to present their film review and creative design process to the whole class. Individual Practice: Students are asked to write a short passage (about 100 words) titled “My Creative English Learning Method”, introducing how they will apply the creative learning methods learned in the lesson to their daily English learning. The teacher requires students to use at least 3 new words and phrases learned in the lesson, and pay attention to the logicality and creativity of the content. Summary and Evaluation: The teacher summarizes the key content of the lesson, reviews the three creative learning methods and their application scenarios, and emphasizes the importance of creative thinking in English learning and film appreciation. Then, the teacher evaluates the performance of students in group activities and individual practice, affirms their advantages, points out the areas that need improvement, and gives positive guidance and encouragement. Design Intention: Group projects and individual practice combine the knowledge learned with practical application, which not only helps students consolidate the new words, phrases and creative learning methods learned in the lesson, but also improves their oral expression, writing ability and creative thinking ability. The evaluation link helps students understand their own learning situation, enhance their learning confidence, and cultivate their ability to reflect on and summarize their learning. Extension: Expand Vision, Deepen Understanding The teacher introduces some world-famous creative films and their creation stories, such as how Hayao Miyazaki uses creative thinking to create unique animated worlds, and how Christopher Nolan uses innovative narrative methods to shoot Inception. Then, the teacher asks students: “What can we learn from these creative film creators?” In addition, the teacher recommends some English learning resources related to creative learning, such as English blogs about creative learning methods, short films about film creation, etc., and encourages students to use these resources to carry out independent learning after class, expand their vision and improve their English ability. Design Intention: The extension link helps students connect classroom learning with real life and international culture, expand their cultural vision, and cultivate their cultural awareness. Recommending after-class learning resources helps students form the awareness of independent learning and improve their learning competence, laying a foundation for their lifelong learning. Homework: Consolidate and Extend, Promote Development 1. Revise the film review and personal passage written in class, and improve the language expression and logicality. 2. Watch a classic film, use the mind mapping method to sort out the film’s plot and characters, and write a 200-word English film review. 3. Discuss with family members or friends about “creative learning methods” in English, and record the key points of the discussion. Design Intention: Homework is an important link to consolidate classroom learning and extend learning effects. The design of homework combines consolidation, application and expansion, which not only helps students consolidate the knowledge and skills learned in class, but also encourages students to apply creative thinking and English expressions to daily communication, further improving their language competence and learning competence. 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 $