Unit 4 Unforgettable Films-Challenging Yourself B-Learning Reflectively 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 Reflectively 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional key competencies in English. Language competence is developed through reading, analyzing and expressing views on the film-related text. Cultural awareness is fostered by understanding the cultural connotations and humanistic spirits reflected in the film, helping students form an open and inclusive attitude towards diverse cultures. Thinking quality is improved by guiding students to analyze the plot, characters and themes logically, and conduct critical thinking and independent judgment. Learning ability is enhanced by encouraging students to reflect on their learning process, summarize methods and adjust their learning strategies actively, laying a foundation for lifelong learning. 教学重难点 The key points are mastering the key vocabulary and sentence patterns related to film reviews and reflections, and understanding the main content, plot clues and core themes of the text. The difficult points lie in accurately analyzing the character images and their emotional changes in the film, grasping the deep meaning of the text, and expressing personal views and reflections on the film in fluent and logical English. In addition, guiding students to connect the text with their own life experiences and form rational thinking and emotional resonance is also a difficult point to break through. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a short video clip of a classic unforgettable film (such as The Sound of Music, which is closely related to the unit theme and the text content). After playing the video, the teacher asks students two questions: “Have you ever watched a film that left a deep impression on you? What makes it unforgettable?” Then, invite 2-3 students to share their views in English. After the sharing, the teacher briefly comments and leads to the topic of this lesson: “Today, we will learn a text about unforgettable films and learn to reflect on the film and our own learning through this lesson.” Design Intention: The video clip can quickly attract students’ attention and arouse their interest in the lesson, as audio-visual materials are more vivid and intuitive than simple language description. Asking students to share their own film experiences can activate their prior knowledge and life experience, reduce their psychological distance from the text, and lay a foundation for the subsequent reading and learning. At the same time, it can exercise students’ oral expression ability and create a positive English learning atmosphere. Step 2: Pre-reading (Preparatory Activity) First, the teacher presents the key vocabulary and sentence patterns of this lesson on the blackboard or multimedia, including words such as “reflect, unforgettable, character, theme, emotional, resonate” and sentence patterns such as “What strikes me most is that...”, “It is the... that makes the film unforgettable”, “Through watching the film, I realize that...”. The teacher explains the meaning and usage of these words and sentence patterns briefly, and gives simple examples to help students understand. For example, “Reflect means to think carefully about something. We can say ‘After watching the film, I reflected on my own life.’” Then, the teacher introduces the background of the text briefly: the text is a film review and learning reflection written by a student, who shares his feelings and insights after watching an unforgettable film, and connects the film with his own learning and growth. The teacher asks students to predict the main content of the text based on the title “Learning Reflectively” and the unit theme “Unforgettable Films”, and write down their predictions on the exercise book. Design Intention: The pre-reading link focuses on solving the language barriers for students’ reading. Mastering key vocabulary and sentence patterns in advance can help students read the text more smoothly and improve their reading efficiency. Introducing the text background helps students understand the context of the text and establish a connection between the text and real life. Predicting the main content can stimulate students’ curiosity and initiative, and cultivate their ability of logical reasoning and prediction. Step 3: While-reading (Core Reading Activity) This step is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text step by step from the surface to the deep. First, fast reading: Ask students to read the text quickly and finish two tasks: 1. Find out the main idea of the text (the text mainly talks about the author’s feelings after watching an unforgettable film and his reflection on learning and life). 2. Divide the text into three parts and summarize the main content of each part. After students finish reading, organize them to discuss in groups of 4, share their answers, and then invite a representative from each group to report. The teacher comments and sorts out the main idea and structure of the text: Part 1 (Paragraph 1-2): The author introduces the film he watched and the initial feeling after watching it; Part 2 (Paragraph 3-5): The author analyzes the characters and themes of the film in detail; Part 3 (Paragraph 6-7): The author connects the film with his own learning and life, and shares his reflections and gains. Design Intention: Fast reading aims to train students’ ability of skimming and grasping the main idea of the text quickly. Dividing the text into parts and summarizing the main content helps students sort out the logical structure of the text, form a clear framework of the text, and lay a foundation for the subsequent careful reading. Group discussion can stimulate students’ participation and exchange, and help them learn from each other. Second, careful reading: Ask students to read the text carefully and finish the following tasks: 1. Underline the key sentences that describe the film’s characters, plot and themes. 2. Answer the following questions: (1) What is the name of the film the author watched? What is the main plot of the film? (2) What kind of character is the protagonist in the film? What qualities does he/she have? (3) What is the core theme of the film? (4) How does the film affect the author’s learning and life? After students finish the tasks independently, the teacher checks the answers one by one, explains the difficult sentences in the text, and guides students to understand the details of the text. For example, for the sentence “The protagonist’s perseverance in the face of difficulties deeply moved me and made me realize that I should never give up when encountering problems in my study”, the teacher guides students to analyze the structure of the sentence and the meaning of “perseverance” and “encountering problems”, helping students grasp the emotional connotation of the sentence. Design Intention: Careful reading focuses on helping students understand the details of the text, master the key information, and deepen their understanding of the text content. Answering specific questions can guide students to read the text purposefully, improve their ability of finding and extracting key information. Explaining difficult sentences can solve the obstacles in students’ reading, help them accurately understand the meaning of the text, and lay a foundation for the subsequent deep reading and language application. Third, deep reading: Guide students to conduct in-depth analysis and thinking on the text. The teacher puts forward the following guiding questions: 1. Why does the author think the film is unforgettable? 2. What is the connection between the film’s theme and the author’s learning and life? 3. What can we learn from the author’s reflection? 4. If you were the author, what reflections would you have after watching this film? Organize students to discuss these questions in groups, encourage them to express their own views and opinions, and guide them to think deeply about the theme of the text and the significance of learning reflection. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance and help to students who have difficulties in expressing their views. After the discussion, invite several students to share their views in class, and the teacher makes a summary, emphasizing the importance of learning reflection and the connection between film appreciation and personal growth. Design Intention: Deep reading aims to cultivate students’ thinking quality, guide them to conduct critical thinking and independent judgment, and understand the deep meaning of the text. Guiding questions can stimulate students’ thinking, help them connect the text with their own life experiences, and realize the value and significance of the text. Group discussion can provide students with more opportunities to express themselves, exercise their oral expression ability and cooperative learning ability, and cultivate their ability of logical thinking and innovation. Step 4: Post-reading (Consolidation and Application Activity) This step is divided into two parts: language consolidation and practical application, to help students consolidate the knowledge they have learned and apply it to practice. First, language consolidation: The teacher arranges a fill-in-the-blank exercise, using the key vocabulary and sentence patterns learned in this lesson. The exercise content is closely related to the text, such as: “After watching the unforgettable film, I ______ (reflect) on my own learning. What strikes me most is that the protagonist’s ______ (perseverance) helps him overcome all difficulties. It is the protagonist’s spirit that makes the film ______ (unforgettable). Through this film, I realize that I should never give up when I ______ (encounter) problems in my study.” Ask students to finish the exercise independently, then check the answers together, and explain the mistakes that students are likely to make, such as the form of verbs and the collocation of words. Then, ask students to rewrite some sentences in the text using the key sentence patterns, to further consolidate the usage of the sentence patterns. Design Intention: Language consolidation is an important link to help students master the key knowledge. Fill-in-the-blank exercises and sentence rewriting can help students consolidate the key vocabulary and sentence patterns, and improve their ability of language application. Checking answers together and explaining mistakes can help students find their own deficiencies and correct them in time, laying a solid foundation for their subsequent language learning. Second, practical application: Arrange a group task: Each group chooses a film that they think is unforgettable, discusses the film’s characters, plot, themes and their own reflections, and then prepares a short speech (about 3-5 minutes) to share in class. The teacher puts forward the requirements for the speech: 1. Use at least 5 key words and 2 key sentence patterns learned in this lesson. 2. The speech should be fluent and logical, and clearly express the group’s views and reflections. 3. Each member of the group should participate in the preparation and speech. After the groups finish preparing, invite each group to send a representative to give a speech in class. The teacher comments on each speech, affirming the advantages and pointing out the deficiencies, focusing on evaluating the use of key vocabulary and sentence patterns, the fluency and logic of the speech, and the depth of reflection. After all groups finish their speeches, the teacher makes a summary, emphasizing that film appreciation is not only a kind of entertainment, but also a way to learn and grow, and encouraging students to reflect on their own learning and life after watching films. Design Intention: Practical application aims to connect the knowledge learned in class with real life, improve students’ ability of language comprehensive application. Group tasks can cultivate students’ cooperative learning ability and communication ability, and stimulate their enthusiasm and initiative in learning. Preparing and giving speeches can exercise students’ oral expression ability, logical thinking ability and ability of organizing language, and help students deepen their understanding of the theme of the lesson. Teacher’s comments can help students improve their speech level and clarify their deficiencies, so as to improve their language application ability. Step 5: Learning Reflection (Key Link) The teacher guides students to conduct learning reflection, and asks them to think about the following questions: 1. What have I learned in this lesson? (Including vocabulary, sentence patterns, text content, etc.) 2. What difficulties did I encounter in this lesson? How did I solve them? 3. What have I learned from the author’s reflection? How can I apply it to my own learning and life? 4. What aspects do I need to improve in the next lesson? Ask students to write a short learning reflection (about 80-100 words) in English on their exercise books, and then invite 2-3 students to share their reflections in class. The teacher listens carefully to the students’ reflections, gives positive affirmation and guidance, and encourages students to form the habit of learning reflection, so as to improve their learning ability. Design Intention: Learning reflection is the core of this lesson, which is closely related to the title “Learning Reflectively”. Guiding students to conduct learning reflection can help them sort out the knowledge they have learned, find their own deficiencies, and adjust their learning strategies, so as to improve their learning ability. Writing a learning reflection can exercise students’ writing ability and logical thinking ability, and help them form a good learning habit of self-reflection and self-improvement. Sharing reflections can help students learn from each other and promote common progress. Step 6: Summary and Homework First, summary: The teacher summarizes the whole lesson, reviewing the key vocabulary, sentence patterns and main content of the text, emphasizing the four-dimensional key competencies cultivated in this lesson, especially the importance of learning reflection. The teacher also summarizes the performance of students in class, affirming their efforts and progress, and putting forward expectations for their future learning. Then, homework arrangement: 1. Finish the remaining exercises in the textbook related to this lesson, and consolidate the key vocabulary and sentence patterns. 2. Revise the learning reflection written in class, and improve it according to the teacher’s guidance and classmates’ sharing. 3. Choose a film you like, write a film review with learning reflection (about 150 words), using the key vocabulary and sentence patterns learned in this lesson. 4. Preview the next lesson and finish the preview tasks. Design Intention: The summary link helps students sort out the knowledge of the whole lesson, form a systematic understanding of the lesson content, and deepen their memory of the key knowledge. The homework arrangement is closely related to the content of the lesson, which can help students consolidate the knowledge they have learned, apply it to practice, and lay a foundation for the next lesson. The film review with learning reflection can further improve students’ writing ability and learning reflection ability, and realize the extension and application of the lesson content. 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 $