Unit 4 Unforgettable Films-Challenging Yourself B-Utilising Resources 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-Utilising Resources 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 “Utilising Resources” in unforgettable films. Language competence is developed through mastering resource-related vocabulary and sentence patterns, and practicing listening, speaking, reading and writing. Cultural awareness is fostered by understanding the application of various resources in international films and respecting cultural differences reflected in film creation. Thinking quality is improved by guiding students to analyze resource utilisation methods and conduct critical thinking on film resource application. Learning ability is enhanced by teaching students to use diverse resources independently and form effective learning strategies in film-related English learning. 教学重难点 Key points include mastering core vocabulary such as utilise, resource, available, access and effective, and key sentence patterns like “It is important to utilise resources properly” and infinitive structures for purpose. Students also need to understand the main idea and logical structure of the text about film resource utilisation. Difficult points lie in flexibly using target language to express views on film resource utilisation, analyzing the logical relationship in the text, and applying learning strategies to explore and utilise film-related resources independently in practical English communication. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a question-and-answer activity related to the unit theme “Unforgettable Films”. First, ask students: “What unforgettable films have you watched? What resources do you think are needed to make a good film?” Then, show students short video clips of classic films such as The Sound of Music and Avatar, and guide them to observe and discuss the resources used in the films, such as actors, music, scenery, scripts and advanced shooting technologies. After 5 minutes of group discussion, invite several students to share their opinions in front of the class. Finally, the teacher naturally leads to the topic of the lesson: “Today, we will learn how to utilise resources effectively through the text in Challenging Yourself B, which is closely related to film creation and our English learning.” Design Intention: This lead-in links the teaching content with students’ existing knowledge and life experience. The video clips of classic films can quickly attract students’ attention and arouse their learning interest, as students are naturally fond of film themes. The question-and-answer and group discussion activities not only activate students’ prior knowledge about films and resources, but also provide them with opportunities to practice oral expression in English, laying a solid foundation for the subsequent text learning. At the same time, it subtly leads to the core content of the lesson, realizing the smooth transition from the unit theme to the specific lesson content. Pre-reading: Preview Vocabulary and Predict Text Content First, the teacher presents the core vocabulary of the text on the screen, including utilise (v.), resource (n.), available (adj.), access (v./n.), effective (adj.), benefit (v./n.), challenge (n./v.) and solution (n.). For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives example sentences closely related to film resource utilisation, such as “Film makers need to utilise various resources to create wonderful works.” and “There are many available resources for us to learn about foreign films.” Then, ask students to read the example sentences aloud in pairs to familiarize themselves with the usage of the words, and invite some students to read them in front of the class to check their mastery. After vocabulary teaching, the teacher shows the title of the text “Utilising Resources” and the first paragraph of the text, and asks students to predict the main content of the text based on the title and the given paragraph. Guide students to put forward predictions such as “The text may introduce different types of resources used in films.” “It may tell us how to utilise film resources effectively.” or “It may discuss the challenges and solutions in utilising film resources.” Then, the teacher encourages students to write down their predictions on their exercise books and check whether their predictions are correct in the subsequent reading process. Design Intention: Vocabulary is the foundation of English learning. Previewing core vocabulary before reading can help students remove language obstacles in the process of reading, improve reading efficiency and enhance their confidence in reading. The example sentences closely related to film themes can help students understand the usage of vocabulary in specific contexts, realizing the combination of vocabulary teaching and theme teaching. Predicting the text content can stimulate students’ curiosity and initiative in reading, cultivate their ability of logical reasoning and prediction, and lay a foundation for in-depth reading. While-reading: In-depth Analysis and Comprehension This part is divided into two steps: fast reading and careful reading, to help students understand the text from the overall to the local, and from the surface to the deep. In fast reading, the teacher asks students to read the whole text quickly and complete two tasks: first, find out the main idea of the text; second, divide the text into several parts and summarize the main content of each part. After students finish reading, organize them to exchange their answers in groups. Then, invite representatives of each group to share their opinions, and the teacher makes comments and summaries. The main idea of the text is to introduce the types of resources used in film creation, the importance of utilising resources effectively, the challenges encountered in the process of resource utilisation and corresponding solutions. The text can be divided into three parts: the first part (Paragraph 1) introduces the importance of resources in film creation; the second part (Paragraphs 2-3) introduces different types of film resources and how to utilise them effectively; the third part (Paragraph 4) discusses the challenges and solutions in utilising film resources. In careful reading, the teacher guides students to read each part of the text in detail, and designs targeted questions to help students grasp key information and understand the logical relationship of the text. For the first part, ask: “Why are resources important for film creation?” Guide students to find the key sentence in the text: “Without sufficient and appropriate resources, even the most creative ideas cannot be turned into wonderful films.” For the second part, ask: “What types of resources are mentioned in the text? How to utilise these resources effectively?” Let students find out that the text mentions human resources (actors, directors, screenwriters), material resources (scenery, props, equipment) and information resources (scripts, historical materials), and summarize the methods of effective utilisation of each type of resource according to the text content. For the third part, ask: “What challenges do we face in utilising film resources? What solutions are put forward in the text?” Guide students to sort out the challenges (lack of funds, insufficient professional talents, difficulty in accessing high-quality information resources) and corresponding solutions (seeking financial support from the government and enterprises, training professional talents, establishing resource sharing platforms) in the text. At the same time, in the process of careful reading, the teacher focuses on guiding students to analyze the key sentence patterns in the text, especially the infinitive structures for purpose, such as “Film makers use various resources to create vivid characters and exciting plots.” and “We need to learn to access and utilise information resources to improve our film appreciation ability.” Ask students to find out similar sentence patterns in the text, analyze their structures and usages, and practice making sentences with these patterns in combination with their own experience. Design Intention: Fast reading focuses on cultivating students’ ability to grasp the main idea and overall structure of the text, which is an important part of reading ability. Careful reading helps students deeply understand the key information, logical relationship and language features of the text, and lays a foundation for the subsequent language application. The targeted questions can guide students to read with purpose, improve their reading efficiency and critical thinking ability. The analysis and practice of key sentence patterns can help students master the language knowledge in the text and realize the integration of reading and language learning. Post-reading: Consolidation and Application This part includes three activities: vocabulary and sentence pattern consolidation, group discussion and short writing, to help students consolidate the knowledge learned and improve their language application ability. In the vocabulary and sentence pattern consolidation activity, the teacher designs fill-in-the-blank exercises and sentence making exercises. The fill-in-the-blank exercises are based on the core vocabulary and key sentence patterns of the text, such as: 1. We should ______ (utilise) every opportunity to improve our English. 2. There are many ______ (available) resources for us to learn about films. 3. Film makers use music ______ (to express) emotions. Ask students to complete the exercises independently, then check the answers together and explain the key points. The sentence making exercises require students to make sentences with the core vocabulary and key sentence patterns, and combine them with the theme of film resource utilisation. Invite some students to share their sentences, and the teacher makes comments and guidance to help students use the language knowledge flexibly. In the group discussion activity, the teacher puts forward the discussion topic: “As senior high school students, how can we utilise film resources to improve our English ability?” Divide students into groups of 4-5, and ask them to discuss the topic from different angles, such as watching English films to improve listening and speaking ability, reading film reviews to improve reading ability, and writing film reviews to improve writing ability. During the discussion, the teacher walks around the classroom, provides guidance for each group, helps students solve the language problems encountered in the discussion, and encourages students to express their views boldly. After the discussion, invite representatives of each group to make a report in front of the class, and other students can ask questions and supplement. Finally, the teacher makes a summary, affirming the valuable views put forward by the students and putting forward suggestions for utilising film resources to learn English. In the short writing activity, the teacher asks students to write a short passage of about 80-100 words with the title “How to Utilise Film Resources to Improve Our English Ability”. Before writing, the teacher guides students to sort out the writing ideas: first, put forward the importance of utilising film resources to learn English; second, introduce specific methods; finally, express their determination to utilise film resources well. During the writing process, the teacher provides appropriate guidance for students with weak writing ability, such as helping them sort out ideas and remind them of the use of core vocabulary and key sentence patterns. After students finish writing, organize them to exchange their works in pairs, and ask them to revise their works according to their partners’ suggestions. Then, select several representative works to comment on in class, affirming the advantages and pointing out the areas that need improvement. Design Intention: Vocabulary and sentence pattern consolidation exercises can help students consolidate the knowledge learned in the text and lay a solid foundation for language application. Group discussion activities can provide students with more opportunities to practice oral expression, cultivate their ability of cooperation and communication, and guide them to apply the knowledge learned to practical situations. Short writing activities can integrate reading, speaking and writing, improve students’ writing ability, and test their mastery of the knowledge learned in the lesson. The peer review link can help students learn from each other and improve their ability of self-evaluation and mutual evaluation. Summary and Homework In the summary part, the teacher invites students to review the content of the lesson independently, and share what they have learned, including core vocabulary, key sentence patterns, the main idea of the text and the methods of utilising resources. Then, the teacher makes a comprehensive summary, emphasizing the importance of utilising resources effectively in film creation and English learning, and encouraging students to apply the knowledge and methods learned in the lesson to their daily English learning and life. In the homework part, the teacher assigns three levels of homework to meet the needs of different students. The basic homework: 1. Recite the core vocabulary and key sentence patterns of the text; 2. Read the text aloud for 15 minutes every day and record it. The improved homework: 1. Complete the exercises in the textbook related to the lesson; 2. Write a film review of an English film you have watched, using the core vocabulary and key sentence patterns learned in the lesson. The expanded homework: 1. Collect information about the resource utilisation of a favorite film through the Internet or other channels, and make a short PPT; 2. Discuss with classmates and share the collected information in the next class. Design Intention: Letting students summarize independently can help them sort out the knowledge system of the lesson and improve their ability of induction and summary. The hierarchical homework takes into account the differences of students’ learning levels, so that students with different levels can get exercise and improvement. The basic homework focuses on consolidating the basic knowledge, the improved homework focuses on improving the language application ability, and the expanded homework focuses on cultivating students’ ability of independent exploration and resource utilisation, which is in line with the requirements of cultivating students’ core literacy. 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 $