Unit 4 Unforgettable Films-Theme C Learning to Discover 教案-2025-2026学年高中英语重大版必修第一册

Unit 4 Unforgettable Films-Theme C Learning to Discover 教学目标和重难点 教学目标 Language Ability: Students will master film-related vocabulary and infinitive functions, and improve their ability to understand, express and comment on film plots in English. Cultural Awareness: They will explore cultural connotations in classic films, understand the differences and connections between Chinese and foreign film cultures, enhance cultural identity and build a global perspective. Thinking Quality: They will develop logical thinking through sorting out film plots, and critical thinking through evaluating film characters and themes. Learning Ability: They will cultivate autonomous learning habits by previewing and reviewing, and improve cooperative learning and problem-solving abilities through group activities and exploration tasks. All four aspects are integrated to promote students’ comprehensive development in English learning. 教学重难点 Key Points: Mastering film-related core vocabulary (e.g., inspiring, heartbreaking, plot, character) and phrases; understanding the multiple functions of infinitives (as subject, object, object complement, adverbial of purpose, etc.) in context; being able to describe film plots and express personal views fluently in English. Difficult Points: Accurately using infinitives in different sentence structures and avoiding common mistakes; deeply analyzing the themes and cultural implications of films instead of just describing plots; expressing personal views with clear logic and sufficient reasons in English discussions and writing. 教学过程 Pre-Class Exploration: Preview and Preparation Teacher’s Activities: Before the class, the teacher releases preview tasks through the online platform, including a short clip of Forrest Gump (selected from the unit’s Reading Actively part) and a vocabulary list of film-related words and infinitive example sentences. The teacher designs guiding questions: “What is the main plot of the film clip?”, “Find the infinitive structures in the clip and guess their functions?”, and “What makes this film unforgettable?”. The teacher also provides a simple mind map template to help students sort out their preview results and encourages them to put forward their own questions. Students’ Activities: Students watch the film clip independently, look up new words with dictionaries, sort out the main plot and key information, identify infinitive structures in the clip and try to analyze their functions. They fill in the mind map template, record their understanding and doubts, and submit their preview notes and questions to the teacher through the platform. Some students also actively search for other unforgettable film clips and related introductions to enrich their preview content. Design Intent: The pre-class preview is designed to activate students’ prior knowledge and learning interest. Film clips are used to attract students’ attention, as students are naturally interested in film themes. Guiding questions help students focus on the key points of the unit (film plot description and infinitive usage) and cultivate their autonomous learning ability. Encouraging students to put forward questions can help the teacher grasp their learning difficulties in advance and adjust the teaching focus in class, laying a solid foundation for in-class learning. In-Class Teaching: Exploration and Practice Lead-In: Arouse Interest and Connect Preview Teacher’s Activities: The teacher starts the class by showing posters of classic unforgettable films (such as Forrest Gump, Coco, The Sound of Music) and plays a 1-minute mixed clip of these films. Then the teacher asks students: “Which of these films have you seen? What makes them unforgettable?”. The teacher invites 3-4 students to share their views, and connects their answers with the preview tasks, asking: “Who can share the infinitive structures you found in the Forrest Gump clip?”. The teacher writes down the infinitive structures mentioned by students on the blackboard and briefly comments on them, naturally leading to the theme of this class—Learning to Discover the beauty and connotation of unforgettable films through language learning. Students’ Activities: Students watch the film clip and posters carefully, actively participate in the interaction, share their favorite unforgettable films and the reasons why they are unforgettable. Some students share the infinitive structures they found in the preview, such as “She decides to send Maria to Captain Von Trapp’s home” and “He wants to bring music to the family”, and try to explain their understanding of these structures. Design Intent: The lead-in link uses vivid film posters and clips to quickly arouse students’ learning interest and enthusiasm, creating a relaxed and pleasant learning atmosphere. By asking open questions, students are encouraged to express their views freely, which not only exercises their oral expression ability but also connects the pre-class preview with in-class teaching. Introducing infinitive structures in combination with students’ preview results can reduce students’ learning difficulty and enhance their learning confidence. Vocabulary and Grammar: Deep Exploration and Consolidation Teacher’s Activities: First, the teacher focuses on film-related core vocabulary. The teacher presents words such as inspiring, heartbreaking, plot, character, director, theme through pictures and example sentences related to the unit’s films. For example, the teacher says: “The film Forrest Gump is inspiring because it tells a story of perseverance.” Then the teacher organizes a vocabulary matching activity: students are divided into groups of 4, and each group is given a set of words and their definitions, and they need to match them quickly. After the activity, the teacher checks the results, explains the usage of difficult words, and guides students to make sentences with these words combined with their favorite films. Next, the teacher focuses on the key grammar point—the functions of infinitives. The teacher shows the infinitive structures collected from students’ preview and the example sentences in the unit’s Exploring and Using part, such as “So the Mother Superior decides to send Maria to Captain Von Trapp’s home. (object)”, “She makes her find the real goal of life. (object complement)”, “The children make fun of their teachers to attract their fathers’ attention. (adverbial of purpose)”. The teacher guides students to observe and summarize the functions of infinitives in these sentences, and explains the usage rules in detail, especially the differences in the usage of infinitives as different sentence components and common mistakes. For example, the teacher emphasizes that when the infinitive is used as the subject and is too long, we usually use “it” as the formal subject, such as “It is necessary to realize the significance of environmental protection.” After the explanation, the teacher designs a grammar practice activity: students complete the blanks with the correct form of infinitives, and then work in pairs to check each other’s answers. The teacher walks around the classroom to provide guidance for students who have difficulties, and invites several students to share their answers and explain the reasons, focusing on correcting common mistakes. Students’ Activities: Students actively participate in the vocabulary matching activity, cooperate with their group members to complete the task, and deepen their memory of new words through making sentences. In the grammar exploration link, students carefully observe example sentences, actively discuss and summarize the functions of infinitives, and listen carefully to the teacher’s explanation of usage rules. In the practice link, students complete the blanks independently, check each other’s answers in pairs, and actively ask the teacher for help when they encounter difficulties. They also actively share their answers and express their own understanding of grammar points. Design Intent: Vocabulary teaching combines pictures and example sentences to make abstract words concrete and help students understand and remember them better. Group activities can enhance students’ cooperative learning ability and make the learning process more interesting. Grammar teaching adopts the “student exploration + teacher explanation + practice consolidation” mode, which conforms to the cognitive law of senior high school students. It guides students to discover rules independently, which is more conducive to their mastery of grammar knowledge than simple explanation. Practice activities help students consolidate the learned grammar points in time and avoid common mistakes. Text and Theme Exploration: Integrate Language and Culture Teacher’s Activities: The teacher presents the Reading Actively text of the unit—excerpts from Forrest Gump. First, the teacher asks students to read the text silently and answer the following questions: “What is the main content of the text?”, “What kind of person is Forrest Gump?”, “What is the theme of the film reflected in the text?”. After students finish reading, the teacher invites several students to share their answers, and guides students to sort out the plot clues of the text with a mind map, helping them understand the logical relationship of the text. Then, the teacher guides students to conduct in-depth exploration: “Why is Forrest Gump an unforgettable film? What qualities of Forrest Gump are worth learning?”, “How does the author use language to describe Forrest Gump’s character?”. The teacher encourages students to find relevant sentences in the text to support their views, and guides them to analyze the emotional words and infinitive structures used in the text, realizing the integration of vocabulary, grammar and text understanding. In addition, the teacher expands the cultural connotation: introduces the background of Forrest Gump and compares the “feather motif” in the film with the Chinese philosophy of “adapting to circumstances”, guiding students to understand the differences and connections between Chinese and foreign cultures, enhancing their cultural identity and building a global perspective. The teacher also invites students to share the cultural connotations of other unforgettable films they know, such as the Day of the Dead in Coco. Students’ Activities: Students read the text silently, carefully understand the content of the text, answer the teacher’s questions, and sort out the plot clues of the text with the help of the teacher. In the in-depth exploration link, students actively discuss, express their views on the film and Forrest Gump’s character, find relevant supporting sentences in the text, and analyze the language characteristics of the text. They also actively share the cultural connotations of the films they know, exchange their views with classmates, and deepen their understanding of film culture. Design Intent: Text exploration is the core of this class. By guiding students to read and analyze the text, it not only improves their reading ability but also enables them to master the application of vocabulary and grammar in context. In-depth exploration of the film’s theme and character helps students develop logical thinking and critical thinking. Cultural expansion links help students understand the cultural connotation behind the film, integrate language learning with cultural experience, and implement the requirements of cultural awareness in core literacy. Speaking and Cooperative Exploration: Apply Knowledge and Develop Ability Teacher’s Activities: The teacher organizes a group discussion activity with the theme “My Unforgettable Film”. Students are divided into groups of 5, and each group chooses an unforgettable film to discuss. The teacher puts forward specific requirements: each group member needs to introduce a part of the film (such as plot, character, theme), use at least 3 film-related words and 2 infinitive structures, and express their views on why the film is unforgettable. The teacher provides a discussion outline to help students organize their ideas, and walks around the classroom to guide each group’s discussion, reminding students to pay attention to the accuracy of language and the logic of expression. After the group discussion, each group sends a representative to make a 3-minute report, introducing the group’s discussion results. The teacher comments on each group’s report, affirming their advantages, pointing out their deficiencies in language usage and expression logic, and giving suggestions for improvement. The teacher also encourages other students to ask questions to the reporting group and carry out interactive exchanges. In addition, the teacher designs a situational role-play activity: students play the roles of film critics and audience, and have a dialogue about an unforgettable film. The teacher provides a simple dialogue template, and asks students to use the learned vocabulary and grammar to complete the dialogue, requiring natural expression and clear logic. Students’ Activities: Students actively participate in group discussions, cooperate with their group members to complete the discussion task, organize their ideas according to the discussion outline, and try to use the learned vocabulary and grammar. Each group member actively expresses their views and helps each other improve their language expression. In the report link, the representatives of each group make reports confidently, and other students listen carefully, ask questions actively, and carry out interactive exchanges. In the role-play activity, students cooperate in pairs, complete the dialogue according to the situational requirements, and exercise their oral expression ability in practice. Design Intent: Group discussion and role-play activities are designed to provide students with opportunities to apply the learned knowledge in practice, which can not only consolidate the vocabulary and grammar learned in class but also improve their oral expression ability and cooperative learning ability. The discussion theme is closely related to students’ life experience, which can stimulate their enthusiasm for participation. The teacher’s guidance and comments help students find their own deficiencies and improve their language application ability. Summary and Reflection: Sort Out Knowledge and Clarify Direction Teacher’s Activities: The teacher guides students to summarize the key points of this class: film-related core vocabulary, the functions of infinitives, the method of analyzing film plots and themes, and the cultural connotation of films. The teacher asks students: “What have you learned in this class? What difficulties do you still have?”. The teacher listens to students’ reflections, sorts out the common difficulties, and gives targeted guidance and suggestions. The teacher also emphasizes the connection between this class and the unit theme, and encourages students to continue to explore more unforgettable films after class, and apply the learned language knowledge to describe and evaluate films. Students’ Activities: Students actively participate in the summary, sort out the knowledge learned in this class, reflect on their own learning process, put forward their own difficulties and confusion, and listen carefully to the teacher’s guidance and suggestions. They take notes on the key points and difficulties, and clarify their learning direction after class. Design Intent: The summary and reflection link helps students sort out the knowledge system of this class, deepen their understanding and memory of the key points and difficulties. Encouraging students to reflect on their own learning process can cultivate their self-reflection ability and help them find their own deficiencies, so as to adjust their learning strategies and improve their learning efficiency. Post-Class Extension: Consolidate and Apply Teacher’s Activities: The teacher assigns after-class tasks, which are divided into three levels to meet the needs of different students. Level 1 (Basic Task): Review the vocabulary and grammar learned in this class, copy the key words and example sentences, and write a 50-word short passage about their favorite film, using at least 2 infinitive structures. Level 2 (Improvement Task): Watch a classic film (recommended by the teacher, such as Coco), write a 100-word film review, introducing the plot, theme and their own views. Level 3 (Challenge Task): Work in groups to make a short film introduction video, introduce an unforgettable film in English, and upload it to the online platform. The teacher provides relevant materials and guidance, and checks and comments on students’ after-class tasks in time, giving positive feedback and improvement suggestions. In addition, the teacher recommends film-related learning resources, such as English film review websites, classic film clips and English subtitles, to help students expand their learning channels and improve their learning ability. Students’ Activities: Students choose appropriate after-class tasks according to their own learning level, complete the tasks independently or in groups, and submit their works to the teacher. They use the recommended learning resources to carry out extended learning, watch English films, read English film reviews, and try to use the learned language knowledge to describe and evaluate films. Some students also actively communicate with their classmates about their after-class learning experience and share their works. Design Intent: The after-class tasks are designed hierarchically to meet the learning needs of different students, help students consolidate the knowledge learned in class, and apply it to practice. Extended learning resources can help students expand their learning channels, cultivate their autonomous learning ability, and further deepen their understanding of the unit theme. Timely feedback from teachers can help students know their own learning effect and make continuous progress. The whole teaching process takes students as the main body, focuses on the cultivation of four-dimensional core literacy, integrates vocabulary, grammar, text, speaking and writing, and combines pre-class preview, in-class exploration and post-class extension. It not only pays attention to the mastery of language knowledge and skills but also emphasizes the cultivation of cultural awareness, thinking quality and learning ability, helping students truly achieve “Learning to Discover” in the process of English 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 $