Unit 4 Exploring Literature-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第二册

Unit 4 Exploring Literature-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master key words and expressions related to literature, use simple English to talk about literary works they know, and improve their listening and speaking skills in the theme context. Cultural Awareness: Guide students to understand the diversity of world literature, appreciate the charm of different literary works, establish a correct view of culture, and enhance cross-cultural communication awareness. Thinking Quality: Encourage students to think deeply about the value and significance of literature, develop logical thinking and critical thinking through discussions and exchanges. Learning Ability: Help students form good learning habits, learn to cooperate with others in group activities, and cultivate the ability of independent exploration and autonomous learning in literary theme learning. 2. 教学重难点 Key Points: Master core vocabulary and phrases such as literature, novel, poem, drama, author, character, plot, appeal to, be capable of, and use them to describe literary works and express personal views. Difficult Points: Use appropriate English sentences to talk about favorite literary works and their reasons, correctly understand the metaphorical meaning in the theme-related short passage, and effectively participate in group discussions on literary topics. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a multimedia presentation, showing pictures of classic literary works at home and abroad, such as Pride and Prejudice, The Old Man and the Sea, A Dream of Red Mansions, and The Journey to the West. At the same time, the teacher plays a short audio clip introducing these works, with simple and easy-to-understand English narration, mainly introducing the main themes and typical characters of the works. After the audio, the teacher asks the students two questions in English: “Have you seen any of these works? Which one do you know best?” The teacher invites 3-4 students to answer the questions freely. For students who are not familiar with the works, the teacher gives appropriate prompts, such as “It is a famous English novel written by Jane Austen, telling the love story of Elizabeth and Mr. Darcy” to guide students to associate and respond. During the student's answer, the teacher writes down the key words mentioned by the students on the blackboard, such as novel, love story, character, etc., and briefly corrects the pronunciation and grammar errors in the student's expression to lay a foundation for the subsequent teaching. Design Intention: The lead-in activity uses multimedia resources such as pictures and audio to create a vivid and intuitive teaching situation, which can quickly attract students' attention and arouse their interest in the theme of literature. By asking questions closely related to students' life experience, it can activate students' existing knowledge reserve, let students naturally enter the theme of “Exploring Literature”, and at the same time initially exercise students' oral expression ability and lay a foundation for the subsequent learning of key vocabulary and topic discussion. Step 2: Vocabulary Learning (Key Vocabulary Mastery) Based on the key words written on the blackboard in the lead-in link, the teacher introduces the core vocabulary and phrases of this unit's Welcome to the unit link in a targeted manner, including literature, novel, poem, drama, author, character, plot, setting, theme, appeal to, be capable of, reflect, contain, etc. For each word and phrase, the teacher first reads the pronunciation standardly, and asks the students to follow along twice to ensure that the students grasp the correct pronunciation. Then, the teacher explains the meaning of the word or phrase in simple English, and combines it with the pictures of literary works just shown to give example sentences. For example, when explaining “appeal to”, the teacher says: “Pride and Prejudice appeals to many readers because of its beautiful love story.”; when explaining “character”, the teacher points to the picture of Elizabeth in Pride and Prejudice and says: “Elizabeth is a brave and intelligent character in the novel.” After explaining all the vocabulary and phrases, the teacher organizes a “Vocabulary Matching” activity. The teacher prepares two sets of cards: one set is words and phrases, and the other set is their corresponding meanings and example sentences. The students are divided into groups of 4, and each group sends a representative to take turns to match. The group that completes the matching correctly and quickly wins a small reward. After the activity, the teacher checks the situation of the students' mastery, focuses on explaining the words and phrases that students are easy to confuse, such as the difference between “author” and “writer”, and the usage of “be capable of doing sth.”, and asks students to make 1-2 sentences with each key phrase to consolidate the learning effect. Design Intention: Vocabulary is the foundation of language learning. Combining the theme context to teach key vocabulary can help students understand the meaning and usage of words in a specific context, avoiding isolated memory of words. The “Vocabulary Matching” activity increases the interactivity and interest of vocabulary learning, mobilizes the enthusiasm of students to participate, and enables students to master vocabulary in the process of practice. At the same time, through sentence-making practice, students can flexibly use the learned vocabulary and phrases, laying a solid foundation for subsequent listening, speaking and other activities. Step 3: Text Reading and Comprehension (Theme Exploration) The teacher distributes the short passage of Welcome to the unit (the passage about the child and the shell) to each student. First, the teacher reads the passage aloud with feeling, requiring students to follow along silently, pay attention to the pronunciation, intonation and pauses of the teacher, and initially understand the general idea of the passage. Then, the teacher asks students to read the passage independently twice: the first time to find out the main characters and events of the passage, and the second time to answer the following questions: 1. What did the child find on the beach? 2. What did the child hear when he held the shell to his ear? 3. What did the man explain to the child? 4. What does the story of the child and the shell symbolize? After students finish reading, the teacher invites students to answer the questions one by one. For the first three simple questions, the teacher asks students with basic English level to answer, and gives affirmation and encouragement; for the fourth question about the symbolic meaning, which is relatively difficult, the teacher guides students to discuss in groups of 4 for 3 minutes, and then invites representatives of each group to express their views. The teacher summarizes and supplements: The shell symbolizes literature, the strange sounds the child hears symbolize the beauty and truth in literature that are easy to be ignored, and the story tells us that literature can help us discover the beauty and truth that we have not noticed before, which leads to the theme of “Exploring Literature”. Then, the teacher leads students to analyze the key sentences in the passage, such as “These sounds seemed to be from another world and the child listened to them with wonder.” and “What amazed the child was not a new world, but the unnoticed music of the old.” The teacher explains the sentence structure and the meaning of key words in these sentences, such as “seem to be”, “with wonder”, “not...but...”, and asks students to read these sentences aloud to experience the emotional color in the passage. At the same time, the teacher guides students to think about: “Why does the author use the story of the child and the shell to introduce the theme of literature?” Through discussion, students understand that this metaphorical writing method makes the abstract theme of literature more vivid and easy to understand, which helps readers better grasp the connotation of literature. Design Intention: Reading the short passage is the core link of Welcome to the unit, which can help students further understand the theme of “Exploring Literature” and master the key sentence structures and expressions. The design of layered reading (silent reading, independent reading) conforms to the cognitive law of students, enabling students to gradually deepen their understanding of the passage from the surface to the deep. The question design is from easy to difficult, which not only checks students' understanding of the basic content of the passage, but also guides students to think deeply about the symbolic meaning of the passage, cultivating students' reading comprehension ability and logical thinking ability. Analyzing key sentences can help students master the usage of key sentence structures and lay a foundation for their subsequent oral and written expression. Step 4: Speaking Practice (Theme Application) On the basis of mastering vocabulary and understanding the passage, the teacher organizes speaking practice activities to let students apply the learned knowledge to practice. The activity is divided into two parts: Part 1: Pair Work. Students work in pairs to talk about their favorite literary works. The teacher gives the following prompts to help students organize their language: “My favorite literary work is... It is a... (novel/poem/drama) written by... The main characters are... The plot is about... It appeals to me because...”. The teacher walks around the classroom, observes the communication situation of each pair, and gives timely guidance to students who have difficulty in expression, such as helping students find appropriate words and correct grammar errors. After 5 minutes of pair communication, the teacher invites 2-3 pairs to present their dialogue in front of the class, and makes comments on their performance, affirming their advantages and putting forward suggestions for improvement, such as enriching the content of the dialogue and improving the fluency of expression. Part 2: Group Discussion. The teacher puts forward the discussion topic: “Why is literature important in our life?” The students are divided into groups of 5, and each group elects a recorder and a representative. During the discussion, the recorder records the key views of the group members, and the group members express their own views freely, combining their own reading experience and the content of the short passage. For example, some students may say: “Literature can help us understand different cultures and broaden our horizons.”; some students may say: “Literature can reflect human nature and make us think about life.” The teacher participates in the discussion of each group as appropriate, guides students to express their views in English, and helps students sort out their ideas. After 8 minutes of discussion, each group sends a representative to make a 1-2 minute speech to share the group's views. After all groups finish their speeches, the teacher makes a summary, combs the key views put forward by each group, and emphasizes the importance of literature, guiding students to form a good habit of reading literary works. Design Intention: Speaking practice is an important way to improve students' language ability. The pair work and group discussion are designed to let students apply the learned vocabulary, phrases and sentence structures to practical communication, improving their oral expression ability and fluency. The given prompts reduce the difficulty of students' expression, help students build confidence in speaking English, and at the same time cultivate students' cooperative learning ability and communication ability. The discussion topic is closely related to the theme of the unit and students' life experience, which can stimulate students' thinking, let students deeply understand the value and significance of literature, and further improve their cultural awareness and thinking quality. Step 5: Summary and Extension (Consolidation and Development) First, the teacher leads the students to review the content of this class: briefly review the key vocabulary and phrases learned, the main content and symbolic meaning of the short passage, and the key points of speaking practice. The teacher asks students to take turns to retell the main content of the class in English, so as to check the students' mastery of the knowledge of this class. Then, the teacher carries out the extension activity: “Literature Exploration Task”. The teacher assigns a small task to the students: after class, find a literary work (can be a novel, poem, drama, etc.) that they are interested in, collect relevant information about the work (such as the author, the background of the work, the main plot, etc.), and prepare a 2-minute English speech to introduce the work in the next class. At the same time, the teacher recommends some simple and suitable English literary works for students, such as The Little Prince, Charlotte's Web, etc., guiding students to read more literary works after class and expand their literary vision. Finally, the teacher makes a summary of the class: “Today, we have entered the world of literature, learned relevant vocabulary and phrases, understood the metaphorical meaning of the short passage, and discussed the importance of literature. Literature is a precious wealth of human beings, which can bring us beauty, wisdom and strength. I hope you can love literature, read more literary works, and explore the infinite charm of literature in the process of reading.” Design Intention: The summary link helps students sort out the knowledge system of this class, consolidate the learned knowledge, and deepen their understanding of the theme. The extension activity connects classroom learning with after-class learning, guides students to extend their learning from the classroom to daily life, cultivates students' independent exploration ability and autonomous learning ability, and lays a foundation for the subsequent learning of the unit. Recommending suitable literary works can arouse students' interest in reading, help students accumulate literary knowledge, and further improve their cultural awareness and literary accomplishment. Step 6: Homework Arrangement 1. Copy the key vocabulary and phrases learned in this class, and make 2 sentences with each phrase to consolidate the vocabulary and phrase usage. 2. Read the short passage of Welcome to the unit aloud 5 times, and recite the key sentences. This helps students consolidate their reading ability and memory of key sentences, and improve their sense of language. 3. Complete the “Literature Exploration Task” assigned in the extension link, collect information about the favorite literary work, and prepare the English speech for the next class. This task can cultivate students' ability to collect and sort out information, and improve their oral expression ability and autonomous learning ability. Design Intention: The homework arrangement is closely combined with the content of this class, focusing on consolidating the key knowledge and improving students' comprehensive language ability. The combination of written homework and practical task not only helps students consolidate the learned vocabulary and sentences, but also guides students to apply the learned knowledge to practice, realizing the connection between classroom learning and after-class practice, and promoting the all-round development of students' four-dimensional 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 $