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

Unit 4 Exploring Literature-Reading 教学目标和重难点 1. 教学目标 Language competence: Master core words and sentences to understand the argumentative text. Cultural awareness: Explore literary charm and cross-cultural connotation. Thinking quality: Develop logical and critical thinking through text analysis. Learning ability: Cultivate autonomous and cooperative learning skills in exploration. 2. 教学重难点 Key points: Grasp the text structure, main ideas and the three characteristics of literature. Difficult points: Understand the implied meaning of sentences, appreciate literary devices and comment on literature from multiple perspectives. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures of classic literary works, including both Chinese and foreign masterpieces such as *A Dream of Red Mansions* and *The Necklace*. Then the teacher asks two questions in English: “Have you read any literary works? What do you think makes a good literary work?” After asking, the teacher gives students 3 minutes to discuss in pairs freely. During the discussion, the teacher walks around the classroom, listens to students’ conversations, and offers proper guidance to those who have difficulty expressing themselves. After the discussion, invite 2-3 pairs of students to share their opinions in front of the whole class. Finally, the teacher makes a brief summary: “Literature is a precious treasure of human civilization, which carries truth, beauty and human emotions. Today, we will explore the wonder of literature through the reading text *The Wonder of Literature*.” Design Intention: The lead-in activity uses familiar literary works to activate students’ prior knowledge and arouse their interest in the topic of literature. Pair discussion provides students with opportunities to practice oral expression, helps them build confidence in using English, and naturally leads to the theme of the reading text, laying a good foundation for the subsequent reading activities. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of the reading text on the screen, including nouns (soul, element, feature, author), adjectives (sensitive, significant, permanent, universal), verbs (determine, reflect, arouse) and key phrases (stand the test of time, devote oneself to, lie in, take on). For each word and phrase, the teacher explains its meaning and usage briefly, and gives example sentences combined with the context of the text. For example, when explaining “sensitive”, the teacher says: “A sensitive person can easily notice the beauty and truth around us, just like the poet mentioned in the text.” Then, the teacher introduces the background of the text briefly: The reading text is an argumentative essay, which introduces the three important characteristics of literature with vivid examples and logical reasoning, guiding readers to appreciate the charm of literature. At the same time, the teacher reminds students to pay attention to the structure of the argumentative essay when reading, and try to find the topic sentence and supporting details of each paragraph. Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabulary helps students remove language obstacles in reading and improve reading efficiency. Introducing the text type and background enables students to have a preliminary understanding of the text, form a clear reading purpose, and lay a foundation for in-depth text analysis. Step 3: While-reading (In-depth Text Analysis) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. How many main characteristics of literature are mentioned in the text, and what are they? Students are given 5 minutes to finish the skimming. After that, the teacher checks the answers with the whole class. The correct answers are: 1. The main topic of the text is the wonder and characteristics of literature. 2. There are three main characteristics: describing truth and beauty, appealing to people’s feelings and imagination, and having permanence. Then, the teacher guides students to sort out the structure of the text: the text adopts a “total-subtotal” structure. The first three paragraphs introduce the theme of literature by telling a story; paragraphs 4 to 6 elaborate on the three characteristics of literature respectively; the last paragraph summarizes the significance of literature and calls on people to explore literature. Design Intention: Skimming is an important fast reading skill. Through this activity, students can quickly grasp the main idea and structure of the text, cultivate their ability to extract key information, and lay a foundation for in-depth understanding of the text. Activity 2: Scanning for Key Details On the basis of skimming, the teacher asks students to read the text carefully (scanning) and complete a table about the three characteristics of literature. The table includes three columns: “Characteristics of Literature”, “Supporting Details” and “Examples in the Text”. Students are divided into groups of 4, and each group is responsible for analyzing one characteristic. They need to find the relevant sentences in the text, extract key details, and fill in the table. During the group activity, the teacher walks around to guide students, helps them solve difficulties in understanding, and reminds them to pay attention to the connection between sentences and paragraphs. After 10 minutes, each group sends a representative to present their group’s results, and the teacher makes comments and supplements, ensuring that students can accurately grasp the key details of each characteristic. For example, when introducing the characteristic of “describing truth and beauty”, the teacher guides students to find the sentence “Some truth and beauty remain unnoticed until a sensitive soul brings them to our attention” and explains that this sentence reveals that literature can help people discover the truth and beauty that are easily ignored in life. Design Intention: Scanning helps students extract specific details from the text, deepen their understanding of the main content. Group cooperation enables students to learn from each other, improve their cooperative learning ability and problem-solving ability. The form of the table makes the key information more intuitive, which is convenient for students to sort out and remember. Activity 3: Close Reading for Language and Rhetorical Devices The teacher selects several key sentences and paragraphs from the text for close reading, guides students to analyze the language characteristics and rhetorical devices, and understand the implied meaning of the sentences. For example, the teacher presents the sentence “A book is a man’s soul made visible” on the screen and asks students: “What rhetorical device is used in this sentence? What does it mean?” Students think and discuss in pairs, and then the teacher explains: “This sentence uses a metaphor. It means that a book can reflect the author’s thoughts, emotions and soul, just as a person’s soul can be seen through his words and deeds.” Then, the teacher selects another sentence: “When Christopher Marlowe’s Doctor Faustus asks in the presence of Helen, ‘Was this the face that launched a thousand ships?’” and guides students to analyze the function of this example: it vividly illustrates that literature can arouse people’s feelings and imagination, making the argument more persuasive. In addition, the teacher guides students to pay attention to the use of transitional words in the text, such as “firstly”, “secondly”, “finally”, which help to make the text structure clear and the logic coherent. Design Intention: Close reading is the key to in-depth understanding of the text. By analyzing key sentences and rhetorical devices, students can appreciate the beauty of the text language, improve their language appreciation ability, and at the same time understand the author’s expression skills and argumentation methods, which is conducive to the cultivation of their thinking quality. Step 4: Post-reading (Consolidation and Extension) Activity 1: Group Discussion The teacher puts forward two discussion topics: 1. Combine the three characteristics of literature mentioned in the text, talk about a literary work you have read and explain why it is a good literary work. 2. What role does literature play in our life? Students are divided into groups of 4-5, and each group chooses one topic to discuss in depth. During the discussion, the teacher requires students to use the new words and sentences learned in the text as much as possible, and encourages them to put forward their own unique views. After 15 minutes, each group sends a representative to make a speech, and other groups can ask questions and make supplements. The teacher makes a final comment, affirming the advantages of each group’s speech, pointing out the existing problems, and guiding students to have a more in-depth understanding of the significance of literature. Design Intention: Group discussion combines the text content with students’ real life, which not only helps students consolidate the knowledge learned, but also enables them to apply the knowledge to practice, improving their oral expression ability and logical thinking ability. At the same time, it helps students realize the value of literature in life and cultivate their love for literature. Activity 2: Language Practice The teacher designs two language practice tasks: 1. Complete the sentences with the core words and phrases learned in the text (e.g., “Good literature can ______ (reflect) the most basic aspects of human nature.” “The beauty of this poem ______ (lies in) its simple language and deep emotion.”). 2. Write a short paragraph (about 80-100 words) to introduce your favorite literary work, using at least two of the three characteristics of literature mentioned in the text. Students are given 10 minutes to finish the tasks. After that, the teacher selects some students’ works to display and comment on, pointing out the advantages and areas for improvement, and guiding students to use the language correctly and flexibly. Design Intention: Language practice is an important link to consolidate the knowledge learned. The first task helps students master the usage of core words and phrases, and the second task enables students to apply the text knowledge to writing, improving their writing ability and realizing the integration of listening, speaking, reading and writing. Activity 3: Cultural Extension The teacher introduces the differences between Chinese and foreign literary works briefly, taking *A Dream of Red Mansions* and *Pride and Prejudice* as examples. The teacher says: “Both *A Dream of Red Mansions* and *Pride and Prejudice* are classic literary works, but they reflect different cultural backgrounds and values. *A Dream of Red Mansions* reflects the social life of the Qing Dynasty in China, while *Pride and Prejudice* reflects the social customs and marriage concepts of Britain in the 19th century.” Then, the teacher asks students to think: “What can we learn from reading foreign literary works?” Students express their opinions freely, and the teacher summarizes: “Reading foreign literary works can help us understand different cultures, broaden our horizons, and enhance our cross-cultural communication ability. At the same time, we should also cherish our own literary heritage and inherit and carry forward excellent Chinese literature.” Design Intention: Cultural extension helps students expand their cultural vision, understand the diversity of cultures, cultivate their cultural awareness and cross-cultural communication ability, and at the same time enhance their sense of identity and pride in their own culture, which is in line with the requirements of core literacy. Step 5: Summary and Homework Summary The teacher summarizes the whole class with the help of the blackboard and PPT: “In this class, we have read the text *The Wonder of Literature*, mastered the core vocabulary and sentences, understood the three characteristics of literature (describing truth and beauty, appealing to feelings and imagination, and having permanence), and analyzed the structure and rhetorical devices of the text. We also discussed the role of literature in life and the differences between Chinese and foreign literature. I hope you can develop the habit of reading literary works and feel the charm of literature in your daily life.” Homework 1. Review the core vocabulary and sentences of the text, and recite the key paragraphs. 2. Finish the after-class exercises in the textbook, and consolidate the knowledge learned. 3. Read a short English literary work (no less than 300 words) after class, and write a short reading report (about 100-120 words) to introduce the main content of the work and your feelings, using the knowledge and expressions learned in this class. 4. Preview the next part of the unit, and find out the core vocabulary and main ideas of the next text. Design Intention: Summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their memory. Homework is designed to consolidate the knowledge learned in class, extend students’ learning beyond the classroom, cultivate their autonomous learning ability and reading ability, and lay a foundation for the next class. 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 $