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

Unit 4 Exploring Literature-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Develop students’ ability to understand and use words, phrases and sentence patterns related to literature exploration, and improve their comprehensive language skills of listening, speaking, reading, viewing and writing. Cultural Awareness: Help students understand the characteristics of different literary works and respect cultural diversity in literature. Thinking Quality: Cultivate students’ critical thinking and logical reasoning ability through analyzing literary works and expressing personal views. Learning Ability: Guide students to master effective learning strategies, and improve their abilities of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns about literary works; understand the main content and structural characteristics of literary texts, speeches and other materials; be able to complete oral communication and writing tasks related to literature recommendation. Difficult Points: Interpret the implied meaning and rhetorical devices in literary materials; use appropriate language to express personal views on literary works and complete a standard literary recommendation letter. 教学过程 I. Lead-in: Activate Prior Knowledge and Create Situational Atmosphere The teacher starts the class by showing pictures of classic literary works (such as Romeo and Juliet, The Old Man and the Sea) and playing a short audio clip introducing famous literary works. Then the teacher asks students two questions: “Have you read any English literary works? Which one impresses you the most and why?” After that, invite 3-4 students to share their answers in front of the class. During the sharing process, the teacher gives appropriate comments and guides students to use simple English to express their feelings and opinions. Finally, the teacher summarizes: “Literature is a precious treasure of human civilization, which can bring us spiritual enjoyment and thinking. Today, we will learn Integrated Skills of Unit 4 Exploring Literature, and improve our comprehensive language skills through exploring literary works.” Design Intention: This lead-in activity combines audio and video materials to stimulate students’ interest in learning and quickly focus their attention on the theme of “exploring literature”. By asking questions and inviting students to share, it can activate students’ prior knowledge about literary works, lay a foundation for the subsequent learning of listening, speaking, reading and writing. At the same time, it can cultivate students’ oral expression ability and create a positive and active classroom atmosphere. II. Listening: Comprehend Literary-related Materials and Improve Listening Ability 1. Pre-listening: The teacher introduces the background of the listening material briefly: “The listening material is a speech about how to appreciate literary works, which will introduce the importance of literary appreciation and some practical methods.” Then the teacher presents the core vocabulary and phrases in the listening material, such as “literary appreciation”, “character description”, “plot development”, “theme expression”, “metaphor”, “symbolism” and so on. The teacher explains the meaning and usage of these words and phrases, and asks students to read them aloud twice to be familiar with their pronunciation and meaning. In addition, the teacher guides students to predict the content of the listening material according to the title and core vocabulary: “What do you think the speaker will talk about in the speech? Please make a prediction.” Design Intention: Pre-listening preparation is an important link to improve listening efficiency. By introducing the background of the listening material, students can have a general understanding of the listening content, reducing the difficulty of listening comprehension. Presenting and explaining core vocabulary and phrases can help students eliminate language barriers in listening, so that they can focus more on the main content of the listening material. Guiding students to make predictions can stimulate their thinking and improve their initiative in listening. 2. While-listening: The teacher plays the listening material twice. For the first time, students are asked to listen carefully and finish the multiple-choice questions about the main idea of the speech. For the second time, students are required to listen again and fill in the blanks, which mainly involve the key points of the methods of literary appreciation mentioned in the speech. During the listening process, the teacher reminds students to take notes briefly, such as key words, phrases and important sentences, to help them remember the listening content. After playing the listening material twice, the teacher invites students to share their answers, and corrects the wrong answers in time, explaining the reasons for the mistakes. At the same time, the teacher plays the key parts of the listening material again to help students understand the difficult points. Design Intention: Playing the listening material twice is in line with the cognitive law of students. The first listening focuses on the overall understanding of the main idea, and the second listening focuses on the grasp of key details, which can help students improve their listening ability step by step. Asking students to take notes can cultivate their good listening habits and improve their ability to capture key information. Correcting mistakes and replaying key parts can help students solve the difficulties in listening and deepen their understanding of the listening material. 3. Post-listening: The teacher organizes students to have a group discussion: “According to the listening material, what methods of literary appreciation have you learned? Do you think these methods are useful? Can you give an example to illustrate?” Each group has 4 students, and the discussion lasts for 5 minutes. After the discussion, each group sends a representative to share the discussion results. The teacher makes a summary and supplement, and guides students to master the methods of literary appreciation, such as paying attention to character description, analyzing plot development, understanding theme expression and interpreting rhetorical devices. In addition, the teacher asks students to retell the main content of the listening material in their own words, so as to consolidate the listening results. Design Intention: Post-listening discussion can help students deepen their understanding of the listening material and apply the learned knowledge to practice. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students learn from each other. Retelling the listening content can improve students’ oral expression ability and logical thinking ability, and test whether students have mastered the main content of the listening material. III. Reading: Analyze Literary Texts and Improve Reading Ability 1. Pre-reading: The teacher presents a short literary text (an excerpt from a novel) and asks students to look at the title and pictures of the text, then predict the content of the text: “What do you think this text is about? Who is the main character? What may happen in the text?” Then the teacher introduces the background of the text briefly, such as the author, the creation time and the main theme of the novel, to help students better understand the text. In addition, the teacher presents some new words and phrases in the text, such as “vivid”, “emotional”, “depict”, “reveal”, “inner world” and so on, and explains their meanings and usages. Design Intention: Pre-reading prediction can stimulate students’ interest in reading and improve their initiative in reading. Introducing the background of the text can help students understand the cultural and historical background of the text, which is conducive to grasping the deep meaning of the text. Explaining new words and phrases can eliminate students’ language barriers in reading and ensure that students can read the text smoothly. 2. While-reading: Students read the text independently. The teacher asks students to finish two tasks while reading: First, find out the main character of the text and the main event that happened; second, underline the sentences that describe the character’s appearance, language, action and psychology, and analyze the character’s personality characteristics. During the reading process, the teacher walks around the classroom, answers students’ questions in time, and guides students who have difficulty in reading. After students finish reading, the teacher organizes students to exchange their reading results. First, invite students to share the main character and main event of the text, and then ask students to analyze the character’s personality characteristics according to the underlined sentences. The teacher gives appropriate comments and guidance, and helps students master the method of analyzing characters through character description. Design Intention: Independent reading can cultivate students’ independent learning ability and reading ability. Setting specific reading tasks can make students have a clear goal in reading, avoid aimless reading. Exchanging reading results can help students learn from each other, deepen their understanding of the text, and improve their ability to analyze and summarize. Guiding students to analyze characters through character description can help students master the reading skills of literary texts and lay a foundation for the subsequent oral communication and writing. 3. Post-reading: The teacher organizes students to carry out a series of activities to deepen their understanding of the text. First, ask students to discuss the theme of the text: “What is the theme of this text? What does the author want to express through this text?” Second, invite students to express their views on the main character: “Do you like the main character in the text? Why? If you were the main character, what would you do?” Third, ask students to find out the rhetorical devices used in the text, such as metaphor, personification, etc., and analyze their functions. Finally, the teacher makes a summary of the text, and guides students to summarize the reading skills of literary texts: pay attention to the main character and plot, analyze the character through character description, understand the theme through the content of the text, and pay attention to the use of rhetorical devices. Design Intention: Post-reading activities can help students deepen their understanding of the text from the aspects of theme, character and rhetoric, and improve their literary appreciation ability. Discussing the theme and character can cultivate students’ critical thinking ability and emotional experience ability. Analyzing rhetorical devices can help students master the expression skills of literary texts and improve their ability to appreciate literary works. Summarizing reading skills can help students form a systematic understanding of literary text reading and improve their reading ability. IV. Speaking: Practice Oral Communication and Improve Speaking Ability 1. Preparation: The teacher introduces the topic of oral communication: “Suppose you are a literary consultant, and you need to recommend a favorite English literary work to your classmates. You should introduce the basic information of the work (such as the author, the main content, the main character), and explain why you recommend it.” Then the teacher presents some useful expressions for oral recommendation, such as “I recommend... because...”, “The main character of this work is..., who is...”, “This work tells a story about...”, “I think this work is very meaningful because...”, etc. The teacher asks students to read these expressions aloud and practice them in pairs. In addition, the teacher guides students to sort out the information of the literary works they want to recommend, and make a simple outline. Design Intention: Clarifying the topic of oral communication can make students have a clear goal in practice. Presenting useful expressions can help students solve the problem of “what to say” in oral communication, and improve the fluency of their oral expression. Practicing in pairs and making an outline can help students prepare fully for the oral presentation, and improve their confidence in speaking. 2. Practice: Students practice oral recommendation in pairs first. Each student takes turns to recommend a literary work to their partner, and the partner gives appropriate feedback and asks relevant questions, such as “What is the most impressive part of this work?” “Do you think this work is suitable for us senior high school students?” After practicing in pairs for 8 minutes, the teacher invites 4-5 students to give oral presentations in front of the class. During the presentation, the teacher pays attention to students’ pronunciation, intonation, fluency and the completeness of the content, and gives appropriate comments and guidance after each student’s presentation. For students who have difficulty in speaking, the teacher encourages them and gives timely prompts. Design Intention: Pair practice can provide students with more opportunities to speak, and let students practice oral expression in a relaxed and harmonious atmosphere. Oral presentation in front of the class can improve students’ oral expression ability and psychological quality. The teacher’s comments and guidance can help students find their own shortcomings and improve their oral expression ability continuously. Encouraging students who have difficulty in speaking can protect their self-esteem and stimulate their enthusiasm for speaking. 3. Summary: The teacher summarizes the oral communication activity: “All of you have done a good job in the oral recommendation. You can clearly introduce the literary works you recommend and express your own views. However, there are still some points that need to be improved, such as some students’ pronunciation is not accurate enough, and some students’ expression is not fluent enough. I hope you can practice more after class to improve your oral expression ability.” In addition, the teacher leads students to review the useful expressions for oral recommendation, and strengthens their memory. Design Intention: Summarizing the oral communication activity can help students have a clear understanding of their own performance, and know their strengths and shortcomings. Reviewing useful expressions can help students consolidate the knowledge they have learned and lay a foundation for their future oral communication. V. Writing: Complete Literary Recommendation Letter and Improve Writing Ability 1. Pre-writing: The teacher introduces the writing task: “Write a recommendation letter to your English teacher, recommending a favorite English literary work. The letter should include the basic information of the work, the main content, the reasons for recommendation and your own feelings after reading.” Then the teacher presents the structure of the recommendation letter: the heading, the salutation, the body (including the introduction of the work, the main content, the reasons for recommendation and personal feelings), the closing and the signature. The teacher explains each part in detail, and gives an example of a recommendation letter for students to refer to. In addition, the teacher presents some useful words, phrases and sentence patterns for writing, such as “I am writing to recommend... to you”, “As far as I am concerned”, “In my opinion”, “This work is worth reading because...”, “After reading this work, I have a deeper understanding of...”, etc. The teacher also reminds students to pay attention to the format of the letter and the use of formal language. Design Intention: Clarifying the writing task and the structure of the recommendation letter can make students have a clear goal in writing and avoid writing aimlessly. Giving an example can help students understand the writing requirements and the writing style of the recommendation letter. Presenting useful words, phrases and sentence patterns can help students enrich their writing content and improve the fluency and standardization of their writing. Reminding students to pay attention to the format and language can help students write a standard recommendation letter. 2. While-writing: Students start to write the recommendation letter independently. The teacher walks around the classroom, answers students’ questions in time, and guides students who have difficulty in writing. For example, for students who don’t know how to start the letter, the teacher can prompt them to use the useful expressions learned; for students who have difficulty in organizing the content, the teacher can help them sort out the ideas. The teacher also reminds students to check the spelling, grammar and punctuation during the writing process, and pay attention to the coherence and logic of the article. Design Intention: Independent writing can cultivate students’ independent writing ability and logical thinking ability. The teacher’s guidance can help students solve the difficulties in writing and ensure that students can complete the writing task smoothly. Reminding students to check can help students form a good writing habit and improve the quality of their writing. 3. Post-writing: After students finish writing, the teacher organizes students to carry out peer evaluation. Each student exchanges their recommendation letter with their deskmate, and evaluates their deskmate’s letter according to the evaluation criteria (format, content, language, coherence and logic). The evaluation criteria are presented on the blackboard for students to refer to. Students are required to put forward positive suggestions for improvement while pointing out the advantages of their deskmate’s letter. After peer evaluation, students revise their own recommendation letter according to the suggestions. Then the teacher collects some students’ recommendation letters, reads them aloud in class, and makes comments and guidance. The teacher affirms the advantages of the letters and points out the problems that need to be improved, such as the lack of detailed content, the improper use of language, and the incorrect format. Finally, the teacher asks students to hand in their revised recommendation letters. Design Intention: Peer evaluation can help students learn from each other, find their own shortcomings in writing, and improve their writing ability and evaluation ability. Revising the letter according to the suggestions can help students deepen their understanding of the writing requirements and improve the quality of their writing. The teacher’s comments and guidance can help students grasp the key points of writing a recommendation letter and avoid making the same mistakes in the future. VI. Summary and Homework 1. Summary: The teacher summarizes the whole class: “In today’s class, we have learned the Integrated Skills of Unit 4 Exploring Literature. We have improved our listening ability by listening to the speech about literary appreciation, improved our reading ability by analyzing the literary text, practiced our oral expression ability by recommending literary works, and completed the writing task of the recommendation letter. I hope you can master the knowledge and skills learned today, and apply them to your daily study and life. At the same time, I hope you can develop a good habit of reading literary works and enjoy the charm of literature.” Design Intention: Summarizing the whole class can help students sort out the knowledge and skills learned in the class, form a systematic understanding, and consolidate the learning results. Encouraging students to read literary works can help students improve their literary accomplishment and cultivate their interest in literature. 2. Homework: (1) Listen to the listening material again and retell it in your own words, recording it and submitting it to the teacher. (2) Read the literary text again and write a short reading report (about 100 words), introducing your understanding of the text and your feelings. (3) Revise the recommendation letter again according to the teacher’s and classmates’ suggestions, and hand it in tomorrow. (4) Read an English literary work after class and take notes of the key points. Design Intention: Assigning homework can help students consolidate the knowledge and skills learned in class, and extend the learning content to after class. Listening and retelling can consolidate the listening results and improve the oral expression ability. Writing a reading report can deepen the understanding of the text and improve the writing ability. Revising the recommendation letter can help students improve the quality of their writing. Reading literary works after class can cultivate students’ reading habit and improve their literary appreciation ability. 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 $