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

Unit 4 Exploring Literature-Extended reading 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master literary vocabulary and complex sentences in the extended reading text, improve their ability to read and understand English literary excerpts, and express their views on literary works in fluent English. Cultural Awareness: Guide students to understand the cultural connotation behind the literary works involved, appreciate the uniqueness of different literary cultures, and enhance cross-cultural understanding and cultural confidence. Thinking Quality: Cultivate students’ critical thinking and logical analysis ability by analyzing the characters, plots and themes of literary works, and guide them to conduct in-depth thinking and independent judgment. Learning Ability: Help students master effective literary reading strategies, develop the habit of independent reading and cooperative learning, and lay a foundation for lifelong literary learning. 2. 教学重难点 Key Points: Master the key literary vocabulary and sentence patterns in the extended reading text; understand the main plot, character images and core themes of the literary excerpt; grasp the basic methods of literary appreciation. Difficult Points: Understand the implied meaning and symbolic meaning in the literary text; analyze the writing techniques used in the text and their expressive effects; express personal views on literary works accurately and deeply in English. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures of classic literary worksand playing a short audio clip about literary exploration. Then the teacher asks the students the following questions in English: “Have you read any English literary works? What do you think makes a good literary work? Do you know the relationship between literature and our life?” The teacher invites 3-4 students to share their answers freely, and then makes a brief summary, leading to the theme of this lesson: “Today we will continue our exploration of literature through the extended reading text, and feel the charm of literary works together.” Design Intent: This lead-in activity combines visual and auditory stimulation to arouse students’ interest in literary works quickly. By asking open-ended questions, it activates students’ prior knowledge and life experience, guides them to think about the significance of literature, and lays a good emotional and cognitive foundation for the subsequent reading and learning. At the same time, it closely links with the unit theme “Exploring Literature”, ensuring the continuity and coherence of the teaching content. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the extended reading text on the screen, including literary terms and difficult words, such as “romantic poetry, metaphor, symbolism, excerpt, protagonist, theme, appeal to” and so on. For each word and phrase, the teacher explains its meaning in simple English, gives example sentences combined with the context of literary works, and guides students to read aloud twice to consolidate their memory. For example, when explaining “symbolism”, the teacher says: “Symbolism is a writing technique that uses specific things to represent abstract meanings. For example, in many literary works, the moon symbolizes homesickness.” Then, the teacher briefly introduces the background of the extended reading text (such as the author’s life experience, the historical and cultural background of the work, and the main content of the original work) in English. For example, if the text is an excerpt from The Old Man and the Sea, the teacher will introduce Ernest Hemingway’s writing style and the core spirit of the work: “Ernest Hemingway is a famous American writer, and his writing style is simple and concise. The Old Man and the Sea tells the story of an old fisherman’s struggle with a big fish, which shows the spirit of never giving up.” Finally, the teacher arranges a small group discussion: “Based on the vocabulary and background information we just learned, predict what the excerpt will talk about. Discuss with your group members and write down 2-3 predictions.” After the discussion, each group sends a representative to share their predictions, and the teacher comments briefly. Design Intent: The pre-reading link focuses on solving the language barriers for students to read the text. By previewing key vocabulary and literary terms, it helps students lay a solid language foundation and avoid being hindered by new words during reading. The introduction of background information enables students to understand the creation context of the work, which is conducive to their in-depth understanding of the theme and connotation of the text. The group prediction activity not only stimulates students’ reading desire, but also cultivates their ability of logical reasoning and cooperative learning. Step 3: While-reading (Layered Reading and Comprehension) This link is divided into three layers: fast reading, careful reading and deep reading, to help students understand the text step by step from the surface to the depth. First, Fast Reading: The teacher asks students to read the text quickly and complete two tasks: 1. Summarize the main idea of the text in one sentence. 2. Identify the protagonist of the text and the main event. After reading, students complete the tasks independently, and then the teacher checks the answers randomly. The teacher guides students to summarize the main idea accurately, emphasizing the key elements such as characters, events and core emotions. Design Intent: Fast reading aims to train students’ ability of skimming and grasping the main information of the text quickly. Through this link, students can form a general understanding of the text, lay the foundation for careful reading, and also cultivate their reading speed and efficiency. Second, Careful Reading: The teacher asks students to read the text carefully and complete the following detailed tasks: 1. Underline the key sentences that describe the protagonist’s appearance, language and psychology. 2. Fill in the table about the development of the plot (including the beginning, development, climax and ending of the event). 3. Identify the writing techniques used in the text (such as description, dialogue, symbolism, etc.) and mark the corresponding sentences. During the reading process, the teacher walks around the classroom, answers students’ questions in time, and guides students who have difficulties in reading to find key information according to the context. After students complete the tasks, the teacher organizes the whole class to check and discuss the answers. For the key sentences describing the protagonist, the teacher guides students to analyze the characteristics of the protagonist reflected by these sentences; for the plot development table, the teacher helps students sort out the logical context of the text; for the writing techniques, the teacher explains each technique in detail, combines the specific sentences in the text to analyze its expressive effect, and guides students to understand how the author uses these techniques to enrich the content and highlight the theme. Design Intent: Careful reading is the key link to help students understand the text in depth. By setting targeted tasks, it guides students to pay attention to the details of the text, such as characters, plots and writing techniques, and improves their ability of text analysis and information extraction. The whole-class discussion and teacher’s guidance help students solve doubts in the reading process, deepen their understanding of the text, and lay a foundation for deep reading. Third, Deep Reading: On the basis of careful reading, the teacher puts forward in-depth thinking questions to guide students to think about the theme and connotation of the text. The questions are as follows: 1. What is the core theme of the text? How does the author express this theme through the plot and characters? 2. What is the symbolic meaning of the key objects in the text (such as the sea, the fish in The Old Man and the Sea)? 3. What feelings and thoughts does the text arouse in you? Do you agree with the protagonist’s choice? Why or why not? 4. What can we learn from the text? How does it relate to our real life? The teacher arranges students to have a group discussion on these questions. Each group chooses one question as the key discussion content, and assigns a recorder to record the group’s views. During the discussion, the teacher guides students to express their views freely, encourages them to put forward different opinions, and reminds them to support their views with specific sentences in the text. After the discussion, each group sends a representative to share their discussion results, and other groups can supplement and question. The teacher makes a summary and comment, guides students to grasp the core theme of the text, and understand the deep connotation of the work. Design Intent: Deep reading aims to cultivate students’ critical thinking and in-depth thinking ability. By putting forward in-depth questions, it guides students to go beyond the surface of the text, explore the theme and connotation of the work, and connect the text with real life. Group discussion provides a platform for students to exchange and cooperate, helps them learn from each other, broaden their thinking, and improve their ability of oral expression and logical thinking. Step 4: Post-reading (Consolidation and Application) This link is divided into three parts: vocabulary consolidation, language application and theme extension, to help students consolidate the knowledge learned and apply it flexibly. First, Vocabulary Consolidation: The teacher arranges a vocabulary exercise: fill in the blanks with the key words and phrases learned in the pre-reading and while-reading links. The exercise is closely combined with the context of the text, such as: “The author uses ______ (symbolism/metaphor) to express the protagonist’s strong will. The story ______ (appeals to/attracts) readers’ feelings and imagination.” After students complete the exercise independently, the teacher checks the answers and explains the key and difficult points, helping students consolidate the use of vocabulary. Design Intent: Vocabulary consolidation is an important link to strengthen students’ language foundation. By combining the context of the text to design exercises, it helps students master the usage of key words and phrases in practice, avoid mechanical memory, and improve their ability of language application. Second, Language Application: The teacher assigns a short writing task: “Write a 100-word short passage to share your understanding of the protagonist in the text, or describe a literary work you have read, and use at least 3 key words and 1 writing technique learned in this lesson.” Before writing, the teacher gives a brief guidance on the writing structure, such as starting with a topic sentence, then giving specific examples, and finally expressing personal feelings. After students finish writing, the teacher collects some works, reads them in the class, and makes comments, affirming the advantages and putting forward suggestions for improvement. Design Intent: The writing task is to connect reading and writing, help students apply the language knowledge and literary appreciation methods learned in this lesson to practice, and improve their writing ability. At the same time, it enables students to express their views on literary works in English, which is conducive to the improvement of their language competence and thinking quality. Third, Theme Extension: The teacher introduces other literary works with similar themes (such as other excerpts from Hemingway’s works, or English translations of Chinese classic poems) and plays a short video about literary appreciation. Then the teacher asks students: “What are the common characteristics of these literary works? How can we better appreciate literary works in daily life?” The teacher guides students to summarize the methods of literary appreciation, such as understanding the background, analyzing characters and plots, grasping the theme, and feeling the writing techniques. Finally, the teacher encourages students to read more English literary works after class, and record their reading experience. Design Intent: Theme extension helps students expand their literary vision, understand the commonalities and uniqueness of different literary works, and master the basic methods of literary appreciation. It also guides students to develop the habit of independent reading, extends the teaching content from the classroom to daily life, and realizes the goal of cultivating students’ learning ability and cultural awareness. Step 5: Summary and Reflection First, Summary: The teacher invites students to summarize the key content of this lesson independently, including the key vocabulary, the main content of the text, the writing techniques and the core theme. Then the teacher makes a comprehensive summary, emphasizing the four-dimensional core literacy goals of this lesson, and combing the logical context of the teaching content, helping students form a systematic knowledge framework. Second, Reflection: The teacher asks students to reflect on their learning process in this lesson, and think about the following questions: 1. What have I learned in this lesson? 2. What difficulties did I encounter in the reading and discussion process? How did I solve them? 3. What aspects do I need to improve in the future? Students can write down their reflections in their notebooks, and the teacher randomly checks and communicates with some students individually. Design Intent: The summary link helps students sort out the knowledge learned in this lesson, strengthen memory and form a systematic understanding. The reflection link guides students to think about their own learning process, find their own advantages and disadvantages, and improve their learning ability. At the same time, it helps the teacher understand the effect of teaching and adjust the teaching plan in time. Step 6: Homework Arrangement 1. Read the extended reading text again, recite the key sentences and key vocabulary, and write a vocabulary list with Chinese meanings and example sentences. 2. Complete the writing task assigned in the post-reading link, and revise it according to the teacher’s comments. 3. Read an English literary excerpt after class (the teacher provides recommended materials), and write a 150-word reading report, including the main idea of the excerpt, personal feelings and the writing techniques used. 4. Discuss the literary work you read with your classmates, and share your reading experience. Design Intent: Homework arrangement is an extension of classroom teaching, which helps students consolidate the knowledge learned in class and apply it flexibly. The combination of reading, reciting, writing and discussing not only strengthens students’ language foundation, but also cultivates their reading ability, writing ability and cooperative learning ability, and promotes the all-round development of their four-dimensional core literacy. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, combines layered teaching and interactive teaching methods, and integrates the four-dimensional core literacy goals into each teaching link. By guiding students to read, think, discuss and practice, it not only helps students master the knowledge and skills of literary reading and appreciation, but also cultivates their cultural awareness, thinking quality and learning ability, realizing the organic combination of language teaching and humanistic education. 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 $