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

Unit 4 Exploring Literature-Project 教学目标和重难点 1. 教学目标 Language Ability: Cultivate students’ ability to understand and express literary-related content in English, master key vocabulary and sentence patterns about literature exploration, and improve their skills in reading, speaking, writing and translating literary materials. Cultural Awareness: Guide students to understand the cultural connotation behind Chinese and foreign literary works, respect cultural diversity, and enhance cross-cultural communication and cultural confidence. Thinking Quality: Train students’ critical thinking and logical thinking through analyzing literary works’ themes, plots and characters, and stimulate their creative thinking in literary creation and comment. Learning Ability: Help students form good learning habits, master effective learning strategies such as autonomous exploration, cooperative learning and inquiry learning, and develop the ability of lifelong learning. 2. 教学重难点 Key Points: Master the key vocabulary and sentence patterns related to literary works and writers; learn to analyze literary works from the aspects of theme, plot, character and language style; complete the group project of making a literary poster or writing a literary comment. Difficult Points: Understand the deep meaning and metaphor of literary works; use proper English expressions to express personal views on literature; cooperate effectively in group projects and present the results smoothly. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a famous English quotation about literature: “Great literature is simply language charged with meaning to the utmost possible degree.” — Ezra Pound. Then the teacher asks students two questions in English: “Do you know this quotation? What do you think it means?” After giving students 2 minutes to think and discuss in pairs, the teacher invites 2-3 students to share their views. Then the teacher shows some pictures of classic literary works and their writers on the screen, such as The Old Man and the Sea by Ernest Hemingway, A Dream of Red Mansions by Cao Xueqin, Pride and Prejudice by Jane Austen, etc. The teacher asks: “Which of these works have you read? What do you think of them? Who is your favorite writer and why?” Design Intention: The quotation and pictures can quickly attract students’ attention and arouse their interest in literature. Asking questions can activate students’ prior knowledge about literary works and writers, help them recall the relevant content they have learned before, and lay a foundation for the subsequent teaching. At the same time, pair discussion can provide students with opportunities to practice oral English, and cultivate their ability of cooperative communication in a relaxed atmosphere. Step 2: Presentation (Key Knowledge Input) First, the teacher introduces the key vocabulary and sentence patterns needed for this Project. The key vocabulary includes: literature, novelist, poet, playwright, masterpiece, theme, plot, character, style, comment, appreciate, reflect, significant, appeal to, be capable of, etc. For each vocabulary, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to literary works. For example, when explaining “theme”, the teacher says: “The theme of a literary work is the central idea or message that the writer wants to convey. For example, the theme of The Old Man and the Sea is that a man can be destroyed but not defeated.” When explaining the sentence pattern “It is significant that...”, the teacher gives the example: “It is significant that we should read more classic literary works, which can enrich our spiritual world.” Then, the teacher introduces the main task of this Project: students will work in groups of 4-5 to complete one of the two tasks: Task 1: Make a poster about a famous writer (Chinese or foreign) and his/her representative works; Task 2: Write a short literary comment (150-200 words) on a literary work they have read. The teacher explains the requirements of each task in detail: For Task 1, the poster should include the writer’s life story, main achievements, representative works, famous sayings and personal evaluation; for Task 2, the literary comment should include the introduction of the work, the analysis of its theme or characters, and personal feelings and views. Design Intention: The input of key vocabulary and sentence patterns is the basis for students to complete the Project. Combining the vocabulary and sentence patterns with literary works can help students understand and remember them better, and lay a solid language foundation for their subsequent practice. Explaining the Project tasks in detail can make students clear about the requirements and directions, avoid confusion in the process of completing the tasks, and ensure the smooth progress of the Project. Step 3: Practice (Group Cooperation and Task Implementation) First, the teacher divides students into groups of 4-5, and asks each group to choose a task (Task 1 or Task 2) and determine the specific content. For example, if a group chooses Task 1, they need to discuss and decide which writer to introduce; if they choose Task 2, they need to determine which literary work to comment on. The teacher walks around the classroom to guide each group, answers their questions and provides help when necessary. For groups that have difficulty choosing a writer or a work, the teacher can give some suggestions, such as recommending some classic writers and works suitable for senior high school students. Then, each group starts to complete their task. For groups doing Task 1: they first collect information about the chosen writer and his/her works through textbooks, reference books or the Internet (under the guidance of the teacher), then discuss and determine the layout and content of the poster, and assign tasks to each group member, such as one student is responsible for collecting information, one is responsible for designing the poster layout, one is responsible for writing the English introduction, and one is responsible for checking and revising. For groups doing Task 2: they first review the literary work they have chosen, sort out the key points such as the theme, plot and characters, then discuss their views and feelings about the work, and then start to write the literary comment. During the process, the teacher reminds students to use the key vocabulary and sentence patterns learned in the presentation link, and pay attention to the correctness and fluency of English expression. Design Intention: Group cooperation is an important part of the Project. It can cultivate students’ cooperative spirit and communication ability, and make them learn from each other and complement each other. Assigning specific tasks to each group member can ensure that every student participates in the project, avoid the phenomenon of some students being lazy, and improve the efficiency of completing the task. The teacher’s guidance and help can timely solve the problems encountered by students in the process of completing the task, ensure that the task can be carried out smoothly, and at the same time, help students correct their mistakes in language expression and improve their language ability. Step 4: Consolidation (Task Revision and Improvement) After each group completes the initial version of their task, the teacher organizes group mutual evaluation. Each group sends a representative to present their initial work to the other groups (for Task 1, show the poster; for Task 2, read the literary comment). The other groups listen carefully and put forward revision suggestions from the aspects of content completeness, language correctness, logic and creativity. For example, if a group’s poster lacks the writer’s famous sayings, other groups can suggest adding them; if a group’s literary comment has grammatical mistakes, other groups can point them out and put forward correction suggestions. After the mutual evaluation, each group revises and improves their work according to the suggestions put forward by other groups and the teacher’s guidance. The teacher continues to walk around the classroom to provide targeted guidance for each group. For example, for groups with problems in English expression, the teacher helps them revise the sentences; for groups with insufficient content, the teacher reminds them to add relevant information. During the revision process, the teacher emphasizes that students should pay attention to the connection between sentences and the logic of the whole work, and try to use diverse sentence structures to make their works more excellent. Design Intention: Group mutual evaluation can help students learn from each other’s strengths and make up for their own weaknesses. Through evaluating others’ works, students can improve their ability of literary appreciation and critical thinking, and at the same time, they can find their own problems in the process of being evaluated. Revising and improving the work can further improve the quality of the task, help students consolidate the knowledge and skills learned, and improve their ability of using English to solve practical problems. Step 5: Display and Evaluation (Achievement Presentation and Summarization) First, the teacher invites each group to present their final work in front of the whole class. For groups doing Task 1, the representative introduces the poster in English, including the writer’s information, representative works and the design idea of the poster; for groups doing Task 2, the representative reads the literary comment aloud, and then briefly explains their views on the work. The teacher encourages other students to ask questions about the presented works, and the representative of the group answers them. For example, if a group introduces Hemingway, other students can ask: “Why do you think Hemingway’s works are so popular?” Then, the teacher makes a comprehensive evaluation of each group’s work. The evaluation focuses on three aspects: content (whether it is complete and in line with the requirements), language (whether it is correct, fluent and uses the key vocabulary and sentence patterns learned), and cooperation (whether the group members cooperate effectively and everyone participates). The teacher affirms the advantages of each group’s work, such as “Your poster is very beautiful and the information is very comprehensive” or “Your literary comment is well-written and your views are very unique”, and at the same time, puts forward targeted suggestions for improvement, such as “You can use more complex sentence structures in your comment to make it more vivid”. Finally, the teacher summarizes the whole class. The teacher reviews the key vocabulary, sentence patterns and the requirements of the Project, emphasizes the importance of literature exploration, and encourages students to read more classic literary works in their spare time, improve their literary accomplishment and language ability. The teacher also arranges after-class tasks: each student writes a short reflection (100-150 words) in English, talking about their gains and difficulties in completing the Project. Design Intention: The achievement presentation can provide students with a platform to show themselves, enhance their confidence in learning English, and at the same time, exercise their oral expression ability. The teacher’s evaluation and summary can help students clarify their advantages and disadvantages, consolidate the knowledge and skills learned in the class, and deepen their understanding of the theme of literature exploration. The after-class reflection can help students sort out their learning experience, find their own problems, and improve their learning ability. Step 6: Extension (Cultural Expansion and Emotional Experience) The teacher introduces the differences between Chinese and foreign literary works in terms of theme, style and expression through specific examples. For example, the teacher compares A Dream of Red Mansions and Pride and Prejudice: A Dream of Red Mansions reflects the social life of the Qing Dynasty in China, with complex characters and a tragic ending, while Pride and Prejudice reflects the social life of the British gentry in the 19th century, with a light and humorous style and a happy ending. The teacher asks students: “What are the reasons for these differences? How do these differences reflect the cultural characteristics of different countries?” Then, the teacher plays a short video about the creation background of a classic literary work, such as the video about Hemingway’s creation of The Old Man and the Sea. After watching the video, the teacher asks students to discuss in groups: “How does the creation background affect the theme and style of the work? What can we learn from the writer’s spirit?” After the discussion, the teacher invites some students to share their views. Design Intention: Cultural expansion can help students understand the cultural connotation behind literary works, enhance their cultural awareness and cross-cultural communication ability, and cultivate their respect for cultural diversity. Watching the video can make students have a deeper understanding of the writer’s creation process and the background of the work, stimulate their emotional resonance, and help them better appreciate the value of literary works. Group discussion can further stimulate students’ thinking, and make them have a more comprehensive and in-depth understanding of literature and culture. 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 $