Unit 1 Honesty and responsibility-Reading 教案-2025-2026学年高中英语译林版选择性必修第四册

Unit 1 Honesty and responsibility-Reading 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabularies and sentence patterns in the text After Twenty Years, improve reading ability to extract and analyze key information. Cultural Awareness: Understand the connotation of honesty and responsibility in Western culture and compare its similarities and differences with Chinese culture. Thinking Quality: Develop logical reasoning and critical thinking by analyzing characters’ behaviors and choices. Learning Ability: Cultivate autonomous and cooperative learning skills through reading tasks and group discussions. 2. 教学重难点 Key Points: Grasp the main plot and character characteristics of After Twenty Years; master the usage of core vocabularies (e.g., barely, reliable, appointment) and complex sentence structures. Difficult Points: Analyze the implied meaning of the text and the moral conflict between friendship and responsibility; understand the symbolic meaning of details in the text. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a question-and-answer activity: “Have you ever made a promise to your friend? Would you keep it even after a long time? What does honesty and responsibility mean to you in daily life?” Then, the teacher shows a short video clip about a person keeping a 20-year promise to his friend, and asks students to discuss in pairs: “What would you do if you were in his situation? Do you think keeping such a promise is worth it?” After 3 minutes of discussion, invite 2-3 pairs to share their opinions. Finally, the teacher introduces the topic of the reading text: “Today, we will read a short story After Twenty Years, which tells a story about promise, friendship, honesty and responsibility.” Design Intention: The question-and-answer activity and video clip can arouse students’ interest in the topic and activate their prior knowledge about honesty, responsibility and friendship. Pair discussion provides students with opportunities to express their own views, which helps to cultivate their oral expression ability and lay a foundation for understanding the theme of the text. By introducing the text topic naturally, students can quickly enter the reading context. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases in the text on the screen, including barely, appointment, reliable, strike a match, tear down, keep in touch, lose contact, fortune, etc. For each vocabulary, the teacher explains its meaning, pronunciation and usage with simple English, and gives example sentences combined with the text context. For example, “barely” means “only just, almost not”, and the example sentence is “It was barely ten o’clock at night.”; “reliable” means “able to be trusted or depended on”, and the example sentence is “Jimmy was the truest and most reliable fellow in the world.” Then, the teacher briefly introduces the background of the story: The story After Twenty Years is written by O. Henry, a famous American short story writer, who is famous for his unexpected endings. The story takes place in New York at night, telling the story of two good friends who made an appointment to meet again after twenty years, and the conflict between friendship and responsibility they faced. Design Intention: Previewing core vocabularies helps students remove language barriers in reading, so that they can focus on understanding the text content. Explaining vocabularies in English and combining with the text context helps students master the usage of vocabularies in real situations, which is conducive to improving their language competence. Introducing the author and story background enables students to have a basic understanding of the text, which helps them better grasp the theme and implied meaning of the story. Step 3: While-reading (Intensive Reading and Information Extraction) Activity 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and answer the following questions: 1. Who are the main characters in the story? 2. What is the appointment between them? 3. What is the main plot of the story? After students finish reading, invite them to answer the questions one by one. The teacher summarizes the main idea of the text: The story tells that Bob, who went to the West to make a fortune, returned to New York to keep a 20-year appointment with his good friend Jimmy Wells, but he didn’t know that the policeman he met was Jimmy, and finally Jimmy arrested Bob as a criminal because of his responsibility. Design Intention: Skimming activity helps students quickly grasp the main content of the text, improve their reading speed and ability to extract key information. Answering questions can test students’ understanding of the main plot, and the teacher’s summary helps students clarify the logical structure of the text. Activity 2: Scanning for Specific Information Ask students to read the text again carefully (scanning) and fill in the following table with specific information from the text: Characters Appearance Behavior Personality Traits Bob Pale face, keen eyes, a square jaw, a little white scar near his right eyebrow, a large diamond scarf pin oddly set. Waited for his friend in the doorway of a store, lit a cigar, took out a handsome watch set with small diamonds, talked with the policeman, walked arm in arm with the tall man. Value friendship, keep promise, but may be involved in illegal activities. Jimmy Wells Not clearly described in the text (as a policeman at first, then sent another policeman to arrest Bob). Patrolled the street, talked with Bob, recognized Bob but didn’t reveal his identity, sent another policeman to arrest Bob, left a note for Bob. Honest, responsible, value friendship but adhere to principles. After students finish filling in the table, organize them to check the answers in groups. The teacher comments on the answers, points out the key details in the text, and emphasizes the description of characters’ appearance and behavior, which lays a foundation for analyzing characters’ personality traits. Design Intention: Scanning activity helps students extract specific information from the text accurately, improve their reading precision. Filling in the table makes the information more systematic and clear, which is conducive to students’ understanding of characters. Group check not only cultivates students’ cooperative learning ability, but also enables students to learn from each other and deepen their understanding of the text. Activity 3: Close Reading for Implied Meaning Ask students to read the key paragraphs of the text carefully and discuss the following questions in groups: 1. Why did Jimmy Wells not reveal his identity when he met Bob? 2. What does the diamond scarf pin and the handsome watch of Bob imply? 3. What is the meaning of Jimmy’s note? 4. How do you understand the conflict between friendship and responsibility in the story? After 5 minutes of group discussion, invite each group to send a representative to share their views. The teacher guides students to analyze and summarize: Jimmy didn’t reveal his identity because he recognized that Bob was a criminal wanted by the police, and he was in a dilemma between friendship and responsibility; Bob’s diamond scarf pin and handsome watch imply that he may have made his fortune through illegal means; Jimmy’s note shows his regret for losing his friend and his adherence to his responsibility as a policeman; The story reflects the conflict between personal friendship and social responsibility, and highlights the importance of honesty and responsibility. Design Intention: Close reading helps students dig out the implied meaning of the text, improve their ability to analyze and interpret the text. Group discussion encourages students to express their own views and exchange ideas, which is conducive to cultivating their logical reasoning and critical thinking ability. The teacher’s guidance helps students grasp the deep theme of the text and understand the connotation of honesty and responsibility, which promotes the development of their thinking quality and cultural awareness. Step 4: Post-reading (Consolidation and Extension) Activity 1: Vocabulary and Sentence Pattern Practice Sentence Pattern Practice: Ask students to imitate the complex sentence structures in the text to make sentences. For example, imitate “We agreed that night that we would meet here again exactly twenty years from that date and time, no matter what our conditions might be or from what distance we might have to come.” to make a sentence: “I promised my parents that I would study hard, no matter how difficult the courses are or how much time I need to spend.” After students finish the practice, the teacher checks and comments on the answers, and corrects the mistakes in vocabulary usage and sentence structure. Design Intention: Vocabulary and sentence pattern practice helps students consolidate the knowledge learned in the text, improve their ability to use language flexibly. Imitating sentence structures enables students to master complex sentence patterns and apply them to their own expression, which is conducive to improving their language competence. Activity 2: Theme Discussion Organize students to have a class discussion on the topic: “In your opinion, which is more important, friendship or responsibility? What should we do when we face the conflict between them?” The teacher puts forward guiding questions: “If you were Jimmy Wells, would you arrest Bob? Why or why not? What examples of honesty and responsibility do you have in your daily life?” Encourage students to express their own views freely, and guide them to realize that honesty and responsibility are important virtues, and we should adhere to our principles while cherishing friendship. After the discussion, the teacher makes a summary: Honesty and responsibility are the foundation of interpersonal communication and social development. When we face the conflict between friendship and responsibility, we should adhere to moral principles and take our responsibility, which is the embodiment of true friendship and noble character. Design Intention: Theme discussion helps students deepen their understanding of the theme of the text, and combine the text content with their own life experience, which is conducive to cultivating their correct values and sense of responsibility. Guiding students to think about real-life problems enables them to apply the knowledge and concepts learned in the text to real life, and promotes the development of their cultural awareness and thinking quality. Activity 3: Creative Writing Ask students to write a short passage (about 100 words) with the title “My Understanding of Honesty and Responsibility”. The passage should include the following points: 1. What is honesty and responsibility in your eyes? 2. A small story about honesty or responsibility in your life. 3. What can we do to cultivate the virtues of honesty and responsibility? Students can refer to the vocabulary and sentence patterns learned in the text. After students finish writing, invite 2-3 students to read their passages in class, and the teacher makes comments and suggestions on their writing, focusing on the use of vocabulary and sentence patterns, the clarity of ideas and the expression of emotions. Design Intention: Creative writing is a comprehensive application of language skills, which helps students consolidate the knowledge learned in the text and improve their writing ability. Combining the theme of the text with their own life experience enables students to deepen their understanding of honesty and responsibility, and cultivate their ability to express their own views in English. Teacher’s comments help students find their own shortcomings and improve their writing level. Step 5: Summary and Homework Summary The teacher summarizes the whole class: In this class, we read the short story After Twenty Years, grasped the main plot and character traits, mastered the core vocabularies and sentence patterns, and discussed the theme of honesty and responsibility. We learned that Jimmy Wells chose to adhere to his responsibility as a policeman even though he cherished his friendship with Bob, which reflects the importance of honesty and responsibility. We should learn from Jimmy Wells, cultivate the virtues of honesty and responsibility, and apply them to our daily life. Design Intention: The summary helps students sort out the knowledge and content learned in the class, consolidate the key points, and deepen their understanding of the theme. It also helps students form a systematic knowledge structure and improve their learning ability. Homework 1. Review the core vocabularies and sentence patterns of the text, and recite the key paragraphs. 2. Polish the short passage written in class and hand it in the next class. 3. Find a short story or news report about honesty and responsibility, and write a 50-word comment on it. 4. Discuss with your family members about the importance of honesty and responsibility, and share your views in the next class. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge learned in class and deepen their understanding of the theme. Reciting key paragraphs helps students master the language of the text. Polishing the short passage helps students improve their writing ability. Finding relevant stories and discussing with family members enables students to expand their knowledge and combine the theme with real life, which is conducive to the all-round development of their 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 $