Unit 4 What is life-Reading 教案-2025-2026学年高中英语译林版选修第三册

Unit 4 What is life-Reading 教学目标和重难点 1. 教学目标 It focuses on language ability (mastering key words and reading skills), cultural awareness (understanding life values across cultures), thinking quality (developing critical and logical thinking), and learning ability (cultivating autonomous and cooperative learning habits). 2. 教学重难点 Key: Grasping the main idea and details of the text, mastering core vocabulary and complex sentences. Difficulty: Understanding the deep connotation of life, applying reading strategies flexibly and expressing personal views on life. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with an open question: “What does life mean to you? If you are asked to describe life in three words, what would you choose?” Then, the teacher shows some pictures related to life, including a sprouting seed, a flying bird, an old man reading, and a doctor saving lives. After showing the pictures, the teacher invites 3-4 students to share their answers and reasons briefly. Next, the teacher writes the key words mentioned by students on the blackboard, such as “growth”, “love”, “struggle”, “hope” and “responsibility”, and then leads to the topic of the reading text: “Today, we will read a passage about life, exploring the true meaning of life through the author’s perspective.” Design Intention: The open question and vivid pictures can arouse students’ interest in the topic of “life” quickly, activate their existing life experience and vocabulary reserve related to life. By inviting students to share their views, the teacher can create a relaxed and interactive classroom atmosphere, lay a good foundation for the subsequent reading link, and also help the teacher understand students’ initial understanding of life, so as to adjust the teaching focus appropriately in the following links. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of the reading text, including “passion”, “longing”, “anguish”, “despair”, “relieve”, “abyss”, “glorious”, “saint”, “poet” and “suffering”. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and combines simple example sentences to help students understand and memorize, such as “His passion for music has never faded.” and “The medicine can relieve your pain.”. Then, the teacher briefly introduces the background of the author (Bertrand Russell) and the text “What I Have Lived For”: Bertrand Russell was a famous British philosopher, logician and writer, who devoted his life to pursuing truth, love and peace. The text is an excerpt from his autobiography, which expresses his understanding and pursuit of life. Finally, the teacher asks students to predict the main content of the text according to the title “What I Have Lived For” and the author’s background, and write down their predictions on the exercise book. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading speed and efficiency. Introducing the author’s background enables students to better understand the emotional tendency and ideological connotation of the text, and laying a foundation for in-depth reading. Predicting the text content can cultivate students’ ability of logical reasoning and stimulate their desire to explore the text, so that they can read with purpose. Step 3: While-reading (In-depth Reading and Skill Training) Task 1: Skimming (Get the Main Idea) The teacher asks students to read the text quickly, skip the new words they don’t know temporarily, and answer two questions: 1. What are the three passions that governed the author’s life? 2. What is the author’s attitude towards life? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text together with the students: The author introduces the three passions that governed his life—longing for love, search for knowledge and pity for the suffering of mankind, and expresses his persistent pursuit of a meaningful life. Design Intention: Skimming is an important reading strategy that helps students grasp the core content of the text quickly. By setting simple and direct questions, the teacher can guide students to focus on the key information of the text, avoid being distracted by trivial details, and cultivate students’ ability to generalize the main idea. Task 2: Scanning (Find Key Details) The teacher asks students to read the text again carefully, and complete the following table according to the text content: Three Passions Reasons Why the Author Sought Them Specific Performances/Descriptions Longing for love 1. It brings great delight; 2. It relieves loneliness; 3. It shows the glorious world imagined by saints and poets. He would sacrifice all the rest of life for a few hours of joy from love; he saw the vision of the glorious world in the union of love. Search for knowledge 1. To understand the hearts of men; 2. To know why the stars shine; 3. To understand the Pythagorean power. He tried his best to explore knowledge, but only achieved a little. Pity for the suffering of mankind He was deeply moved by the pain of others and longed to defeat evil. He heard the cries of pain, saw the suffering of children, victims and old people, and felt helpless but kept struggling. After students finish filling in the table, the teacher organizes students to exchange their answers in groups of 4, check and correct each other, and then invites a representative from each group to present the group’s answers. The teacher comments on the answers, emphasizes the key details, and explains the difficult sentences in the relevant parts, such as “These passions, like great winds, have blown me in a wayward course, over a great ocean of anguish, reaching to the very edge of despair.” The teacher analyzes the sentence structure (simile and participial phrase as adverbial) and helps students understand the author’s emotional ups and downs. Design Intention: Scanning is a key skill to obtain specific information. By completing the table, students can sort out the key details of the text systematically, deepen their understanding of the three passions of the author, and improve their ability to find and organize information. Group exchange can promote mutual learning among students, help them find their own mistakes and make up for their deficiencies. Explaining difficult sentences can help students break through reading difficulties and lay a foundation for in-depth understanding of the text. Task 3: Close Reading (Analyze Emotional Tone and Writing Features) The teacher asks students to read the text for the third time, focus on the language expressions and emotional changes of the author, and discuss the following questions in groups: 1. What kind of emotional tone does the author use in the text? (e.g., sincere, passionate, sad, hopeful) 2. What writing techniques does the author use to express his ideas? Please find examples from the text. 3. How do you understand the sentence “Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth.”? After the group discussion, the teacher invites each group to share their discussion results. For the first question, the teacher guides students to conclude that the author’s tone is sincere and passionate, with a touch of sadness but full of hope. For the second question, the teacher helps students sort out the writing techniques: simile (e.g., “These passions, like great winds”), parallelism (e.g., the description of the three passions), and contrast (e.g., the contrast between “heavens” and “earth” in the last paragraph). For the third question, the teacher guides students to understand that love and knowledge are the author’s spiritual pursuit, which brings him hope and longing for a better world; while pity for the suffering of mankind makes him pay attention to the real world and take responsibility, reflecting the author’s sense of social responsibility. Design Intention: Close reading is the key link to in-depth understanding of the text. By analyzing the emotional tone and writing features, students can not only improve their language appreciation ability, but also deeply understand the author’s ideological feelings and the connotation of the text. Group discussion can cultivate students’ cooperative learning ability and critical thinking ability, and enable students to express their views freely, which is conducive to the formation of personalized understanding of the text. Step 4: Post-reading (Consolidation and Extension) Task 1: Vocabulary and Sentence Consolidation First, the teacher organizes a vocabulary exercise: ask students to fill in the blanks with the core vocabulary learned in the pre-reading link, and check the answers together. The exercise sentences are closely related to the text, such as “1. His ______ for knowledge drove him to read widely. 2. The old man’s story filled us with ______ for his suffering.” Then, the teacher asks students to imitate the writing techniques of the text (such as simile and parallelism) and write a short paragraph about their own understanding of one of the three passions (longing for love, search for knowledge or pity for others). Design Intention: Vocabulary exercise can help students consolidate the core vocabulary and improve their ability to use vocabulary in context. Imitative writing can not only help students master the writing techniques of the text, but also combine their own experience to express their views, realizing the combination of input and output, and improving their writing ability. Task 2: Theme Discussion and Value Guidance The teacher puts forward the discussion topic: “After reading the text, what new understanding do you have about life? Combined with the author’s three passions, what kind of life do you want to live? How can you achieve it in your daily study and life?” Then, the teacher gives students 5 minutes to think independently, and then organizes them to discuss in groups. After the discussion, the teacher invites several students to share their views with the whole class. The teacher comments on the students’ views positively, guides students to establish a positive and positive outlook on life, and emphasizes that everyone should have their own pursuit of life, care for others, and take their own responsibilities. Design Intention: The theme discussion connects the text with students’ real life, enables students to apply the ideological connotation of the text to their own life, and realizes the infiltration of value education. It not only cultivates students’ ability to express their views in English, but also guides students to think about the meaning of life, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Task 3: Text Extension and Autonomous Learning The teacher introduces some extended materials related to the text: 1. A short video about Bertrand Russell’s life and achievements; 2. Excerpts from other works about life (such as “Three Days to See” by Helen Keller). Then, the teacher assigns after-class tasks: 1. Read the extended materials and write a 100-word reflection on “What is a meaningful life”; 2. Discuss with your family or friends about their understanding of life and record the key points; 3. Review the core vocabulary and difficult sentences of the text, and prepare for the next class’s check. Design Intention: Extended materials can enrich students’ knowledge and broaden their horizons, enabling them to have a more comprehensive understanding of the theme of life. After-class tasks can consolidate the knowledge learned in class, cultivate students’ autonomous learning ability and writing ability, and connect classroom learning with after-class learning, forming a complete learning chain. Step 5: Summary and Reflection The teacher summarizes the whole class with the following questions: “What have we learned today? What key points should we master? What new understanding have we gained about life?” Then, the teacher invites students to share their gains and confusions in this class, and the teacher answers the students’ confusions. Finally, the teacher makes a final summary: Today, we read Russell’s “What I Have Lived For”, mastered the core vocabulary and reading skills, understood the author’s three passions and his understanding of life. I hope everyone can keep their pursuit of life, be kind to others, and live a meaningful life. Design Intention: Summarizing the class can help students sort out the knowledge system of the class, consolidate the key points, and deepen their understanding of the theme. Inviting students to share their gains and confusions can help the teacher understand the effect of classroom teaching, find out the problems existing in teaching, and adjust the teaching plan in time. At the same time, it can also cultivate students’ ability of self-reflection and autonomous learning. Step 6: Homework Arrangement 1. Finish the after-class tasks assigned in the post-reading link (reflection writing, discussion record and vocabulary review). 2. Recite the key sentences of the text (such as the sentence describing the three passions and the last paragraph). 3. Preview the next part of the unit (Grammar and Composition), and finish the preview exercises in the textbook. Design Intention: Homework is an important part of consolidating classroom learning. The assignment of homework is closely combined with the content of the class, which can help students consolidate the knowledge and skills learned, and lay a foundation for the next class’s learning. Reciting key sentences can improve students’ language sense and accumulation of English expressions. 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 $