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

Unit 4 What is life-Grammar and composition 教学目标和重难点 1. 教学目标 It focuses on language competence by mastering allusion usage and argumentative writing skills, cultivates cultural awareness through understanding English allusions, develops thinking quality via logical analysis and critical thinking, and promotes learning ability through autonomous exploration and cooperative practice. 2. 教学重难点 Key points: Master the meaning and usage of allusions, and grasp the basic structure and writing skills of argumentative essays about the meaning of life. Difficult points: Use allusions appropriately in writing and construct logical and coherent argumentative paragraphs. 教学过程 Step 1: Lead-in (Warm-up and Review) The teacher starts the class with a quotation: “Each man must look to himself to teach him the meaning of life. It is not something discovered: it is something molded.” by Antoine de Saint-Exupéry. Then the teacher asks students two questions: “What do you think of this quotation? Do you know any English allusions related to the meaning of life?” After inviting 2-3 students to share their ideas, the teacher briefly reviews the content of the reading part in this unit, such as the views on life from Bertrand Russell and Helen Keller, and connects it with today’s topic: “Today we will learn how to use allusions, a special linguistic form, to express our views on life, and then practice writing an argumentative paragraph about the meaning of life.” Design Intention: The quotation closely relates to the unit theme “What is life?”, which can quickly arouse students’ interest and lead them to think about the meaning of life. Reviewing the reading content helps students connect the old knowledge with the new one, laying a foundation for the learning of grammar and composition. Meanwhile, the question about allusions naturally leads to the core grammar point of this lesson. Step 2: Grammar Presentation (Exploring the Use of Allusions) First, the teacher presents a classic English allusion “Achilles’ Heel” on the screen, with its origin and specific meaning: “Achilles’ Heel comes from Greek mythology. Achilles was a hero with invulnerable body except his heel, which eventually became his fatal weakness. Now it refers to a person’s fatal weakness.” Then the teacher provides two example sentences: 1. Overconfidence is his Achilles’ Heel. 2. For many students, poor time management is their Achilles’ Heel in learning. Next, the teacher guides students to observe and discuss: “What is the function of the allusion in these sentences? How does it help express ideas more vividly?” After students’ discussion, the teacher summarizes the definition and functions of allusions: Allusions are references to famous people, events, myths, or works in history, literature, or culture. They can make language more concise, vivid and persuasive, and enrich the connotation of the text. Then, the teacher presents more common English allusions related to life and values, such as “Sisyphus’ Task” (meaning a never-ending and meaningless task) and “The Midas Touch” (meaning the ability to make money easily), and explains their origins and usages with specific examples. The teacher emphasizes that when using allusions, we must understand their exact meanings and use them in appropriate contexts to avoid misunderstanding. Design Intention: Starting with a well-known allusion “Achilles’ Heel” makes it easier for students to understand the concept of allusions. By observing example sentences and participating in discussions, students can independently summarize the functions of allusions, which conforms to the student-centered teaching concept. Presenting more relevant allusions enriches students’ language accumulation and lays a foundation for their later writing practice. Step 3: Grammar Practice (Consolidating Allusion Usage) This step is divided into three levels of practice to help students consolidate the usage of allusions from easy to difficult. Level 1: Matching Exercise. The teacher presents 5 allusions (Achilles’ Heel, Sisyphus’ Task, The Midas Touch, Pandora’s Box, Noah’s Ark) and 5 meanings. Students work in pairs to match them correctly. After 3 minutes, the teacher checks the answers and explains the ones that students match incorrectly, especially the origins and connotations of the allusions that are easily confused. Level 2: Sentence Completion. The teacher provides 5 incomplete sentences, and students need to fill in the blanks with the appropriate allusions learned. For example: 1. His desire for power opened a _________, bringing endless troubles to his family. 2. Although he is very successful in his career, his lack of communication skills is his _________. After students finish, the teacher invites several students to share their answers and explains the reasons for choosing the allusions, emphasizing the appropriateness of the context. For students who make mistakes, the teacher guides them to analyze the context and correct the errors by themselves. Level 3: Situational Expression. The teacher sets 3 specific situations related to life: 1. Describe a classmate who is good at making money. 2. Talk about a weakness that you want to overcome. 3. Describe a task that is boring and never ends. Students need to use the learned allusions to express their ideas in 1-2 sentences. They can discuss with their group members first, then share their expressions in front of the class. Design Intention: The three-level practice follows the principle of gradual progress, which can meet the learning needs of different students. The matching exercise helps students memorize the basic meanings of allusions; the sentence completion exercise tests students’ ability to use allusions in specific contexts; the situational expression exercise connects allusions with real life, improving students’ practical application ability. Group discussion and class sharing also enhance students’ cooperative learning ability and expression ability. Step 4: Composition Guide (Connecting Grammar with Writing) First, the teacher leads students to review the argumentative writing structure. The teacher writes the basic structure of an argumentative paragraph on the blackboard: Topic Sentence (put forward the main view) → Supporting Sentences (use examples, allusions, reasoning, etc., to support the view) → Concluding Sentence (summarize the view and draw a conclusion). Then, the teacher combines the grammar point (allusions) with the writing task, and emphasizes: “In this lesson, we will use the allusions we have learned to enrich the supporting sentences of the argumentative paragraph, making our views more persuasive and our language more vivid. When writing about the meaning of life, we can use allusions to illustrate our views, such as using ‘Achilles’ Heel’ to talk about the importance of overcoming weaknesses, or using ‘The Midas Touch’ to discuss the relationship between success and ability.” Next, the teacher presents a sample paragraph about the meaning of life, which uses the allusion “Achilles’ Heel” to support the view: “The meaning of life lies in constantly overcoming our own weaknesses. Everyone has his own Achilles’ Heel, which may be laziness, timidity or overconfidence. Only by facing up to these weaknesses and making efforts to overcome them can we grow and realize the value of our life. Just like Achilles, if we ignore our own weaknesses, we may eventually fail because of them. Therefore, overcoming weaknesses is an important part of pursuing the meaning of life.” The teacher guides students to analyze the sample paragraph: “What is the topic sentence of this paragraph? How does the allusion ‘Achilles’ Heel’ support the topic sentence? What is the function of the concluding sentence?” After students’ analysis, the teacher summarizes the key points of using allusions in argumentative writing: 1. Choose allusions that are closely related to the topic; 2. Explain the allusion briefly if necessary to ensure that readers can understand it; 3. Connect the allusion with the view closely to avoid being irrelevant. Then, the teacher puts forward the writing task: Write an argumentative paragraph (80-100 words) about “What is the meaning of life”, using at least one allusion learned in this lesson. The teacher provides three optional topic sentences for students to choose from: 1. The meaning of life lies in pursuing one’s passions. 2. The meaning of life lies in helping others. 3. The meaning of life lies in continuous learning and growth. Design Intention: Reviewing the argumentative writing structure helps students clarify the writing framework. The sample paragraph直观 shows how to use allusions in writing, making it easier for students to learn and imitate. Providing optional topic sentences reduces the difficulty of writing for students, and ensures that they can focus on the use of allusions and the logical organization of the paragraph. The guidance of using allusions in writing helps students connect grammar knowledge with writing skills, achieving the goal of “integrating grammar and composition”. Step 5: Writing Practice and Peer Evaluation Students start to write independently according to the writing task. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties. For example, some students may not know how to connect the allusion with the view, and the teacher can guide them to think: “What is the meaning of this allusion? How does it relate to your view on the meaning of life? Can you add a sentence to connect them?” For students who use allusions inappropriately, the teacher reminds them to check the meaning of the allusion and the context. After students finish writing, the teacher organizes peer evaluation. Each student exchanges their writing with their deskmate, and evaluates according to the following evaluation criteria: 1. Is the topic sentence clear? 2. Is the allusion used appropriately? 3. Is the logic of the paragraph coherent? 4. Are there any grammatical or spelling errors? Students need to put forward at least one advantage and one suggestion for their deskmate’s writing. After peer evaluation, the teacher invites 2-3 students to share their writing and their deskmate’s evaluation. The teacher comments on the shared writing, affirming the advantages (such as appropriate use of allusions, clear logic) and pointing out the problems that need to be improved (such as incorrect use of allusions, unclear connection between allusions and views). The teacher also emphasizes the common errors in students’ writing, such as spelling mistakes of allusions, incorrect tense and voice, and guides students to correct them. Design Intention: Independent writing allows students to practice the writing skills and grammar knowledge they have learned. Teacher’s on-site guidance can timely solve the difficulties encountered by students in writing, ensuring that each student can complete the writing task smoothly. Peer evaluation not only helps students find their own problems through evaluating others’ writing, but also improves their ability of critical thinking and language appreciation. Class sharing and teacher’s comments help students further clarify the key points and difficulties of writing, and improve their writing level. Step 6: Summary and Extension First, the teacher leads students to summarize the key points of this lesson: “Today we have learned the meaning and usage of allusions, and practiced using allusions in argumentative writing about the meaning of life. We know that allusions can make our language more vivid and persuasive, and using them appropriately can improve the quality of our writing. We also reviewed the structure of argumentative paragraphs and mastered the skills of using allusions to support our views.” Then, the teacher puts forward the extension task: 1. After class, collect 2-3 more English allusions related to life and values, and write down their origins and meanings. 2. Revise your writing according to the peer evaluation and teacher’s comments, and improve it into a complete argumentative essay (120-150 words) by adding more supporting details. 3. Read the excerpt from “The Story of My Life” by Helen Keller again, and find out if there are any allusions or rhetorical devices used, and analyze their functions. Finally, the teacher makes a conclusion: “Life is a profound topic, and everyone has their own understanding of it. Through today’s study, we have mastered a new way to express our views on life - using allusions. I hope you can continue to explore the meaning of life in your daily study and life, and use the English knowledge you have learned to express your thoughts and feelings.” Design Intention: Summarizing the key points helps students sort out the knowledge they have learned in this lesson and deepen their memory. The extension task connects the classroom learning with after-class practice, which not only enriches students’ allusion accumulation, but also improves their writing ability and reading ability. The conclusion combines the unit theme with the students’ life, guiding students to think about life deeply and realize the educational value of the lesson. Step 7: Homework Arrangement 1. Finish the extension task: collect 2-3 English allusions related to life, revise the writing and read the excerpt from “The Story of My Life” to analyze allusions and rhetorical devices. 2. Write a short passage (100-120 words) about “My Understanding of Life”, using at least one allusion learned in this lesson. 3. Preview the next part of the unit, and find out the key vocabulary and sentences related to the topic. Design Intention: The homework is closely related to the content of this lesson, which can help students consolidate the knowledge and skills they have learned. Collecting allusions helps students expand their language accumulation; revising and writing passages helps students improve their writing ability; previewing the next part lays a foundation for the follow-up learning. 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 $