Unit 8 Literature-Topic talk Literature 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 8 Literature-Topic talkLiterature 教学目标和重难点 教学目标 It focuses on improving students’ language ability to use literary vocabulary and expressions, cultivating cultural awareness of Chinese and Western literature, developing critical thinking through literary discussion, and fostering autonomous learning ability to explore literary works independently. 教学重难点 Key points: Master literary genres and core vocabulary, express preferences for literary works fluently. Difficult points: Use literary terms accurately in communication and analyze the characteristics of different literary genres initially. 教学过程 Lead-in: Arousing Interest and Activating Prior Knowledge The lead-in link is designed to stimulate students’ interest in literature, activate their existing knowledge reserve of literary works, and lay a foundation for the smooth development of the subsequent teaching activities. First, the teacher will show students pictures of classic literary works covering different genres, such as the novel The Last Leaf, the poem A Red Red Rose, the drama Romeo and Juliet, and folk tales like The Tortoise and the Hare. While showing the pictures, the teacher will ask simple and interesting questions in English to guide students to think and respond, such as “Do you know these works? Have you read any of them? What do you think of them?” After students give their initial responses, the teacher will further guide them to talk about their own reading experience: “What kind of literary works do you usually read? Novels, poems, dramas or fables? Why do you like reading them?” This link encourages students to express their true feelings and preferences freely, without demanding accurate language or complex sentences, mainly to let students get involved in the English communication atmosphere and activate their enthusiasm for participation. At the same time, the teacher will record the key words mentioned by students, such as “interesting”, “exciting”, “moving”, “detective story”, “science fiction” on the blackboard, which will be used as the entry point for the subsequent vocabulary teaching. In this process, the teacher will pay attention to guiding students to use simple English to express themselves, and timely correct minor language errors without dampening their enthusiasm. For students who are reluctant to speak, the teacher will take the initiative to ask guiding questions, such as “Have you read any science fiction? Do you like it?” to help them build confidence and participate in the discussion actively. Through this lead-in activity, students can quickly enter the theme of “Literature”, and their prior knowledge of literary works can be activated, laying a good emotional and knowledge foundation for the follow-up teaching. Presentation: Learning Core Vocabulary and Literary Genres This link is the key part of the topic talk, aiming to help students master the core vocabulary related to literature and understand the common literary genres, which is the basis for students to carry out subsequent communication and discussion. First, the teacher will sort out the key vocabulary according to the textbook, focusing on teaching literary genre words, descriptive adjectives and related verbs, combined with the words recorded on the blackboard in the lead-in link. For literary genre words, such as “fiction”, “poetry”, “drama”, “fable”, “adventure”, “romance”, “detective fiction”, “science fiction”, “folk tale”, the teacher will first pronounce each word standardly, and ask students to follow the pronunciation repeatedly to ensure that students can read the words correctly. Then, the teacher will explain the meaning of each word in simple English, and match it with specific examples to help students understand. For example, when teaching “fiction”, the teacher can say: “Fiction refers to stories that are not true, such as novels and short stories. The Last Leaf is a famous fiction.” When teaching “poetry”, the teacher can recite a short English poem, such as the first two stanzas of A Red Red Rose, to let students feel the characteristics of poetry. At the same time, the teacher will list the derivative words of some core words, such as “poetry” → “poet” → “poem”, “drama” → “dramatic” → “dramatically”, helping students expand their vocabulary. For descriptive adjectives related to literature, such as “absorbing”, “stimulating”, “dramatic”, “mysterious”, “romantic”, the teacher will combine specific literary works to explain their meanings and usage. For example, “absorbing” means very interesting and can make people focus on it. We can say “This detective story is very absorbing. I read it all night.” The teacher will give more example sentences, and ask students to make sentences with these adjectives combined with their own reading experience, which can not only help students master the usage of words, but also connect with their real life. After teaching the core vocabulary, the teacher will introduce common literary genres in detail. Through the form of PPT, the teacher will show the definition, characteristics and typical examples of each genre, and guide students to summarize the differences between different genres. For example, the teacher will ask: “What is the difference between fiction and poetry? What are the characteristics of detective fiction?” Students can discuss in pairs first, then share their views, and the teacher will make supplements and summaries. In this process, the teacher will emphasize the key points of each genre, such as the focus of fiction is the plot and characters, the focus of poetry is the rhythm and emotion, and the focus of drama is the dialogue and performance. In addition, the teacher will also introduce the basic elements of literary works, such as “character”, “setting”, “plot”, “tone”, “structure”, which will help students better understand and analyze literary works in the subsequent links. The teacher will explain these elements in simple English, and take The Last Leaf as an example to analyze: “In The Last Leaf, the characters are Sue, Johnsy and Behrman; the setting is a small apartment in New York; the plot is about how Johnsy regains the courage to live with the help of Behrman’s painting.” Through specific examples, students can better understand the meaning and function of these literary elements. Practice: Consolidating Knowledge and Improving Language Ability The practice link is designed to help students consolidate the core vocabulary and literary genres learned, and improve their ability to use relevant knowledge in communication. This link is divided into three levels of practice activities: individual practice, pair practice and group practice, which are gradually progressive, so that students can improve their language ability in the process of practice. First, individual practice: Fill in the blanks and sentence making. The teacher will design fill-in-the-blank questions based on the core vocabulary and literary genres learned. For example, “There are many literary genres, such as ______, ______ and ______. (fiction, poetry, drama)”, “This novel is so ______ that I can’t put it down. (absorbing)”. Students will complete the questions independently, and then the teacher will check the answers and explain the key points. Then, the teacher will ask students to make sentences with the core vocabulary they have learned, such as “I like reading romantic novels because they are very touching.” Each student will make at least two sentences, and the teacher will randomly ask some students to share their sentences, and give positive comments and appropriate guidance. Second, pair practice: Dialogue practice. The teacher will give a dialogue template, and students will practice in pairs according to the template, and replace the relevant content with their own preferences and experiences. The template is as follows: “A: What kind of literary works do you like best? B: I like ______ best. A: Why do you like it? B: Because it is ______. What about you? A: I prefer ______. I think it is ______. B: Have you read any famous works of this genre? A: Yes, I have read ______. It is very ______. B: I will read it someday.” Students will practice in pairs, and the teacher will walk around the classroom, listen to the students’ dialogues, and timely correct their language errors, guide them to use the core vocabulary and expressions accurately, and improve the fluency of their dialogues. After the practice, the teacher will invite several pairs of students to perform their dialogues in front of the class, and give comments and encouragement, so as to stimulate students’ enthusiasm for practice. Third, group practice: Theme discussion and report. The teacher will divide the students into groups of 4-5 people, and give the discussion topic: “What is the significance of reading literature? How does reading literature affect our life?” Before the discussion, the teacher will guide students to think about the topic, and remind them to use the core vocabulary and literary genres learned in the discussion, such as “absorbing”, “stimulating”, “fiction”, “poetry”, “character”, “plot” and so on. During the discussion, each student should express their own views, listen to the views of other group members, and discuss together to form a unified view. The teacher will walk around each group, participate in the discussion appropriately, guide students to expand their ideas, and help them solve the language problems encountered in the discussion. After the discussion, each group will send a representative to make a report in front of the class, introducing the group’s views. The report time is 2-3 minutes per group. When the representative reports, other students should listen carefully, and after the report, they can ask questions or put forward their own different views. The teacher will make a summary of each group’s report, affirm the advantages of the report, point out the existing problems, and guide students to have a deeper understanding of the significance of reading literature. Through this group discussion and report activity, students can not only consolidate the learned knowledge, but also improve their oral expression ability, cooperative learning ability and critical thinking ability. Consolidation and Expansion: Deepening Understanding and Applying Knowledge This link aims to help students deepen their understanding of the theme of “Literature”, expand their knowledge of literature, and improve their ability to apply the learned knowledge to practice. First, the teacher will play a short audio clip about literary works. The audio clip will introduce the main content and characteristics of a classic literary work, such as The Last Leaf. Students will listen to the audio twice: the first time to get the main idea of the audio, and the second time to take notes of the key information, such as the characters, the plot, and the theme of the work. After listening, the teacher will ask students to share the key information they have noted, and then check and supplement the key points, helping students improve their listening comprehension ability and information extraction ability. Then, the teacher will introduce some famous writers and their representative works to students, such as O. Henry, the author of The Last Leaf, Robert Burns, the author of A Red Red Rose, and William Shakespeare, the author of Romeo and Juliet. The teacher will briefly introduce the life experience of these writers and the characteristics of their works, so as to expand students’ literary vision and cultivate their cultural awareness. At the same time, the teacher will guide students to compare Chinese and Western literary works, such as comparing Chinese folk tales with Western folk tales, and discussing the similarities and differences between them, which can help students understand the diversity of cultures and enhance their cross-cultural communication ability. In addition, the teacher will assign a small practical task: ask students to choose a literary work they like, write a short introduction (about 80-100 words) in English, including the genre of the work, the main content, and their own feelings about the work. This task can help students consolidate the core vocabulary and expressions learned, and improve their writing ability. Students can complete the task after class, and the teacher will check and comment on their works in the next class, pointing out their advantages and deficiencies, and guiding them to improve their writing level. Summary and Homework: Sorting out Knowledge and Extending Learning First, the summary link: The teacher will guide students to sort out the knowledge learned in this class together. The teacher will ask questions such as “What core vocabulary have we learned today? What literary genres have we introduced? What are the basic elements of literary works?” Students will answer the questions one by one, and the teacher will make supplements and summaries, helping students form a systematic knowledge framework. At the same time, the teacher will emphasize the key and difficult points of this class again, reminding students to pay attention to the accurate use of core vocabulary and literary terms in communication. Then, the homework arrangement: The homework is divided into two parts, basic homework and extended homework, to meet the needs of different students. Basic homework: 1. Recite the core vocabulary and phrases learned in this class, and make 5 sentences with the core adjectives. 2. Complete the short introduction of the literary work assigned in the consolidation and expansion link. Extended homework: 1. Read a short English literary work (such as a short story or a poem) by yourself, and write a short reading report (about 120 words). 2. Discuss with your family or friends about the literary works you like, and try to use the English expressions learned in this class. In addition, the teacher will encourage students to make use of their spare time to read more English literary works, recommend some suitable English literary works for students according to their English level, such as simple English versions of classic novels, short poems and folk tales, and guide students to develop the habit of reading English literary works, so as to improve their language ability and literary accomplishment continuously. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, pays attention to the interaction between teachers and students and between students and students, and guides students to learn actively and independently. Through various forms of activities, students can not only master the relevant knowledge of literature, but also improve their comprehensive language ability, and cultivate their four-dimensional core literacy in the process of 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 $