Unit 8 Literature-Reading Club 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-Reading Club 教学目标和重难点 1. 教学目标 Language Ability: Master key words and expressions related to literature and reading club, understand the structure and connotation of the text, and improve the ability to read, analyze and express literary works. Cultural Awareness: Understand the characteristics of different literary genres and the cultural background behind them, respect cultural diversity, and cultivate cross-cultural communication awareness. Thinking Quality: Develop critical thinking and logical reasoning ability through analyzing the theme, characters and writing techniques of the text, and form independent views on literary works. Learning Ability: Master effective literary reading strategies, develop the habit of autonomous reading and cooperative learning, and improve the ability to reflect and summarize learning experiences. 2. 教学重难点 Key Points: Grasp the core content and theme of the Reading Club text, master the key vocabulary, phrases and sentence patterns related to literary appreciation, and understand the basic methods of analyzing literary works. Difficult Points: Comprehend the implied meaning and deep connotation of the text, accurately analyze the writing techniques and their effects, and express personal views on literary works in fluent and standard English. 教学过程 Lead-in The lead-in link is designed to activate students' prior knowledge, arouse their interest in learning, and lay a foundation for the study of the Reading Club text. First, the teacher will show students some pictures and short video clips related to literary works, such as classic novels, poems and dramas, and ask them to talk about their favorite literary works in groups. The teacher can put forward guiding questions: "What literary works have you read recently? What do you think is the charm of literary works? Do you often participate in reading activities to share your feelings about reading?" After the group discussion, invite 2-3 students to share their views in front of the whole class. The teacher will make appropriate comments and guidance, and then naturally lead to the theme of this unit - Literature, and introduce the content of the Reading Club: in this part, we will read and discuss related literary works, learn literary appreciation methods, and share reading experiences. At the same time, the teacher will briefly introduce the background of the Reading Club text, including the author's information and the cultural background of the work, so that students can have a preliminary understanding of the text and improve their enthusiasm for reading. In this link, the teacher pays attention to guiding students to use English to express their views, encourages students to actively participate in the discussion, and cultivates their oral expression ability and cooperative learning ability. At the same time, through the introduction of literary works, students' cultural awareness is subtly cultivated, and they are guided to feel the charm of literature and lay a foundation for the subsequent text reading. Pre-reading The pre-reading link mainly helps students solve the language barriers in reading, master the key vocabulary and phrases, and preview the text structure, so as to improve the efficiency of while-reading. First, the teacher will list the key vocabulary and phrases in the Reading Club text, such as "literary appreciation", "theme", "characterization", "rhetorical device", "implied meaning", "connotation" and so on. For each word and phrase, the teacher will explain its meaning, usage and collocation, and give example sentences to help students understand and remember. For example, when explaining "literary appreciation", the teacher can say: "Literary appreciation refers to the process of reading, understanding and evaluating literary works, which helps us feel the beauty of literature and improve our literary literacy." Then give an example sentence: "We should learn some methods of literary appreciation to better understand classic works." For difficult words, the teacher can guide students to guess the meaning according to the word formation or context, and cultivate their ability to guess words independently. Next, the teacher will let students preview the text independently. They need to read the text quickly, grasp the general idea of the text, and find out the structure of the text, such as the opening, development, climax and ending. At the same time, students are required to mark the difficult sentences and unknown words in the text, and ask questions in groups. After the preview, the teacher will collect the common problems of students, and briefly explain the difficult sentences to help students lay a foundation for in-depth reading. In this link, the teacher focuses on cultivating students' learning ability, guiding them to master the method of previewing, and helping them form the habit of autonomous learning. At the same time, through the explanation of vocabulary and phrases, students' language ability is improved, and the language barriers in reading are solved, laying a solid foundation for the while-reading link. While-reading While-reading is the core link of the teaching process, which aims to guide students to read the text in depth, grasp the key content and theme of the text, analyze the writing techniques and their effects, and improve their reading ability and thinking quality. This link is divided into three steps: intensive reading, analysis and discussion. First, intensive reading. The teacher will guide students to read the text paragraph by paragraph. For each paragraph, students need to grasp the key sentences, understand the main idea of the paragraph, and sort out the logical relationship between paragraphs. The teacher will put forward targeted questions to guide students to think in depth. For example, when reading the first paragraph, the teacher can ask: "What is the main content of this paragraph? What is the author's purpose in writing this paragraph?" When reading the part about the theme of the literary work, the teacher can ask: "What is the theme of the work mentioned in the text? How does the author express the theme?" In the process of intensive reading, the teacher pays attention to guiding students to analyze the key sentences and difficult sentences, and explains the grammatical structure and implied meaning of the sentences. For example, for a complex sentence in the text, the teacher can guide students to split the sentence, analyze the main clause and subordinate clause, and understand the logical relationship between them. At the same time, the teacher guides students to pay attention to the use of rhetorical devices in the text, such as metaphor, personification, exaggeration and so on, and analyzes their effects on expressing the theme and enhancing the expressiveness of the text. Second, analysis. After intensive reading, the teacher will guide students to analyze the text from three aspects: theme, characters and writing techniques. In terms of theme, students are asked to summarize the core theme of the text, and discuss what the author wants to express through the text. In terms of characters (if the text involves characters), students are guided to analyze the characteristics of the characters, and discuss how the author shapes the characters through language, actions and psychological activities. In terms of writing techniques, students are asked to sort out the writing techniques used in the text, such as narrative order, description methods, rhetorical devices, etc., and analyze their roles in the text. For example, if the text is about a literary work, the teacher can guide students to discuss: "What writing techniques does the author use to express the theme of the work? How do these writing techniques help to highlight the theme?" Students can discuss in groups, and each group sends a representative to share their views. The teacher makes appropriate comments and supplements, helps students deepen their understanding of the text, and develops their critical thinking and logical reasoning ability. Third, key and difficult points breakthrough. In the process of while-reading, the teacher focuses on breaking through the difficult points of the course. For the difficult point of "comprehending the implied meaning and deep connotation of the text", the teacher guides students to combine the context, the author's background and the cultural background of the work, and analyze the implied meaning of the text through repeated reading and discussion. For example, if there is an implied sentence in the text, the teacher can ask: "What does this sentence imply? Why does the author express it in this way instead of directly?" For the difficult point of "analyzing the writing techniques and their effects", the teacher gives specific examples, guides students to analyze the use of writing techniques in combination with the text, and summarizes the methods of analyzing writing techniques. For example, when analyzing metaphor, the teacher can guide students to find the metaphorical objects and the metaphorical things in the text, and discuss how metaphor helps to make the description more vivid and vivid. In this link, the teacher fully embodies the student-centered teaching concept, guides students to actively participate in reading, analysis and discussion, and cultivates their reading ability, thinking quality and language ability. At the same time, through the analysis of the text, students' cultural awareness is further improved, and they are guided to understand the cultural connotation behind the literary work. Post-reading The post-reading link is designed to consolidate the learning content, apply the knowledge and skills learned, and expand students' thinking and vision. This link includes three parts: language practice, theme discussion and practical application. First, language practice. The teacher designs some language practice activities to help students consolidate the key vocabulary, phrases and sentence patterns learned. For example, fill in the blanks with the key words and phrases learned, rewrite sentences with the given sentence patterns, and translate some key sentences. These activities can help students master the usage of language knowledge and improve their language application ability. For example, the teacher can design a fill-in-the-blank exercise: "We should master the methods of ______ (literary appreciation) to better understand classic works." Students need to fill in the correct words according to the learned vocabulary. The teacher checks the answers and explains the wrong questions to help students consolidate their knowledge. Second, theme discussion. The teacher puts forward extended questions related to the theme of the text, guides students to discuss in groups, and expresses their personal views. For example, "What can we learn from the literary work mentioned in the text? How does it affect our life and study?" "Do you think literary works are important to us? Why?" In the process of discussion, the teacher encourages students to express their views freely, and guides them to use the language knowledge and thinking methods learned to support their own views. After the discussion, each group sends a representative to share their views, and the teacher makes comments and guidance, helping students deepen their understanding of the theme and develop their oral expression ability and critical thinking ability. Third, practical application. The teacher designs practical tasks to let students apply the literary appreciation methods learned to practice. For example, ask students to choose a favorite literary work, write a short appreciation article (about 150 words), introducing the theme, characters and writing techniques of the work, and expressing their own reading feelings. Or organize a reading sharing meeting, let students share their favorite literary works and reading experiences in English. In the process of completing the practical tasks, students can apply the knowledge and skills learned, improve their writing and oral expression ability, and cultivate their learning ability and creative thinking. The teacher checks the students' tasks, gives targeted comments and suggestions, and helps students improve their comprehensive ability. Summary and Extension The summary and extension link is to help students sort out the learning content, summarize the learning experience, and expand their knowledge and vision. First, the teacher leads students to summarize the key content of this lesson, including the core content and theme of the Reading Club text, key vocabulary and phrases, writing techniques and literary appreciation methods. The teacher guides students to sort out the knowledge points by themselves, and helps them form a complete knowledge system. Then, the teacher makes an appropriate extension. The teacher can introduce other literary works related to the theme of the text, such as the representative works of the same author, or literary works of the same genre, and recommend students to read them after class. At the same time, the teacher can introduce some common literary appreciation methods, such as close reading, contextual analysis, comparative reading, etc., to help students expand their knowledge and improve their literary appreciation ability. In addition, the teacher assigns after-class tasks: 1. Review the key knowledge of this lesson, including vocabulary, phrases and sentence patterns. 2. Read the recommended literary works and write a short reading note. 3. Prepare for the next class's reading sharing activity, and sort out the content to be shared. These after-class tasks can help students consolidate the learning content, develop the habit of autonomous reading, and lay a foundation for the subsequent learning. In this link, the teacher focuses on cultivating students' learning ability, guiding them to summarize and reflect on their own learning, and helping them form good learning habits. At the same time, through the extension of knowledge, students' cultural awareness is further improved, and their interest in literary reading is stimulated. In the whole teaching process, the teacher always takes the four-dimensional core literacy as the guide, focuses on students' main position, designs rich and diverse teaching activities, guides students to actively participate in learning, and constantly improves their language ability, cultural awareness, thinking quality and learning ability. At the same time, the teacher pays attention to the connection between teaching links, highlights key points and breaks through difficult points, ensuring that the teaching effect is achieved, and helping students improve their comprehensive English ability and literary 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 $