Unit 4 Inspiration-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 4 Inspiration-Reading and interaction 教学目标和重难点 教学目标 Language Competence: Master key words, phrases and complex sentences in the reading passage, improve reading comprehension and interactive expression ability. Cultural Awareness: Understand the connotation of inspiration in different contexts and respect the diversity of inspirational stories. Thinking Quality: Cultivate critical thinking and logical analysis ability through analyzing the structure and themes of the passage. Learning Ability: Master effective reading strategies and form the habit of independent learning and cooperative exploration. 教学重难点 Key Points: Grasp the main idea and key details of the reading passage, master the usage of abstract nouns and fixed expressions with "and", and conduct effective interactive discussions about inspiration. Difficult Points: Understand long and difficult sentences in the passage, analyze the deep meaning of inspirational stories, and flexibly use the learned language to express personal views on inspiration. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with an open-ended question in English: “What does ‘inspiration’ mean to you? Can you think of a person or an event that has inspired you in your life?” Then, the teacher shows some pictures related to inspiration on the screen, including a painter creating works, a student overcoming difficulties to achieve goals, and the scene of “The Last Leaf” mentioned in the unit. After showing the pictures, the teacher invites 2-3 students to share their own stories of inspiration in simple English. During the sharing process, the teacher gives positive feedback and guides students to use simple words and sentences to express their feelings, such as “I was inspired by my teacher because he always encouraged me to keep trying.” Design Intention: The lead-in link is designed to arouse students’ interest in the theme of “inspiration” by connecting with their real life. The open-ended questions and picture display can stimulate students’ thinking and activate their existing knowledge reserve, making them quickly enter the learning state of the unit. At the same time, the oral sharing activity can exercise students’ oral expression ability in a relaxed atmosphere, lay a foundation for the subsequent reading and interaction links, and let students initially perceive the connotation of “inspiration”. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher sorts out the key vocabulary and phrases in the reading passage, including amateur, pessimistic, ambitious, cling to, fond of, in the midst of, turn down, transformation, liberation, etc. For each word and phrase, the teacher explains its meaning in simple English, gives example sentences combined with the context of the passage, and guides students to read aloud to remember. For example, when explaining “cling to”, the teacher says: “‘Cling to’ means to hold onto something tightly, both literally and figuratively. In the passage, it may mean holding onto hope firmly.” Then, the teacher briefly introduces the background of the reading passage: the passage mainly tells the inspirational stories behind some names and the story of “The Last Leaf”, which shows how people get inspiration and courage in difficult situations. The teacher also mentions the author of “The Last Leaf” and the main content of the story, helping students understand the background information and reduce the difficulty of reading. In addition, the teacher introduces the reading strategy of this lesson—skimming and scanning. The teacher explains: “Skimming is to read quickly to get the main idea of the passage, and scanning is to read quickly to find specific information. We will use these two strategies to read the passage later.” Then, the teacher gives a simple example to let students practice the two reading strategies briefly, such as asking students to skim a short paragraph to find its main idea and scan to find a specific word. Design Intention: The pre-reading link is designed to help students solve the language barriers in reading, including vocabulary and background knowledge. By explaining key words and phrases in context, students can better understand their usage and remember them firmly. The introduction of background information helps students grasp the context of the passage in advance, improving reading efficiency. The explanation and simple practice of reading strategies can help students master scientific reading methods, lay a foundation for the subsequent intensive reading link, and cultivate their learning ability of independent reading. Step 3: While-reading (Intensive Reading and Comprehension) This link is divided into three parts: skimming, scanning and intensive reading, to help students understand the passage step by step. First, skimming. The teacher asks students to read the whole passage quickly within a certain range, and then answer two questions: 1. What is the main topic of the passage? 2. How many inspirational stories are mentioned in the passage? After students finish reading, the teacher invites several students to answer the questions, and then summarizes: “The main topic of the passage is inspiration, and it mentions two main inspirational stories: the stories behind the names and the story of ‘The Last Leaf’.” During this process, the teacher guides students to focus on the topic sentence of each paragraph, helping them master the method of finding the main idea through skimming. Second, scanning. The teacher puts forward specific questions and asks students to scan the passage to find the answers. The questions are as follows: 1. What jobs had the person in the story behind the names tried before finding his true vocation? 2. Why did the old painter in “The Last Leaf” paint the ivy leaf on the wall? 3. What is the result of the story of “The Last Leaf”? Students read the passage quickly to find the answers, and then discuss with their deskmates. After the discussion, the teacher invites students to share their answers, and corrects and supplements them. For example, when answering the second question, the teacher guides students to find the relevant sentences in the passage and understand that the old painter painted the ivy leaf to give the young artist hope and help her overcome the disease. Third, intensive reading. The teacher guides students to read the passage paragraph by paragraph, focusing on analyzing the key sentences, long and difficult sentences, and the emotional connotation of the passage. For example, when reading the paragraph about “The Last Leaf”, the teacher points out the long sentence: “After the heavy rain and strong wind, there yet stood out against the brick wall one firm ivy leaf.” The teacher analyzes the sentence structure: “This is an inverted sentence, and the real subject is ‘one firm ivy leaf’. The inverted structure is used to emphasize the firmness of the ivy leaf, which symbolizes hope and courage.” Then, the teacher asks students to translate the sentence into Chinese and discuss the symbolic meaning of the ivy leaf. In addition, the teacher guides students to pay attention to the use of abstract nouns and fixed expressions with “and” in the passage, such as “transformation”, “liberation”, “hardship and perseverance”, and asks students to find more such expressions in the passage and make sentences by themselves. During the intensive reading process, the teacher also asks students to think about the following questions: 1. What qualities do the characters in the inspirational stories have? 2. How do these stories reflect the theme of “inspiration”? 3. What can we learn from these stories? Students think independently first, then discuss in groups of 4, and share their thoughts with the whole class. The teacher gives guidance and comments in the process, encouraging students to express their own views and cultivate their critical thinking ability. Design Intention: The while-reading link is designed to help students understand the passage in depth through layered reading. Skimming helps students grasp the main idea of the passage, scanning helps students find specific information, and intensive reading helps students understand the details, sentence structure and emotional connotation of the passage. The analysis of long and difficult sentences helps students break through the language difficulties in reading, and the discussion of questions helps students think deeply about the theme of the passage, cultivate their logical analysis ability and critical thinking ability. At the same time, the group discussion activity can exercise students’ cooperative learning ability and oral expression ability. Step 4: Post-reading (Interaction and Extension) This link includes two parts: interactive activities and extension exercises, to help students apply the learned knowledge and deepen their understanding of the theme. First, interactive activities. The teacher divides students into groups of 5, and assigns a task: “Each group chooses one of the inspirational stories in the passage, and designs a short role-play. The role-play should include the key plots of the story and reflect the theme of inspiration. After preparing for a period of time, each group will perform their role-play in front of the class.” Before the preparation, the teacher gives some tips: “You can adjust the plot appropriately according to the passage, and use the key words and phrases we learned in the class. Pay attention to the expression of emotions, and let the audience feel the inspiration brought by the story.” During the preparation process, the teacher walks around the classroom, provides guidance for each group, helps them solve the problems encountered in the preparation, such as the design of the plot and the use of language. After the preparation, each group performs their role-play in turn. After each performance, the teacher and other students give comments, focusing on the accuracy of language use, the completeness of the plot and the expression of the theme. The teacher gives positive feedback and encouragement to each group, and summarizes the advantages and disadvantages of the role-play, guiding students to improve their oral expression and cooperative ability. Second, extension exercises. The teacher puts forward the following discussion question: “In addition to the stories in the passage, what other inspirational people or events do you know? How do they inspire you? Please share your views with your group members.” After the group discussion, the teacher invites several students to share their views with the whole class. Some students may talk about famous people such as scientists, writers and athletes, and some students may talk about ordinary people around them. The teacher guides students to express their views clearly and logically, using the key words and phrases learned in the class. Then, the teacher assigns a short writing task: “Write a short passage of 80-100 words about an inspirational person or event that has inspired you. You should include the main information of the person or event and your feelings.” Students finish the writing task independently, and then exchange their works with their deskmates, putting forward revision suggestions for each other. The teacher collects some students’ works, comments on them in class, and points out the advantages and areas for improvement, helping students improve their writing ability. In addition, the teacher introduces some English sayings about inspiration, such as “Inspiration exists, but it has to find you working.” by Pablo Picasso. The teacher explains the meaning of the saying and encourages students to keep working hard and find inspiration in their daily study and life. Design Intention: The post-reading link is designed to help students apply the learned language knowledge and deepen their understanding of the theme of “inspiration”. The role-play activity can make students better understand the plot and theme of the passage, exercise their oral expression ability and cooperative learning ability, and make the learning process more interesting. The discussion and writing activities can connect the text with students’ real life, let students combine the theme of inspiration with their own experience, and cultivate their ability to use language comprehensively. The introduction of English sayings can enrich students’ knowledge reserve and enhance their interest in English learning. Step 5: Summary and Homework First, summary. The teacher leads students to review the key content of this lesson: 1. The key vocabulary and phrases in the passage, such as amateur, pessimistic, cling to, turn down, etc. 2. The main idea and key details of the reading passage, including two inspirational stories. 3. The reading strategies of skimming and scanning, and the analysis of long and difficult sentences. 4. The understanding of the theme of “inspiration” and the experience gained from the stories. The teacher emphasizes that inspiration comes from life, and we should learn to find inspiration from daily life and keep a positive and optimistic attitude. Second, homework. The teacher assigns three types of homework: 1. Vocabulary homework: Copy the key words and phrases learned in this lesson, and make 5 sentences with each word or phrase. 2. Reading homework: Read the passage again, and write a 100-word summary of the passage. 3. Extended homework: Interview a classmate or family member, ask them about the inspirational people or events that have influenced them, and write a short interview report in English (120-150 words). Design Intention: The summary link is designed to help students sort out the key content of the lesson, consolidate the learned knowledge, and form a systematic knowledge framework. The homework is designed to consolidate the knowledge learned in class, improve students’ language application ability. The vocabulary homework helps students remember and master key words and phrases; the reading summary homework helps students deepen their understanding of the passage; the extended homework connects classroom learning with real life, exercises students’ interview ability and writing ability, and further cultivates their ability to perceive and express inspiration. 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 $