Unit 1 Across the globe-Exploring literature 1 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 1 Across the globe-Exploring literature 1 教学目标和重难点 教学目标 It focuses on improving students’ language ability, cultivating cross-cultural awareness, developing critical thinking and creative thinking, and fostering independent and cooperative learning abilities through literary exploration. 教学重难点 Key: Grasp the themes and literary devices of the texts; Difficulty: Analyze the cultural connotations behind literary works and express personal views in fluent English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of famous literary works from different countries around the world, such as poems from China, novels from Britain and short stories from America. Then the teacher asks two guiding questions: “Have you read any literary works from foreign countries? What do you think is the value of reading international literature?” After that, the teacher invites 3-4 students to share their answers freely. Finally, the teacher makes a brief summary: “Literature is a bridge connecting different cultures. Today, we will explore two poems in Exploring literature 1 and experience the charm of cross-cultural literature together.” Design Intention: This lead-in links students’ prior reading experience with the new lesson, using visual pictures to stimulate students’ interest in learning. The open questions encourage students to express their true thoughts, activate their existing knowledge reserve of literary works, and naturally lead to the theme of the lesson—exploring literature across the globe, laying a good emotional and cognitive foundation for the follow-up teaching. Pre-reading: Preview and Lay a Foundation First, the teacher arranges students to work in pairs to finish two tasks. Task 1: Look up the new words and phrases in the two poems (such as “dawn”, “twilight”, “wander”, “cherish”) in the dictionary, and master their pronunciation, part of speech and basic meaning. Task 2: Collect brief information about the authors of the two poems with the help of learning tools, and share it with their partners. After 5 minutes of pair work, the teacher randomly invites several groups to present their results. For the new words, the teacher corrects the pronunciation and explains the extended meaning and usage in combination with the context of the poems; for the author information, the teacher supplements and improves it, focusing on introducing the cultural background of the authors, such as their living environment and writing style, which helps students understand the creation background of the poems. Then, the teacher presents the title of the two poems and asks students to predict: “According to the title, what do you think the poems will talk about? What emotions will the poets express?” Students are allowed to express their predictions freely without limiting their thinking. The teacher writes down the key points of students’ predictions on the blackboard for later verification. Design Intention: Pre-reading is an important link to help students reduce reading obstacles. The pair work task enables students to learn independently and cooperate with each other, improving their learning efficiency. Mastering new words and author information lays a solid language and cultural foundation for in-depth reading. Predicting the content of the poems can stimulate students’ curiosity and initiative, making them more focused on the follow-up reading link. While-reading: In-depth Analysis and Comprehension This link is divided into two parts: intensive reading of the first poem and intensive reading of the second poem, focusing on guiding students to understand the content, grasp the theme and analyze literary devices. Intensive Reading of the First Poem First, the teacher plays the audio of the first poem twice. The first time, students listen carefully to feel the rhythm and emotion of the poem; the second time, students follow the audio to read aloud, paying attention to the pronunciation, intonation and pauses. After reading, the teacher asks students to answer the following questions independently: What scenes does the poet describe in the poem? What words does the poet use to describe these scenes? What emotion does the poet want to express through these scenes? After students finish answering independently, the teacher organizes a class discussion to check the answers. For question , the teacher guides students to sort out the scenes described in the poem, such as the dawn, the river, the birds and the fields; for question , students list the descriptive words, such as “bright”, “clear”, “lively”, “peaceful”, and the teacher guides students to analyze the effect of these words—making the scenes more vivid and specific; for question , the teacher leads students to combine the background of the poet and the content of the poem, and concludes that the poet expresses his love for nature and his yearning for a peaceful life. Then, the teacher focuses on analyzing the literary devices used in the poem, such as personification and metaphor. The teacher finds typical sentences in the poem, such as “The river sings a happy song” and “The dawn is like a painting”, and asks students to identify the literary devices and analyze their functions. For example, personification makes the river more vivid and lively, and metaphor makes the dawn more intuitive and beautiful. The teacher also guides students to read these sentences again, feeling the charm of the language in the poem. Design Intention: Listening and reading aloud help students feel the musicality and emotional connotation of the poem. Independent answering and class discussion combine independent thinking and cooperative learning, which is conducive to cultivating students’ thinking ability. Analyzing literary devices enables students to master the basic methods of literary appreciation, improve their language ability and aesthetic appreciation ability. Intensive Reading of the Second Poem The teacher adopts the same method as the first poem: first plays the audio twice, guides students to listen and read aloud, then asks students to answer similar questions to understand the content and emotion of the poem. Then, the teacher organizes students to work in groups of 4 to discuss the following questions: What are the similarities and differences between the two poems in terms of theme? What are the differences in the language style of the two poems? Why do the two poets express different emotions through describing nature? During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides appropriate guidance for groups with difficulties. For example, for groups that cannot find the similarities and differences in themes, the teacher reminds them to focus on the emotions expressed by the poets; for groups that have difficulty analyzing the language style, the teacher guides them to pay attention to the choice of words and sentence structure. After the group discussion, each group sends a representative to present their discussion results. The teacher makes comments and summaries: the two poems both take nature as the theme and express their love for nature, but the first poem focuses on expressing the yearning for a peaceful life, while the second poem focuses on expressing the praise for the vitality of nature; in terms of language style, the first poem is gentle and elegant, and the second poem is lively and powerful; the reason for the different emotions is closely related to the poets’ living environment and life experience. Design Intention: Adopting the same teaching method as the first poem can help students form a coherent learning thinking. Group discussion can cultivate students’ cooperative learning ability and communication ability. Comparing the two poems helps students deepen their understanding of the theme and language style of the poems, and develop their comparative thinking ability. The teacher’s guidance and summary can help students sort out their thinking and form a systematic understanding. Post-reading: Expand and Apply This link is divided into three tasks to help students consolidate the knowledge learned, expand their thinking and improve their language application ability. Task 1: Recite and Appreciate The teacher asks students to choose their favorite stanzas from the two poems, recite them aloud, and express the emotions in the poems through their own intonation and expression. After that, the teacher invites several students to recite in front of the class, and other students comment on their recitation, such as whether the pronunciation is accurate, whether the intonation is appropriate, and whether the emotion is in place. The teacher gives positive comments and guidance, encouraging students to feel the beauty of the poem through recitation. Design Intention: Recitation is an effective way to consolidate the content of the poem and feel the language charm. Peer evaluation can help students find their own advantages and disadvantages, improve their oral expression ability and appreciation ability. Positive comments from the teacher can enhance students’ confidence and enthusiasm for learning. Task 2: Creative Writing The teacher asks students to imitate the two poems, write a short poem about “nature” or “home”, with 4-6 stanzas. The teacher reminds students to use the literary devices they have learned (personification, metaphor, etc.) and pay attention to the rhythm and emotion of the poem. Students finish writing independently, and then exchange their works with their deskmates, putting forward revision suggestions for each other. After that, the teacher selects several excellent works to display in the class, and comments on them, affirming the advantages of the works and putting forward appropriate revision suggestions. Design Intention: Creative writing is a concrete application of the knowledge learned, which can help students consolidate the literary devices and language expression methods they have learned, and develop their creative thinking ability. Exchanging works and putting forward revision suggestions can help students learn from each other and improve their writing level. Displaying excellent works can stimulate students’ writing enthusiasm and sense of achievement. Task 3: Cultural Exchange and Discussion The teacher raises the question: “In the context of globalization, why is it important for us to read and appreciate literary works from different countries? How can we better understand and respect the cultural connotations behind these literary works?” Students are allowed to discuss freely in the class. The teacher guides students to realize that reading international literary works can help us understand different cultures, broaden our horizons, enhance cross-cultural communication ability, and promote cultural exchange and integration. At the same time, we should view different cultures from an objective and respectful perspective, and find the commonalities and differences between different cultures. Design Intention: This task combines the theme of the unit “Across the globe” with the content of the lesson, guiding students to rise from the appreciation of literary works to the understanding of cross-cultural communication, cultivating their cross-cultural awareness and global vision, and realizing the goal of core literacy cultivation. Summary and Homework Summary The teacher leads students to summarize the content of the lesson: in this class, we read and appreciated two poems, mastered the new words and phrases in the poems, analyzed the themes, emotions and literary devices of the poems, and understood the cultural connotations behind them. We also improved our reading, speaking and writing abilities through various activities. The teacher emphasizes that literature is a bridge between different cultures, and hopes that students can read more international literary works after class, improve their literary literacy and cross-cultural communication ability. Design Intention: Summarizing the lesson helps students sort out the knowledge learned, form a systematic knowledge framework, and deepen their understanding of the content of the lesson. The teacher’s emphasis on the value of literary works can guide students to form a good reading habit. Homework Recite the two poems fluently and accurately, and write down the key words and literary devices in the poems. Revise the short poem written in class according to the revision suggestions, and hand it in the next class. Search for one more literary work (poem, short story, etc.) from a foreign country, read it carefully, and write a short appreciation (about 100 words), introducing the content and emotion of the work. Design Intention: Homework is an extension of classroom teaching. Reciting and writing down key points helps students consolidate the knowledge learned in class. Revising the short poem helps students improve their writing ability. Searching for and appreciating foreign literary works independently can cultivate students’ independent learning ability and expand their literary vision, laying a foundation for the follow-up teaching. 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 $