Unit 3 Mind and body-Exploring literature 2 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 3 Mind and body-Exploring literature 2 教学目标和重难点 教学目标 It focuses on developing students’ language competence in literary expression and comprehension, cultural awareness of the connection between mind and body in literary works, thinking quality through in-depth analysis, and learning ability via independent exploration and cooperative learning. 教学重难点 Key points: Grasp the theme of mind-body relationship in the literary text, master core literary devices and key expressions. Difficult points: Analyze the author’s emotional clues and explore the deep connotation of the text combining life experience. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class by asking two open-ended questions: “Have you ever felt that your mood affects your physical state, or vice versa? Can you share a specific experience?” After inviting 2-3 students to share their personal stories, the teacher shows a short video clip that presents the interaction between mind and body in daily life—such as a student feeling tired due to anxiety before an exam, or a person’s mood becoming cheerful after doing physical exercise. Then the teacher says, “Today, we will explore a literary work in Exploring Literature 2, which also tells a story about the connection between mind and body. Let’s walk into the text and feel how the author depicts this subtle relationship.” Design Intention: The lead-in links the unit theme “Mind and Body” with students’ real life, which can quickly arouse students’ emotional resonance and activate their prior knowledge about the relationship between mind and body. The short video further visualizes the abstract theme, helping students establish a preliminary connection between daily experience and literary works, laying a foundation for the in-depth understanding of the text’s theme. At the same time, asking students to share personal experiences can stimulate their participation enthusiasm and create a relaxed and interactive classroom atmosphere. Pre-reading: Preview and Remove Obstacles Vocabulary and Phrases Preview: The teacher presents the key vocabulary and phrases in the text on the screen, including literary terms and words related to mind and body, such as “anxiety”, “relief”, “mental state”, “physical reaction”, “convey emotion”, “symbolism” and “foreshadowing”. For each word and phrase, the teacher provides the pronunciation, part of speech and contextual meaning in the text, and invites students to make simple sentences combined with their own life to consolidate their understanding. For example, for “anxiety”, the teacher can guide students to say, “I often feel anxiety when I have to give a speech in public.” Background Briefing: The teacher briefly introduces the author of the literary work and the writing background (combined with the actual content of the textbook). It is emphasized that the work was created in a specific period, and the author’s own experience of mind-body conflict inspired the creation of this work, helping students understand the emotional origin of the text and lay a foundation for grasping the author’s emotional tendency. Design Intention: Vocabulary is the foundation of text reading. Previewing key vocabulary and phrases can help students avoid obstacles in reading, improve reading fluency and efficiency. Asking students to make sentences with new words can not only check their mastery of vocabulary, but also connect vocabulary learning with real life, realizing the application of language. The brief introduction of the author and writing background enables students to understand the text in a specific cultural and historical context, avoiding superficial understanding of the text and helping them explore the deep connotation of the work. While-reading: In-depth Analysis and Grasp the Core This part is divided into three steps: skimming, scanning and intensive reading, guiding students to understand the text from the surface to the deep, and gradually grasp the theme and literary characteristics of the work. Skimming: Students read the text quickly and answer two questions: (1) What is the main character’s mental state in the text? (2) What physical reactions does the main character have? After students finish reading, the teacher organizes a class discussion, invites students to share their answers, and sorts out the main clues of the text: the changes of the main character’s mental state (from anxiety to relief) and the corresponding physical reactions (from restlessness, insomnia to relaxation, calmness). Design Intention: Skimming aims to train students’ ability to grasp the main idea of the text quickly. By setting simple and targeted questions, students can focus on the core content of the text in a short time, establish the overall framework of the text, and lay a foundation for further intensive reading. Class discussion can help students exchange ideas, complement each other’s viewpoints, and deepen their initial understanding of the text. Scanning: Students read the text again, focusing on finding the details that reflect the main character’s mind-body interaction. The teacher divides students into groups of 4, and each group is assigned a task: Group 1 looks for the descriptions of the main character’s mental state; Group 2 looks for the descriptions of the main character’s physical reactions; Group 3 looks for the events that cause the changes of the main character’s mind and body; Group 4 looks for the words and sentences that convey the author’s attitude towards mind-body relationship. After the group discussion, each group sends a representative to report the results, and the teacher comments and supplements, helping students sort out the detailed information of the text and clarify the logical relationship between the main character’s mind and body changes. Design Intention: Scanning focuses on training students’ ability to find specific information quickly. Group cooperation can stimulate students’ learning enthusiasm, make full use of the strengths of each student, and improve the efficiency of information collection and sorting. Assigning different tasks to each group can ensure that students can comprehensively and systematically grasp the details of the text, and lay a foundation for the subsequent analysis of literary devices and theme connotation. Intensive Reading: The teacher guides students to read the key paragraphs and sentences in the text intensively, focusing on analyzing the literary devices used by the author and their effects, and exploring the deep connotation of the text. First, the teacher selects typical sentences in the text, such as the description of the main character’s restlessness: “His hands trembled slightly, his heart beat rapidly, and his mind was filled with messy thoughts, making him unable to sit still.” The teacher asks students: “What literary devices are used in this sentence? What effect does it have?” Guide students to find that the sentence uses parallelism and detail description. Parallelism strengthens the rhythm of the language and highlights the main character’s intense anxiety; detail description (trembling hands, rapid heartbeat) vividly shows the physical reaction caused by the main character’s mental anxiety, making the character image more vivid and real. Then, the teacher focuses on analyzing the symbolic images in the text (combined with the actual content of the textbook, such as a ray of light, a cup of warm tea, etc.). For example, if there is a description of “a ray of sunlight breaking through the window and falling on the desk” in the text when the main character’s mood eases, the teacher guides students to discuss: “What does the ray of sunlight symbolize? How does it reflect the changes of the main character’s mind and body?” Through discussion, students understand that the ray of sunlight symbolizes hope and relief, and it echoes the main character’s mental state from anxiety to calmness, subtly expressing the positive impact of a good mental state on the body. In addition, the teacher guides students to analyze the author’s emotional clues in the text, and asks: “How does the author’s tone change from the beginning to the end of the text? What does this tone change reflect?” Guide students to find that the author’s tone changes from heavy and anxious to relaxed and warm, which reflects the author’s recognition of the close connection between mind and body, and the expectation that people can pay attention to their mental state and maintain the balance between mind and body. Design Intention: Intensive reading is the key link of text analysis, aiming to guide students to go deep into the text, understand the author’s expression skills and emotional connotation. By analyzing literary devices such as parallelism, detail description and symbolism, students can improve their literary appreciation ability and language sense. Guiding students to analyze the author’s emotional clues can help them understand the theme of the text more deeply, and realize the connection between literary works and real life, which is in line with the requirements of core literacy such as thinking quality and cultural awareness. Post-reading: Expand and Apply, Deepen Understanding This part includes three activities: theme discussion, language application and extension exploration, which aims to help students consolidate the knowledge learned, apply the language and literary skills mastered, and deepen their understanding of the unit theme. Theme Discussion: The teacher puts forward the discussion question: “Combined with the text and your own life experience, what do you think is the relationship between mind and body? How can we maintain the balance between mind and body in daily life?” Students are divided into groups of 4 to discuss freely. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps students sort out their ideas. After the discussion, each group sends a representative to share their views. Some students may say that a good mental state can promote physical health, while physical discomfort can also affect mood; some students may put forward specific methods to maintain the balance between mind and body, such as doing more exercise, communicating with others, and adjusting their mentality in time. The teacher comments on the students’ views, affirms their positive ideas, and supplements relevant scientific knowledge about mind-body relationship, helping students establish a correct understanding of mind and body. Design Intention: Theme discussion connects the text with students’ real life, which can not only deepen students’ understanding of the text theme, but also guide students to pay attention to their own physical and mental health, realizing the educational value of the text. Group discussion can train students’ cooperative learning ability and oral expression ability, and stimulate their thinking, making them actively participate in the classroom and express their views bravely. Language Application: The teacher assigns a short writing task: “Write a short paragraph (about 80-100 words) to describe a scene where your mental state affects your physical reaction, using at least two literary devices learned today (such as detail description, parallelism, symbolism, etc.).” Before writing, the teacher reminds students to refer to the expression methods in the text, pay attention to the connection between mental state and physical reaction, and use the key vocabulary and phrases learned. After students finish writing, the teacher selects 2-3 students’ works to display in class, comments on their advantages and shortcomings, and guides students to modify and improve their works. For example, if a student writes “I felt very nervous before the exam, my hands were cold, and my legs kept shaking”, the teacher can guide the student to add detail description and parallelism, and revise it into “Before the exam, nervousness filled every corner of my heart. My hands were as cold as ice, my legs kept shaking uncontrollably, and even my voice became hoarse when I tried to speak.” Design Intention: Language application is an important link to test students’ language competence. Through short writing, students can apply the key vocabulary, phrases and literary devices learned in the class, improving their language expression ability and writing level. Displaying and commenting on students’ works can help students find their own shortcomings, learn from each other’s strengths, and enhance their confidence in language application. Extension Exploration: The teacher introduces other literary works related to the theme of “mind and body” (such as short stories or poems), and briefly introduces their main content and theme. Then the teacher assigns an after-class task: “Read one of the recommended literary works, write a short comment (about 150 words) to analyze how the work reflects the relationship between mind and body, and bring it to the next class to share.” In addition, the teacher recommends students to read some popular science articles about mind-body relationship, helping them understand the scientific principles behind the interaction between mind and body, and expand their knowledge. Design Intention: Extension exploration can expand students’ literary vision, let them contact more literary works with the same theme, and deepen their understanding of the theme of “mind and body”. The after-class reading and comment task can train students’ independent learning ability and literary appreciation ability, and connect classroom learning with after-class learning, forming a complete learning system. Introducing popular science articles can combine literary learning with scientific knowledge, enrich students’ knowledge reserve, and realize the integration of interdisciplinary knowledge. Summary and Reflection Summary: The teacher invites students to summarize what they have learned in this class, including the main content of the text, the key vocabulary and phrases, the literary devices used, and the understanding of the theme of “mind and body”. Then the teacher makes a supplement and summary, emphasizing that this class not only helps us understand the literary works and master relevant language knowledge, but also lets us realize the close connection between mind and body, and guides us to pay attention to our own physical and mental health, and maintain the balance between mind and body. Reflection: The teacher asks students to think about two questions: (1) What have I gained in this class? (2) What problems do I still have? (Such as unclear understanding of certain literary devices, difficulty in applying language knowledge, etc.) Students can write down their reflections in their notebooks, and the teacher can collect some students’ reflections after class to understand their learning situation and adjust the teaching plan in time. Design Intention: Summary can help students sort out the knowledge learned in the class, form a systematic knowledge framework, and consolidate the learning effect. Reflection can guide students to think about their own learning process, find their own shortcomings, and improve their learning ability. Collecting students’ reflections can help teachers understand the teaching effect, adjust the teaching strategy in time, and better meet the learning needs of students. Homework Arrangement 1. Finish the after-class reading task assigned in the extension exploration part, and write a short comment about 150 words. 2. Revise the short paragraph written in the language application part according to the teacher’s comments, and improve the language expression and literary devices. 3. Recite the key vocabulary and phrases in the text, and make 5 sentences with them. 4. Think about how to apply the knowledge learned in this class to daily life, and try to adjust your mind and body state according to the methods discussed in the class. Design Intention: Homework is an extension of classroom learning, which can help students consolidate the knowledge learned, apply the language and literary skills mastered, and connect classroom learning with daily life. The assignment of different types of homework can meet the different learning needs of students, train their comprehensive ability, and ensure the continuity and effectiveness 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 $