Unit 4 Approaching Classics-Reading A-Listening, Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第四册

Unit 4 Approaching Classics-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Ability: Enable students to master key words and sentences in Reading A, understand the theme and structure of the text about stage fright, and use proper expressions to talk about classic works and personal experiences. Cultural Awareness: Help students appreciate the charm of classic literary works, understand the cultural connotation behind them, and form a respectful and inclusive attitude towards different cultures. Thinking Quality: Guide students to analyze the text logically, think critically about the author’s views, and develop the ability of induction, deduction and creative expression. Learning Ability: Cultivate students’ abilities to use reading, listening and speaking strategies independently, cooperate with others in learning activities, and reflect on their own learning process. 教学重难点 Key Points: Master the key vocabulary (such as stage fright, sympathy, manuscript, agony) and sentence patterns in Reading A; understand the main content, structure and author’s emotional changes of the text; be able to carry out simple listening comprehension and oral communication related to classic works. Difficult Points: Understand the implied meaning and rhetorical devices in the text; use appropriate language to express personal views on classic works and stage experiences; improve cross-cultural communication ability in the context of approaching classics. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class with a question: “Have you ever felt nervous when speaking in public? How did you deal with it?” Then, the teacher shows a short video clip about a person overcoming stage fright, and asks students to watch it carefully and answer two questions: What did the person in the video feel before speaking? What methods did he use to overcome his nervousness? After students share their answers, the teacher introduces the topic of this lesson: “Today we will learn Reading A ‘How I Conquered Stage Fright’ by Mark Twain, and we will also practice listening, viewing and speaking related to classic works and personal experiences.” Design Intention: Starting with students’ real-life experiences, the lead-in can quickly arouse their emotional resonance and make them feel close to the teaching content. The short video not only enriches the teaching form but also lays a foundation for students to understand the theme of Reading A—overcoming stage fright. By asking questions, the teacher guides students to think actively, activates their prior knowledge about public speaking and nervousness, and smoothly leads to the new lesson, which conforms to the principle of “student-centered” teaching and helps cultivate students’ learning initiative. Reading A: Comprehend the Text and Improve Reading Ability Pre-reading: Preview and Predict The teacher presents the key vocabulary of Reading A on the screen, including stage fright, sympathy, compulsion, manuscript, agony, etc. For each word, the teacher provides the phonetic symbol, part of speech and simple definition, and asks students to read after the teacher to master the correct pronunciation and basic meaning. Then, the teacher shows the title of the text “How I Conquered Stage Fright” and the author Mark Twain, and asks students to predict: “What do you think the text will talk about? What difficulties did Mark Twain meet? How did he conquer stage fright?” Students can discuss in pairs for a while and then share their predictions with the whole class. Design Intention: Pre-reading vocabulary learning helps students remove language obstacles in reading, laying a solid foundation for understanding the text. Predicting the text content based on the title and author can stimulate students’ curiosity and reading motivation, and cultivate their ability of logical prediction. Pair discussion allows students to communicate with each other, exchange ideas, and improve their oral expression ability in a relaxed atmosphere. While-reading: Skim and Scan for Key Information First, students are asked to skim the text quickly and answer the following question: “What is the main idea of the text?” After students finish skimming, the teacher invites several students to share their answers and summarizes: The text mainly tells Mark Twain’s first public speech experience, describing his severe stage fright and how he conquered it with the help of his friends. Then, students are asked to scan the text carefully and complete the following table, which includes four parts: Time, Place, Events and Mark Twain’s Feelings. During the process, the teacher walks around the classroom to provide guidance for students who have difficulties, and reminds students to underline key sentences and information in the text. Time Place Events Feelings Forty years before 1906 A theater in San Francisco Mark Twain gave his first public lecture Nervous, scared, agonized at first; relieved later After students complete the table, the teacher checks the answers with the whole class, emphasizes the key information and key sentences, and explains the difficult sentences in the text, such as “If there is an awful, horrible disease in the world, it is stage fright — and seasickness. They are a pair.” The teacher helps students understand the rhetorical device of comparison in this sentence and the author’s strong feeling about stage fright. Then, the teacher asks students to read the text aloud paragraph by paragraph, paying attention to the intonation and emotion, and guides students to feel the changes of Mark Twain’s feelings in the text. Design Intention: Skimming helps students grasp the main idea of the text quickly and improve their ability of overall understanding. Scanning and completing the table can train students’ ability to find key information accurately and efficiently, and help them sort out the context and structure of the text. Explaining difficult sentences and rhetorical devices helps students deepen their understanding of the text and improve their language appreciation ability. Reading aloud can help students familiarize themselves with the text, feel the author’s emotional changes, and improve their pronunciation and intonation. Post-reading: Deepen Understanding and Expand Thinking First, the teacher asks students to discuss the following questions in groups: What methods did Mark Twain use to prepare for his speech? Why did Mark Twain feel relieved after the first five minutes? What can we learn from Mark Twain’s experience of conquering stage fright? Each group is required to select a representative to share their discussion results after the discussion. The teacher comments on students’ answers, affirms their reasonable views, and supplements and improves them. Then, the teacher guides students to analyze the author’s writing characteristics. The teacher asks: “What writing techniques does Mark Twain use in the text to describe his stage fright? How do these techniques make the text more vivid?” Students are encouraged to find relevant sentences in the text and analyze them. For example, the sentence “My knees were shaking so that I didn’t know whether I could stand up” uses detailed description to show the author’s severe nervousness; the comparison between stage fright and seasickness makes the description more vivid and impressive. The teacher summarizes the writing techniques used in the text, such as detailed description, comparison and vivid language, and guides students to learn and use these techniques in their own writing. Finally, the teacher asks students to write a short paragraph (about 50 words) to talk about their own experience of overcoming a difficulty, referring to the writing techniques in the text. After students finish writing, the teacher invites several students to read their paragraphs aloud and comments on them, focusing on the use of language and writing techniques. Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability, and help them deepen their understanding of the text and the author’s ideas. Analyzing the author’s writing characteristics helps students improve their literary appreciation ability and learn to use effective writing techniques. Writing a short paragraph combines reading with writing, which can improve students’ writing ability and transfer the knowledge and skills learned in reading to writing, realizing the integration of listening, speaking, reading and writing. Listening: Improve Listening Comprehension and Extract Key Information Pre-listening: Preview and Predict The teacher introduces the listening material: “The listening material is a conversation between two students, Lily and Tom, who are talking about their experience of reading classic works and their views on classic works.” Then, the teacher presents some key words and phrases related to the listening material, such as classic works, novel, play, appreciate, inspiration, etc., and asks students to read them aloud to be familiar with them. Then, the teacher asks students to predict: “What do you think Lily and Tom will talk about? What classic works will they mention? What are their views on classic works?” Design Intention: Previewing key words and phrases helps students remove language obstacles in listening and improve their listening comprehension efficiency. Predicting the content of the listening material can stimulate students’ listening motivation and help them focus on the key information during listening, which is conducive to improving their listening ability. While-listening: Listen and Complete Tasks The teacher plays the listening material twice. For the first time, students are asked to listen carefully and answer the following question: “What is the main topic of the conversation?” After the first listening, the teacher invites students to share their answers. For the second time, students are asked to listen again and complete the following blanks according to the listening material: Lily has read a lot of classic ______, such as “Pride and Prejudice” and “Wuthering Heights”. Tom prefers classic ______, and his favorite is “Hamlet” by Shakespeare. Lily thinks classic works can bring her ______ and help her understand life better. Tom believes that classic works are ______ because they reflect the values and culture of different times. After students complete the blanks, the teacher checks the answers with the whole class, plays the relevant parts of the listening material again, and explains the difficult sentences and key information in the listening material. Then, the teacher plays the listening material for the third time, and asks students to repeat the key sentences in the conversation to consolidate their understanding and memory. Design Intention: Listening twice helps students gradually grasp the content of the listening material. The first listening focuses on the main idea, and the second listening focuses on key details, which conforms to the law of listening comprehension. Completing the blanks can train students’ ability to extract key information accurately. Repeating key sentences helps students familiarize themselves with the language expression in the listening material and improve their oral expression ability. Post-listening: Expand and Practice The teacher asks students to discuss in pairs: “What classic works have you read? What do you think of them? Share your views with your partner.” After the discussion, the teacher invites several pairs to share their conversations with the whole class. Then, the teacher summarizes the common expressions used to talk about classic works, such as “I have read...”, “I think... is very...”, “It brings me...”, “It reflects...”, and asks students to practice these expressions in pairs. Design Intention: Post-listening discussion and practice help students transfer the listening knowledge and skills to oral communication, realizing the integration of listening and speaking. Summarizing common expressions helps students master the language patterns for specific topics, which is conducive to improving their oral expression ability and communication ability. Viewing: Appreciate Audio-Visual Works and Deepen Cultural Understanding Pre-viewing: Introduce and Guide The teacher says: “Today we will watch a short video about a classic play ‘Hamlet’ by Shakespeare. This video introduces the main plot and characters of ‘Hamlet’ and shows some wonderful clips of the play.” Then, the teacher presents some background information about “Hamlet”, such as the author, the main characters and the main theme, to help students understand the video better. The teacher asks students to pay attention to the plot, characters and language of the play while watching the video. Design Intention: Introducing background information helps students understand the cultural connotation and artistic value of the classic play, laying a foundation for viewing the video. Guiding students to pay attention to key points during viewing helps them improve their viewing efficiency and ability to extract key information from audio-visual works. While-viewing: Watch and Record The teacher plays the video twice. For the first time, students are asked to watch it carefully and get a general understanding of the plot and characters of “Hamlet”. For the second time, students are asked to record key information, such as the main characters (Hamlet, Claudius, Gertrude, Ophelia) and their relationships, the main plot (Hamlet’s revenge for his father), and the theme of the play (revenge, morality, human nature). After the video is played, the teacher invites students to share the key information they recorded, and supplements and improves it to ensure that students have a correct understanding of the play. Then, the teacher asks students to discuss: “What do you think of Hamlet? What kind of person is he?” Design Intention: Watching the video twice helps students gradually deepen their understanding of the classic play. Recording key information trains students’ ability to extract and sort out information from audio-visual works. Discussing the characters helps students think deeply about the theme of the play and improve their critical thinking ability and literary appreciation ability. Post-viewing: Analyze and Express The teacher guides students to analyze the artistic characteristics of “Hamlet” shown in the video. The teacher asks: “What makes ‘Hamlet’ a classic play? What artistic techniques are used in the play to show the characters and theme?” Students are encouraged to express their views freely, and the teacher summarizes: “Hamlet” is a classic play because it explores profound themes such as revenge, morality and human nature, and uses vivid character portrayal and wonderful dialogue to show the complexity of human nature. Then, the teacher asks students to write a short comment (about 80 words) on “Hamlet” based on the video and their own understanding. Students can talk about their views on the characters, the theme or the artistic value of the play. After students finish writing, the teacher invites several students to share their comments and comments on them, focusing on the clarity of views and the correctness of language. Design Intention: Analyzing the artistic characteristics of the classic play helps students deepen their understanding of classic works and improve their literary appreciation ability. Writing a short comment combines viewing with writing, which can improve students’ writing ability and ability to express their own views on classic works. Sharing and commenting helps students learn from each other and improve their comprehensive language ability. Speaking: Integrate Knowledge and Improve Communication Ability Speaking Preparation: Organize Ideas and Practice Expressions The teacher puts forward the speaking task: “Suppose you are going to give a speech in front of your classmates about ‘My Favorite Classic Work’. You need to introduce the classic work (including the author, the main plot and characters) and talk about your reasons for liking it and what you have learned from it.” Then, the teacher provides a speech outline to help students organize their ideas: Greeting and introduction of the classic work (name, author); Brief introduction of the main plot and characters; Your reasons for liking it; What you have learned from it; Closing. The teacher also presents some useful expressions for the speech, such as “Today I want to talk about my favorite classic work...”, “It was written by...”, “The main plot is...”, “I like it because...”, “From this work, I have learned that...”, etc. Students are asked to prepare their speeches in groups, and their group members can help them modify their speeches and practice their oral expression. Design Intention: Providing a speech outline helps students organize their ideas clearly and avoid confusion in speaking. Providing useful expressions helps students overcome language obstacles in speaking and improve the fluency and accuracy of their oral expression. Group preparation allows students to help each other, exchange ideas, and improve their cooperative learning ability and oral expression ability. Speaking Practice: Deliver Speeches and Exchange Views Each group selects one or two representatives to deliver their speeches in front of the whole class. When the representatives are speaking, the other students are asked to listen carefully and take notes, and then ask questions or give comments after the speech. For example, students can ask: “Why do you think this work is a classic?”, “What other classic works do you recommend?”, etc. The teacher comments on each speech, affirming the advantages, such as clear structure, fluent expression and distinct views, and putting forward suggestions for improvement, such as improving pronunciation and intonation, adding more details, etc. After all representatives finish their speeches, the teacher organizes a class discussion: “What is the value of classic works? Why should we read classic works?” Students are encouraged to express their views freely, and the teacher summarizes: Classic works are the essence of human culture, which can enrich our knowledge, broaden our horizons, cultivate our sentiment, and help us understand the world and ourselves better. Reading classic works is conducive to improving our literary accomplishment and cultural literacy. Design Intention: Delivering speeches in front of the whole class can train students’ oral expression ability, self-confidence and courage. Asking questions and giving comments helps students improve their listening ability and critical thinking ability. The class discussion helps students deepen their understanding of the value of classic works, cultivate their cultural awareness, and form a good habit of reading classic works. Summary and Homework Summary The teacher summarizes the content of this lesson: “In this lesson, we learned Reading A ‘How I Conquered Stage Fright’ by Mark Twain, mastered the key vocabulary and sentences, understood the theme and structure of the text, and learned some writing techniques. We also practiced listening, viewing and speaking related to classic works, improved our comprehensive language ability, and deepened our understanding of classic works and their cultural value. We should learn from Mark Twain’s spirit of overcoming difficulties, and develop the habit of reading classic works to improve our own literacy.” Design Intention: Summarizing the lesson helps students sort out the knowledge and skills learned in this lesson, consolidate their memory, and form a systematic understanding of the teaching content. It also helps students clarify the key points of the lesson and deepen their understanding of the theme of the unit. Homework Read Reading A again and recite the key sentences; Finish the listening exercise related to this lesson; Polish the speech prepared in class and recite it, and deliver it to your family; Read a classic work you like and write a reading report (about 150 words), introducing the work and your views on it. Design Intention: The homework is designed to consolidate the knowledge and skills learned in class. Reciting key sentences helps students master the language knowledge; finishing listening exercises helps improve their listening ability; polishing and reciting the speech helps improve their oral expression ability; writing a reading report helps students deepen their understanding of classic works and improve their writing ability. The homework is hierarchical and diverse, which can meet the needs of different students and promote their all-round development. 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 $