Unit 4 Approaching Classics-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, guiding students to analyze classic works critically, express views logically, understand cultural connotations and master effective reading and thinking strategies. 教学重难点 Key points: Grasp the main idea and details of the text, master core vocabulary and sentence patterns, and conduct preliminary critical analysis of the author’s views. Difficult points: Deeply understand the connotation of classics and express critical opinions with accurate language. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a question-and-answer activity: “What classic works have you read? Do you think classics are outdated? Why or why not?” Then, the teacher shows pictures of classic works related to the text (such as excerpts from poems or novels mentioned in Reading B) and plays a short audio clip introducing the background of the works. After that, the teacher invites 2-3 students to share their views on classics, and guides them to realize that classics have eternal value and need critical appreciation rather than blind worship. Finally, the teacher briefly introduces the topic of Reading B, telling students that this lesson will focus on reading and analyzing a classic text, and guide them to use critical thinking to explore its connotation and value. Design Intention: This lead-in activity is closely linked to the unit theme “Approaching Classics” and the core requirement of critical thinking. By asking open questions, showing multimedia materials and encouraging students to share their views, it can arouse students’ interest in the topic, activate their prior knowledge and experience of classic works, and lay a foundation for the subsequent critical reading activity. At the same time, it subtly conveys the concept of “critical appreciation of classics”, guiding students to establish a correct attitude towards reading classics and paving the way for the cultivation of critical thinking in the whole teaching process. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to sort out the core vocabulary and difficult sentence patterns in Reading B. The teacher provides a vocabulary list including key words and phrases such as “connotation”, “interpretation”, “critical”, “reflect on”, “perspective” and difficult sentences such as complex sentences with attributive clauses or adverbial clauses related to the author’s views. Each group is responsible for explaining 2-3 words and 1 difficult sentence, including pronunciation, part of speech, meaning in the context and example sentences. The teacher walks around the classroom to provide guidance, especially helping students understand the meaning of words related to critical thinking and how to use them in expressing views. Then, the teacher briefly introduces the background of the classic work involved in the text, including the author’s life experience, the social background when the work was created and the main ideological connotation of the work. For example, if the text is an excerpt from Wordsworth’s poem Written in March, the teacher will introduce Wordsworth’s status as a founder of English Romanticism and his creative concept of “poetry as a spontaneous overflow of powerful feelings”, helping students understand the cultural and historical background of the work and lay a foundation for in-depth reading and critical analysis. Finally, the teacher puts forward a pre-reading question: “What do you think the author wants to express through this work? What clues do you think you can find from the title and the first paragraph?” to guide students to predict the content of the text and stimulate their desire for reading. Design Intention: Vocabulary and sentence patterns are the basis of language competence. By arranging group cooperation to learn vocabulary and difficult sentences, it can not only help students master the basic language knowledge needed for reading, but also cultivate their cooperative learning ability and autonomous learning ability. The introduction of the background of the work helps students understand the cultural connotation of the text from a broader perspective, which is conducive to their in-depth analysis of the author’s views and the connotation of the work in the subsequent reading process. The pre-reading question guides students to carry out predictive reading, which can improve their reading efficiency and lay a foundation for critical reading. Step 3: While-reading (In-depth Reading and Critical Thinking Training) This step is divided into three parts: skimming, scanning and intensive reading, focusing on cultivating students’ critical thinking ability while improving their reading ability. Skimming: The teacher asks students to read the text quickly and answer two questions: (1) What is the main topic of the text? (2) What is the author’s general attitude towards the classic work mentioned? After students finish reading, the teacher invites several students to share their answers, and summarizes the main idea of the text and the author’s general attitude, helping students establish an overall understanding of the text. At the same time, the teacher guides students to think: “How does the author express his attitude? Is there any obvious clue in the text?” Design Intention: Skimming is an important reading strategy, which can help students quickly grasp the main idea of the text. By asking questions about the main topic and the author’s attitude, it can guide students to focus on the core content of the text and lay a foundation for in-depth reading. The guiding question after the answer helps students initially think about the author’s expression way, which is the initial penetration of critical thinking training. Scanning: The teacher asks students to read the text again, scan for specific information, and fill in a form (designed by the teacher) which includes the key details of the work, the author’s description of the work, the author’s views on the work and the evidence provided by the author to support his views. Students can work in pairs to complete the form, and then the teacher checks the answers with the whole class, focusing on correcting the mistakes in students’ understanding of key details and guiding students to find the evidence supporting the author’s views in the text. Design Intention: Scanning can help students accurately find specific information in the text, improve their ability to obtain information. The form design makes the key information of the text more systematic and clear, which is conducive to students’ understanding of the logical structure of the text. By guiding students to find the evidence supporting the author’s views, it helps students establish the awareness of “supporting views with evidence”, which is an important part of critical thinking training. Intensive Reading: This is the key part of this step, focusing on cultivating students’ critical thinking ability. The teacher guides students to read the text paragraph by paragraph, and puts forward targeted questions for each paragraph to inspire students’ critical thinking: For the first paragraph (introducing the classic work), the teacher asks: “What descriptive words does the author use to introduce the work? Do you think these words are objective? Why or why not? Can you put forward other descriptive words?” For the paragraphs expressing the author’s views, the teacher asks: “What is the author’s core view? What evidence does the author use to support this view? Is the evidence sufficient and reasonable? Are there any loopholes?” For the paragraphs involving the evaluation of the work, the teacher asks: “Does the author have any prejudices when evaluating the work? What factors may affect the author’s evaluation? Do you agree with the author’s evaluation? Why or why not?” In the process of answering questions, the teacher encourages students to express their own views boldly, even if their views are different from the author’s or other students’ views. The teacher guides students to discuss and communicate, and asks them to explain their views with reasons. For example, if a student thinks that the author’s evidence is insufficient, the teacher asks him to point out which part is insufficient and put forward his own suggestions; if a student disagrees with the author’s evaluation, the teacher guides him to combine the background of the work and his own experience to explain his reasons. At the same time, the teacher guides students to pay attention to the author’s writing skills, such as the use of rhetorical devices, the choice of words and the arrangement of sentence structure, and asks them to think: “How do these writing skills help the author express his views? Can the author use other writing skills to make his views more convincing?” Design Intention: Intensive reading is the key to in-depth understanding of the text and cultivating critical thinking. By putting forward targeted critical thinking questions for each paragraph, it guides students to analyze the text from multiple perspectives, question the author’s views and evidence, and form their own opinions. The discussion and communication among students can stimulate the collision of ideas, help students learn from each other and improve their critical thinking ability. Paying attention to the author’s writing skills can help students combine language learning with critical thinking training, and improve their comprehensive language application ability and thinking quality. Step 4: Post-reading (Discussion, Expansion and Application) This step is mainly to help students consolidate the content of the text, apply the critical thinking ability trained in the class, and expand their thinking and vision. Group Discussion: The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Combined with the classic work mentioned in the text and the author’s views, do you think classics have eternal value? How should we appreciate classics critically in the modern society?” The teacher gives students sufficient time to discuss, and asks each group to designate a recorder to record the key views of the group and a speaker to share the group’s views. In the process of discussion, the teacher walks around the classroom to guide students, reminding them to support their views with evidence, either from the text or from their own reading experience and social reality. After the discussion, each group’s speaker shares the group’s views. The teacher makes comments on each group’s views, affirming the reasonable parts, pointing out the existing problems, and guiding students to further think about the topic. For example, if a group thinks that classics have eternal value because they reflect the common human emotions, the teacher guides them to think about “Are there any classics that are not suitable for the modern society? How should we treat such classics?”; if a group puts forward that we should appreciate classics from multiple perspectives, the teacher encourages them to give specific examples to illustrate. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and critical thinking ability. The discussion topic is closely linked to the text and the real life, which can help students apply the critical thinking ability trained in the class to practice, and deepen their understanding of the theme of “approaching classics”. The teacher’s guidance and comments can help students standardize their thinking and expression, and improve their ability to express views logically and accurately. Critical Writing Practice: The teacher asks students to write a short passage (about 150 words) with the title “My View on Critical Appreciation of Classics”. The requirements are: (1) Clearly put forward their own views on critical appreciation of classics; (2) Support their views with specific examples (either from the text or from other classic works); (3) Use the vocabulary and sentence patterns learned in this lesson, especially the words and expressions related to critical thinking. Students complete the writing independently, and the teacher collects some students’ works for on-site comments, focusing on evaluating the clarity of their views, the sufficiency of evidence and the accuracy of language expression. For the works with problems, the teacher guides students to revise them together. Design Intention: Writing is an important way to test students’ language application ability and critical thinking ability. By asking students to write a short passage on critical appreciation of classics, it can help students consolidate the knowledge and skills learned in this lesson, and improve their ability to express critical views in written language. On-site comments and revisions can help students find their own problems in time, and improve their writing level and critical thinking ability. Expansion Activity: The teacher introduces other classic works related to the text (such as other poems by Wordsworth or other classic works of the same genre), and provides short excerpts of these works. Then, the teacher asks students to choose one of the excerpts, read it carefully, and try to analyze it with the critical thinking method learned in this lesson, including grasping the author’s views, finding the supporting evidence, evaluating the author’s views and putting forward their own opinions. Students can share their analysis results in pairs, and the teacher randomly invites several students to share with the whole class. Design Intention: The expansion activity can expand students’ vision, let them apply the critical thinking method learned in this lesson to the analysis of other classic works, and further consolidate and improve their critical thinking ability. At the same time, it can stimulate students’ interest in reading classic works, and help them establish the habit of critical reading. Step 5: Summary and Reflection First, the teacher invites students to summarize the content of this lesson, including the main idea of the text, the key vocabulary and sentence patterns learned, the methods of critical reading and the views on critical appreciation of classics. The teacher supplements and improves the students’ summary, and emphasizes the key points and difficult points of this lesson, especially the methods of critical thinking in reading classic works. Then, the teacher guides students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered in the process of critical reading and discussion? How can you improve in the future? Do you have any new understanding of classic works and critical thinking?” Students can think independently first, then share their reflection results with their deskmates, and finally the teacher invites several students to share with the whole class. Finally, the teacher assigns after-class tasks: (1) Review the vocabulary and sentence patterns learned in this lesson, and write 5 sentences using the words related to critical thinking; (2) Read the full text of the classic work mentioned in the text, and write a critical reading report (about 200 words); (3) Recommend a classic work to the class, and prepare a 3-minute speech to introduce the work and express your critical views on it. Design Intention: Summary helps students sort out the knowledge and skills learned in this lesson, and form a systematic knowledge framework. Reflection helps students realize their own advantages and disadvantages in learning, and clarify the direction of improvement, which is conducive to the improvement of their learning ability. The after-class tasks are closely linked to the content of the lesson, which can help students consolidate the knowledge and skills learned, and further improve their critical thinking ability and language application ability. 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 $