Unit 4 Approaching Classics-Reading B-Writing 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-Writing 教学目标和重难点 教学目标 It focuses on improving students’ language ability to write about classics, cultivating cultural awareness of Chinese and foreign classics, developing logical and critical thinking quality, and fostering autonomous learning ability to explore classic works and apply writing skills. 教学重难点 Key: Mastering the structure and expressions for introducing classic works; Difficulty: Integrating personal feelings with classic appreciation naturally and using accurate and appropriate language to convey insights into classics. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of well-known classic works at home and abroad, such as The Old Man and the Sea, Dream of the Red Chamber, Written in March, and some classic paintings. Then the teacher asks students to have a free discussion: “What classic works have you read or known? What do you think makes a work a classic?” After 5 minutes of discussion, invite 2-3 students to share their views in English. The teacher gives positive comments and guides students to focus on the characteristics of classics—profound connotation, eternal value, and far-reaching influence. Then the teacher connects the discussion to the Reading B text: “In our Reading B, we have learned about classic works and their charm. Today, we will learn to write an article to introduce a classic work you like and express your understanding and feelings about it.” Design Intention: This lead-in links students’ prior knowledge and life experience with the teaching content, which not only activates students’ existing cognition of classic works but also arouses their interest in writing about classics. By showing visual materials and organizing free discussion, students can quickly enter the theme of “approaching classics” and lay an emotional and cognitive foundation for the subsequent writing teaching. At the same time, it helps students establish a connection between reading and writing, realizing the integration of input and output. Text Review: Extract Writing Elements and Summarize Rules First, the teacher guides students to review the Reading B text together. The teacher asks questions in turn: “What is the main idea of Reading B? What structure does the text adopt to introduce classic works? What key expressions are used to describe the characteristics and significance of classics?” Students are asked to answer in groups, and the teacher sorts out and summarizes on the blackboard or courseware: The text adopts a “total-general-total” structure, first introducing the importance of approaching classics, then elaborating on the characteristics and value of classic works from different aspects, and finally summarizing the significance of appreciating classics. The key expressions include “be regarded as”, “possess profound connotation”, “exert a far-reaching influence on”, “convey the author’s thoughts and feelings”, “reflect the social reality” and so on. Then, the teacher focuses on analyzing the writing characteristics of the text: “When introducing classic works, the text combines objective description with subjective evaluation. It not only introduces the basic information of the works, such as the author, background and main content, but also expresses the author’s own understanding and evaluation of the works. This is a very important writing method we need to learn today.” The teacher then asks students to find sentences in the text that reflect objective description and subjective evaluation, and analyze the functions of these sentences. For example, the objective description introduces the basic situation of the work to help readers understand it, while the subjective evaluation expresses personal insights to enhance the depth and persuasion of the article. Design Intention: Reviewing the Reading B text is to help students extract effective writing elements from the input text, which conforms to the “input-output” teaching principle of English teaching. By sorting out the text structure and key expressions, students can clearly grasp the basic framework and language characteristics of writing about classic works, laying a solid foundation for their own writing. Analyzing the combination of objective description and subjective evaluation can help students understand the key points of writing, avoid the problem that the writing is too superficial or lacks personal views. Writing Guidance: Break Through Key and Difficult Points This part is the core of the teaching process, focusing on solving the key and difficult points of writing. The teacher guides students to master the writing structure, language expressions and writing skills step by step. First, clarify the writing task: Ask students to write an article of about 150 words to introduce a classic work they like, including the basic information of the work (author, background, main content), the characteristics of the work, and their own understanding and feelings. The article should have a clear structure, fluent language and sincere feelings. Then, guide students to determine the writing structure. The teacher puts forward the “three-paragraph structure” for students to refer to: Paragraph 1: Brief introduction of the classic work, including the author, the time of creation and the main content, so as to let readers have a preliminary understanding of the work. Paragraph 2: Focus on introducing the characteristics of the work, such as the theme, writing style, artistic characteristics, etc., which can combine the key expressions extracted from the Reading B text. Paragraph 3: Express personal understanding and feelings about the work, such as what enlightenment the work brings to you, why you like it, and how it influences your life and thinking. The teacher gives an example to illustrate: “If you choose Written in March by William Wordsworth, you can introduce the author and the background of the poem in the first paragraph, analyze the poetic language and the description of nature in the second paragraph, and express your feelings about the beauty of nature and the positive attitude towards life conveyed by the poem in the third paragraph.” Next, focus on breaking through the difficult points: how to integrate personal feelings with classic appreciation naturally. The teacher tells students: “When expressing personal feelings, we should not only express them directly but also combine the specific content of the work. For example, if you think a classic novel reflects the tenacity of human beings, you can cite a specific plot in the novel to support your view, so that the feelings expressed are more real and credible.” The teacher gives a wrong example and a correct example for comparison: Wrong example: “I like The Old Man and the Sea very much. It is a great work and makes me feel very moved.” Correct example: “I like The Old Man and the Sea very much. When Santiago persisted in fighting with the marlin despite being exhausted, I was deeply moved. His tenacity tells me that no matter how difficult the situation is, we should never give up.” Through comparison, students can clearly understand the difference between superficial feelings and in-depth feelings. In addition, the teacher combs the key vocabulary and sentence patterns related to classic appreciation for students, such as vocabulary: classic, masterpiece, profound, eternal, inspiring, vivid, vividly describe, convey, reflect, etc.; sentence patterns: It is widely recognized that... is a classic work that... Written by..., this work tells the story of... What impresses me most is that... Through this work, the author wants to convey the idea that... This work not only..., but also... The teacher asks students to read these words and sentences aloud and try to make sentences with them, so as to ensure that students can use them flexibly in writing. Design Intention: The step-by-step writing guidance is designed to help students break through the key and difficult points of writing. Clarifying the writing task makes students have a clear goal; putting forward the “three-paragraph structure” helps students establish a clear writing framework and avoid the problem of disorganized structure; comparing wrong and correct examples enables students to understand how to integrate personal feelings with classic appreciation naturally, solving the difficult point of writing; sorting out key words and sentences provides language support for students’ writing, helping students improve the accuracy and fluency of language expression. Group Discussion: Determine Writing Topics and Outline The teacher divides students into groups of 4-5, and asks each group to discuss the following questions: Which classic work do you want to introduce? What basic information of the work do you want to introduce in the first paragraph? What characteristics of the work do you want to focus on in the second paragraph? What personal feelings and insights do you want to express in the third paragraph? Each group elects a recorder to record the discussion results and sort out the writing outline. During the discussion, the teacher walks around each group, listens to the students’ discussions, and gives timely guidance. For example, if some students are not sure about the characteristics of the work, the teacher can remind them to combine the content of the work and refer to the analysis method of the Reading B text; if some students have difficulty expressing their personal feelings, the teacher can guide them to think about the influence of the work on their own life, study or thinking. After the discussion, each group invites a representative to share their writing outline. The teacher gives comments and suggestions on the outline of each group, such as whether the structure is clear, whether the content is appropriate, whether the personal feelings are combined with the work, etc. For example, if a group’s outline only introduces the basic content of the work and does not involve personal feelings, the teacher can remind them to add the part of personal understanding; if a group’s outline is too vague, the teacher can guide them to refine the content and make the outline more specific. Design Intention: Group discussion can give full play to students’ subjective initiative and cooperative learning ability. Through discussion, students can exchange ideas with each other, complement each other’s advantages, and determine the writing topic and outline more quickly. The teacher’s timely guidance can help students solve the problems encountered in the process of determining the outline, ensure that the outline is scientific and reasonable, and lay a foundation for the smooth progress of the subsequent writing. At the same time, group discussion can also cultivate students’ communication ability and teamwork spirit, which is in line with the requirements of core literacy training. Independent Writing: Practice Writing Skills On the basis of determining the writing outline, students start independent writing. The teacher puts forward the following requirements: Follow the “three-paragraph structure” and ensure the clear logic of the article; Use the key words and sentence patterns learned in the class flexibly; Combine objective description with subjective evaluation, and integrate personal feelings with classic appreciation naturally; Pay attention to the correctness of grammar, spelling and punctuation, and ensure the fluency of language; Write neatly and clearly. During the students’ independent writing, the teacher walks around the classroom, observes the students’ writing situation, and provides targeted help for students who have difficulties. For example, some students may not know how to express a certain meaning accurately, and the teacher can give appropriate hints; some students may have problems in sentence structure, and the teacher can guide them to adjust the sentence structure; some students may deviate from the theme, and the teacher can remind them to focus on the writing task. For students who finish writing in advance, the teacher asks them to check their own articles according to the writing requirements, such as checking whether the structure is clear, whether the language is fluent, whether there are grammar or spelling mistakes, etc. Design Intention: Independent writing is the key link to test students’ writing ability and apply the knowledge and skills learned. By putting forward clear writing requirements, students can have a clear direction in writing and avoid random writing. The teacher’s targeted guidance can help students solve the problems encountered in the writing process in time, ensure that each student can complete the writing task smoothly, and improve their writing confidence. Asking students who finish writing in advance to check their own articles can cultivate their self-examination ability and form a good writing habit. Evaluation and Revision: Improve Writing Level This part includes group mutual evaluation and teacher evaluation, aiming to help students find their own problems and improve their writing level. First, group mutual evaluation. The teacher distributes the evaluation standards to each student (the evaluation standards include: structure clarity, language fluency, accuracy of words and sentences, combination of personal feelings and classic appreciation, correctness of grammar and spelling). Students in each group exchange their articles with each other and evaluate according to the evaluation standards, and put forward specific revision suggestions. For example, if a student’s article has unclear logic, other students can suggest adjusting the order of paragraphs; if a student’s language is not fluent, other students can suggest modifying the sentence structure; if a student’s personal feelings are not deep enough, other students can suggest adding specific content of the work to support the feelings. During the mutual evaluation, the teacher guides students to focus on the key and difficult points of writing, and evaluate objectively and fairly. Then, the teacher selects 2-3 representative articles (including excellent articles and articles with common problems) to comment on in class. For excellent articles, the teacher reads them aloud, analyzes their advantages, such as clear structure, fluent language, natural integration of personal feelings and classic appreciation, and encourages other students to learn from them. For articles with common problems, the teacher points out the existing problems, such as disorganized structure, inappropriate use of words, superficial personal feelings, etc., and guides students to discuss how to revise them. For example, if an article has the problem of superficial personal feelings, the teacher can guide students to think: “What specific content in the work makes you have such feelings? How can you express these feelings more vividly?” After the group mutual evaluation and teacher evaluation, students revise their own articles according to the evaluation suggestions. The teacher reminds students to pay attention to integrating the suggestions into their own articles, not just perfunctorily modifying, and ensures that each student can make progress through revision. After the revision, students can submit their revised articles to the teacher for further review. Design Intention: Evaluation and revision are important links to improve students’ writing level. Group mutual evaluation can make students learn from each other, find their own problems from the perspective of peers, and improve their ability to appreciate and evaluate articles. Teacher evaluation can help students grasp the key points of revision, clarify their own shortcomings, and get professional guidance. Revising articles according to the evaluation suggestions can help students consolidate the writing skills learned, correct their mistakes, and continuously improve their writing level. At the same time, this link also cultivates students’ critical thinking ability and self-improvement awareness. Summary and Extension: Consolidate and Expand First, the teacher summarizes the content of this class: “In today’s class, we reviewed the Reading B text, extracted the writing elements of introducing classic works, mastered the ‘three-paragraph structure’ of writing, and learned how to integrate personal feelings with classic appreciation naturally. Through group discussion, independent writing and evaluation and revision, we have improved our writing ability of introducing classic works.” The teacher then emphasizes: “Writing about classic works is not only a kind of practice of language ability, but also a kind of exploration and appreciation of classic culture. I hope you can continue to read more classic works after class, accumulate writing materials, and improve your ability of classic appreciation and writing level.” Then, the teacher arranges the after-class extension task: Read another classic work and write a short appreciation (about 100 words), applying the writing skills learned in this class; Share the classic works you like and your writing works with your classmates after class, and exchange your understanding and feelings. The teacher reminds students that when reading classic works, they should pay attention to accumulating excellent words and sentences, and try to apply them to their own writing. Design Intention: The summary of the class helps students sort out the knowledge and skills learned in this class, deepen their understanding and memory, and form a systematic knowledge framework. The after-class extension task is to extend the classroom teaching to after-class, guide students to read more classic works, accumulate writing materials, and consolidate the writing skills learned in the class. At the same time, it can also cultivate students’ autonomous learning ability and reading habits, and promote the all-round development of students’ core literacy. 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 $