Unit 4 Approaching Classics-Reading B-Further Exploration 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-Further Exploration 教学目标和重难点 教学目标 Language Ability: Enable students to master key vocabularies and sentence patterns in the text, improve reading ability to grasp the theme, details and logical structure of the passage about classic works. Cultural Awareness: Guide students to understand the connotation of classic works, respect cultural diversity and enhance cross-cultural appreciation ability. Thinking Quality: Cultivate students’ logical thinking, critical thinking and inductive reasoning ability through text analysis and discussion. Learning Ability: Help students master effective reading strategies and form the habit of autonomous and cooperative learning. 教学重难点 Key Points: Master the key words, phrases and complex sentences in the text; understand the main idea, structural framework and the author’s emotional tendency; grasp the basic methods of appreciating classic works. Difficult Points: Analyze the rhetorical devices used in the text and their effects; deeply understand the cultural connotation and spiritual value behind classic works; express personal views on classics in fluent English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students pictures of classic works from both Chinese and Western cultures, such as William Wordsworth’s poems, excerpts from The Old Man and the Sea, and classic Chinese poems. Then the teacher asks a series of guiding questions in English: “Do you know these classic works? Have you read any of them? What do you think makes a work a ‘classic’? ” The teacher invites students to share their opinions freely in pairs. After 5 minutes of pair discussion, 2-3 groups are invited to present their views to the whole class. The teacher makes simple comments, affirms students’ positive thinking and supplements relevant background knowledge about classic works, such as the definition of classics and their value in human civilization. At the same time, the teacher writes key words and sentences related to the topic on the blackboard, such as “classic works”, “literary value”, “emotional connotation”, “cultural heritage” and so on. Design Intention: This link combines situational teaching and interactive discussion. Showing pictures of classic works can quickly attract students’ attention and create a good English learning atmosphere. The guiding questions are closely related to the unit theme “Approaching Classics”, which can activate students’ prior knowledge and life experience, arouse their interest in the topic of classic works, and lay a foundation for the subsequent text reading. Pair sharing and class presentation provide students with opportunities to practice oral expression, reduce their anxiety about speaking English, and help them accumulate initial language materials and ideas for subsequent text analysis. Writing key words and sentences on the blackboard can provide effective language support for students with weak language foundation. Step 2: Pre-reading (Prediction and Background Supplementary) First, the teacher presents the title of Reading B “Further Exploration” and the related pictures in the textbook to the students. Then the teacher guides the students to predict the content of the text: “According to the title and the pictures, what do you think this passage will talk about? Will it introduce specific classic works, or discuss the significance of exploring classics? ” Students are encouraged to express their predictions freely, and the teacher records their key ideas on the blackboard. Next, the teacher supplements the background knowledge of the text in English, focusing on the author’s writing background, the theme of the passage and the relevant cultural background of the classic works involved. For example, if the text involves William Wordsworth’s poems, the teacher briefly introduces his status as one of the founders of English romanticism and his style of “poet of nature”, helping students understand the author’s writing characteristics and the emotional connotation of his works. At the same time, the teacher teaches 3-5 key vocabularies in the text in advance, such as “prevail”, “whoop”, “bare”, “fare”, “anon”, and explains their pronunciation, part of speech, meaning and usage with simple examples, which helps students reduce difficulties in reading the text. Design Intention: Predicting the text content based on the title and pictures can train students’ predictive ability and logical thinking ability, and let students form a preliminary cognitive framework of the text before reading. Supplementary background knowledge helps students understand the cultural and historical context of the text, avoid misunderstandings caused by cultural differences, and deepen their understanding of the theme of the passage. Teaching key vocabularies in advance is a kind of effective scaffolding teaching, which can help students break through the language barrier in reading, improve reading efficiency, and lay a solid foundation for the in-depth understanding of the text. Step 3: While-reading (In-depth Reading and Task-driven Analysis) This link is divided into three parts: fast reading, careful reading and intensive reading, with different tasks designed for each part to guide students to understand the text step by step. First, Fast Reading. The teacher asks students to read the text quickly and finish the following tasks: 1. Determine the genre of the text (expository text or argumentative text); 2. Find out the main idea of the whole passage; 3. Divide the text into several parts and summarize the main idea of each part. After students finish reading, the teacher organizes them to check the answers in groups. For the main idea of the text, the teacher guides students to summarize it in their own words, and corrects inappropriate expressions to help students grasp the overall framework of the text. For example, if the text is about exploring the beauty and value of Wordsworth’s poems, the teacher guides students to summarize the main idea as “This passage introduces William Wordsworth’s poem Written in March, analyzes its stylistic features and emotional connotation, and emphasizes the value of exploring classic works.” Design Intention: Fast reading aims to train students’ skimming ability, enable them to quickly grasp the overall information of the text, such as genre, main idea and structural framework, and cultivate their ability to extract key information efficiently. Group check not only can promote students’ cooperative learning, but also can let students find their own mistakes in time and learn from each other. Guiding students to summarize the main idea in their own words can test their understanding of the text and improve their ability of language organization and expression. Second, Careful Reading. The teacher asks students to read the text carefully and finish the following detailed tasks: 1. Answer the detailed questions designed by the teacher, which involve the key details, logical relations and author’s views in the text. For example: “What scenes does the poet describe in Written in March?”, “What rhetorical devices are used in the poem and what effects do they produce?”, “What is the author’s attitude towards classic works? ” 2. Underline the key sentences and difficult sentences in the text, and discuss with their group members to analyze the meaning and sentence structure. For difficult sentences, such as complex attributive clauses, adverbial clauses or inverted sentences, the teacher gives appropriate guidance, explains the sentence structure and helps students understand the meaning. 3. Sort out the logical relations of the text, such as cause and effect, comparison and contrast, and sequence, and complete the logical framework chart of the text in groups. Design Intention: Careful reading is the key link to help students deeply understand the text. Detailed questions can guide students to pay attention to the key details of the text and avoid superficial reading. Analyzing key sentences and difficult sentences can help students master complex sentence structures, improve their ability of understanding and analyzing long and difficult sentences, and lay a foundation for their future English reading and writing. Sorting out the logical relations of the text can cultivate students’ logical thinking ability, enable them to understand the internal connection of the text, and improve their ability of text analysis. Third, Intensive Reading. On the basis of careful reading, the teacher guides students to carry out in-depth analysis of the text. First, the teacher focuses on the analysis of rhetorical devices in the text, such as personification, simile, metaphor, parallelism and repetition. For example, in the poem Written in March, “the green field sleeps in the sun” uses personification, and the teacher guides students to analyze how this rhetorical device embodies the beauty of nature and the poet’s love for nature. Then, the teacher guides students to analyze the author’s emotional tendency and writing purpose, and discuss: “What emotions does the author want to express through describing the scenes in the poem? What is the significance of exploring classic works mentioned in the text? ” Finally, the teacher guides students to connect the text with real life, and think about: “What classic works have you read? What enlightenment have you gained from them? How should we inherit and carry forward classic works in modern society? ” Design Intention: Intensive reading aims to help students dig deep into the connotation of the text, not only to understand the surface meaning of the text, but also to grasp the author’s emotional connotation and writing purpose. Analyzing rhetorical devices can improve students’ ability of literary appreciation, let them feel the beauty of English language, and enhance their interest in English learning. Connecting the text with real life can stimulate students’ thinking, enable them to apply the knowledge they have learned to practice, and deepen their understanding of the value of classic works, which is also conducive to the cultivation of their cultural awareness and thinking quality. Step 4: Post-reading (Consolidation and Extension) This link is divided into three parts: language consolidation, theme extension and cooperative inquiry, to help students consolidate the knowledge they have learned and extend their thinking. First, Language Consolidation. The teacher designs two tasks to help students consolidate the language knowledge in the text: 1. Vocabulary exercise: Ask students to use the key vocabularies and phrases learned in the text, such as “prevail”, “whoop”, “at work”, “fare ill”, to make sentences, and each student makes at least 3 sentences. After finishing, the teacher invites some students to present their sentences to the whole class, and makes comments and corrections. 2. Sentence pattern imitation: Select 2-3 typical sentence patterns in the text, such as parallel sentences and inverted sentences, and ask students to imitate them to write sentences related to the theme of classic works. For example, imitate the parallel sentence “There’s joy in the mountains; there’s life in the fountains; small clouds are sailing, blue sky prevailing” to write a sentence describing classic works. Design Intention: Language consolidation is an important link to transform the input of language knowledge into output. Vocabulary and sentence pattern exercises can help students firmly master the key language points in the text, improve their ability of language application, and lay a foundation for their future English writing and speaking. Inviting students to present their works can enhance their sense of achievement and stimulate their enthusiasm for learning. Second, Theme Extension. The teacher starts with the text and guides students to carry out theme extension activities. First, the teacher introduces other classic works of the same type as the text, such as other poems by William Wordsworth or classic works of other romantic poets, and briefly introduces their main contents and artistic features. Then, the teacher divides students into groups of 4-5, and assigns different tasks to each group: Group 1 collects English classic poems and introduces their connotation; Group 2 compares Chinese and Western classic works and analyzes their cultural differences; Group 3 discusses the value of classic works in modern society and puts forward suggestions on how to inherit classic works. Each group is required to complete the task in the form of a short report, and prepare a 3-minute oral presentation. Design Intention: Theme extension can help students expand their horizons, enable them to understand more classic works, and deepen their understanding of the theme of “Approaching Classics”. Group cooperative tasks can cultivate students’ cooperative learning ability and autonomous learning ability, let them learn to collect and sort out information, and improve their ability of oral expression and logical organization. Comparing Chinese and Western classic works can enhance students’ cross-cultural awareness and cultivate their ability of cultural comparison and analysis. Third, Cooperative Inquiry. On the basis of theme extension, the teacher puts forward a deeper inquiry question: “With the development of modern society, more and more people are keen on popular culture and ignore classic works. What do you think are the reasons for this phenomenon? How can we arouse young people’s interest in classic works and let classics go into young people’s lives? ” Students are required to discuss this question in groups, and each group is required to put forward at least 3 reasons and 3 specific suggestions. After the discussion, each group sends a representative to make a presentation, and the teacher makes a summary and comment, guiding students to establish a correct attitude towards classic works, and emphasizing the importance of inheriting and carrying forward classic works. Design Intention: Cooperative inquiry aims to cultivate students’ critical thinking ability and problem-solving ability. The inquiry question is closely related to real life, which can stimulate students’ deep thinking, let them think about the status and value of classic works in modern society, and enhance their sense of responsibility for inheriting classic culture. Group discussion and presentation can further improve students’ oral expression ability and cooperative learning ability, and let students learn to listen to others’ opinions and express their own views in a rational way. Step 5: Summary and Homework First, Summary. The teacher invites students to summarize the content of this lesson in English, including the main idea of the text, key language points, the methods of appreciating classic works and the gains from the class. Then the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, sorting out the learning ideas of this lesson, and reviewing the four-dimensional core literacy goals to ensure that students have a clear understanding of the content of this lesson. The teacher also encourages students to reflect on their own learning process, find out their own advantages and disadvantages, and put forward suggestions for improvement. Design Intention: Letting students summarize the lesson can test their mastery of the content of this lesson, improve their ability of language organization and summary, and help them form a systematic cognitive framework of the knowledge they have learned. Teacher’s supplementary summary can help students sort out the key points of the lesson, strengthen their memory, and guide students to reflect on their own learning, which is conducive to the cultivation of their learning ability and the improvement of their learning efficiency. Second, Homework. The teacher assigns three levels of homework to meet the needs of students with different levels: 1. Basic homework: Recite the key vocabularies and sentences in the text, and write a 100-word short passage about “My Favorite Classic Work” in English. 2. Improved homework: Read an English classic poem or an excerpt from a classic work, and write a 150-word appreciation passage, analyzing its main content and emotional connotation. 3. Challenge homework: Work with group members to complete a poster about “Inheriting Classic Works”, which includes the introduction of classic works, the significance of inheritance and specific suggestions, and prepare an oral presentation for the next class. Design Intention: Assigning hierarchical homework follows the principle of teaching students in accordance with their aptitude, which can meet the learning needs of students with different levels. Basic homework helps students consolidate the basic knowledge they have learned; improved homework helps students improve their ability of literary appreciation and writing; challenge homework can stimulate students’ creativity and cooperative ability, and further deepen their understanding of the theme of classic works. At the same time, homework connects classroom learning with after-class learning, helping students form a good learning habit and improve their English comprehensive ability. Step 6: Teaching Reflection (Designed for Teachers) After the class, teachers need to reflect on the teaching process from the following aspects: 1. Whether the four-dimensional core literacy goals are effectively achieved, especially whether students’ language ability, cultural awareness, thinking quality and learning ability are improved. 2. Whether the design of teaching links is reasonable, whether the transition between each link is smooth, and whether it can effectively arouse students’ learning interest. 3. Whether the design of teaching tasks is appropriate, whether it can meet the needs of students with different levels, and whether it can effectively promote students’ cooperative learning and autonomous learning. 4. Whether the key and difficult points of the lesson are effectively broken through, and whether students have a deep understanding of the text and the theme. 5. What problems exist in the teaching process, such as whether students’ oral expression is fluent enough, whether their participation is high enough, and how to improve these problems in the next class. Teachers should record the reflection in detail, sum up experience and lessons, and constantly optimize the teaching design to improve the teaching effect. Design Intention: Teaching reflection is an important part of teaching practice, which helps teachers summarize their teaching experience, find out the problems in the teaching process, and continuously improve their teaching level. Through reflection, teachers can better grasp the learning situation of students, adjust the teaching strategy in time, make the teaching design more in line with the needs of students, and better realize the goal of cultivating students’ four-dimensional 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 $