Unit 4 Literature for Identity-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第三册

Unit 4 Literature for Identity-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on cultivating students’ language ability to use English to discuss literary works and identity. It develops cultural awareness to respect cultural diversity, fosters thinking quality of critical analysis, and improves learning ability of independent exploration and cooperative learning. 教学重难点 Key points: Master core vocabulary and sentence patterns about literature and identity; understand the theme and structure of the text. Difficult points: Analyze the connection between literary works and identity exploration and express personal views in English logically. 教学过程 Lead-in The teacher starts the class with an open question: “Have you ever read a novel or a poem that made you think about who you are or where you come from?” Then, the teacher shows pictures of classic literary works (such as “The Adventures of Huckleberry Finn” and “Pride and Prejudice”) and asks students to briefly talk about their understanding of these works in English. After 3 to 4 students share their views, the teacher summarizes: “Literature is not only a form of art, but also a mirror that helps us explore our own identity. Today, we will learn Section 4 Expanding Our Horizons to further understand how literature shapes and reflects our identity.” Design Intention: The lead-in links students’ existing literary reading experience with the theme of the unit, arouses their learning interest and enthusiasm. By asking open questions and showing familiar literary works, it lowers the threshold of English expression, helps students quickly enter the learning state, and lays a foundation for the subsequent text learning and theme exploration. At the same time, it subtly points out the connection between literature and identity, which is consistent with the core theme of Unit 4. Pre-reading: Vocabulary and Background Preview Vocabulary Learning: The teacher presents core vocabulary of this section on the screen, including “identity”, “heritage”, “reflect”, “shape”, “explore”, “diverse”, “perspective” and so on. For each word, the teacher provides accurate English definitions, example sentences related to literature and identity, and guides students to read aloud and master the pronunciation and usage. For example, for “identity”, the teacher says: “Identity refers to who a person is, including their beliefs, culture, and family background. In literature, many characters are exploring their own identity.” Then, the teacher asks students to make simple sentences with these words in pairs, and invites several pairs to present their sentences to check the mastery. Background Introduction: The teacher briefly introduces the background of the text—this section mainly collects excerpts from different literary works around the world, showing how people from different cultural backgrounds explore their identity through literature. The teacher adds: “These works come from different countries and cultures, which can help us expand our horizons and understand the diversity of identity exploration. You will find that although people’s living environments are different, the desire to explore their own identity is universal.” Design Intention: Vocabulary is the foundation of English learning. By focusing on core vocabulary related to the theme, it helps students remove language barriers in subsequent text reading. The example sentences closely link vocabulary with the theme of literature and identity, making students understand the practical usage of words in context. The background introduction helps students understand the context and purpose of the text, cultivates their cultural awareness of respecting diverse cultures, and paves the way for in-depth understanding of the text content. While-reading: Text Analysis and Comprehension Fast Reading: The teacher asks students to read the text quickly and complete two tasks: (1) Find out how many literary excerpts are included in the text; (2) Summarize the main idea of each excerpt in one sentence. After students finish reading, the teacher organizes the whole class to check the answers. For each excerpt, the teacher invites a student to share their summary, and then corrects and supplements it to ensure that students grasp the core content of each part quickly. Careful Reading: The teacher guides students to read each excerpt carefully and carry out in-depth analysis, combining with the following questions: Excerpt 1: (Taking the excerpt about exploring family heritage as an example) (1) What does the author want to express through describing his family’s past? (2) How does the author’s family heritage shape his identity? (3) What words and sentences in the excerpt can show the author’s feelings towards his family heritage? Excerpt 2: (Taking the excerpt about cultural identity in a multicultural society as an example) (1) What challenges does the protagonist face in terms of identity? (2) How does the protagonist try to solve these challenges? (3) What do you think of the protagonist’s choice? Excerpt 3: (Taking the excerpt about self-identity exploration in youth as an example) (1) What changes does the protagonist experience in the process of exploring self-identity? (2) What factors affect the protagonist’s self-identity? (3) Can you relate the protagonist’s experience to your own life? In the process of answering questions, the teacher guides students to find key words and sentences in the text, analyze the author’s writing purpose and emotional tendency, and encourages students to express their own views. For difficult sentences, the teacher helps students parse them, such as complex attributive clauses and adverbial clauses, to ensure that students understand the text thoroughly. Text Structure Analysis: After analyzing each excerpt, the teacher guides students to sort out the structure of the whole text. The teacher asks: “What is the connection between these three excerpts? How does the author arrange these excerpts?” Through discussion, students summarize that the text is structured in a parallel way, and the three excerpts respectively show identity exploration from the perspectives of family heritage, cultural background and youth growth, which together reflect the theme of “expanding our horizons through literature to understand identity”. The teacher then makes a summary to help students form a systematic understanding of the text structure. Design Intention: Fast reading helps students grasp the overall framework of the text and improve their reading speed and skimming ability. Careful reading with targeted questions guides students to read in depth, analyze the details of the text, and understand the connection between literary works and identity exploration, which focuses on cultivating students’ critical thinking ability and text analysis ability. The analysis of text structure helps students master the logical relationship of the text, improve their ability to sort out and summarize information, and lay a foundation for subsequent writing and discussion activities. While-reading: Language Points Focus On the basis of text comprehension, the teacher focuses on explaining the key language points in the text, combining with the context to help students master their usage flexibly. Key Phrases: (1) “reflect on” – The teacher takes the sentence in the text “We often reflect on our identity through the stories we read” as an example, explains that it means “think carefully about something”, and asks students to make sentences with this phrase, such as “I often reflect on my learning experience to improve myself.” (2) “shape one’s identity” – The teacher explains that it means “influence and determine who a person is”, and combines the text content to let students understand its usage in the context of literature. (3) “in terms of” – The teacher uses the sentence in the text “In terms of cultural identity, the protagonist faces many challenges” to explain its meaning of “regarding or in relation to”, and guides students to use it to talk about their own views on identity. Key Sentence Patterns: Attributive Clause: The teacher takes the sentence “The novel tells a story of a young man who is trying to find his own identity” as an example, parses the structure of the restrictive attributive clause, and asks students to find similar sentences in the text and analyze them. Language Usage Tips: The teacher reminds students that in English writing and expression related to literature and identity, they can use the vocabulary and sentence patterns learned in this section to make their expression more accurate and vivid. For example, when talking about identity exploration, they can use words like “explore”, “reflect”, “shape” and phrases like “reflect on”, “in terms of”. Design Intention: Focusing on language points on the basis of text comprehension, it implements the requirement of “integrating language learning into theme exploration”, so that students can master language knowledge in the context of the text, rather than rote memorization. By asking students to make sentences and analyze sentences independently, it improves their ability to use language flexibly, which lays a solid foundation for their subsequent English expression and writing. At the same time, it helps students better understand the text content and deepen their grasp of the theme. Post-reading: Discussion and Practice Group Discussion: The teacher divides students into groups of 4 to 5, and puts forward the discussion topic: “How does literature help us explore our own identity? Combine the text excerpts and your own reading experience to share your views.” Before the discussion, the teacher gives some guiding questions: (1) Which excerpt in the text impresses you most? Why? (2) What literary works have you read that helped you understand your own identity better? (3) In your opinion, what role does literature play in identity exploration? During the discussion, the teacher walks around the classroom, listens to the discussion of each group, provides guidance and help for students who have difficulties in expression, and encourages all students to participate in the discussion actively. After the discussion, each group sends a representative to share the group’s views, and the teacher makes comments and supplements, affirming the reasonable views of each group and guiding students to think more in depth. Individual Practice: The teacher asks students to write a short passage (about 80-100 words) with the title “How a Literary Work Influenced My Identity”. The teacher reminds students to use the vocabulary and sentence patterns learned in this section, combine their own reading experience, and clearly express their views. After students finish writing, the teacher invites several students to read their passages in front of the class, and makes comments on their content, language usage and logical structure, pointing out their advantages and areas for improvement. Extended Activity: The teacher introduces some other literary works related to identity exploration (such as “The Catcher in the Rye” and “Beloved”) and recommends students to read them after class. The teacher says: “These works will help you further expand your horizons, understand different forms of identity exploration, and deepen your understanding of the theme of this unit. You can write a short reading report after reading and share it in the next class.” Design Intention: Group discussion encourages students to communicate and cooperate in English, improves their oral expression ability and cooperative learning ability, and at the same time enables students to deepen their understanding of the theme through mutual exchange. Individual writing practice integrates the language knowledge and theme understanding learned in this class, and examines students’ ability to use language comprehensively. The extended activity expands students’ reading scope, guides them to carry out independent learning after class, and improves their learning ability. At the same time, it further strengthens the connection between literature and identity exploration, and achieves the goal of expanding students’ horizons. Summary and Homework Summary: The teacher guides students to review the content of this class together. The teacher asks: “What have we learned today? What do we need to master?” Through students’ answers, the teacher summarizes: In this class, we have learned the text of Section 4, mastered the core vocabulary and sentence patterns related to literature and identity, understood how different literary works reflect identity exploration, and discussed the role of literature in identity exploration. We should not only master the language knowledge, but also learn to use literature to expand our horizons and understand ourselves better. Homework: (1) Review the core vocabulary and sentence patterns learned in this class, and make 5 sentences with the key phrases. (2) Complete the short passage written in class and revise it according to the teacher’s comments. (3) Read one of the recommended literary works after class and write a 100-word reading report, focusing on how the work reflects identity exploration. (4) Preview the next section and collect relevant materials about literary works and identity. Design Intention: The summary helps students sort out the knowledge and content learned in this class, form a systematic understanding, and strengthen memory. The homework is designed hierarchically: the first task focuses on consolidating language knowledge, the second task improves students’ writing ability, the third task expands students’ reading and deepens their understanding of the theme, and the fourth task lays a foundation for the next class. This kind of homework design meets the needs of different students and helps to improve their comprehensive English ability and learning 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 $