Unit 4 Literature for Identity-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第三册

Unit 4 Literature for Identity-Section 3 Using English in Context 教学目标和重难点 教学目标 It focuses on developing students’ language competence in using literary-related English contextually, cultural awareness of identity in literature, critical thinking quality through text analysis, and autonomous learning ability via cooperative exploration. 教学重难点 Key points: Master core vocabulary and sentence patterns about literature and identity; use English to express views on literary works. Difficult points: Apply language comprehensively in real contexts and deeply understand the connection between literature and identity. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme Entry The teacher starts the class with a question-and-answer interaction: “Have you ever read a novel or a poem that made you think about who you are or what your identity is?” Then, the teacher shows pictures of classic literary works (such as The Little Prince, Pride and Prejudice) and asks students to discuss in pairs: “What kind of identity does the protagonist in the work have? How does the work reflect the protagonist’s pursuit of identity?” After 3 minutes of discussion, invite 2-3 groups to share their views. Finally, the teacher summarizes: “Literature is a mirror of human soul. Many literary works explore the theme of identity, which is also the core of our Unit 4. Today, we will learn to use English in context to talk about literature and identity.” Design Intention: This link takes students’ familiar literary works as the starting point, activates their prior knowledge and life experience, and narrows the distance between students and the theme of “Literature for Identity”. The pair discussion not only stimulates students’ learning interest but also cultivates their oral expression ability initially. By summarizing the teacher’s guidance, students can clearly grasp the core task of this lesson, laying a solid foundation for the follow-up teaching. Pre-context: Master Core Language Points for Contextual Application First, the teacher presents the core vocabulary and sentence patterns of this section on the screen, including nouns (identity, literature, reflection, exploration), verbs (reflect, explore, convey, shaping), adjectives (profound, emotional, authentic), and key sentence patterns such as “The work reflects the protagonist’s exploration of his own identity.” “Through the description of the characters, the author conveys the importance of self-identity.” “Literature plays an important role in shaping people’s values and identity.” For each vocabulary, the teacher explains its meaning and usage with simple English, and matches it with example sentences closely related to the theme of literature and identity. For example, when explaining “identity”, the teacher says: “Identity refers to who a person is, including his personality, beliefs, and social status. In literary works, protagonists often spend a lot of time exploring their own identity.” Then, the teacher asks students to make sentences with the new vocabulary and sentence patterns in pairs, and invites several students to present their sentences to check their mastery. Next, the teacher introduces a short English passage about “literature and identity” (about 100 words), which contains the core vocabulary and sentence patterns just learned. Ask students to read the passage silently, underline the core vocabulary and sentence patterns, and then translate the passage into Chinese in groups. After the translation, the teacher checks and corrects the common mistakes, focusing on the accurate use of vocabulary and the understanding of sentence structure. Design Intention: The core of “Using English in Context” is to use language accurately and flexibly. This link focuses on the teaching of core vocabulary and sentence patterns, which is the basis for students to use English in context. By combining example sentences with the theme, students can not only master the language points but also initially connect the language with the theme. The sentence-making and translation activities help students consolidate the learned knowledge and lay a solid language foundation for the follow-up contextual application. In-context: Deepen Theme Understanding and Practice Contextual Application Text Reading and Analysis: Explore the Connection Between Literature and Identity The teacher presents the main text of Section 3 (a passage about the relationship between literature and identity, introducing how different literary works reflect the theme of identity). First, ask students to read the text quickly and answer the following questions: What is the main idea of the text? What examples does the text use to illustrate the connection between literature and identity? After students finish reading, invite them to share their answers, and the teacher summarizes the main idea of the text: The text mainly discusses that literature is an important way to explore identity, and different literary works reflect the protagonist’s pursuit and shaping of identity through different character descriptions and plot arrangements. Then, guide students to read the text carefully, and carry out group exploration activities. Divide students into 4 groups, and assign different tasks to each group: Group 1: Analyze the key sentences in the text that reflect the theme of “literature and identity”, and explain their meanings. Group 2: Summarize the examples used in the text and analyze how these examples illustrate the connection between literature and identity. Group 3: Discuss the language features of the text and analyze how the author uses language to convey the theme. Group 4: Think about the significance of exploring identity through literature, and combine their own reading experience to express their views. After 10 minutes of group exploration, each group sends a representative to present their results. The teacher comments and supplements each group’s presentation, focusing on guiding students to deeply understand the connection between literature and identity, and emphasizing the accurate use of English in the process of expression. For example, when Group 2 presents the examples in the text, the teacher asks: “How does the author describe the protagonist’s identity exploration in this example? What words and sentences does he use? Can you use these words and sentences to describe another literary protagonist’s identity exploration?” Design Intention: Text reading and analysis is the core link of this lesson. Through fast reading and careful reading, students can gradually deepen their understanding of the theme of “literature and identity”. Group exploration activities not only cultivate students’ cooperative learning ability but also encourage students to think actively and express their views in English. The teacher’s comments and guidance can help students correct their misunderstandings, grasp the key points of the text, and improve their ability to analyze and understand the text. Contextual Dialogue Practice: Use English to Communicate About Literature and Identity Based on the text content and the core language points learned, the teacher designs a contextual dialogue task. The task scenario is: “You and your classmate are talking about your favorite literary works. You need to introduce the protagonist’s identity, the way the work reflects the protagonist’s identity, and express your own views on the theme of identity in the work.” First, the teacher presents a sample dialogue on the screen: A: What’s your favorite literary work? B: My favorite literary work is The Little Prince. A: Can you talk about the protagonist’s identity? B: The little prince is a pure and kind child. He travels around the universe to explore the meaning of life and his own identity. A: How does the work reflect the little prince’s identity exploration? B: Through his communication with different people on different planets, the work reflects the little prince’s confusion and pursuit of identity. Finally, he realizes that the most important thing in life is love and responsibility, which also shapes his unique identity. A: I agree with you. Literature really helps us understand identity better. Then, ask students to practice the dialogue in pairs, referring to the sample dialogue and combining their own favorite literary works. The teacher walks around the classroom, observes students’ practice, and provides timely guidance for students who have difficulties in expression, such as reminding them to use the core vocabulary and sentence patterns learned, and helping them organize their language. After the practice, invite 2-3 pairs to perform their dialogues in front of the class, and the teacher comments on their performance, focusing on the accuracy, fluency, and appropriateness of their language use. Design Intention: Contextual dialogue practice is an important way to realize “Using English in Context”. By setting real communication scenarios, students can apply the learned vocabulary, sentence patterns, and text knowledge to actual communication, improving their oral expression ability and language application ability. The sample dialogue provides a reference for students, reducing their difficulty in practice. The teacher’s on-site guidance and comments can help students find their own problems and improve their language application level in time. Contextual Writing Practice: Express Views on Literature and Identity in Writing On the basis of dialogue practice, the teacher guides students to carry out contextual writing practice. The writing task is: “Write a short passage (about 150 words) introducing your favorite literary work, focusing on how the work reflects the theme of identity, and expressing your own understanding of the connection between literature and identity.” Before writing, the teacher guides students to sort out the writing ideas: first, introduce the name of the literary work and its main protagonist; second, describe how the work reflects the protagonist’s identity exploration; finally, express their own views on the theme of identity in literature. At the same time, remind students to use the core vocabulary and sentence patterns learned in this lesson, and pay attention to the coherence and logic of the passage. Students start writing independently, and the teacher walks around to provide guidance for students who have difficulties in writing, such as helping them sort out their ideas, reminding them of the correct use of language, and correcting grammatical mistakes. After students finish writing, invite several students to submit their works and read them aloud in class. The teacher comments on the works, affirming the advantages and pointing out the areas that need improvement, such as the accuracy of vocabulary use, the fluency of sentences, and the clarity of ideas. Then, ask students to revise their own works according to the teacher’s comments and exchange their works with their deskmates for mutual revision. Design Intention: Writing practice is a comprehensive test of students’ language application ability. By combining the theme of the lesson and the learned language points, the writing task can help students consolidate their knowledge and improve their writing ability. The teacher’s guidance and revision link can help students find their own problems in writing, improve their writing level, and at the same time cultivate their ability to evaluate and revise their own works. Post-context: Consolidate and Extend to Promote the Internalization of Knowledge Knowledge Consolidation: Summary and Review The teacher guides students to summarize the key content of this lesson together: The core vocabulary and sentence patterns about literature and identity; The connection between literature and identity; How to use English to express views on literature and identity in oral and written forms. Then, the teacher designs a quick quiz: present several sentences, ask students to fill in the blanks with the core vocabulary learned, and check their mastery of the language points. For example: Literature is a reflection of human’s exploration of ______ (identity). The author uses vivid descriptions to ______ (convey) the protagonist’s pursuit of identity. Design Intention: The summary and review link helps students sort out the knowledge system of this lesson, deepen their memory of the key content, and consolidate the learned knowledge. The quick quiz can quickly check students’ mastery of the core language points, and help the teacher grasp the teaching effect in time, laying a foundation for the follow-up teaching adjustment. Extension and Expansion: Connect with Real Life and Expand Vision The teacher raises the question: “In addition to literary works, what other ways can help us explore our own identity?” Guide students to discuss freely, such as through family, friends, study, hobbies, etc. Then, the teacher introduces that in modern society, people often explore their own identity through various ways, and literature is just one of the important ways. Ask students to think: “How can we use the English we have learned to introduce our own identity and the way we explore our identity?” Then, assign an extended task: “After class, write a short passage (about 100 words) introducing your own identity and the way you explore your identity, using the vocabulary and sentence patterns learned in this lesson. You can also combine your own hobbies, study experience, and family background to elaborate.” Design Intention: The extension and expansion link connects the teaching content with students’ real life, making the language learning more practical and meaningful. By guiding students to explore their own identity, we can not only deepen their understanding of the theme but also stimulate their enthusiasm for using English. The after-class extended task can help students consolidate the learned knowledge, improve their language application ability, and realize the integration of language learning and life practice. Teaching Evaluation and Feedback The teacher evaluates students’ performance in this lesson from three aspects: The mastery of core vocabulary and sentence patterns (through sentence-making, translation, and quiz); The performance in oral communication (through pair discussion, dialogue practice, and on-site performance); The performance in writing (through writing practice and revision). The evaluation focuses on encouraging students, affirming their progress, and pointing out the areas that need improvement. At the same time, the teacher collects students’ questions and suggestions about this lesson, and adjusts the follow-up teaching plan according to the feedback. Design Intention: Scientific teaching evaluation can help the teacher grasp the teaching effect in time, understand students’ learning situation, and provide targeted guidance for students. The encouraging evaluation can stimulate students’ learning motivation and enhance their confidence in learning English. Collecting students’ feedback can make the teaching more in line with students’ learning needs and improve the teaching quality. Summary This lesson takes “Using English in Context” as the core, takes the theme of “Literature for Identity” as the main line, and gradually carries out teaching activities from lead-in, pre-context, in-context to post-context. Through various forms of activities such as discussion, reading, dialogue, and writing, students’ language application ability is improved, their understanding of the connection between literature and identity is deepened, and their four-dimensional core literacy is comprehensively developed. In the teaching process, the teacher adheres to the student-centered concept, guides students to participate in the teaching activities actively, and realizes the organic combination of knowledge teaching and ability training. 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 $