Unit 4 literature for Self-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language Competence: Enable students to master core vocabulary and complex sentence structures related to literature and self-understanding, and improve their abilities in skimming, scanning and deep reading to understand the theme and connotation of the text.

Cultural Awareness: Guide students to appreciate the value of literary works from different perspectives, understand the connection between literature and self-growth, and cultivate cross-cultural literacy and cultural confidence.

Thinking Quality: Help students analyze the author’s writing purpose and logical structure, develop critical thinking and logical reasoning abilities, and learn to reflect on themselves through literary works.

Learning Ability: Cultivate students’ autonomous learning and cooperative inquiry abilities, enable them to master effective reading strategies, and lay a foundation for lifelong learning.

Key Points: Master the core vocabulary (such as self-reflection, insight, inspiration, virtue) and key sentence patterns in the reading text; understand the main idea, logical structure and author’s emotional tendency of the text; grasp the way the author connects literature with self-understanding.

Difficult Points: Comprehend the implied meaning and profound connotation of the text, especially the connection between literary works and personal growth; use critical thinking to analyze the value of literature for self-understanding; express personal views on literature and self-growth in fluent English.

Step 1: Lead-in (Warm-up and Activation)

The teacher starts the class with an open question: “Have you ever read a book or a story that made you think deeply about yourself? What did you learn about yourself from it?” Then, the teacher invites 2-3 students to share their experiences in English. After that, the teacher shows some pictures of classic literary works (such as The Little Prince, To Kill a Mockingbird) and asks: “Do you know these works? What do you think they can bring to us?” Finally, the teacher naturally leads to the topic of the unit: “Literature is not only a kind of art, but also a mirror for us to understand ourselves. Today, we will learn Section 1 Reading for Meaning and explore how literature helps us understand ourselves better.”

Design Intention: The lead-in links students’ real life experiences with the theme of the text, which can quickly arouse students’ interest in learning and activate their prior knowledge about literary works. By asking open questions and showing pictures, students can naturally enter the learning context of “literature and self-understanding”, lay an emotional and cognitive foundation for the subsequent reading teaching, and also cultivate students’ oral expression ability and thinking ability.

Step 2: Pre-reading (Vocabulary and Prediction)

First, the teacher arranges students to work in groups of 4 to sort out the core vocabulary in the text. The key vocabulary includes self-reflection, insight, inspiration, virtue, sympathy, empathy, cherish, pursuit, inner world, moral value, etc. For each word, students need to discuss its meaning, part of speech, collocation and example sentence, and the teacher walks around the classroom to provide guidance for students who have difficulties. For example, for the word “insight”, the teacher can guide students to understand its meaning as “a deep understanding of something” and give an example sentence: “Reading literary works gives us insight into human nature.”

Then, the teacher shows the title of the reading text “Literature: A Mirror to Understand Ourselves” and asks students to predict the main content of the text. The teacher can give some hints: “What do you think the author will talk about in this text? How does literature act as a mirror? What can we see from this mirror?” Students can express their predictions freely, and the teacher records the key points of their predictions on the blackboard.

Finally, the teacher briefly introduces the background of the text: This text is an expository article that discusses the relationship between literature and self-understanding. It explains how literary works help people reflect on themselves, gain insight into their inner world and improve their moral quality from different angles. This introduction helps students form a preliminary understanding of the text type and core content.

Design Intention: Vocabulary is the foundation of reading comprehension. Through group discussion, students can not only master the core vocabulary in the text, but also improve their cooperative learning ability and independent inquiry ability. Predicting the main content of the text before reading can activate students’ thinking, arouse their desire to read, and help them establish a reading goal, so that they can read more purposefully and improve reading efficiency. The brief introduction of the text background helps students build a connection between the text and their existing knowledge system, laying a foundation for in-depth reading.

Step 3: While-reading (Comprehension and Analysis)

This step is divided into three parts: skimming, scanning and deep reading, to help students understand the text from shallow to deep.

First, Skimming: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What is the author’s attitude towards the role of literature in self-understanding? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The main idea of the text is to discuss the important role of literature in helping people understand themselves, and the author holds a positive and affirmative attitude towards it.

Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text and the author’s emotional tendency, form an overall understanding of the text, and lay a foundation for in-depth reading. At the same time, it can also improve students’ reading speed and ability to capture key information.

Second, Scanning: The teacher asks students to read the text again carefully and complete the following table, which helps students sort out the key information of the text clearly.

After students complete the table independently, they exchange and check with their group members, and the teacher comments on the completion of the table, emphasizing the key information and correcting the wrong understanding of students. For example, for the part of “self-reflection”, the teacher can guide students to find the relevant sentences in the text: “When we read about the struggles and growth of the characters in literary works, we can’t help but reflect on our own