Unit 4 literature for Self-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language competence: Master key words and sentences to express views on literature and self-understanding.

Cultural awareness: Understand the connection between foreign literature and self-growth.

Thinking quality: Develop critical thinking through literary analysis.

Learning ability: Form autonomous and cooperative learning habits.

Key points: Grasp the main idea of literary excerpts, master key vocabulary and sentence patterns related to self-understanding.

Difficult points: Analyze the literary devices and their roles, and connect literary themes with personal experience.

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

The teacher starts the class with an open question: “Have you ever read a book or a story that made you think more about yourself? What did you learn about yourself from it?” Then, the teacher invites 2-3 students to share their experiences in English. After the sharing, the teacher presents the title of Unit 4 “Literature for Self-Understanding” and Section 2 “Learning Through Practice”, and briefly explains: “Today, we will explore how we can understand ourselves better through reading literary works and practicing the skills of literary analysis. Literature is not just a story; it is a mirror that reflects our own hearts and helps us grow.”

Design Intention: The lead-in question is closely related to students’ real life, which can quickly arouse their interest and activate their prior experience of reading literary works. By inviting students to share, it not only creates a relaxed English communication atmosphere but also leads to the theme of the lesson naturally. The brief explanation of the title helps students clarify the core goal of the lesson—connecting literature with self-understanding, laying a foundation for the subsequent teaching links.

Step 2: Pre-reading (Vocabulary and Background Preview)

First, the teacher presents the key vocabulary and phrases in this section on the screen, including “self-reflection”, “insight”, “literary device”, “metaphor”, “symbolism”, “relate...to...”, “gain a deeper understanding of”, etc. For each word and phrase, the teacher provides simple and easy-to-understand English explanations and example sentences related to literary reading, such as “Self-reflection means thinking carefully about your own behaviors and feelings.” “Metaphor is a literary device that describes something by comparing it to something else without using ‘like’ or ‘as’.” Then, the teacher organizes students to do a quick matching exercise: match the words with their correct explanations. After the exercise, the teacher checks the answers and explains the difficult words again to ensure that students can understand and use them initially.

Next, the teacher introduces the background of the literary excerpts selected in this section (adapted from classic foreign literary works). The teacher briefly introduces the author and the main content of the original work in simple English, focusing on the part related to self-understanding, and emphasizes: “The excerpts we will read today are from works that focus on characters’ self-exploration. They will help us learn how to find the connection between literary characters and ourselves.”

Design Intention: Vocabulary is the foundation of reading and expression. Previewing key vocabulary helps students remove language obstacles in the subsequent reading process, ensuring that they can focus on understanding the content and theme of the text. The background introduction helps students understand the context of the excerpts, which is conducive to their in-depth analysis of the text and grasp of the author’s intention. The matching exercise enhances students’ memory and

understanding of vocabulary in a relaxed way, avoiding the tediousness of rote memorization.

Step 3: While-reading (Text Analysis and Practice)

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

First, Skimming: The teacher asks students to read the excerpts quickly and answer two questions: 1. What is the main topic of the excerpts? 2. What do the characters in the excerpts realize about themselves? After students finish reading, the teacher organizes a class discussion to check their answers. The teacher guides students to summarize the main idea: The excerpts mainly talk about the characters’ self-reflection and self-discovery through certain experiences, showing the process of self-understanding.

Design Intention: Skimming training helps students develop the ability to grasp the main idea of the text quickly, which is an important reading skill. The two questions are designed to guide students to focus on the core of the text—self-understanding, and lay a foundation for the subsequent detailed analysis.

Second, Scanning: The teacher asks students to read the excerpts again, scan for specific information, and fill in a table. The table includes three columns: “Characters”, “Key Behaviors/Experiences”, and “Self-realization”. Students work in pairs to complete the table, and then the teacher invites several pairs to present their answers on the blackboard. The teacher corrects and supplements the answers, emphasizing the key information that reflects the characters’ self-understanding.

Design Intention: Scanning training helps students improve their ability to find specific information quickly. Working in pairs encourages students to communicate and cooperate, and helps them complement each other’s ideas. The table form makes the key information of the text more clear and intuitive, which is conducive to students’ understanding of the relationship between the characters’ experiences and self-realization.

Third, Careful Reading: The teacher guides students to read the excerpts carefully, focusing on the literary devices used in the text and their roles. The teacher first asks guiding questions: 1. What literary devices can you find in the excerpts? (e.g., metaphor, symbolism, dialogue) 2. How do these literary devices help show the characters’ self-understanding? Then, the teacher divides students into groups of 4, and each group is responsible for analyzing one literary device. The groups discuss and summarize the specific performance of the literary device in the text and its role in highlighting the theme of self-understanding. After the group discussion, each group sends a representative to share their views. The teacher makes comments and supplements, helping students deeply understand how literary devices serve the theme. For example, if the text uses “a dark forest” as a metaphor for the characters’ confusion about themselves, the teacher guides students to analyze: “The dark forest symbolizes the characters’ confusion and uncertainty about their own hearts. Through this metaphor, the author vividly shows the characters’ state before self-discovery, making the theme of self-understanding more vivid and profound.”

In addition, during the careful reading process, the teacher also guides students to pay attention to the key sentences that reflect the characters’ self-understanding, such as “I finally realized that my fear comes from my own lack of confidence” and “Through this experience, I understood what I really want in life”. The teacher asks students to read these sentences aloud, analyze the emotional tone of the sentences, and discuss what these sentences show about the characters’ changes.

Design Intention: Careful reading is the key link to in-depth understanding of the text. Guiding students to analyze literary devices helps them improve their literary appreciation ability and thinking quality. Group discussion encourages students to think independently and communicate cooperatively, and helps them develop the ability to analyze and solve problems together. Analyzing key sentences helps students grasp the core of the characters’ self-understanding and understand the process of the characters’ growth, which is conducive to connecting the text with their own experiences.

Step 4: Post-reading (Extension and Application)

This step includes two parts: group discussion and writing practice, to help students apply the knowledge and skills