Unit 4 literature for Self-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版选择性必修第一册

Language Ability: Master core vocabulary and sentence patterns related to literature and self-understanding, and be able to use them flexibly in listening, speaking, reading and writing to express personal feelings and views.

 Cultural Awareness: Understand the connotation of foreign literature works, respect the diversity of world literature, and enhance cultural confidence through comparing Chinese and foreign literary works.

Thinking Quality: Develop critical thinking and logical reasoning ability by analyzing literary works, and form the ability to reflect on self and life through literary perception.

Learning Ability: Master effective learning strategies such as contextual guessing, cooperative inquiry and autonomous summary, and improve the ability to use English to solve practical problems in literary context.

Key Points: Master the core vocabulary (such as reflection, insight, identity, virtue) and functional sentence patterns in this section, and be able to accurately understand and use them in specific literary contexts; grasp the method of using English to analyze literary works and express personal understanding of self and life.

Difficult Points: Use English flexibly to express the understanding of literary works and the insight into self; combine literary context to carry out in-depth thinking and logical expression, and avoid mechanical language output.

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

The teacher starts the class with a question-and-answer activity related to literature and self-understanding. First, the teacher asks the students: “Have you ever read a literary work that made you think deeply about yourself? What did you learn about yourself from it?” Then, the teacher shows pictures of classic foreign literary works (such as The Little Prince, To Kill a Mockingbird) and simple English introductions of the works, and invites students to share their reading experiences and feelings in English briefly. After 3-4 students share, the teacher summarizes: “Literature is a mirror of human soul. It can help us see ourselves more clearly. Today, we will learn how to use English in the context of literature to understand ourselves better, which is the core content of Section 3 Using English in Context.”

Design Intention: This lead-in activity closely links the teaching content with students’ existing reading experience, which can quickly arouse students’ interest in learning and reduce their nervousness in English expression. By asking questions and showing literary works, students are guided to connect literature with self-understanding, laying a solid foundation for the follow-up teaching. At the same time, it initially exercises students’ oral expression ability and conforms to the requirements of cultivating students’ language ability and learning ability.

Step 2: Presentation of Key Vocabulary and Sentence Patterns (Knowledge Input)

First, the teacher presents the core vocabulary of this section on the multimedia courseware, including nouns (reflection, insight, identity, virtue, dilemma), verbs (reflect, inspire, shape, struggle), adjectives (profound, meaningful, contradictory, enlightening) and phrases (gain insight into, reflect on, be faced with, shape one’s character). For each word and phrase, the teacher gives a clear English definition and a sample sentence closely related to literature and self-understanding. For example, for “reflect on”, the definition is “to think carefully about something, especially one’s own behavior or feelings”, and the sample sentence is “After reading the novel, I reflected on my own attitude towards life and realized my shortcomings.” For “gain insight into”, the sample sentence is “The protagonist’s experience in the story helps us gain insight into the true meaning of happiness.”

Then, the teacher focuses on the functional sentence patterns in this section, which are mainly used to express

understanding, reflection and insight, such as “From the story, I understand that...”, “Through the protagonist’s experience, we can gain insight into...”, “After reading this passage, I reflect on...”, “The author wants to tell us that...”. The teacher explains the usage of each sentence pattern, and combines the content of literary works to give examples, so that students can understand how to use these sentence patterns in specific contexts.

After the presentation, the teacher organizes a small group activity: each group is given 5 words or phrases, and they need to make sentences with these words or phrases, which should be related to literature and self-understanding. After the group discussion, each group selects 2-3 sentences to share with the whole class, and the teacher comments and corrects them, emphasizing the accurate use of words and sentence patterns.

Design Intention: Vocabulary and sentence patterns are the basis of language use. By presenting core vocabulary and sentence patterns with clear definitions and contextual examples, students can better understand their meanings and usages, avoiding mechanical memory. The group sentence-making activity enables students to apply the learned knowledge in practice, deepen their memory and understanding, and cultivate their cooperative learning ability. At the same time, it lays a foundation for the follow-up reading and expression activities, which is in line with the principle of “input before output” in language teaching.

Step 3: Reading Comprehension (Contextual Application and Thinking Training)

This step is divided into three parts: skimming, scanning and intensive reading, aiming at guiding students to understand the reading material in depth, master the method of using English in literary context, and cultivate their reading ability and thinking quality.

First, skimming: The teacher distributes the reading material (a short literary excerpt related to self-understanding) to the students, and asks them to read it quickly, then answer two questions: “What is the main idea of this passage?” and “What does the author want to convey through this passage?” After students finish reading, they are invited to answer the questions freely, and the teacher summarizes and sorts out the main idea of the passage, helping students grasp the overall content of the reading material.

Design Intention: Skimming training helps students improve their reading speed and the ability to grasp the main idea of the passage quickly. By asking questions, students are guided to focus on the core content of the passage, avoiding getting bogged down in details, and laying a foundation for in-depth reading.

Second, scanning: The teacher asks students to read the passage again carefully, and find out the key information related to the following points: 1. The protagonist’s dilemma in the passage; 2. The protagonist’s reflection on himself; 3. The insight the protagonist gains from the experience. The teacher provides a form for students to fill in, and students can complete it independently first, then discuss and check with their group members. After that, the teacher invites several students to share their answers, and comments and supplements them, helping students sort out the key details of the passage.

Design Intention: Scanning training helps students improve their ability to find key information quickly in the passage. The form-filling activity makes the task more specific and operable, guiding students to read carefully and sort out the logical relationship of the passage. Group discussion enables students to learn from each other, complement each other’s advantages, and improve their cooperative learning ability and ability to analyze and sort out information.

Third, intensive reading: The teacher guides students to read the key paragraphs of the passage intensively, focusing on the use of vocabulary, sentence patterns and the expression of emotions. For example, the teacher asks students: “Why does the protagonist use the word ‘contradictory’ to describe his feelings? What does it show?” “How does the sentence ‘Through this experience, I finally understand that true courage is not the absence of fear, but the ability to face fear bravely’ reflect the protagonist’s growth?” The teacher guides students to analyze the connotation of the language in the passage, understand the author’s expression skills, and combine their own experiences to talk about their understanding of the sentences.

In addition, the teacher guides students to think deeply: “What can we learn from the protagonist’s experience? How