必修二牛津译林版（2019）《Unit 4 Exploring literature》Reading教学设计

Book2Unit4Exploring literatureReading1The wonder of literature教学目标By theend ofthis section,students willbe ableto:

1.find the three qualities of good literature byskimming thetext;

2.identify the function of the rhetorical device of analogy;

3.appreciate beautifulsentences fromliterary works;

4.give anexample tosupport anidea;

5.judge aclassic workof literatureaccording to the three qualities ofgood literature.教学重难点

1.To understand the three qualities ofgoodliterature;

2.To judgetheir favourite book accordingto thethreequalities;

3.To identifythe rhetoricaldevice of analogy.教学过程步骤教学活动设计意图互动时间模式Pre-readingStep1TThe teacherpresents areading listof GradeTen studentsin通过让学生分享Class WorkAmerica.The teacherasks studentstwo questions.阅读体验，引出本课Individual Work•How manyof thesebooks haveyou everread主题，为本节课的教•What benefitsdo youget fromreading them学做铺垫The teacherintroduces thetext to the students.The textStep2r通过阅读标题并was writtenby afamous writerWilliam J.Long,whoseIndividual Work自由讨论，激活学生title isThe wonderof literature.The teacherasks students关于文学作品的原有what the wonderof literature is.知识While readingstructureof thetext.构图，引导学生通Group WorkStep3Students skimthe articleand try to identifythe利用信息结5,过合作，完Introduction BodvSummary成对信息的获取与梳理、概括与整合，搭建新的知识结构Step

41.The teacherhas studentsread Paragraph1carefully利用图示整Tand tellthe function of theshell with the helpof the合已知信息，并让Individual WorkAnintroduction tothe Threesignificant Definitionof topic of“literature”,qualitiesof literature literaturefollowingmind map.学生描述图示内容，实现知识的内We canhear theunnoticedsounds化through theshell.Tbe soundsare toofaintfor humanears.

2.The teacherasks studentsto analyzethefunctionof通过带领学3,Paragraph1and thestory init.生阅读和分析第Pair WorkWhat is thefunctionofParagraph1How is the一段，设置阅读的story of the manandthechild relatedtothetopicof悬念literature

3.The teacherasks studentsto readParagraph2carefully通过探究第一5，and findthe sentencethat linksthis paragraphwiththe段与第二段的联系，Class Workpreviousone.训练学生分析和推Group WorkSomesuch experienceas thislies instore forus when断信息的能力引导we begin the studyof literature.学生理解类比这一Students discusswhat suchexperience,,and“this”修辞refer torespectively.The teacherintroduces the手法，从而体会文rhetoricaldevice“analogy“tothestudents.The teacher学的价值presents thefollowing thinkingmap sothatstudents canhave abetter understandingofanalogy.notice unnoticed truthhear unnoticedsounds analogyandbeautvVthe storyofthe man andthestudv ofliteraturethe child*通过图示让3，carefully anddiscuss themeaning ofthe first quality学生重新构建知Individual Workofliterature.识，并用自己的语Pair WorkWhat truth and beauty are revealed Whocan言表达，实现语言reveal them

4.The teacherasks studentsto readParagraph3The teacherpoints outthe useofanalogyin thiscase and的内化uses thefollowing thinkingmap sothat studentscan haveabetter understandingofthefirstquality.discussion aboutwhat truthandbeautyarerevealedin力them.I Wecan seethe unnoticedtruthand beauhTthroughliterature.unnoticedtruthandbeautv

5.The teacherasks studentsto appreciatea linefrom a赏析文学金3，，？poem Yesterdays flowersamThe teacherpresents句，汲取文化精Class Workanotherline Autumnis asecond springwhen every华，提高审美能Individual Workleafis aflow*by AlbertCamus.Students haveasecond sentenceby fillingin theblanks.通过释义理解3，Literature awakensour inner.As aresult,sometimes文学的第二个特点Class Workwemay evencry orlaugh withthe charactersin the鉴于该任务难度较book.Meanwhile,literature inspiresour,allowing usto高，教师用半开放式think morethan theinthebook.题型搭建脚手架

7.Students share their knowledgeabout DoctorFaustusand Helenwith theirgroup members.The teacher通过挖掘文章4provides helpif necessary.Students describetheir引用的典故，提升学Group Workimaginationthat thefollowing sentencecan arouse.生的文化意识鼓励Was thisthe facethat launcheda thousandships学生展开想象，切身体会文学作品的第二个特点

8.The teacherasks studentsto readParagraph5and trytotranslate thefollowing sentence.教师预测To achievethis,it shouldcontain twoelements:，universal interest是3universal interestand personal style.学生理解的难点，通Individual Work过问题链帮助其完成翻译任务教师贯通全文，指出作者关于文学

9.The teacherasks studentsto pickout onesentence to作品体现个人风格4support thatpersonalstyle“matters inassuring the这一观点上使用了Group Workpermanenceof literaryworks.前后呼应的写作方Behind everybook isa man,behind theman isthe race,式，引and behind the racearethe natural andsocialenvironments.导学生尝试运用例证The teacherasks studentsto interpretthis sentenceby法解释这一观点，提giving anexample.The teacherprovides theChinese供经典名著《红楼梦》classic literatureA Dream of RedMansions forreference.为参考Who isthemanbehindthebook Whatistheracebehind themanWhat arethenaturaland socialenvironmentsStep5The teacherasks thesame questionthat wasasked atthe2，通过回顾，帮助beginning ofthe classWhatisthewonderofliteratureIndividual Work学生内化所学知识，Students presenttheir newopinions.并且对这一问题有新的认识，提升思辨能力Post-readingStudents aredivided intogroups offour andtry to，Step63通过合作和探究appreciate theChinese literaryclassic ADreamofRedGroup Work的学习方式，综合运Mansions by thethreequalities.Group leaderswill用语言技能，解决陌organize thediscussion.The teacheroffers helpif生情境的问题，提升necessary.学习Aspects Details____1能力；同时选取中国Whattruthor beautyis describedWhatfeelings orimagination isawakened经典名著，引导学生What universalinterest isrevealed学习用英语What personalsty ledoes ittake on讲好中国故事，传递中国文化，提升文化意识Homework，

21.Read the whole textagain andtrytosummarize it.

2.Write ashort paragraph,judging yourfavouritebookbythethreequalitiesofliteratureinthe text.Introduce thebook tothewholeclass.。