1、Book 2 Unit 4 Exploring literatureReading 2The wonder of literature教学目标By the end of this section, students will be able to:1. judge a classic work of literature by the three qualities of good literature;2. use words and phrases from the article to complete a passage about a literary classic; 3. giv
2、e examples to support an idea;4. find pairs of synonyms and antonyms from the article and think up more on their own; 5. write a letter on whether to borrow a particular book from the library.教学重难点1. To give an example to support an idea;2. To write a letter on whether to borrow a particular book fr
3、om the library.教学过程步 骤教学活动设计意图互动时间&模式Homework checkingStep 1The teacher asks students to read their version of the summary of the article. Later on, students are asked to use proper words to fill in the blanks of a sample answer.In this article, the _ describes the wonder of literature: its _ of tru
4、th and beauty, its _ to our feelings and imagination and its _. A _ human soul can bring hidden truth and beauty to our attention, just as the shell _ the unnoticed sounds. Besides, good literature can _ our feelings and arouse our imagination. Furthermore, literary classics should contain two _: _
5、interest and personal style. 通过检查学生的课文概要作业，帮助其进一步回顾文本内容，内化语言知识；让学生选择恰当的词汇填空，引导其关注课文重点词汇，为语言能力打下坚实基础。5 Class WorkIndividual WorkStep 2The teacher asks students to read their writings on their favourite book. The other students listen attentively about their recommendation.The teacher presents a sampl
6、e answer and appreciates it with the students.将优秀文学作品的三大特点与学生的已有生活经验联系起来，促使学生反思自己所读的作品，并在写作过程中内化课本内容；鼓励学生通过互相交流、推荐作品，发展多元思维。5Individual WorkApplicationStep 3Students finish B1 on Page 47 and try to answer the following two questions.What quality of good literature is illustrated in this passage? How
7、 does the author illustrate this quality?The teacher provides the answers: Good literature takes on a personal style; the author gives an example to illustrate the quality.指导学生将文中重点词汇应用到实际语境中，将词汇填入空格，完成介绍红楼梦的语篇，并回顾语篇大意，进一步内化语言知识。5Class WorkStep 4The teacher has students compare the authors understan
8、ding of literature with Ezra Pounds and try to find the similarities and differences. Great literature is simply language charged with meaning to the utmost possible degree.Ezra Pound引导学生比较本文作者和Ezra Pound对优秀文学作品的理解，培养思辨的思维品质。5Group WorkAppreciationStep 5Students have a group discussion about the fun
9、ction of examples. Later on, students find the examples used in the article and finish B3 on Page 47. 引领学生分析例证法的功能。学生通过寻找文中所运用的事例，探究事例在文中的具体作用。通过小组交流的形式，运用例证法证明B3中的观点。10Group WorkStep 6Students have a group discussion about the meanings and functions of antonyms and synonyms. Later on, students find
10、 all the pairs of antonyms and synonyms in the article and think up more on their own. 引导学生关注同（近）义词和反义词的定义，以及它们对词汇学习的意义。学生通过寻找文中的同（近）义词和反义词，内化知识；通过头脑风暴同（近）义词和反义词，将新知识与自我的学习实际相结合，学以致用。5Group WorkConsolidationStep 7The teacher asks students to write a letter to his/her pen pal on whether to choose a p
11、articular book from the library. The teacher provides necessary help.假定你是李华，你有一位来自英国的笔友Jenny，你们常常探讨学习或生活中的问题。有一次，她谈到她喜爱阅读小说，但每次到图书馆借阅小说时都比较迷茫，不知道拿到手的书是否值得读下去。对此，请你给Jenny写一封建议信，要点如下：1. 阅读该书的初始章节，初步判断其是否符合优秀文学作品的三个特点；2. 随后上网查看其评价，并结合自己的兴趣确定是否借阅。通过让学生写一封建议信，将所学语言知识应用到实际生活情境中，实现迁移创新；同时，关注培养学生的思维能力和交际能力，培养学生的英语核心素养。8Class WorkIndividual WorkHomework1. Read and polish up your writing.2. Finish the workbook.2
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