牛津译林版(2020)选择性必修第一册 Unit 4 Exploring poetry Section A Welcome to the unit & Reading 教案

Unit 4 Exploring poetry
Welcome to the unit & Reading教学设计
科目：英语 课题：Welcome to the unit & Reading 课时：1课时
教学目标与核心素养：
知识目标：获取与梳理出文章的主要内容。
能力目标：概括和整合文章内容；赏析语篇的文体特征。
情感目标：能够概括文章的主旨大意，了解读诗的四个技巧。
教学重难点
教学重点：获取与梳理出读诗的相关内容；赏析语篇的文体特征。
教学难点：能够理解文章的主旨大意，体会文章情感。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师通过提问导入本节主题。
（1）Why do people read poems
（2）What aspects of a poem do you pay attention to when you read it
（3）Do you have any difficulty in reading a poem
（4）Do you know how to read a poem
活动目的：调动学生学习积极性，同时引入文章主题。
While-reading
1. 教师活动：引导学生思考下列问题。
（1）What is the lecture transcript mainly about
It is mainly about the tips on how to read a poem.
2. 学生活动：略读文章，完成P46活动A1。
参考答案：（1）Sound（2）Sense（3）How does it sound （4）an explorer in an unfamiliar landscape（5）patient（6）fully understand a poem to appreciate it
3. 学生活动：仔细阅读文章，完成活动A2。
（1）How is poetry different from other types of literature
More than other types of literature, it usually implies a deeper meaning beyond the words on the page.
（2）What aspects should you pay special attention to when you read a poem aloud
The aspects of rhythm, repeated words, rhymes and other special effects.
（3）What are the basic questions you should ask to understand a poem
Who is talking Who is being talked to What is being described Is there a sense of place Are there other people or objects there
（4）What does the lecturer think of poems that are easy to understand
They are often less interesting than those that constantly reveal deeper and previously unrecognized meanings.
4.教师活动：教师让学生组成小组讨论下列问题。
(1) Focus on Paragraph 2, read aloud the stanza from Sweet and Low. How does it sound
Firstly, the words “Wind of the western sea” are repeated.
Secondly, there are several rhyming words: “low” rhyming with “blow” and “go”, “sea” rhyming with “me”.
(2) Focus on Paragraph 3, read aloud the stanza from Caged Bird.
①What is being described
The poet is talking about a singing bird which is kept in a cage.
②What images come into your mind when reading it
When we read it, we see in our mind the images of a bird in a cage and a distant hill.
5.学生活动：思考并回答下列问题。
（1）Choose one of the poems in the lecture transcript and think about the sound and sense of the poem. How does it make you feel
The poem by Maya Angelou describes the image of a caged bird wanting to be free. The lines are short and simple, which makes the message more direct and powerful. The short lines could also imply the sense of being in a small cage with very little space to fly around in. This does not stop the bird from singing though, and by repeating the sound of some words: “trill”, “still” and “hill” I can imagine the sound that the bird makes as it sings its lonely song. "Caged Bird" reminds me of the possibilities we have in life, and that we should look past our current limitations.
（2）What are the functions of the three poems quoted in this transcript
The first example (lines from “Sweet and Low” by Alfred Tennyson) sounds great with strong rhythm and it is written in rhyme. The lecturer uses it to support the tip of “follow your ears”. The second example (lines from “Caged Bird” by Maya Angelou) includes several images. By using it, the lecturer suggests paying attention to images in poems when reading a poem. The third example (lines from “Stopping by Woods on a Snowy Evening” by Robert Frost) is not easy to understand, which is suitable as an example to support the tip of “be patient when having trouble in understanding a poem.”
（3）Why doesn’t the lecturer quote a poem as an example to support the fourth tip
By giving the fourth tip, the lecturer emphasizes that the importance of reading poems lies in what the poem can make us feel or perceive. Unlike the previous three tips, this tip is not focusing on the ways to understand a poem, but on what attitude and expectations we should have when reading a poem. As a result, it is unnecessary to give an example of a poem to support this tip since it is not related to the understanding of the content or meaning of a poem.
三、After-reading
1. 教师活动：Have students finish B1 on page 33.
参考答案：(1) set aside (2) remote (3) rewarding (4) contradictory (5) Complex (6) interpreting (7) constantly (8) dig up
2. 教师活动：指导学生完成B3。
四、Summary
总结课上所学，梳理文章结构。
作业布置：
学生写一篇文章鉴赏自己喜欢的诗歌。