牛津译林版（2019）选择性必修第一册Unit 4 Exploring poetry Integrated Skills & Extended Reading教案

Unit 4 Exploring poetry
Integrated Skills教学设计
科目：英语 课题：Integrated Skills 课时：1课时
教学目标与核心素养：
知识目标：抓住诗歌《未选择的路》的主旨。
能力目标：揭示诗人试图传达的信息；分析罗伯特·弗罗斯特在这首诗中的写作风格。
情感目标：将他们的个人经历与这首诗联系起来，写篇文章阐述他们对这首诗歌的理解。
教学重难点：
教学重点：抓住诗歌《未选择的路》的主旨。
教学难点：揭示诗人试图传达的信息；分析罗伯特·弗罗斯特在这首诗中的写作风格。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-writing
1. Greeting
2. Leading-in
教师活动：教师播放The Road Not Taken的音频，思考下面的问题。
Are there any repeated words, rhymes or other special sound effects in this poem
In the first stanza, there is a line "Two roads diverged in a yellow wood". And in the last stanza, there is an expression "Two roads diverged in a wood". These two are almost the same.
This poem is written in rhyme. In each stanza, the last words of lines 1, 3, and 4 rhyme with each other. And the last word of line 2 rhymes with the last word of line
5. (In the first stanza, the rhymed words are: "wood" "stood" and "could"; "both" and "undergrowth". In the second stanza, the rhymed words are: "fair" "wear" and "there"; "claim" and "same". In the third stanza, the rhymed words are: "lay" "day" and "way"; "black" and "back". In the last stanza, the rhymed words are: "sigh" "I" and "by"; "hence" and "difference".
学生活动：再次听音频，回答下列问题。
(1) What did the poet do when he faced the two roads and what might be his feeling
He looked at them one after another as far as he could and he felt undecided which to take.
(2) Which road did the poet take finally and what did he think of his choice Which lines show his attitude to his choice
He took the less travelled road even though he was uncertain whether he had made the right choice. The lines that show his attitude are: "I doubted if I should ever come back." and "I shall be telling this with a sigh".
(3) What image appears in your mind when you read the poem What are the words and expressions that help you see the image
I see a peaceful wood in the countryside, where few people go. I see this image from the following words and expressions: "Two roads diverged in a yellow wood", "it bent in the undergrowth", "it was grassy and wanted wear", "In leaves no step had trodden black", etc.
(4) What do the two roads in the poem symbolize
The road itself symbolizes the journey of life. The image of the road forking off into two paths symbolizes the choices and opportunities we are presented with, which ultimately lead us into the unknown future that lies ahead of us.
二、While-writing
1. 教师播放视频，学生在视频完成后完成B1部分。
(1) What is Robert Frost's writing style like
Honest and direct.
(2) When was "The Road Not Taken" first published
In 1915.
(3)What does the image of the two roads stand for
Any choice in life.
(4) What was the difficult path the poet took
Continuing to write poems even though his poetic career was not successful in the beginning.
2. 教师活动：让学生再次观看视频，完成B2的表格。
答案：(1) 1963 (2) four (3) the human condition (4) long walks (5) the wrong one/path (6) the difficult path
3. 教师活动：让学生分组讨论下列问题。
(1) What message do you think the poem is trying to get across to readers
"The Road Not Taken" suddenly presents the poet and the reader with a dilemma. The central message is that, in life, we are often presented with choices. When making a choice, one is required to make a decision. Viewing a choice as a fork in a path, it becomes clear that we can only choose one direction or another, but not both. Any person who has made a decisive choice will agree that it is human nature to contemplate the "What if ..." of the choice you did not make. But who knows what the future holds down the road The poet implies that, when he is older, he might look back at this turning point in his life, the morning he took the road less travelled, because taking that particular route completely altered his way of being.
(2) Have you ever been in a similar situation Connect your personal experience with the poem.
Yes. Standing at a crossroad, with four roads to choose from and with limited knowledge on where I should go, I don’t really know where a road will lead me until I take it. The only thing I have power over is the decisions that I will make, and how I will react to different situations.
4. 教师活动：如何写诗歌评论
诗歌饱含着作者的思想感情与想象，语言凝练而形象性强，具有鲜明的节奏、和谐的音韵，富于音乐美。
诗评，即对诗歌的评论。写诗评时通常包含三个步骤：首先，简要介绍诗作和诗人；其次，分析和评价这首诗的艺术特征，如它的韵律、形象、比喻手法、点睛之笔等；最后，分析作者想要表达的情感，给出你对这首诗的理解，在这一部分最好结合个人经历或情感。
常用表达
①The poem was written in 1780, when the writer was in his fifties.
②The writer wrote this poem for his friend, who was leaving for...
③This poem conveys the author's sadness at being far from his home and family.
④Li Bai must be one of the most famous poets in the world.
⑤His poems enjoy great popularity at home and abroad.
⑥The mood of this poem is quite pessimistic because the author is saying goodbye to his friend, not knowing how long he will be away.
⑦Many of his poems reflect the history and culture, giving you vivid pictures of people's life hundreds of years ago.
⑧The poem uses simple language and has strong rhythm, making it easy to learn and recite.
⑨The line written by Wang Bo "A bosom friend afar brings a distant land near" wipes away the sorrow of departure and has become a famous saying to express friendship.
⑩You need to have a brief understanding of the history of the Tang Dynasty to appreciate the poem well.
三、After-writing
学生活动：学生独立完成文章写作并与同伴互换检查。
教师活动：邀请几位同学展示他们的作品。
四、Summary
总结课上所学。
· Learning about the text type
An article about your understanding of a poem is called a poetry review, in which you describe the symbolic meaning of the words and images in a poem, and provide a personal understanding of the poem.
· Learning about the structure
When writing an article about your understanding of the poem, you can follow the structure below:
> Introduce the poet and the poem briefly.
> Analyse and evaluate the artistic characteristics of the poem, such as its sound, images and figurative devices.
> Give your understanding of the poem's meaning. It is a good idea to refer to your personal experience or emotion in this part.
· Learning about the language
To express your opinion, you can use expressions such as in my opinion, from my point of view, in my eyes, I think/find/suppose/assume, my opinion/view/belief/ impression is that, as for me, and it seems to me that.
作业布置：复习本节内容，完成同步练习。
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