牛津译林版（2019）选择性必修 第一册Unit 4 Exploring poetry Integrated skills (I) 教学设计

Unit 4 Exploring poetry
Integrated skills (I)
I. Learning objectives
By the end of the lesson, students will be able to:
gain some basic knowledge about poems;
2. grasp the theme of the poem “The Road Not Taken”;
3. reveal the message the poet tries to get across;
4. share their understanding of the poem.
II. Key competence focus
1. Gain some basic knowledge about poem and know how to appreciate poems.
2. Appreciate the poem “The Road Not Taken” and share their understanding in class.
III. Predicted area of difficulty
1. Appreciate the poem from different aspects like sound characteristics.
2. Explore the meaning of the poem.
IV. Teaching procedures
Step 1 Review
1. T leads Ss to review what is called a poem and shows the definition from Oxford Advanced Learner’s Dictionary.
2. T asks Ss a question about aspects of a poem.
T: I have one more question: What aspects of a poem do you pay attention to when you read it
T: Normally, we pay attention to a poem’s form, rhyme, rhythm, words and so on.
【设计意图：从学生已学的何为诗歌以及如何鉴赏诗歌入手，让学生复习已学知识并主动参与教学活动，从而对后面的教学起到较好的铺垫作用。】
Step 2 Listening
1. T leads Ss to listen to the recording of the poem “The Road Not Taken”. Before listening, T asks some questions to help Ss to explore the poem.
T: Now, I’d like to play the recording of the poem. When you listen, pay attention to the two questions here before we listen.
·What do the two roads in the poem symbolize
(Answer: The journey of life.)
·Are there any repeated words, rhymes or other special sound effects in this poem
(Possible answer: 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. )
T: 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. Take the first stanza as an example, the rhymed words are: “wood” “stood” and “could”; “both” and “undergrowth”.
2. T instructs Ss to interpret the poem from four different aspects—form, rhyme, rhythm and words.
【设计意图：通过听录音发现诗歌的语言特色并让学生从四个方面赏析“The Road Not Taken”。通过问题层层引导，深入分析，由浅入深、由表及里地不断深化学生的认知，引导学生深度思考，达到对知识的更深层次的理解。】
Step 3 Watching the video
Pre-watching
Ss watch a video of a lecture and collect information for B1 and B2. Before watching the video, T leads Ss to learn the tips of how to get the key points of a lecture.
T: We are going to watch a video of a lecture and collect information for B1 and B2. Here is a tip for you:
If the lecturer stresses a certain word or phrase, or repeats it, it is probably a key point and you must pay special attention to it.
2. While-watching
(1) T asks Ss to watch the video and finish B1 on page 51.
(2) T asks Ss to watch the video again and complete the notes in B2 on page 51.
【设计意图：这一环节让学生锻炼听力过程中快速记笔记的技能，提高学生的听力能力，充分调动学生的参与积极性。】
Step 4 Speaking
1. Discuss
T asks Ss to work in groups and discuss some questions to better appreciate the poem.
·What image appears in your mind when you read the poem What are the words and expressions that help you see the image
(Possible answer: 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.)
·What message do you think the poet is trying to get across to readers
(Possible answer: “The Road Not Taken” 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, we understand that we can only choose one direction or another, but not both.)
Act out
T invites Ss to work in pairs and share their understanding of the poem. Meanwhile, Ss are encouraged to create dialogues and act out their dialogues to the class.
T: Since we have learned the poem through listening and watching, I believe you must have your understanding of the poem by Robert Frost. You can share your opinions with your partners and act out your dialogue to the class. I will give you an example.
【设计意图：通过听力的输入，希望学生能发挥其主观能动性，并通过口述方法锻炼其语言表达能力，从而把听说有效结合起来，一方面检查学生课堂所学，从而加深印象与认知，另一方面实现学以致用，使所学为学生所用。】
V. Homework
Recite the poem “The Road Not Taken”.