Unit 4 Exploring Poetry Integrated skills (2) 教案-2024-2025学年高中英语牛津译林版(2020)选择性必修第一册

课 时 教 案 课题：Integrated skills (2) U4B4 第　2　课时 总序第25个教案 课型： New lesson 编写时间:2024年9月27日 执教时间：2024年10月8日 教学目标： 批　注 1. connect their personal experience with this poem; 2. write an article about their understanding of this poem. 教学重点： write an article about their understanding of this poem. 教学难点：write an article about their understanding of this poem. 教学用具：Multi-media 教学方法：Group work, discussion 教学实施过程： 1. Have students discuss the poem “The Road Not Taken” by answering the following question with the help of the expressions given in the textbook. What message do you think the poet is trying to get across to readers? “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. Any person who has made a choice will agree that it is human nature to contemplate “What if ...” about the direction you did not choose. 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 altered his life in some way. 2. Have students work in pairs to create dialogues and then act out their dialogues to the class. A: The poem “The Road Not Taken” is great. I like Robert Frost’s honest and direct style in this poem. It feels conversational—like he is speaking to me. Do you know what I mean? B: Definitely! Throughout the poem the speaker uses the word ‘I’, so he seems to be telling me his own experiences. When reading it, I feel like I am also walking in those woods. 批　注 A: I agree! I also like Frost’s way of using rural scenes to explore the deep questions about life. He uses the metaphor of the two roads to describe the issue of making choices. At the start of the poem, the speaker sounds resigned while the imagery captures his feelings of uncertainty and regret very well. But by the end of the poem, we know he has accepted his choice, which is wonderful! B: Are you saying that because making decisions is sometimes difficult, we should accept the feelings we have and trust in the choice we’ve made? A: Yes, and I can relate to the poem because I came across two diverging roads recently. B: What happened? A: Well, I had to make a decision whether to continue violin lessons or calligraphy classes. I just started calligraphy and I’ve been learning the violin for eight years already. Unfortunately I don’t have enough time for both. B: Which one did you choose? A: I chose calligraphy because it interests me even though I am not very good at it. B: Do you mean that you chose “the one less traveled by”? A: Exactly! I wonder if choosing it will make all the difference to my life! B: I’m sure it will! 3. Have students finish the article individually. Understanding “The Road Not Taken” “The Road Not Taken” is a poem written by Robert Frost, a famous American poet. Frost is known for his honest and direct style which makes his poems feel conversational. This poem uses the first person perspective throughout, such as in the first stanza, “And be one traveler, long I stood”, so the speaker is sharing his own experiences with us. Frost also uses rural scenes to explore deep questions about life, and metaphor and imagery are employed to represent the feelings we have when faced with decisions. In the first stanza, the readers are asked to visualize diverging roads as the choices we are faced with. Then it continues to connect with emotions we feel during the decision-making process…. Just as in our lives, we should accept the choices we make. 教学反思： 学科网（北京）股份有限公司 $$