Unit 4 Period 3 Integrated skills（教学设计）英语译林版2020选择性必修第一册

Unit 4 Exploring poetry Period 3 Integrated skills教学设计 教学基本信息 单元名称 选择性必修第一册Unit 4 Exploring poetry 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年12月 课时安排 2课时(80mins) 课型 听读说写课 教学设计理念 主题语境引领下的英语情境教学， 1. 本课教学围绕单元主题创设情境，设计多维活动，实践《课程标准》所倡导的“在语言运用过程中，各种语言技能往往不是单独使用的，理解性技能与表达性技能可能同时使用”；“教师既要关注具体技能的训练，也要关注技能的综合运用”。 2. 《课程标准》指出，“语言技能是语言运用能力的重要组成部分。语言技能包括听、说、读、看、写等方面的技能。听、读、看是理解性技能，说和写是表达性技能。理解性技能和表达性技能在语言学习过程中相辅相成、相互促进。学生应该通过大量的专项和综合性语言实践活动，发展语言技能，为真实语言交际打基础。”本课中，通过进行读听看说写技能的即时训练、提供表达支架并进行课堂环节的总结归纳等，给学生进行了方法的渗透和习惯的培养，有助于学生在未来真实情景中进行真实的语言交际。 教材分析 【What】本版块围绕单元话题，以美国诗人罗布特•弗罗斯特和他的诗歌《未选择的路》为话题，展开一系列具有综合性、关联性和实践性的读（听）、看、说、写等学习活动。读（听）和看部分首先引导学生获取有关诗人以及这首诗的相关信息；然后让学生在此基础上理解和欣赏诗作，领悟诗人所表达的深刻哲理；最后要求学生结合个人体验撰写诗歌评论。环环相扣，相互关联，构成一个“四步一体”的语言综合实践活动。 【Why】通过创设与学生生活密切相关的情境进行任务驱动教学，首先让学生读和听看罗布特•弗罗斯特著名的诗歌《未选择的路》，理解和体会诗歌的寓意，领悟诗歌的美。再通过看一段视频，加深对诗人及诗歌的创作的了解，进一步深化其理解。接着通过说的活动和同伴交流自己对该诗歌的理解，最后再通过写作任务进一步表达自己对该诗歌的所思所想。从而帮助学生从语言输入转向语言输出，综合运用语言，学会用英语口头和书面联系自身经历，表达自己对诗歌的理解，将语言知识转化为实际的语言技能。 【How】创设与主题相关的真实情境，本版块通过让学生读和听理解和赏析诗歌，与reading版块提出的如何赏析诗歌的方法相呼应，使学生能学以致用。接着让学生从视频材料中获取罗布特•弗罗斯特及其诗歌的有关信息，完成相关任务，培养了学生通过看和听获取信息的能力，深化了学生对诗歌的理解，为后续的课堂环节的展开进行了铺垫，有助于学生在说和写的部分联系个人经历，创造性地表达自己的理解和观点。本版块的设计旨在引导学生采用自主学习和合作学习的方式，积极参与语言技能的训练活动，并运用所学积极表达。 学情分析 1. What I know 词汇方面：学生在之前的学习中已经掌握了一些与诗歌相关的词汇，能够帮助他们理解视频的内容。 语法方面：学生在之前的学习中已经掌握了三大从句的用法及非谓语动词的部分用法。 背景知识方面：学生具备阅读诗歌的经历，在前面的学习中也学会了如何赏析诗歌。 2. What I want to know 学生可能想要知道《未选择的路》的作者信息及其创作背景，也想知道该诗歌想要表达的主题，并想积累一些相关的英语表达方式； 学生可能想要学会在和同学展开一段对话时，通过哪些问题更好地帮助对方表达自己对于该诗歌的理解。 学生可能想要学会使用正确的文章结构和语言写一篇诗歌评论。 3. What I learned 主题内容方面：了解作者罗布特•弗罗斯特及其诗歌《未选择的路》的基本信息，学会理解和欣赏诗歌的主题和深刻哲理，学会联系自己的个人体验撰写诗歌评论。 语言知识方面：学生学会运用所学赏析诗歌；学生能够结合自己的个人经历书面撰写诗歌评论；学生能够运用合理的文章结构展开写作。 教学目标 1. 语言能力 学生能够运用前面所学知识，即如何赏析诗歌的方法，进行诗歌赏析； 学生能够根据设空，从视频材料中获取关键信息； 学生能够展开一段对话，结合个人经历表达自己对诗歌的理解，并为后续的写作进行铺垫。 学生能够基于口头练习，运用合适的写作结构和框架，结合个人的经历，完成撰写诗歌评论的写作任务。 2.学习能力 学生能够提高自己从视频中获取关键信息的能力； 学生能够提高自主学习和合作学习的能力，提高综合运用语言的能力。 3.文化意识 学生知道如何用英语撰写诗歌评论，并且意识到阅读诗歌在个人成长的过程中的意义。 4.思维品质 学生能够通过视频获取自己需要的关键信息，并将之内化，有效的运用在后续的口语和写作输出任务中，创造性地表达自己的观点。 教学重难点 教学重点 语言维度：学生需掌握从阅读和视频中获取关键信息的能力；学生能积累一定的语言表达素材，并将之灵活运用到自己的语言输出中。 交际维度：注意提问的语气，礼貌地展开对话，结合个人经历描述对诗歌的理解。 教学难点 语言深度运用：灵活正确地使用积累的语言素材和写作手法表达自己的观点。 思维拓展提升：意识到诗歌对于我们生活的重要性，知道它与我们的个人成长是密不可分的。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. 通过提问Suppose now you face two roads in front of you, and you have to choose one of them while you have no idea where either of them will lead you to. Which road will you take? why? 答案：Facing two unknown roads, I think I’d choose the one that feels “less familiar” to me—maybe the one with a steeper slope, wilder vegetation, or a direction that arouses my curiosity a little more. The reason isn’t about predicting a “better” outcome (since I can’t know that), but about embracing the nature of choice itself. Life’s most vivid lessons often come from stepping into uncertainty. If both roads are unknown, the one that feels slightly more challenging is likely to teach me more: maybe I’ll learn to notice details I’d miss on an easier path, or discover strengths I didn’t know I had. ●通过问题，引发学生的思考，激发他们主动参与进课堂的兴趣，为接下来的学习做好铺垫。 3mins Activity 2 Listening and Reading 通过听和读，让学生运用之前所学理解和体会《未选择的路》这一诗歌的美。 1. Review: 1) How to read a poem? 2) What aspects should you pay special attention to when you read a poem aloud? 答案：1) ①follow your ears; ②be an explorer; ③have some patience; ④not necessary to fully understand a poem. 2) form-the purpose of the poem; rhythm &rhyme-the poet’s feelings; words-convey the meaning of the poem better. 2. Listen to Robert Frost’s poem “The Road Not Taken”. Then discuss and answer the following question: Are there any repeated words, rhymes or other special sound effects in it? 答案：1) Repeated words: two roads diverged in a yellow wood; 2) Rhyming words: wood/stood/could; both/undergrowth; fair/wear/there; claim/same; lay/day/way; black/ back; sigh/I/by; hence/difference. 3. Read the poem again and answer the following questions: 1) What did the poet do when he faced the two roads and what might be his feeling? 2) Which road did the poet take finally and what did he think of his choice? Which lines show his attitude to his choice? 3) What do the two roads in the poem symbolize? 答案：1) He looked at them one after another as far as he could and he felt undecided which to take. 2) 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) 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. ●通过听读诗歌，运用赏析诗歌的方法，理解和欣赏诗歌的内容。 25mins Activity 3 Watching 通过观看一个介绍罗布特•弗罗斯特和他的诗歌《未选择的路》的创作背景的视频，加深学生对于该诗歌的进一步理解和领悟，并积累一些有用的语言表达。 A teacher is giving a lecture introducing Robert Frost and his poem “The Road Not Taken”. Watch the video and finish the exercises on page 51. Tip: Understanding a lecture While listening to a lecture, you can read the PPT slides,which usually give the outline of the lecture. 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. 1. Watch the video and answer the following questions. 1)What is Robert Frost’s writing style like? 2) When was “The Road Not Taken” first published? 3) What does the image of the two roads stand for? 4) What was the difficult path the poet took? 答案：1)Honest and direct. 2) In 1915. 3) Any choice in life. 4) Continuing to write poems even though his poetic career was not successful in the beginning. 2. Watch the video again and complete the notes in the table. Robert Frost and his poem “The Road Not Taken” About the poet • Robert Frost was a famous American poet. • He lived from 1874 to 1) _______. • He won 2) ______ Pulitzer Prizes. • He often used rural scenes to explore deep questions about 3) ____________________________. About the poem • The story behind the poem  The poem was inspired by Frost’s 4) ____________ in the countryside with Edward Thomas.  Thomas often spent a long time choosing which path to take and afterwards, he would complain that he had picked 5) _______________________. • How to understand the poem  When faced with two paths, people have no choice but to make a decision and see what will happen.  Many people assume that the poet encourages the reader to take 6) _____________________ through life. You can have your own understanding of the poem. 答案：1)1963; 2) four;3) the human condition; 4) long walks; 5) the wrong one/path; 6) the difficult path. ●通过观看一个介绍罗布特•弗罗斯特和他的诗歌《未选择的路》的创作背景的视频，深化学生对诗歌内容和蕴含哲理的理解。 12mins 应用实践 Activity 4 Speaking In pairs, discuss the poem “The Road Not Taken”. Use the following questions and expressions to help you. 1) What message do you think the poem is trying to get across to readers? 2) Have you ever been in a similar situation? Connect your personal experience with the poem. Use the following expressions to help with you: Confirming understanding •The listener 1) Do you mean ...? 2) Are you saying ...? 3)I think you mean ... Am I right? •The speaker 1) Do you know what I mean? 2)Do you see my point? 3)You understand what I mean, don’t you? 答案：1) “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) 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. 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! Activity 5 Writing Write an article about your understanding of “The Road Not Taken”. Use your ideas from part C and the information in parts A and B to help you. 1. Planning the writing. 1) 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. 2) Learning about the structure Introduce the poet and the poem briefly. Beginning Analyse and evaluate the artistic characteristics of the poem.(sound/images/figurative devices) Body Give your understanding of the poem’s meaning.(personal experience/emotion) Ending 3)Learning about the language Use the following expressions to help with your writing. 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, .../it seems to me that... 2. Finish your writing. 3. Checking your writing. Remember to check your writing after you finish and exchange drafts between you and your partner. Pay attention to the following aspects: ★Punctuation ★Spelling ★Grammar ★Choice of words ★Style (formal / informal) ★Structure 1)Self-review ①Is your understanding of the poem conveyed in a clear way? ②What do you find the hardest when writing the article? 2)Peer review ①Does your partner agree with you on your understanding of the poem? ②How can you improve your writing to make it more convincing? 答案：possible version: 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. For example, regret is expressed in the line, “Andsorry I could not travel both”. The second and third stanzas focus on the explanations we give for the choices we have made. The speaker justifies his choice of taking the more mysterious road, when he says, “Because it was grassy and wanted wear”. But, in stanza three we know that he is still thinking about the other more traveled road when he says, “Oh, I kept the first for another day!” However, by the final stanza, the speaker expresses acceptance of his choice, “I took the one less traveled by, / And that has made all the difference.” Just as in our lives, we should accept the choices we make. This poem makes me recall a time when I had come across two diverging roads in my life. I had to choose between continuing my violin lessons and taking calligraphy classes. Calligraphy was “the one less traveled by” for me because I had just started learning it, and that is the one I selected. I am wondering if choosing it will make all the difference to my life. It seems that I will find out as I continue down this path. Activity 6 Language Points Underline the important words and phrases. 1)起决定性作用; 2) 代表; 3) 走艰难的那条路; 4)从……获得灵感; 5)某人抱怨……; 6) 面临……; 7) 除了……别无选择; 8)某人认为……; 9) 对……有自己的理解; 10)传达，传递。 答案：1)make all the difference; 2) stand for; 3)take the difficult path; 4) be inspired by; 5) sb. complain that...; 6) be faced with...; 7) have no choice but to do sth. ; 8) sb. assume that...; 9)have one’s own understanding of sth. ; 10)get across. ●通过分组进行讨论，帮助学生运用所积累的语言素材和给到的语言支架，进行口头输出，确定写作中的子话题，为接下来的写作任务做准备。 ●通过梳理撰写诗歌评论的文章结构和语言素材，帮助学生独立地开展写作任务，提高他们创造性表达自己观点的能力。 ●积累重点短语，使学生具备更多跟单元主题相关的语言知识。 35mins Activity 6 Summary 总结写诗歌评论的文章的结构。 ●通过总结撰写诗歌评论的结构，回顾本课重点，加深学生对于所学内容的理解。 1min Activity 8 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 3mins 迁移创新 作业内容 1. Finish part B on page 78-79. 1)Robert Burns is considered to be the national poet of Scotland. Listen to the radio programme introducing Robert Burns and complete the notes below. The timeline of events in Robert Burns's life 1759: Robert Burns was born in Ayrshire, Scotland. ①______: Robert Burns started writing poems. ②______: Robert Burns's father died. 1786: Robert Burns published his first book of poetry. ③ ______: Robert Burns began working as a tax collector. ④ ______: Robert Burns passed away. Poetic achievements He became famous across the nation after the publication of Poems, Chiefly in the Scottish Dialect. He is regarded as a ⑤ __________ of the Romantic movement. He also collected, revised and adapted ⑥ ____________ from across Scotland into poems. 2)In the second half of the radio programme, the host interviews an expert on Robert Burns. Listen to the interview and complete the notes below. Robert Burns’s poetry “A Red, Red Rose” It was written in Scots, a language spoken in Scotland, and is full of ①___________. The poet expresses his love by describing melting rocks and ② __________________________. “Address to a Haggis” In it, Burns ③ ______________________ for this traditional Scottish dish. It is read when the haggis is served on Burns Night, the evening of ④ _____________. “Auld Lang Syne” Burns wrote it based on ⑤_____________________________. The poem is about friendship and remembering old times. Singing “Auld Lang Syne” has become an important New Year’s Eve tradition across the ⑥______________________ world. 答案：1) ①1774; ②1784; ③1789; ④1796; ⑤pioneer; ⑥folk songs. 2)①emotion; ②the seas running dry; ③expressed his love; ④25 January; ⑤a traditional Scottish song; ⑥English-speaking. 2. Polish up your writing. 作业设计意图 ●通过练习，让学生在真实的语境中运用所学知识，进一步提高综合运用语言的能力。 1min 板书设计 Unit 4 The universal language Integrated skills Introducing your favourite singer or band 教学反思 优点： 教学设计紧密结合新课标的相关要求，围绕单元主题开设听读说写的四位一体的活动，注重培养学生的理解性技能与表达性技能，提高他们对于各个技能的综合运用。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 改进： 今后应更加关注学生的个体差异，利用课前课后的时间，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$