Unit 5 Poems-Video Time 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 5 Poems-Video Time 内容导航 This Video Time section centers on the beauty and diversity of English poems, showing typical poem forms, reading demonstrations, and poets’ feelings. It connects poem appreciation with real-life emotions, helping students perceive the charm of poetic language and understand the core connotation of poems intuitively. 教学目标和重难点 1. 教学目标 1. Language competence: Master poem-related vocabularies, grasp basic appreciation expressions, and improve listening, speaking and viewing skills. 2. Cultural awareness: Understand cross-cultural poem connotations, respect different poetic cultures, and enhance aesthetic taste for literature. 3. Thinking quality: Cultivate critical and imaginative thinking by analyzing poem themes and emotions. 4. Learning ability: Form independent viewing and cooperative discussion habits, and master effective poem appreciation strategies. 2. 教学重难点 Key Points: Grasp the main information of the video, master basic poem appreciation terms and sentence patterns, and express personal views on poem themes and emotions. Difficult Points: Understand the implicit emotions and rhetorical features in poems shown in the video, conduct in-depth analysis of poetic language, and express unique insights coherently and logically in English. 教学过程 Stage 1: Pre-Viewing Preparation (Warm-up & Activation) 1. Greeting and Topic Lead-in T: Good morning/afternoon, everyone! Before we start today’s class, let’s think about a simple question: Have you ever read a poem that touched your heart deeply? It can be a Chinese poem or an English poem. Please share with your desk mate for two minutes, and then I will invite several volunteers to speak to the whole class. (After students’ discussion, the teacher invites 3-4 students to share their experiences. The teacher gives positive feedback and connects their sharing to the unit theme.) T: Thank you for your wonderful sharing. Poems are like bright stars in the sky of literature. They carry people’s emotions, record beautiful moments, and convey profound thoughts. In this unit, we have learnt some basic forms of English poems, and today we will enter a more vivid world of poems through a video—this is the Video Time part of Unit 5. After watching this video, we will have a deeper understanding of what poems are and how to appreciate them. Design Intention: This lead-in starts from students’ personal experience, which shortens the distance between students and the poem theme. It activates students’ prior knowledge and emotional experience, creating a relaxed and interactive classroom atmosphere. By sharing and communication, students are naturally guided to the core theme of the video, laying a foundation for smooth viewing and learning later. 2. Vocabulary Preview & Barrier Removal T: Before watching the video, we need to learn some key words and phrases that will appear in the video, so that we can understand the video content better and faster. Let’s learn them together. The teacher presents key vocabularies on the PPT, explains their meanings, pronunciations and collocations in the context of poems, and guides students to read and memorize them: · rhyme (n./v.): the pattern of sounds at the end of lines in a poem; to have the same sound as another word · rhythm (n.): a regular repeated pattern of sounds or beats in a poem · image (n.): a picture or idea that a poem creates in your mind · emotion (n.): a strong feeling such as love, sadness, or joy expressed in a poem · appreciate (v.): to recognize and enjoy the good qualities of a poem · convey (v.): to communicate or express a feeling or an idea through a poem · literary (adj.): connected with literature, especially poems, novels and plays · tone (n.): the way a poet’s feelings are shown in a poem T: Now let’s do a quick matching exercise to check if you have mastered these words. I will show you a sentence on the PPT, and you need to choose the correct word to fill in the blank. Let’s finish it independently first, and then we will check the answers together. (The teacher presents 5-6 fill-in-the-blank exercises, walks around the classroom to observe students’ completion, and then explains the answers and difficult points.) T: Great job! Now you have mastered these key words, which will help you a lot in understanding the video. Next, let’s predict what the video will talk about based on these words and the unit theme. 3. Video Content Prediction T: Look at these words: rhyme, rhythm, image, emotion, appreciate. Combined with what we have learnt about English poems, what do you think the video will show us? Discuss in groups of four, and list 2-3 possible contents of the video. (Students discuss in groups, and the teacher guides each group to organize their language and record their predictions. Then each group sends a representative to share their predictions.) T: All your predictions are very reasonable. Some of you think the video will show how to read poems, some think it will introduce different poem emotions, and others guess it will show poets’ writing stories. Now let’s watch the video carefully and check if your predictions are right. Design Intention: Vocabulary preview removes language barriers for video viewing, ensuring students can capture key information without being hindered by new words. Content prediction cultivates students’ logical thinking and predictive ability in English learning, stimulates their curiosity and desire to watch the video, and makes students take the initiative to look for information in the video to verify their guesses. Stage 2: While-Viewing Exploration (Viewing & Information Processing) 1. First Viewing: Grasp the Main Idea T: Now we will watch the video for the first time. Please keep your eyes and ears open, and try to answer one core question: What is the main theme of this video? You don’t need to write down every detail, just focus on the general meaning and the core message the video wants to send. I will play the video once, and you can take simple notes if needed. (The teacher plays the complete video smoothly, and students watch and take notes quietly. After the video ends, the teacher gives students 1 minute to organize their thoughts.) T: Time’s up! Who can tell me the main theme of the video? Please raise your hand bravely. (The teacher invites students to answer, and supplements and summarizes the main idea: The video shows the beauty of English poems from aspects like rhyme, rhythm, images and emotions, demonstrates the reading skills of poems, and tells students that poems are close to life and can convey sincere feelings.) T: Perfect! You have caught the main idea of the video correctly. This first viewing helps us build a general framework of the video content, and now we will watch it again to get more detailed information. Design Intention: The first viewing aims at cultivating students’ skimming and general viewing ability, guiding them to grasp the macro theme of the video without being distracted by details. It helps students form a holistic understanding of the video content, which is a basic and critical step in video-based English learning. 2. Second Viewing: Capture Detailed Information T: Now we will watch the video for the second time, and this time we need to focus on specific details. I will give you a task sheet with several questions, and you need to find the answers from the video. Please take out your notebook and get ready to take notes carefully. The teacher presents the detailed task questions on the PPT and reads them aloud to students: 1. What are the two key elements of poems mentioned in the video? 2. What kind of feelings can poems convey according to the video? 3. What advice does the video give on reading poems aloud? 4. Why does the video say poems are part of our life? T: These questions are all about the key details of the video. I will play the video again, and you can pause the video if you need to write down notes. After watching, we will discuss the answers in pairs and then share them with the class. (The teacher plays the video for the second time, and can pause at key segments appropriately to give students enough time to take notes. After viewing, students discuss answers in pairs, and the teacher walks around to guide and help students with difficulties.) T: Now let’s check the answers one by one. For the first question, who wants to share your answer? (The teacher invites students to answer each question, corrects inaccurate expressions, and emphasizes key detailed information. For example, the two key elements are rhyme and rhythm; poems can convey joy, sadness, missing, hope and other emotions; reading poems aloud needs to pay attention to tone and speed; poems record life moments and express inner feelings.) T: Excellent! You have mastered all the detailed information of the video. This time, we have dug into the video content and got all the key points we need. Now let’s move to the third viewing to deeply understand the emotional connotation. Design Intention: The second viewing targets detailed information grasping, training students’ careful viewing and information positioning ability. Setting clear task questions makes students’ viewing more targeted, avoiding aimless watching. Pair discussion enhances students’ cooperative learning awareness and helps them correct mistakes and supplement information together. 3. Third Viewing: Deepen Emotional & Rhetorical Understanding T: Now we will watch the video for the third time, and this time we will focus on the emotional and rhetorical parts of the poems shown in the video. Please pay attention to the tone of the poem reader, the images created by the poem lines, and the implicit feelings behind the words. T: While watching, think about these two in-depth questions: (1) What images are used in the poems shown in the video to convey emotions? (2) How do the rhythm and rhyme of the poems enhance the expression of emotions? (The teacher plays the video for the third time, and replays the poem reading segments slowly to let students feel the charm of poetic language. After viewing, the teacher organizes group discussion, with 4 students in each group, and gives 3 minutes for discussion.) T: Time for discussion! Each group should send a spokesperson to share your group’s opinions. Don’t be afraid to express your own thoughts—there is no absolutely right answer for poem appreciation. (Each group shares their opinions, and the teacher affirms each group’s insights, supplements professional appreciation points, and explains how rhetorical devices like imagery and rhyme strengthen emotional expression.) T: You have made very profound analyses! Poems are not just simple words, but a combination of beautiful sounds, vivid images and sincere emotions. This is the unique charm of poems that the video wants to show us. Design Intention: The third viewing focuses on in-depth interpretation, cultivating students’ critical thinking and aesthetic ability. By guiding students to analyze images, rhythm and emotions, it helps them jump out of superficial information understanding and realize the transformation from "watching the video" to "appreciating poems". Group discussion encourages students to express personalized insights and improves their logical thinking and oral expression. Stage 3: Post-Viewing Extension (Practice & Application) 1. Language Output: Retell the Video Content T: Now we have fully understood the video content. Let’s try to retell the main content of the video in our own words. First, I will give you 2 minutes to organize your language independently, combining the key words and detailed information we have learnt. You can refer to your notes, but don’t copy the sentences mechanically. T: After independent preparation, I will invite some students to retell in front of the class. Other students should listen carefully and give feedback on their retelling. (Students prepare independently, and the teacher guides students with weak language ability to organize sentences. Then 2-3 students retell the video content, and the teacher gives targeted evaluation: affirming fluent expressions, correcting grammatical errors, and supplementing missing key information.) T: Your retellings are very clear and comprehensive! You have successfully mastered the core content of the Video Time section, and your oral English expression has also been improved. Design Intention: Retelling exercises consolidate students’ memory of video content, exercise their language organization and oral expression ability, and transform input information into output ability. It is a key link to check students’ mastery of video content and language knowledge. 2. Interactive Activity: Poem Appreciation Sharing T: The video shows us the beauty of English poems, and now it’s your turn to be a poem appreciator. I will show you a short and simple English poem on the PPT, which is similar to the poems in the video. Discuss in groups: What emotions does this poem convey? What images are used? Do you like this poem? Why? (The teacher presents a short English poem (e.g., a simple lyric poem about spring or friendship) on the PPT, guides students to apply the appreciation methods learned from the video to analyze.) T: Each group can choose one student to share your group’s appreciation results. You can also read the poem aloud with the right tone and rhythm, just like what the video shows us. (Groups share their appreciation and read poems aloud. The teacher praises students’ performance, guides them to use the vocabulary and sentence patterns learned in class, and helps them improve their appreciation expressions.) T: Wonderful! You have perfectly applied the poem appreciation skills from the video to real practice. Reading and appreciating poems can make our hearts softer and our lives more beautiful. Design Intention: This interactive activity transfers the knowledge and skills learned from the video to real poem appreciation practice, realizing the integration of learning and application. It enhances students’ practical ability of English, deepens their understanding of poem appreciation, and stimulates their interest in English poems. 3. Creative Mini-Task: Write a Short Poetic Sentence T: After appreciating poems, let’s try to create a short poetic sentence by ourselves. Think about a small thing or a feeling in your life—maybe the sunshine in the morning, the breeze in the park, or the love from your family. Use simple English words to write a short sentence with rhyme or emotion, just like the lines in the video poems. T: You can create independently or discuss with your desk mate. I will give you 3 minutes to finish this mini-task, and then we will share your excellent works. (Students create creatively, and the teacher walks around to provide guidance and help. After creation, the teacher invites students to read their works aloud, and the whole class claps for each other’s creations.) T: I am so proud of you! All your works are full of sincerity and creativity. This is the power of poems—everyone can be a "poet" to record life and express feelings with words. Design Intention: The creative mini-task stimulates students’ imaginative thinking and innovative ability, allowing students to experience the fun of poetic creation. It connects poem learning with real life, enhances students’ sense of achievement in English learning, and deepens their understanding of the theme that poems come from life. Stage 4: Summary & Homework Assignment 1. Classroom Summary T: Today we have finished the Video Time part of Unit 5 Poems. Let’s make a brief summary of what we have learned today: First, we mastered the key poem-related vocabularies; second, we understood the main and detailed information of the video, and knew the beauty of poems lies in rhyme, rhythm, images and emotions; third, we practiced poem appreciation and tried simple poetic creation. T: Poems are a precious treasure of human literature. Learning English poems not only improves our English level, but also enriches our spiritual world and cultivates our aesthetic taste. I hope everyone can keep reading poems and feeling the beauty of language and life in the future. Design Intention: Classroom summary helps students sort out the knowledge and skills learned in class, form a complete knowledge system, and strengthen the key points of this lesson. It also sublimates the theme of the lesson, guiding students to form a positive attitude towards poem learning and literature appreciation. 2. Homework Assignment T: Here comes our homework for today, which is divided into three levels to meet different learning needs: 1. Basic Homework: Review the key vocabularies and sentences learned in class, and watch the video again at home to imitate the poem reading in the video. 2. Improved Homework: Write a short paragraph (about 80-100 words) to introduce the main content of the video and your favorite part, using the words and sentence patterns learned in class. 3. Creative Homework: Find a short English poem you like, appreciate it carefully, and write down your appreciation (about 50 words) to share in the next class. T: Please finish your homework carefully according to your own learning situation. I believe you will make greater progress in poem learning. Design Intention: Hierarchical homework respects students’ individual differences in English learning, ensuring that each student can consolidate knowledge at their own level. Basic homework consolidates language foundation, improved homework exercises written expression, and creative homework stimulates extracurricular learning interest, realizing the extension of classroom learning to after-class. V. Teaching Reflection (Brief Notes) This teaching design closely centers on the requirements of core competencies, takes students as the main body, and follows the learning logic of "pre-viewing activation—while-viewing exploration—post-viewing extension". Each link has clear design intentions, focusing on the integration of language learning, skill training and aesthetic cultivation. In actual teaching, teachers can adjust the teaching pace and activity forms according to students’ real performance, ensuring the effectiveness of classroom teaching and helping students improve their comprehensive English application ability in poem learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $