Unit 4 Exploring Poetry-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 4 Exploring Poetry-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master poetry-related vocabulary, understand the beauty of English poetry, develop critical thinking and form good habits of independent exploration and cooperative learning. 2. 教学重难点 Key points: Master core vocabulary about poetry and express personal views on poetry in simple English. Difficult points: Understand the basic characteristics of English poetry and properly convey feelings when appreciating and talking about poetry. 教学过程 Step 1: Lead-in (Warm-up & Topic Introduction) The teacher greets the students and starts the class with a question: “Have you ever read a poem? What kind of poem impresses you most?” Then, the teacher shows some pictures related to poetry on the screen, including English sonnets, Chinese classical poems and modern poems, and plays a short audio of a famous English poem recitation. After the audio, the teacher asks follow-up questions: “How did you feel when you listened to the recitation? Can you find any differences between the English poem in the audio and the Chinese poems you have read?” After students express their opinions freely, the teacher summarizes: “Poetry is a beautiful literary form that exists in every culture. It uses concise language to convey deep emotions and rich imaginations. Today, we will start our journey of exploring English poetry together, and this class will help us open the door to poetry appreciation.” Then, the teacher writes the unit title “Exploring Poetry” on the blackboard and leads students to read it twice to arouse their enthusiasm for learning. Design Intention: The lead-in links students' existing life experience and knowledge reserve of poetry, shortens the distance between students and the new topic. The combination of pictures and audio creates a vivid learning situation, stimulates students' interest in learning, guides students to initially perceive the characteristics of English poetry, and lays a good emotional and cognitive foundation for the subsequent teaching links. Step 2: Vocabulary Input (Core Vocabulary Learning) First, the teacher presents the core vocabulary of this section on the screen, including poetry, poem, poet, rhyme, rhythm, image, emotion, recite, appreciate. For each word, the teacher pronounces it clearly twice, and guides students to follow the pronunciation, correcting their wrong pronunciation in time. Then, the teacher explains the meaning of each word with simple English and combines it with specific examples to help students understand and remember. For example, when explaining “rhyme”, the teacher says: “Rhyme means the repetition of similar sounds at the end of lines in a poem. For example, in the sentence ‘I love the sun, it makes me fun’, ‘sun’ and ‘fun’ rhyme.” When explaining “image”, the teacher gives examples: “In poems, we often use some specific things to express emotions, such as ‘moon’ usually stands for missing, ‘rose’ stands for love. These specific things are called images.” After explaining the vocabulary, the teacher designs a small interactive activity: “Match the words with their meanings”. The teacher presents the words and their corresponding meanings in disorder on the screen, and invites students to come to the front of the class to match them. After the matching, the teacher checks the answers together with the whole class, and emphasizes the key words again. Then, the teacher asks students to make simple sentences with 3 of the core words, and invites several students to share their sentences, correcting their grammatical mistakes and improper collocations. Design Intention: Vocabulary is the foundation of language learning. This link focuses on the input of core vocabulary, adopts the teaching method of “pronunciation - explanation - example - practice”, which is in line with the cognitive law of senior high school students. The interactive matching activity and sentence-making practice not only help students master the meaning and usage of vocabulary, but also improve their oral expression ability, laying a solid language foundation for the subsequent poetry appreciation and discussion. Step 3: Poetry Appreciation (Initial Perception of English Poetry) The teacher presents two simple and easy-to-understand English poems on the screen, which are closely related to students' life and have obvious rhyme and rhythm. The first poem is A Little Star: “Twinkle, twinkle, little star, How I wonder what you are! Up above the world so high, Like a diamond in the sky.” The second poem is Spring Morning: “I wake up late in spring, I hear birds singing everywhere. The wind blows all night long, I wonder how many flowers have fallen.” First, the teacher plays the audio of the two poems, and asks students to listen carefully and pay attention to the rhyme and rhythm of the poems. After listening, the teacher guides students to read the poems aloud together, and emphasizes the pauses and intonations when reading, so that students can feel the musical beauty of the poems. Then, the teacher asks students to work in pairs to discuss the following questions: 1. What rhyme do you find in the two poems? 2. What images are used in the poems? 3. What emotions does the poet want to express in each poem? After the group discussion, the teacher invites several groups to share their discussion results. For the first question, the teacher summarizes: “In A Little Star, ‘star’ and ‘are’, ‘high’ and ‘sky’ rhyme; in Spring Morning, ‘spring’ and ‘singing’, ‘long’ and ‘fallen’ rhyme.” For the second question, the teacher guides students to find the images such as “little star”, “diamond” in the first poem, and “spring”, “birds”, “wind”, “flowers” in the second poem. For the third question, the teacher helps students sort out their ideas: “The first poem expresses the poet's love and curiosity for the little star; the second poem expresses the poet's love for spring and regret for the falling flowers.” Then, the teacher further guides students to think: “Compared with the Chinese poems you have read, what are the similarities and differences between these two English poems?” Students are encouraged to express their views freely. The teacher summarizes appropriately: “Both English and Chinese poems use images to express emotions and have beautiful rhythm and rhyme. The difference is that English poems pay more attention to rhyme and rhythm, while Chinese poems pay more attention to the beauty of imagery and artistic conception.” Design Intention: Choosing simple and easy-to-understand English poems is conducive to reducing students' psychological pressure and helping them build confidence in poetry appreciation. The link of “listening - reading - discussing - sharing” follows the principle of student-centered teaching, guides students to actively participate in the learning process, and enables students to initially master the method of appreciating English poetry from the aspects of rhyme, rhythm and images. At the same time, comparing English and Chinese poems helps students cultivate cross-cultural awareness and understand the commonalities and characteristics of poetry in different cultures. Step 4: Group Discussion (Sharing and Communicating) The teacher divides students into groups of 4-5, and assigns the discussion task: “Share your favorite poem (English or Chinese) with your group members. You need to introduce the poet, the main content of the poem, the images used in the poem and the emotions expressed by the poet. Then, discuss: Why do people like poetry? What can we get from reading poetry?” Before the discussion, the teacher gives some tips to help students organize their language: 1. My favorite poem is... written by... 2. The main content of the poem is... 3. The images in the poem are... 4. The poet wants to express... 5. I think people like poetry because... 6. From reading poetry, we can get... During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties in expression. For example, if a student cannot express the emotion of the poem accurately, the teacher can prompt: “How did you feel when you read this poem? Did it make you happy, sad or moved?” If a student does not know how to introduce the poet, the teacher can give a simple example for reference. After the discussion, each group selects a representative to share the group's discussion results with the whole class. The teacher listens carefully, gives positive comments and affirmations to each representative's sharing, and puts forward appropriate suggestions. For example, if a representative introduces the poem clearly but lacks emotional expression, the teacher can say: “Your introduction is very clear. If you can add your own feelings when reading the poem, it will be better.” After all groups finish sharing, the teacher summarizes: “Poetry is a treasure of human culture. It can bring us spiritual comfort, enrich our emotions, broaden our horizons and improve our literary accomplishment. Reading and appreciating poetry is a pleasant experience, and we should keep this habit.” Design Intention: Group discussion is an effective way to cultivate students' cooperative learning ability and oral expression ability. The discussion task combines students' existing knowledge and experience, and the given tips help students organize their language, reduce the difficulty of expression. The teacher's on-site guidance ensures that each student can participate in the discussion actively. The sharing link not only provides a platform for students to show themselves, but also enables students to learn from each other and enrich their understanding of poetry. Step 5: Consolidation and Extension First, the teacher designs a small consolidation exercise: “Fill in the blanks with the core vocabulary we learned today”. The exercise content is as follows: 1. A ______ is a person who writes poems. 2. We can ______ the beauty of poetry by reading it aloud. 3. The ______ of this poem is very beautiful, making people feel relaxed. 4. The poet uses the ______ of “moon” to express his missing for his hometown. Students complete the exercise independently, and then the teacher checks the answers together with the whole class, emphasizing the collocation and usage of vocabulary again. Then, the teacher carries out the extension activity: “Imitate and create a short poem”. The teacher gives a simple template: “I love ______, It is ______. It makes me ______, Like ______.” The teacher gives an example first: “I love the rain, It is soft. It makes me calm, Like a warm hug.” Then, students are asked to imitate the template to create a short poem of 4 lines, using the core vocabulary and images they have learned. Students can work in pairs to complete the creation, and the teacher provides guidance and help in time. After the creation, the teacher invites several students to share their works with the whole class, and gives positive comments and encouragement. For example, “Your poem is very beautiful, and the image you use is very vivid. I can feel your love for life from it.” Then, the teacher collects some excellent works and displays them on the blackboard, so as to stimulate students' enthusiasm for creation. Design Intention: The consolidation exercise helps students further master the core vocabulary and its usage, and consolidate the knowledge learned in this class. The extension activity of imitating and creating poems is in line with the requirements of improving students' language application ability and thinking quality. It not only enables students to apply the knowledge they have learned flexibly, but also cultivates their imagination and creativity, and deepens their understanding of the beauty of poetry. Step 6: Summary and Homework First, the teacher summarizes the content of this class with the students: “In this class, we have learned the core vocabulary related to poetry, appreciated two simple English poems, discussed our favorite poems and the significance of reading poetry, and even tried to create our own short poems. We have initially understood the basic characteristics of English poetry and felt the beauty of poetry. I hope everyone can keep their enthusiasm for poetry and explore more beautiful poems in the future.” Then, the teacher assigns the homework: 1. Recite the core vocabulary and the two English poems learned in this class, and write them down twice. 2. Find an English poem you like, read it carefully, and write a short appreciation (about 50 words), introducing the images and emotions of the poem. 3. Share the poem you created in class with your family or friends, and listen to their opinions. Design Intention: The summary helps students sort out the knowledge system of this class, strengthen the memory of the learned content, and arouse their desire to further explore poetry. The homework is designed hierarchically, which not only consolidates the basic knowledge (reciting and writing vocabulary and poems), but also improves students' independent learning ability and poetry appreciation ability (writing appreciation). The third homework links the classroom learning with real life, enabling students to experience the fun of poetry sharing and further enhance their interest in poetry. 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 $