Unit 4 Exploring Poetry-Reading 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-Reading 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to understand poetic language and structures, cultural awareness to appreciate English poetry, thinking quality to analyze poetic connotations, and learning ability to master poetry reading methods independently. 2. 教学重难点 Key: Grasp the three methods of reading poetry in the text and understand the sound and sense of poetry. Difficulty: Analyze poetic images and implied meanings, and apply reading methods to appreciate specific poems. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a short video clip about famous English poets (such as Alfred Tennyson and Maya Angelou) and their representative poems. The video includes recitations of short poetry excerpts, such as the first few lines of “Sweet and Low” and “Caged Bird” in the text. After playing the video, the teacher asks two questions: “What do you feel when you listen to the poetry recitation?” and “Do you think reading poetry is difficult? Why or why not?” Then, invite 3-4 students to share their opinions freely. Some students may say that poetry is beautiful but hard to understand, while others may think it is interesting because of its rhythm. After the sharing, the teacher summarizes: “Poetry is a combination of ‘sound’ and ‘sense’, which is neither as difficult as we think nor as simple as we imagine. Today, we will learn how to read a poem through the text ‘How to read a poem’.” Design Intention: The video clip combines audio and video elements to create an immersive poetic atmosphere, which can quickly attract students’ attention and arouse their interest in the topic of poetry reading. By asking open-ended questions, students are encouraged to express their true feelings and prior understanding of poetry, which helps the teacher grasp students’ existing knowledge level and cognitive characteristics. Meanwhile, the teacher’s summary naturally leads to the core content of the lesson, laying a good foundation for the subsequent teaching. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary in the text on the blackboard or multimedia courseware, including core words and phrases such as “dimension, grasp, detect, rhyme, complex, contradictory, dig up, clue, cage, trill”. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and combines it with the context in the text to help students understand its specific usage. For example, when explaining “grasp”, the teacher quotes the sentence in the text: “Even if its true meaning appears to be beyond your grasp, you can always say something about how the poem sounds when you read it aloud.”, and explains that “beyond ones grasp” means “impossible to understand”. Then, the teacher briefly introduces the background of the two poems cited in the text: “Sweet and Low” by Alfred Tennyson, a famous British poet in the 19th century, which is a lullaby full of warmth and tenderness; “Caged Bird” by Maya Angelou, an American poet, which uses the image of a caged bird to symbolize the pursuit of freedom. Finally, the teacher asks students to predict the content of the text based on the title “How to read a poem” and the previewed vocabulary and background information: “What methods do you think the author will introduce to read a poem?” Design Intention: Vocabulary is the foundation of understanding the text. Previewing key vocabulary can help students avoid obstacles in reading the text and improve their reading efficiency. Introducing the background of the cited poems helps students better understand the connotation of the poems in the text and lay a foundation for subsequent text analysis. Predicting the text content can stimulate students’ reading motivation and make their reading more targeted, which is conducive to cultivating their predictive ability in reading. Step 3: While-reading (Text Analysis and Comprehension) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer the following question: “What is the main idea of the text?” After students finish reading, invite them to share their answers. The teacher guides students to summarize: The text mainly introduces four methods to read a poem, including following your ears, approaching the poem as an explorer, being patient and not needing to fully understand a poem to appreciate it. Then, the teacher writes the four methods on the blackboard to help students sort out the overall framework of the text. Design Intention: Skimming is an important fast reading skill. Through this activity, students can quickly grasp the main idea of the text, establish the overall cognitive framework of the text, and cultivate their ability to extract key information from the text. Writing down the four methods on the blackboard helps students clarify the core content of the text and lay a foundation for the detailed analysis of each method later. Activity 2: Scanning for Specific Information The teacher asks students to read the text again (scanning) and complete the following table, which lists the four methods of reading a poem and requires students to fill in the key points and corresponding examples of each method. The table is as follows: Methods of Reading a Poem Key Points Examples in the Text Follow your ears Pay attention to the sound of the poem, such as rhythm, repeated words, rhymes and other special effects “Sweet and Low” by Alfred Tennyson Approach as an explorer Ask basic questions, observe images and dig up clues “Caged Bird” by Maya Angelou Be patient Reading a poem may take a long time; set it aside and come back later if you don’t understand “Stopping by Woods on a Snowy Evening” by Robert Frost Don’t need full understanding to appreciate Abandon logical thinking and perceive the inner beauty of the poem No specific poem example, but a general conclusion After students complete the table independently, the teacher organizes students to exchange and check their answers in groups of 4. Each group selects a representative to share their group’s answers, and the teacher corrects and supplements them. For example, when introducing the method of “following your ears”, the teacher guides students to find the sentence in the text: “Do you detect a rhythm? Are there any repeated words, rhymes or other special effects?” to confirm the key points. When introducing the method of “approaching as an explorer”, the teacher guides students to analyze the questions raised in the text: “Who is talking? Who is being talked to? What is being described?” to help students understand how to explore the poem as an explorer. Design Intention: Scanning is a skill to find specific information quickly. Completing the table can help students further understand the detailed content of each reading method, clarify the logical relationship between the key points and examples of each method, and improve their ability to extract and sort out specific information. Group exchange and sharing can promote the interaction between students, help students find their own mistakes and learn from each other, and cultivate their cooperative learning ability. Activity 3: Close Reading for Deep Understanding The teacher guides students to conduct close reading of key paragraphs and sentences in the text, focusing on analyzing the language characteristics and connotations of the text, and helping students master the methods of reading poetry in practice. First, focus on Paragraph 2 (the method of “following your ears”). The teacher asks students to read the paragraph aloud together, and then asks: “Why does the author suggest asking ‘How does it sound?’ instead of ‘What does it mean?’ when starting to read a poem?” Students are invited to discuss in groups, and then share their opinions. The teacher summarizes: “Poetry is a combination of ‘sound’ and ‘sense’. The sound of poetry (rhythm, rhyme, etc.) is the entry point to understand its sense. By feeling the sound first, we can better understand the connotation of the poem.” Then, the teacher plays the recitation of “Sweet and Low” again, and asks students to read along, feeling the rhythm and repeated words in the poem. After reading, the teacher asks: “What are the repeated words in this poem? What feeling do these repeated words bring to you?” Students can answer that the repeated words are “sweet and low” and “wind of the western sea”, which bring a gentle and warm feeling, consistent with the lullaby style of the poem. The teacher further explains that repeated words can enhance the rhythm of the poem and express emotions more strongly. Second, focus on Paragraph 4 (the method of “approaching the poem as an explorer”). The teacher asks students to read the paragraph carefully and then analyze the excerpt of “Caged Bird” together. The teacher asks a series of questions: “Who is the speaker in the poem? What is being described? What image does the caged bird represent?” Students discuss and share their views. The teacher guides students to understand that the caged bird symbolizes people who are confined and eager for freedom, and the poem expresses the pursuit of freedom through the image of the caged bird. Then, the teacher asks: “How does the author guide us to explore the meaning of the poem through this example?” Students can answer that the author guides us to ask basic questions, observe the image of the caged bird, and dig up clues from the poem to understand its connotation. The teacher summarizes that approaching the poem as an explorer requires us to observe carefully, think actively, and connect the images in the poem to understand its deeper meaning. Third, focus on Paragraph 6 (the method of “not needing to fully understand a poem to appreciate it”). The teacher asks students to read the sentence: “You might need to abandon logical thinking to discover its true inner beauty.” and asks: “What does ‘abandon logical thinking’ mean here?” The teacher explains that it means we should not only focus on the literal meaning of the poem, but also feel the emotions and beauty conveyed by the poem with our hearts. Sometimes, even if we can’t fully understand the deep meaning of the poem, we can still appreciate its beauty and get emotional resonance. Design Intention: Close reading is the key to understanding the deep connotation of the text. By analyzing key paragraphs and sentences, students can not only understand the specific content of each reading method, but also master the skills of analyzing poetic language and images. Reading aloud and analyzing specific poems can help students apply the learned reading methods to practice, deepen their understanding of the text, and cultivate their ability to appreciate poetry and analyze language. Step 4: Post-reading (Consolidation and Application) Activity 1: Group Discussion The teacher divides students into groups of 4-5, and assigns a task: “Choose one of the three poems cited in the text (”Sweet and Low“, ”Caged Bird“, ”Stopping by Woods on a Snowy Evening“), and use the four reading methods learned in the text to analyze the poem. Each group needs to discuss and sort out the analysis results, and prepare a 3-minute presentation.” The teacher provides a discussion outline for students’ reference: 1. How does the poem sound? (rhythm, rhyme, repeated words, etc.) 2. What images are there in the poem? What do these images represent? 3. What difficulties do you encounter when understanding the poem? How do you solve them with the method of being patient? 4. What beauty do you feel from the poem even if you can’t fully understand it? During the group discussion, the teacher walks around the classroom, observes students’ discussion situation, and provides guidance and help when necessary. For example, if some groups have difficulty analyzing the image of “Stopping by Woods on a Snowy Evening”, the teacher can prompt them to ask basic questions: “Who is the speaker? What is the scene described? What emotions does the speaker express?” After the discussion, each group sends a representative to make a presentation. Other students listen carefully and can ask questions or put forward supplementary opinions after the presentation. The teacher makes comments on each group’s presentation, affirming their strengths and pointing out areas for improvement. For example, the teacher can praise groups that can accurately apply the reading methods to analyze the poem, and remind groups that need to pay more attention to the connection between the sound and sense of the poem. Design Intention: Group discussion and presentation can help students consolidate the four reading methods learned in the text and apply them to the analysis of specific poems, improving their ability to apply knowledge. The discussion outline can guide students to think systematically and avoid aimless discussion. The teacher’s guidance and comments can help students find their own problems and improve their analysis and expression abilities. At the same time, this activity can also cultivate students’ cooperative learning ability and public speaking ability. Activity 2: Individual Practice The teacher distributes a short English poem (such as “A Red, Red Rose” by Robert Burns) to each student, and asks them to use the reading methods learned in the text to read and analyze the poem independently. Students need to write a short analysis (about 100 words), including the following points: 1. The sound characteristics of the poem (rhythm, rhyme, etc.); 2. The images in the poem and their connotations; 3. The feelings and insights gained from reading the poem. After students finish writing, the teacher collects some students’ works and displays them on the multimedia courseware, and comments on them. The teacher focuses on whether students can correctly apply the reading methods, whether the analysis of images is reasonable, and whether the language expression is accurate. For students with good works, the teacher gives praise and encourages other students to learn from them. For students with problems, the teacher gives patient guidance and helps them correct their mistakes. Design Intention: Individual practice can test students’ mastery of the reading methods and their ability to apply knowledge independently. Writing a short analysis can help students sort out their thinking, improve their written expression ability, and deepen their understanding of the reading methods. The teacher’s comments can help students understand their own advantages and disadvantages, and further improve their ability to read and analyze poetry. Step 5: Summary and Extension Summary The teacher invites students to review the content of this lesson and summarize the four methods of reading a poem learned today. Then, the teacher makes a final summary: “Today, we learned four practical methods to read a poem: following your ears, approaching the poem as an explorer, being patient, and not needing to fully understand a poem to appreciate it. Poetry is a beautiful literary form that combines sound and sense. By mastering these methods, we can better understand and appreciate English poetry, feel the charm of poetry, and improve our literary accomplishment.” Design Intention: Letting students summarize the lesson content can help them consolidate the knowledge they have learned, sort out the logical framework of the lesson, and improve their ability to summarize and generalize. The teacher’s final summary can further emphasize the core content of the lesson, deepen students’ understanding, and elevate the theme of the lesson. Extension The teacher puts forward two extension tasks for students to complete after class: 1. Read one more English poem by yourself (the teacher can recommend some simple and classic poems, such as “I Wandered Lonely as a Cloud” by William Wordsworth), and use the methods learned today to analyze it, writing a short analysis (about 150 words); 2. Share the poem you read and your analysis with your classmates in the next class. In addition, the teacher recommends some English poetry websites and books to students, such as Poetry Foundation, to help students expand their reading scope and improve their ability to appreciate poetry. Design Intention: The after-class extension task can extend the teaching content from the classroom to the after-class, help students consolidate and apply the knowledge they have learned, and cultivate their independent learning ability. Recommending poetry resources can broaden students’ horizons, arouse their long-term interest in poetry reading, and lay a foundation for their long-term development of literary accomplishment. Step 6: Homework Arrangement 1. Finish the after-class extension task (read an English poem and write a short analysis); 2. Recite the key paragraphs of the text (Paragraphs 2, 4 and 6) and the key vocabulary learned today; 3. Preview the extended reading part of this unit to understand more about English poetry. Design Intention: The homework arrangement is closely combined with the teaching content of this lesson. Reciting key paragraphs and vocabulary can help students consolidate the basic knowledge they have learned. Finishing the extension task can further improve students’ ability to apply knowledge. Previewing the next part can lay a foundation for the next lesson and form a good learning cycle. 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 $