Unit 4 Exploring Poetry-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivating students’ ability to use English to appreciate and express poetry. It develops thinking quality, cultural awareness of poetry from different cultures, and learning ability of independent and cooperative exploration. 2. 教学重难点 Key points: Master ways to obtain key information from poetry-related listening and reading materials, and use English to discuss and comment on poetry. Difficult points: Understand poetic imagery and implied meanings, and flexibly use language to express personal views. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class with a question: “Have you ever read an English poem that touched you? What do you think makes a poem beautiful?” Then, the teacher shows a short video clip about Robert Frost and his poem The Road Not Taken, without playing the audio or explaining the content. After watching the video, the teacher invites 2-3 students to share their initial impressions of the video, such as the scene, the poet’s expression, and their guesses about the poem’s theme. Then, the teacher writes down the key words mentioned by the students on the blackboard, such as “choice”, “road”, “regret”, “hope”, and leads students to connect these words with their own life experiences: “When you face two choices in life, how do you make a decision? Will you think about the result of each choice?” Design Intention: The lead-in links students’ life experiences with the unit theme of poetry exploration, reducing the distance between students and English poetry. The video clip stimulates students’ interest in learning and creates a relaxed learning atmosphere. By asking open-ended questions, it guides students to think actively, activates their existing knowledge and experience related to “choice” and “poetry”, and lays a foundation for the subsequent listening, speaking, reading and writing activities. Meanwhile, it implicitly leads to the core content of this lesson—exploring Robert Frost’s poetry and its implied philosophy of life. Step 2: Listening Practice (Listening Comprehension & Language Input) First, the teacher introduces the listening task briefly: “We will listen to a radio program about Robert Frost and his poem The Road Not Taken. Please listen carefully and finish the two tasks on your textbook.” Before playing the audio, the teacher guides students to preview the listening tasks: Task 1 is to fill in the blanks with key information, such as the poet’s birth year, main works, and the background of The Road Not Taken; Task 2 is to judge whether the statements are true (T) or false (F), focusing on the theme and implied meaning of the poem. The teacher reminds students to pay attention to the key information such as time, place, characters and opinions while listening, and to take simple notes if necessary. Then, the teacher plays the audio for the first time. After playing, the teacher invites students to share their answers to Task 1 and Task 2, and corrects the mistakes together. For the blanks that students fail to fill in or the wrong judgments, the teacher plays the corresponding part of the audio again, guides students to listen carefully and find the correct information. For example, if students make a mistake in the birth year of Robert Frost, the teacher plays the sentence “Robert Frost was born in 1874 in San Francisco, USA” again, and lets students catch the key number “1874”. For the false statement “The poem tells us that we should always choose the easy road in life”, the teacher guides students to listen to the sentence “The road less traveled has made all the difference” and explains that the poem advocates courage to choose the less common road, which implies the importance of independent choice. After correcting the listening tasks, the teacher leads students to sort out the key information from the listening material: Robert Frost’s life experience (born in 1874, moved to New England, won four Pulitzer Prizes), the background of The Road Not Taken (written in 1916, inspired by his own life choices), and the core theme of the poem (the impact of life choices on one’s future). The teacher also lists some key words and phrases from the listening material, such as “Pulitzer Prize”, “inspiration”, “life choice”, “make a difference”, and asks students to read them aloud and master their pronunciation and usage. Design Intention: Listening is an important part of integrated skills. This link focuses on cultivating students’ ability to obtain key information from listening materials, which is in line with the key point of this lesson. Previewing the tasks before listening helps students establish a listening goal and improve listening efficiency. Playing the audio twice ensures that most students can grasp the key information, and targeted replaying helps students make up for their deficiencies. Sorting out key information and key words not only consolidates the listening results, but also provides language support for the subsequent speaking and writing activities, realizing the connection between listening input and language accumulation. Step 3: Reading Practice (Reading Appreciation & Deep Understanding) On the basis of listening, the teacher presents the full text of Robert Frost’s poem The Road Not Taken on the screen, and guides students to read the poem in three steps. First, read aloud for appreciation. The teacher plays the standard audio of the poem, and asks students to follow the audio to read aloud, paying attention to the rhythm, intonation and pauses of the poem. After reading aloud twice, the teacher invites several students to read the poem in front of the class, and gives comments on their pronunciation, intonation and emotional expression. For example, the teacher says: “Your reading is very fluent, but you can slow down the speed when reading the last stanza, to show the poet’s reflection on life choices.” Then, the teacher explains the basic rhythm of the poem (iambic tetrameter) and the rhyme scheme (ABAAB), and lets students read aloud again to feel the musical beauty of the poem. Second, literal understanding. The teacher divides students into groups of 4, and asks them to read the poem carefully, discuss the meaning of each stanza, and solve the new words and phrases in the poem, such as “diverge”, “undergrowth”, “trodden”, “sigh”, “henceforth”. The teacher walks around the classroom, provides help for groups with difficulties, and explains the key words and phrases. For example, “diverge” means “to separate and go in different directions”, “trodden” is the past participle of “tread”, meaning “stepped on”. After the group discussion, each group sends a representative to explain the meaning of one stanza, and the teacher supplements and corrects it to ensure that all students understand the literal meaning of the poem: two roads diverge in a wood, the poet can only choose one, he chooses the road that is less traveled, and reflects on this choice many years later. Third, deep appreciation. The teacher asks students to think and discuss the following questions in groups: 1. What do “two roads” symbolize in the poem? 2. Why does the poet choose “the road less traveled by”? 3. What does the sentence “I shall be telling this with a sigh Somewhere ages and ages hence” imply? 4. What life philosophy can we learn from this poem? After the group discussion, the teacher organizes a class discussion. For question 1, the teacher guides students to realize that “two roads” symbolize different life choices; for question 2, students can express their own views, such as “the poet is curious about the unknown” or “the poet wants to pursue a unique life”; for question 3, the teacher explains that “sigh” does not mean regret, but a complex emotion of reflection and satisfaction about life choices; for question 4, the teacher summarizes that the poem tells us that every life choice is important, and we should be brave to make our own choices and take responsibility for them. In addition, the teacher introduces the poetic device of symbolism in the poem, and explains that symbolism is a common device in poetry, which uses specific things to represent abstract concepts or emotions. The teacher gives another example: in Maya Angelou’s poem Caged Bird, “caged bird” symbolizes people who are restricted by freedom, to help students understand and master this device. Design Intention: Reading is the core of this lesson. The three-step reading design (read aloud, literal understanding, deep appreciation) follows the law of students’ cognitive development, from shallow to deep, helping students gradually understand the poem’s form, content and theme. Group discussion cultivates students’ cooperative learning ability and oral expression ability, and encourages students to express their own views. The explanation of poetic devices (rhythm, rhyme, symbolism) helps students improve their ability to appreciate poetry, which is in line with the key point of this lesson. Connecting with other poems enriches students’ knowledge of poetry and lays a foundation for their future poetry exploration. Step 4: Speaking Practice (Oral Expression & Language Output) Based on the listening and reading practice, the teacher designs a speaking task: “Suppose you are having a discussion with your friend about life choices. You can talk about a difficult choice you have made, how you made the choice, and what impact it has had on you. You can also refer to the theme and language of The Road Not Taken.” First, the teacher provides a speaking template to help students organize their language. The template is as follows: “Once, I faced a difficult choice: ______. At that time, I felt ______ because ______. Finally, I chose ______ because ______. Now, when I look back, I think ______, just like the poet in The Road Not Taken said, ‘______’.” The teacher also reminds students to use the key words and phrases learned in listening and reading, such as “life choice”, “make a difference”, “regret”, “satisfaction”, and pay attention to the politeness and fluency of the conversation. Then, students practice in pairs. Each pair has 5-6 minutes to prepare and practice. The teacher walks around the classroom, listens to the students’ conversations, and gives guidance and suggestions. For example, if a student cannot express his ideas fluently, the teacher helps him organize his language with the help of the template; if a student uses the wrong words, the teacher corrects it in time. After the pair practice, the teacher invites 3-4 pairs to present their conversations in front of the class, and gives comments on their performance, focusing on the fluency of language, the appropriateness of content and the use of key words. The teacher also encourages other students to ask questions or give supplements to the presenting pairs, such as “Why did you make that choice? Do you have any regrets now?” After the presentation, the teacher summarizes the speaking task, emphasizes the key points of oral expression in this lesson: clear logic, fluent language, and appropriate use of learned words and phrases. The teacher also points out the common problems in students’ speaking, such as incorrect pronunciation, inappropriate word choice, and helps students correct them. Design Intention: Speaking is an important way of language output, which can test students’ ability to use the language learned. The speaking task is closely connected with the theme of the lesson and students’ life experiences, making it easier for students to express their ideas. The speaking template provides language support for students, especially those with weak oral expression ability, helping them build confidence in speaking English. Pair practice and class presentation provide students with more opportunities to practice speaking, and teacher’s comments and guidance help students improve their oral expression ability, realizing the connection between language input and output. Step 5: Writing Practice (Writing Application & Comprehensive Improvement) On the basis of listening, reading and speaking, the teacher designs a writing task: “Write a short poem review about The Road Not Taken. The review should include: 1. A brief introduction of the poet and the poem; 2. The main content and theme of the poem; 3. Your own understanding and feelings about the poem; 4. The enlightenment you get from the poem. You should use at least 3 key words or phrases learned in this lesson, and pay attention to the structure and logic of the review.” First, the teacher guides students to sort out the structure of the poem review. The teacher tells students that a poem review usually includes three parts: introduction (introduce the poet and the poem), body (analyze the content, theme and poetic devices of the poem), and conclusion (express personal feelings and enlightenment). The teacher also presents a sample paragraph for students to refer to: “Robert Frost is one of the most famous American poets, who won four Pulitzer Prizes. The Road Not Taken is one of his most famous poems, written in 1916. The poem describes a poet who faces two diverging roads in a wood and chooses the one less traveled. This choice symbolizes people’s life choices, and the poem tells us that every choice we make will have a great impact on our future. From this poem, I learn that we should be brave to pursue our own path and not follow others blindly. It makes a great difference in our life.” Then, students start to write independently. The teacher walks around the classroom, provides help for students with difficulties, such as how to organize the content, how to use the key words, and how to correct grammatical mistakes. For example, if a student does not know how to introduce the poet, the teacher reminds him to use the information from the listening material; if a student uses the wrong tense, the teacher corrects it and explains the usage of the tense. After students finish writing, the teacher organizes a peer review activity. Each student exchanges their writing with their deskmate, and reviews it according to the following standards: 1. Is the structure clear? 2. Is the content complete? 3. Are the key words used correctly? 4. Are there any grammatical or spelling mistakes? 5. Is the language fluent? Students give suggestions for revision to their deskmates. Then, the teacher collects some students’ writing works (including excellent works and works with common problems), displays them on the screen, and comments on them. For excellent works, the teacher affirms their strengths, such as clear structure, fluent language and appropriate use of key words, and asks other students to learn from them; for works with problems, the teacher points out the mistakes and guides students to revise them together. Finally, students revise their own writing according to the peer review and teacher’s comments, and submit their revised works to the teacher for further evaluation. Design Intention: Writing is a comprehensive test of students’ language ability, which integrates listening, speaking and reading skills. The writing task is closely connected with the previous activities, ensuring the continuity of the teaching process. Guiding students to sort out the structure and providing sample paragraphs helps students master the writing method of poem review, reducing the difficulty of writing. Independent writing cultivates students’ independent thinking ability and writing ability. Peer review and teacher’s comment help students find their own problems and improve their writing level, and also cultivate students’ ability to evaluate and appreciate others’ works. Step 6: Summary & Homework First, the teacher summarizes the whole lesson: “In this class, we have listened to a radio program about Robert Frost and his poem The Road Not Taken, read and appreciated the poem deeply, discussed life choices in pairs, and written a poem review. We have not only mastered some key words and phrases related to poetry and life choices, but also improved our listening, speaking, reading and writing skills. We have also learned the life philosophy from the poem: be brave to make your own choices and take responsibility for them.” Then, the teacher assigns homework: 1. Recite The Road Not Taken and write down the key words and phrases in the poem; 2. Revise the poem review according to the teacher’s comments and submit it tomorrow; 3. Find another English poem you like, read it carefully, and write a short appreciation (about 50 words); 4. Discuss with your family about a life choice they have made, and share it in the next class. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, consolidate the learning results, and deepen their understanding of the theme. The homework is designed hierarchically: reciting and writing key words helps students consolidate the basic knowledge; revising the poem review helps students improve their writing ability; finding and appreciating other poems expands students’ vision and cultivates their interest in poetry; discussing with family connects the classroom learning with real life, further deepening students’ understanding of life choices and the theme of the unit. 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 $