Unit 4 Exploring Poetry-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 Language Competence: Master literary and cultural vocabulary such as “romantic poetry”, “exaggeration” and “imagery”, and improve the ability to understand and analyze English literary texts about poetry. Cultural Awareness: Understand the romantic style of Li Bai’s poems and the cultural connotation of the Tang Dynasty, enhance cultural confidence and cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking by analyzing the causal relationship between Li Bai’s life experience, social background and poetic style, and develop critical thinking through poem appreciation. Learning Ability: Master reading strategies such as skimming and scanning, and form the habit of independent exploration and cooperative learning in literary reading. 2. 教学重难点 Key Points: Grasp the main content of the extended reading text, understand the formation reasons of Li Bai’s romantic poetic style and its characteristics, and accumulate relevant literary vocabulary and sentence patterns. Difficult Points: Deeply understand the implied meaning of Li Bai’s poems in the text, accurately analyze the application of literary devices such as exaggeration and imagery, and apply reading strategies to interpret literary texts independently. 教学过程 Step 1: Warming-up and Lead-in The teacher greets the students and starts the warming-up activity with a question: “Do you know any famous Chinese poets? And what do you know about their poetic styles?” After inviting 2-3 students to share their answers, the teacher shows a picture of Li Bai and plays an English audio clip introducing Li Bai’s brief life. Then the teacher asks: “Have you read Li Bai’s poems in Chinese? Today, we will learn about Li Bai and his romantic poetry through an English article in the extended reading part.” Design Intention: The warming-up activity starts with familiar topics, which can arouse students’ existing knowledge reserve and reduce their psychological pressure in learning literary texts. Showing Li Bai’s picture and playing the audio clip can quickly attract students’ attention, connect Chinese cultural knowledge with English learning, lay a foundation for the study of the text, and also imperceptibly cultivate students’ cultural awareness by linking familiar poets with English expression. Step 2: Pre-reading 1. Vocabulary Preview: The teacher presents key vocabulary in the text on the screen, including “romantic poetry”, “striking”, “characterize”, “contribute to”, “Confucianism”, “Taoism”, “nourish”, “be rooted in”, “glorious”, “boom”, “stability”, “tolerant”, “unconstrained” and “exaggeration”. For each word, the teacher explains its meaning, pronunciation and common collocations with simple English, and gives example sentences combined with the text context. For example, when explaining “contribute to”, the teacher says: “If something contributes to a situation, it helps to cause it. In the text, Li Bai’s love of reading and travelling contributes to his romantic style.” Then the teacher asks students to read the words aloud twice and do a quick matching exercise (matching words with their meanings) in pairs to check their mastery. 2. Background Briefing: The teacher briefly introduces the historical background of the Tang Dynasty in English: “Li Bai lived in the most glorious period of the Tang Dynasty, which was a time of economic boom and social stability. This open and tolerant atmosphere had a great influence on Li Bai’s personality and his poetry.” At the same time, the teacher supplements that Li Bai is known as “Poet Immortal” in China, and his poems are famous for their romantic style, laying a foundation for students to understand the text content. Design Intention: Vocabulary is the basis of understanding literary texts. Previewing key vocabulary can help students avoid obstacles in reading and improve reading efficiency. Explaining vocabulary in combination with the text context helps students better grasp the usage of words and lay a foundation for subsequent text analysis. Briefing the historical background of the Tang Dynasty can help students understand the connection between social environment and literary creation, deepen their understanding of the text’s theme, and further enhance their cultural awareness. Step 3: While-reading This step is divided into three parts: skimming, scanning and intensive reading, to help students gradually deepen their understanding of the text from the overall to the local. 1. Skimming: The teacher asks students to read the text quickly within a certain time and answer two questions: (1) What is the main topic of the text? (2) What are the main factors that shape Li Bai’s romantic poetic style? After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The main topic of the text is Li Bai and his romantic poetry. The factors shaping his romantic style include his love of reading and travelling, and the social and historical context of the Tang Dynasty.” Design Intention: Skimming is a basic reading strategy. Through skimming, students can quickly grasp the main idea of the text and the key information, cultivate their ability to obtain overall information, and lay a foundation for subsequent intensive reading. At the same time, it can also help students establish a framework of the text and improve their reading speed. 2. Scanning: The teacher asks students to read the text again, scan for specific information, and fill in the following table. The table is displayed on the screen, including three columns: “Factors Shaping Li Bai’s Romantic Style”, “Specific Details” and “Effects on His Poetry”. Students are required to complete the table in groups of 4, and each group is responsible for finding information about one factor. After the groups finish, the teacher invites representatives of each group to present their answers, and corrects and supplements them. For example, for the factor “love of reading”, the specific details are: “He started studying the classics at five, read ancient philosophers of different schools at ten, including Confucianism and Taoism, and read various books from legends to historical stories.” The effect is: “He familiarized himself with classical Chinese culture and acquired the wisdom of previous generations.” For the factor “love of travelling”, the specific details are: “He left home to travel around in his early twenties, and his footsteps covered almost the whole country, visiting famous mountains and great rivers and encountering different customs.” The effect is: “It nourished his love of nature and inspired him to write numerous romantic poems.” For the factor “social and historical context”, the specific details are: “He grew up in the most glorious period of the Tang Dynasty, a time of economic boom and social stability with an open and tolerant atmosphere.” The effect is: “It allowed Li Bai to develop a free and unconstrained personality, which had a huge impact on his poetic production.” Design Intention: Scanning can help students accurately find specific information in the text, improve their ability to locate information quickly. Completing the table in groups can cultivate students’ cooperative learning ability, and through mutual discussion and complementarity, students can better grasp the key details of the text. At the same time, the table can help students sort out the logical relationship between the factors and their effects, laying a foundation for cultivating their logical thinking ability. 3. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing key sentences, literary devices and the author’s expression intentions. Paragraph 1: The teacher asks students to read the poem “A Night Stay at a Mountain Temple” in the text, and then asks: “What striking expressions do you find in this poem? What do these expressions show?” Students are invited to share their views, and the teacher summarizes: “The expression ‘I can reach out for the stars in the sky’ and ‘For fear of scaring dwellers on high’ use exaggeration, which shows Li Bai’s rich imagination and the romantic style of his poetry.” Then the teacher explains the sentence structure “It is believed that...”, and asks students to make sentences with this structure to consolidate their mastery. Paragraph 2: The teacher focuses on the sentence “Li Bai’s love of reading and travelling from an early age contributed to his romantic style.” The teacher asks: “What does ‘contributed to’ mean here? What is the logical relationship between Li Bai’s reading and travelling and his romantic style?” Students discuss in pairs, and the teacher explains: “‘Contributed to’ means ‘helped to cause’. Reading made him familiar with traditional culture and acquire wisdom, while travelling nourished his love of nature, both of which laid a foundation for his romantic poetic style.” Then the teacher asks students to find other sentences with causal relationships in the paragraph and analyze them. Paragraph 3: The teacher guides students to pay attention to the present participle phrase “encountering different customs and practices” used as an adverbial. The teacher explains: “This phrase is used to describe the accompanying state when Li Bai was travelling, which makes the sentence more concise and vivid.” Then the teacher asks students to find other non-finite verbs in the text and analyze their usages, combining with the grammar knowledge of non-finite verbs learned in this unit. Paragraph 4: The teacher focuses on the sentence “Li Bai’s romantic style was also deeply rooted in the social and historical context in which he lived.” The teacher asks: “What does ‘be rooted in’ mean? How did the social and historical context of the Tang Dynasty influence Li Bai’s style?” Students share their views, and the teacher supplements: “‘Be rooted in’ means ‘have a deep origin in’. The open and tolerant atmosphere of the Tang Dynasty allowed Li Bai to develop a free personality, which made his poems full of romance and freedom.” Design Intention: Intensive reading is the key link of text analysis. By analyzing key sentences, literary devices and sentence structures, students can deeply understand the text content, master the usage of key vocabulary and sentence patterns, and improve their language competence. At the same time, guiding students to analyze the logical relationship and expression skills in the text can cultivate their thinking quality, help them better understand the connection between individual experience, social background and literary creation, and further enhance their cultural awareness. Step 4: Post-reading This step includes three activities: group discussion, language practice and emotional sublimation, to help students consolidate what they have learned and apply it flexibly. 1. Group Discussion: The teacher divides students into groups of 4 and puts forward the discussion topic: “What characteristics of Li Bai’s romantic poetry are reflected in the text? Do you think these characteristics are still valuable today? Why?” Each group is required to discuss for a certain time, and appoint a representative to present the group’s views. During the discussion, the teacher walks around to guide students, helps them sort out their ideas, and reminds them to use the vocabulary and sentence patterns learned in the text. After the discussion, each group presents their views, and the teacher makes comments and summaries, emphasizing that Li Bai’s romantic poetry reflects his free and unconstrained personality and love for nature, which is an important part of Chinese traditional culture and still has important artistic and cultural value today. Design Intention: Group discussion can stimulate students’ thinking, encourage them to express their views actively, and cultivate their critical thinking and cooperative learning ability. The discussion topic is closely related to the text and real life, which can help students deepen their understanding of the text’s theme, and at the same time guide students to think about the value of traditional culture, enhance their cultural confidence and cultural identity. 2. Language Practice: The teacher designs two language practice activities: Activity 1: Ask students to complete the following sentences with the key vocabulary and sentence patterns learned in the text. For example: (1) Li Bai’s love of reading and travelling ________ (有助于) his romantic style. (2) His romantic style ________ (植根于) the social and historical context of the Tang Dynasty. (3) ________ (人们认为) this poem was written by Li Bai in his teenage years. Activity 2: Ask students to write a short paragraph (about 50 words) to introduce Li Bai’s romantic poetic style, using at least 3 key vocabulary and 1 key sentence pattern learned in the text. After students finish writing, the teacher invites several students to read their paragraphs aloud, and makes comments and corrections, focusing on the accuracy of vocabulary and sentence patterns and the fluency of expression. Design Intention: Language practice is an important link to consolidate what students have learned. Through sentence completion and short paragraph writing, students can flexibly use the key vocabulary and sentence patterns learned in the text, improve their language expression ability, and further consolidate their language competence. At the same time, short paragraph writing can also test students’ understanding of the text and their ability to integrate information. 3. Emotional Sublimation: The teacher summarizes the text content and says: “Li Bai is one of the greatest poets in Chinese history, and his romantic poetry is a precious treasure of Chinese traditional culture. Through this lesson, we not only learned about Li Bai’s life and his poetic style, but also felt the charm of Chinese traditional culture. I hope you can pay more attention to traditional culture in the future, read more classic poems, and inherit and carry forward Chinese excellent traditional culture.” Then the teacher plays an English version of Li Bai’s another famous poem “Quiet Night Thought” and invites students to read along, feeling the charm of Chinese poetry in English expression. Design Intention: Emotional sublimation can help students deepen their understanding of the text’s theme, enhance their cultural confidence and sense of responsibility for inheriting traditional culture. Playing the English version of the poem can connect Chinese poetry with English learning, further cultivate students’ cross-cultural communication awareness and ability, and realize the integration of language learning and cultural inheritance. Step 5: Summary and Homework 1. Summary: The teacher invites a student to summarize the main content of this lesson, including the main idea of the text, the factors shaping Li Bai’s romantic poetic style, key vocabulary and sentence patterns. Then the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and reviewing the reading strategies and core literacy goals achieved in this lesson. Design Intention: Letting students summarize the lesson can help them sort out the knowledge they have learned, strengthen their memory and understanding, and improve their ability to summarize and sort out information. The teacher’s supplementary summary can help students consolidate the key and difficult points and clarify the learning goals and gains of this lesson. 2. Homework: Homework 1: Finish the exercises in the workbook related to the extended reading text, and review the key vocabulary and sentence patterns learned in this lesson. Homework 2: Find one more poem by Li Bai (in Chinese), translate its main idea into English, and write a short comment (about 80 words) to introduce its style and implied meaning, using the knowledge and skills learned in this lesson. Homework 3: Share the content of this lesson with your deskmate in English, and discuss your understanding of Li Bai’s romantic poetry. Design Intention: The design of homework is hierarchical, which can meet the needs of different students. Homework 1 is to consolidate the basic knowledge and help students review what they have learned. Homework 2 is to extend and apply what they have learned, encourage students to read more classic poems, and improve their ability to integrate Chinese and English and their literary appreciation ability. Homework 3 is to improve students’ oral expression ability and cooperative learning ability, and further consolidate the content of the lesson. 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 $