Unit 4 Exploring Poetry-Project 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-Project 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary (e.g., rhyme, imagery, metaphor) and sentence patterns related to poetry, and be able to express opinions on poetry appreciation and creation in English. Cultural Awareness: Understand the characteristics of English poetry and the cultural connotations behind it, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking Quality: Develop logical thinking through analyzing poetic elements and critical thinking through evaluating poetic works. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities, and form good learning habits of exploring poetry actively. 2. 教学重难点 Key Points: Grasp the basic elements of poetry (rhyme, rhythm, imagery, figure of speech) and their functions; master the methods of poetry appreciation and simple poetry creation; complete the group project of poetry collection and analysis independently and cooperatively. Difficult Points: Understand the implied meaning and emotional connotation of poetry accurately; use poetic elements flexibly in creation; express personal views on poetry in fluent and accurate English. 教学过程 Step 1: Lead-in (Lead-in and Review) The teacher starts the class by playing an audio recording of a classic English poem, such as "A Red, Red Rose" by Robert Burns. After the audio ends, the teacher asks students two questions: "How do you feel after listening to this poem?" and "What do you think is the most attractive part of this poem?" Then, the teacher invites 3-4 students to share their views freely. After that, the teacher reviews the key knowledge learned in the previous periods, including the definition of poetry, common types of poetry (lyric poetry, narrative poetry, etc.) and basic poetic elements (rhyme, rhythm). The teacher writes the core vocabulary (rhyme, rhythm, imagery, metaphor, simile) on the blackboard and asks students to explain their meanings briefly in English. Design Intention: The audio lead-in can quickly attract students' attention, arouse their interest in poetry, and create a relaxed and pleasant learning atmosphere. Reviewing the previous knowledge helps students consolidate the basic concepts of poetry, lay a solid foundation for the smooth development of the Project, and realize the connection and continuity of knowledge. Meanwhile, asking students to explain vocabulary in English can exercise their language expression ability and lay a foundation for subsequent English-based discussion and practice. Step 2: Project Introduction and Task Arrangement First, the teacher introduces the Project task clearly: "In this unit, we have explored the beauty of poetry. Today, we will carry out a group project - 'Poetry Collection and Appreciation Exhibition'. Each group needs to collect 3-5 English poems, analyze their poetic elements and emotional connotations, and then present their works in the form of a PPT report in the next class." Then, the teacher explains the specific requirements of the project in detail: 1. The collected poems should cover different types (at least two types), such as lyric poetry and narrative poetry; 2. For each poem, the group needs to analyze its rhyme, rhythm, imagery and figures of speech, and explain the emotional meaning expressed by the poet; 3. The PPT should be concise and clear, with pictures and texts, and each group member should participate in the presentation; 4. The presentation time of each group is 5-8 minutes, and other groups need to ask questions and make comments after the presentation. Next, the teacher divides the students into groups of 4-5 people. The grouping follows the principle of heterogeneous grouping, combining students with different English levels and abilities to ensure that each group has the ability to complete the task. After grouping, each group elects a group leader, who is responsible for coordinating the division of labor among group members (such as poem collection, data sorting, PPT production, speech preparation). The teacher reminds the group leader to record the division of labor of each member to ensure that everyone participates in the project. Finally, the teacher answers the students' questions about the project requirements and emphasizes the importance of cooperation and communication in the group. Design Intention: Clearly introducing the project task and requirements helps students clarify the learning goals and know what to do. Heterogeneous grouping can give full play to the advantages of each student, realize mutual help and common progress among students, and cultivate their cooperative learning ability. Electing a group leader and dividing labor reasonably can improve the efficiency of task completion and let students develop a sense of responsibility and teamwork awareness. Answering questions in time can solve students' doubts and ensure the smooth progress of the project. Step 3: Guided Inquiry and Knowledge Supplement In this link, the teacher guides students to conduct in-depth inquiry on poetic elements and appreciation methods, so as to help them better complete the project task. First, the teacher takes a familiar poem in the textbook as an example, such as "The Road Not Taken" by Robert Frost, and guides students to analyze its poetic elements together. The teacher asks questions in turn: "What is the rhyme scheme of this poem?" "What imagery does the poet use?" "What metaphors are there in the poem, and what do they imply?" The teacher guides students to discuss in groups, and then invites each group to share their analysis results. The teacher makes comments and supplements, emphasizing that when analyzing imagery, we should combine the context to understand the emotional connotation behind it, and when analyzing figures of speech, we should focus on the effect of expressing emotions. Then, the teacher supplements the knowledge of poetry appreciation: "When appreciating a poem, we should not only pay attention to its form (rhyme, rhythm), but also understand its content and emotion. We can start from the poet's life experience and creative background, and combine our own life experience to feel the beauty of poetry." At the same time, the teacher recommends some classic English poetry collections and websites to students, such as "The Norton Anthology of Poetry" and Poetry Foundation, to help students collect high-quality poems. In addition, the teacher reminds students to pay attention to the accuracy of English expression when sorting out the analysis content, and avoid grammatical errors. During the process, the teacher walks around the classroom, observes the discussion of each group, and provides timely guidance for groups with difficulties. For example, for groups that do not know how to find the rhyme scheme, the teacher demonstrates how to mark the rhyme of each line of the poem; for groups that cannot accurately analyze the imagery, the teacher guides them to associate the imagery with the poet's emotions and life background. Design Intention: Taking the textbook poems as examples, it can help students connect the learned knowledge with the project task, reduce the difficulty of inquiry, and let students master the method of poetry analysis in practice. Supplementing appreciation knowledge and recommending resources can expand students' horizons, provide support for their poem collection and analysis, and cultivate their autonomous learning ability. Walking around to guide can timely solve the difficulties encountered by students, ensure that each group can carry out the task smoothly, and reflect the student-oriented teaching concept. Step 4: Group Cooperative Practice (Project Implementation) After the guided inquiry, the groups start to carry out the project task officially. The group leader organizes the members to hold a small discussion, determines the direction of poem collection, and divides the specific tasks: some members are responsible for collecting poems, some are responsible for analyzing the poetic elements of each poem, some are responsible for making PPT, and some are responsible for preparing the presentation speech. During the practice, the members of each group communicate and cooperate closely. For example, when collecting poems, members discuss and screen together to ensure that the collected poems meet the requirements; when analyzing poems, they express their views freely, complement each other, and improve the depth and accuracy of the analysis; when making PPT, they discuss the layout and content together to make the PPT more attractive. The teacher walks around the classroom, observes the progress of each group, and provides targeted guidance. For groups with slow progress, the teacher reminds them to reasonably arrange the time and adjust the division of labor; for groups with disputes in the discussion, the teacher guides them to communicate calmly and reach a consensus; for groups with problems in English expression, the teacher helps them correct grammatical errors and improve the accuracy and fluency of the expression. At the same time, the teacher encourages students to put forward their own unique views and not be limited to the conventional analysis methods, so as to cultivate their innovative thinking. In the process of practice, the teacher also asks students to record the problems encountered and the solutions, so as to summarize and reflect after the project is completed. For example, some groups may encounter the problem that it is difficult to find poems of different types, and the teacher guides them to use the recommended websites to search; some groups may have different understandings of the emotional connotation of poems, and the teacher guides them to read the poet's creative background and discuss together to reach an agreement. Design Intention: Group cooperative practice is the core part of the Project, which can fully mobilize the enthusiasm and initiative of students, let them apply the learned knowledge to practice, and improve their language application ability and cooperative inquiry ability. The teacher's targeted guidance can help students solve problems in time, ensure the smooth progress of the project, and cultivate students' ability to solve practical problems. Asking students to record problems and solutions can help them sum up experience, improve their learning ability, and lay a foundation for subsequent reflection and summary. Step 5: Preliminary Display and Mutual Evaluation When most groups have completed the preliminary preparation of the project (such as completing the poem collection, analysis and PPT production), the teacher organizes a preliminary display activity. Each group selects a representative to briefly introduce the progress of the project, the collected poems and the key points of the analysis. The introduction time of each group is 2-3 minutes. After each group's introduction, other groups can ask questions and put forward suggestions, such as "Why did you choose these poems?" "Do you think there are other figures of speech in this poem?" "How can we improve the PPT design?" The teacher acts as a moderator and evaluator, guides students to put forward constructive questions and suggestions, and reminds students to pay attention to the politeness and rationality of the expression when asking questions and making comments. At the same time, the teacher makes comments on the preliminary display of each group, affirms their achievements, and points out the areas that need improvement. For example, for groups with clear division of labor and comprehensive analysis, the teacher praises them and encourages other groups to learn from them; for groups with incomplete analysis or simple PPT, the teacher puts forward specific improvement suggestions, such as "You can add the poet's creative background to make the analysis more in-depth" "You can add some pictures related to the poem to make the PPT more vivid". After the preliminary display and mutual evaluation, each group revises and improves their project according to the questions and suggestions put forward by other groups and the teacher. The group leader organizes the members to discuss the revision plan, and completes the revision of the analysis content and PPT in a timely manner to ensure that the project meets the requirements. Design Intention: The preliminary display and mutual evaluation can let students understand the progress and advantages and disadvantages of other groups, learn from each other, and improve their own project quality. Asking questions and making comments can exercise students' critical thinking and language expression ability, and cultivate their ability to appreciate and evaluate others' works. The teacher's comments and suggestions can help students find their own shortcomings and clarify the direction of revision, which is conducive to improving the quality of the final project display. The revision process can further consolidate students' knowledge and improve their ability to solve problems. Step 6: Summary and Assignment At the end of the class, the teacher summarizes the content of this class. The teacher first affirms the efforts and achievements of each group in the project practice, emphasizes the importance of cooperation, communication and inquiry in the learning process, and then reviews the key points of this class, including the project requirements, the methods of poetry analysis and the skills of group cooperation. The teacher also reminds students that poetry is a kind of beautiful literary form, and encourages students to read more English poems in their spare time, feel the beauty of poetry, and improve their literary accomplishment and English level. Then, the teacher assigns the after-class task: 1. Each group continues to revise and improve the project, completes the final PPT and presentation speech, and prepares for the formal display in the next class; 2. Each student writes a short reflection (about 100 words) in English, introducing their own gains and experiences in the project practice, as well as the problems encountered and solutions; 3. Read the recommended English poems and record the beautiful sentences and their own feelings. Finally, the teacher encourages students to maintain a positive attitude, actively participate in the project display, and look forward to their wonderful performance in the next class. Design Intention: The summary can help students sort out the knowledge and experience of this class, consolidate the learning results, and enhance their sense of achievement. Assigning after-class tasks can extend the learning content to after class, let students continue to improve the project, reflect on their own learning process, and cultivate their autonomous learning ability and reflection ability. Encouraging students can enhance their confidence and enthusiasm, and lay a foundation for the smooth development of the next class's project display. 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 $