Unit 4 Exploring Poetry-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on language competence via poetry analysis and expression, cultivates cultural awareness by comparing Chinese and foreign poems, develops thinking quality through critical appreciation, and fosters learning ability by guiding independent exploration and cooperative evaluation. 2. 教学重难点 Key points: Master poetry’s stylistic features (rhyme, rhythm, imagery) and assess poems comprehensively. Difficult points: Analyze implicit meanings and emotional connotations, and apply assessment criteria to evaluate poems objectively and in detail. 教学过程 Step 1: Lead-in & Review (Warm-up and Knowledge Consolidation) The teacher starts the class with a short video clip showing recitations of classic English and Chinese poems, such as "When You Are Old" by Yeats and "Quiet Night Thought" by Li Bai. After playing the video, the teacher asks students two questions: “What do you think are the common features of these poems?” and “How did we analyze the theme and imagery of the poems we learned in this unit?” Then, the teacher invites 2-3 students to share their answers, and summarizes the key points of the unit: the definition of poetry, common stylistic features (rhyme, rhythm, imagery, symbol), and basic methods of poetry analysis (reading aloud, grasping key words, connecting context). Finally, the teacher introduces the theme of this lesson: Assessment of poetry exploration, and clarifies that this lesson will focus on how to use scientific criteria to assess poems and improve the ability of poetry appreciation and evaluation. Design Intention: The video clip combines Chinese and foreign classic poems, which not only stimulates students’ interest in learning, but also helps them connect the knowledge they have learned before, laying a solid foundation for the assessment teaching. By asking questions and reviewing, students can quickly recall the core knowledge of the unit, clarify the learning focus of this lesson, and realize the connection between review and new learning. At the same time, it subtly cultivates students’ cross-cultural awareness by comparing Chinese and foreign poems, which is in line with the requirements of key competencies. Step 2: Present Assessment Criteria (Build a Clear Evaluation Framework) First, the teacher divides students into groups of 4-5, and asks them to discuss: “If you are asked to assess a poem, what aspects will you consider?” After 5 minutes of group discussion, each group sends a representative to share their opinions, and the teacher writes down the key points mentioned by students on the blackboard, such as theme, language, imagery, emotion, and structure. Then, the teacher presents the official assessment criteria of this lesson, which are divided into four dimensions: Theme and Connotation (30 points), Language and Stylistic Features (30 points), Emotional Expression (20 points), and Creativity (20 points). For each dimension, the teacher explains the specific assessment standards in detail: for Theme and Connotation, it focuses on whether the theme is clear, whether the connotation is profound, and whether it can arouse resonance; for Language and Stylistic Features, it pays attention to the accuracy, vividness of language, and the proper use of rhyme, rhythm, imagery and other stylistic devices; for Emotional Expression, it evaluates whether the emotion is true and sincere, and whether it can be conveyed effectively through language; for Creativity, it mainly assesses whether the poem has unique insights or innovative expression forms (applicable to original poems or adapted poems). In order to help students better understand the criteria, the teacher takes a short poem "Dust of Snow" learned in the unit as an example, and demonstrates how to assess it according to the criteria. The teacher analyzes each dimension one by one: the theme of the poem is clear (a small incident changes the poet’s mood), the connotation is profound (the beauty of life is in small details); the language is concise and vivid, using imagery such as “dust of snow” and “crow” to convey emotion, with a distinct rhythm; the emotion is true, showing the change from depression to relief; it has a certain creativity in the use of imagery. Then, the teacher scores the poem according to the criteria and explains the scoring reasons in detail, so that students can have a clear understanding of how to apply the criteria. Design Intention: Letting students discuss the assessment aspects first can give full play to their subjective initiative and make them have a preliminary understanding of poetry assessment. Presenting the official criteria and demonstrating with specific examples can help students build a clear evaluation framework, avoid blind assessment, and ensure that the subsequent assessment activities are carried out in an orderly manner. The detailed explanation of each dimension helps students grasp the key points of assessment, and the demonstration with familiar poems reduces the difficulty of understanding, making students more confident in the subsequent assessment practice. At the same time, the group discussion links cultivates students’ cooperative learning ability and communication ability. Step 3: Guided Assessment Practice (Apply Criteria to Specific Poems) This link is divided into two parts: individual assessment and group joint assessment, to ensure that each student can participate in the assessment practice and master the assessment method. In the individual assessment part, the teacher distributes a printed copy of the poem "A Red, Red Rose" by Robert Burns to each student. The teacher asks students to read the poem aloud twice first: the first time to familiarize themselves with the rhythm and rhyme of the poem, and the second time to experience the emotion conveyed by the poem. Then, students are required to assess the poem independently according to the assessment criteria presented earlier, fill in the assessment form (including scoring for each dimension and detailed evaluation comments), and write down the advantages and areas for improvement of the poem. During the process, the teacher walks around the classroom, observes students’ performance, and provides timely guidance for students who have difficulties: for example, some students may not be able to accurately judge the use of stylistic devices, and the teacher can remind them to pay attention to the rhyme of the poem (ABAB CDCD EFEF GG) and the use of similes (comparing love to a red rose and a melody). After the individual assessment, enter the group joint assessment part. Each group exchanges their individual assessment results, discusses the differences in scoring and comments, and reaches a unified group assessment result through communication and negotiation. During the discussion, the teacher requires students to express their own views and explain the reasons for their scoring, and encourages students to put forward different opinions. For example, if there are differences in the scoring of “Emotional Expression”, students can argue from the perspective of whether the poet’s love is conveyed vividly and whether it can arouse the reader’s resonance. After the group discussion, each group selects a representative to present the group’s assessment results, including the total score, the scoring of each dimension, and the key evaluation comments (advantages and areas for improvement). After each group’s presentation, the teacher makes comments, affirms the reasonable parts of the group’s assessment, points out the existing problems, and guides students to further improve their assessment ability. For example, if a group only scores but does not give detailed comments, the teacher reminds them that the assessment should not only have scores but also specific explanations, so as to make the assessment more persuasive. Design Intention: The combination of individual assessment and group joint assessment can take into account the differences of each student. Individual assessment allows students to independently apply the assessment criteria, exercise their independent thinking ability and analytical ability; group joint assessment enables students to exchange ideas, learn from each other, and improve their ability of communication and cooperation. The teacher’s on-site guidance ensures that students can solve problems in time during the assessment process and master the assessment method better. The presentation of group results and the teacher’s comments help students find their own deficiencies, clarify the direction of improvement, and further deepen their understanding of the assessment criteria. At the same time, reading aloud the poem helps students better grasp the rhythm and emotion of the poem, laying a foundation for accurate assessment. Step 4: Expansion & Application (Assess Original or Adapted Poems) On the basis of mastering the assessment of existing poems, this link guides students to assess original or adapted poems, so as to further improve their assessment ability and apply the knowledge they have learned to practice. The teacher first asks students to recall the original short poems or adapted poems they created in the previous lessons (or assigns students to create a short poem of 4-6 lines on the theme of “friendship” or “growth” within 10 minutes if they have not created before). Then, students exchange their works in groups, and each student reads his or her own work aloud to the group members. After that, each group carries out mutual assessment: each student assesses the works of other group members according to the assessment criteria, fills in the assessment form, and puts forward specific suggestions for improvement. For example, if a student’s poem has a clear theme but simple language, the assessor can suggest that he or she use more vivid imagery to enrich the language expression. After the group mutual assessment, the teacher invites several students to share their works and the assessment comments they received. The teacher makes comments on the works and the assessment results, affirms the advantages of the works (such as unique themes, vivid imagery), points out the areas for improvement, and guides students to understand how to improve their own creation level through assessment. At the same time, the teacher emphasizes that assessment is not only to judge the quality of works, but also to help each other improve, so as to achieve the purpose of “assessment promoting learning”. In addition, the teacher selects 1-2 excellent works and 1-2 works with obvious deficiencies, and carries out collective assessment with the whole class, guiding students to discuss how to improve the works with deficiencies, so as to further deepen their understanding of the assessment criteria and creation skills. Design Intention: Assessing original or adapted poems connects the assessment with students’ own creation, making the assessment more close to students’ actual learning and improving their enthusiasm and participation. Mutual assessment in groups not only exercises students’ assessment ability, but also enables them to learn from each other’s strengths and make up for their own weaknesses, and cultivate their ability of mutual help and cooperation. The teacher’s comments and collective assessment help students grasp the key points of poetry creation and assessment more comprehensively, realize the integration of assessment and creation, and achieve the goal of improving students’ language competence and thinking quality. At the same time, this link also cultivates students’ learning ability, enabling them to continuously improve their own level through mutual evaluation and reflection. Step 5: Summary & Reflection (Consolidate Knowledge and Improve Ability) First, the teacher invites students to summarize the key points of this lesson: the four-dimensional assessment criteria of poetry, the steps of poetry assessment (reading aloud, analyzing each dimension, scoring and commenting), and the role of assessment (promoting appreciation and creation). Then, the teacher makes a supplementary summary, emphasizing that poetry assessment is a scientific and systematic work, which requires us to combine the assessment criteria with the specific content of the poem, conduct objective and comprehensive assessment, and at the same time, through assessment, we can better understand the beauty of poetry, improve our appreciation and creation ability. In addition, the teacher guides students to reflect on their own performance in this lesson: What difficulties did they encounter in the assessment process? Which part of the assessment criteria is not well mastered? How to improve in the future? Students can think independently first, then share their reflections in groups, and finally the teacher makes a summary comment, encouraging students to keep practicing, continuously improve their assessment ability and poetry literacy. Then, the teacher assigns after-class tasks: 1. Select a poem you like (English or Chinese), assess it according to the assessment criteria of this lesson, and write a 150-word assessment report; 2. Revise your own original or adapted poem according to the assessment comments received in class, and hand it in the next class. The teacher reminds students that when writing the assessment report, they should combine the specific content of the poem, give detailed comments, and not just list the scores. When revising the poem, they should focus on the areas pointed out in the assessment comments to improve the quality of the work. Design Intention: The student-led summary helps students consolidate the knowledge and skills learned in this lesson, exercise their ability of induction and summary. Reflection links enable students to have a clear understanding of their own deficiencies, clarify the direction of future efforts, and cultivate their reflective learning ability. After-class tasks further consolidate the knowledge and skills learned in class, extend the teaching content to after-class, realize the connection between in-class and after-class, and help students continuously improve their poetry assessment ability and creation level. The combination of assessment report and poem revision enables students to apply the assessment criteria in practice, achieving the goal of “assessment promoting learning and creation”. Step 6: Assessment Feedback (Promote Continuous Improvement) In the next class, the teacher will comment on the after-class tasks handed in by students, focusing on the application of assessment criteria and the quality of assessment reports. For students who have mastered the assessment criteria well and written detailed and reasonable assessment reports, the teacher will affirm and praise them, and display their works and assessment reports as examples for the whole class to learn from. For students who have problems in the application of assessment criteria (such as incomplete scoring, vague comments), the teacher will give targeted guidance, help them find the reasons for the problems, and guide them to correct them. For the revised poems, the teacher will select some representative works to display, affirm the progress of students, and put forward further improvement suggestions. In addition, the teacher will conduct a simple formative assessment for students, asking students to assess a new short poem within 15 minutes, and check the mastery of students’ assessment ability. According to the assessment results, the teacher will adjust the subsequent teaching arrangements, provide targeted guidance for students with poor mastery, and ensure that every student can master the poetry assessment method. At the same time, the teacher will collect students’ opinions on this lesson, understand the problems and difficulties they encounter in the learning process, and continuously improve the teaching design to make the teaching more in line with the needs of students. Design Intention: Timely assessment feedback is an important part of teaching, which can help students understand their own learning effect, find their own deficiencies, and make targeted improvements. Displaying excellent works and assessment reports can play a leading role, stimulate students’ learning motivation, and let students learn from each other. Targeted guidance for students with deficiencies ensures that the teaching can take into account the differences of students and achieve the goal of individualized teaching. Formative assessment helps teachers grasp students’ learning situation in time, adjust teaching strategies, and improve teaching effect. Collecting students’ opinions can make the teaching design more perfect, better meet the needs of students, and promote the continuous improvement of students’ key competencies. 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 $