Unit 8 Literature-Lesson 2 Poetry 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 8 Literature-Lesson 2 Poetry 教学目标和重难点 教学目标 Language ability: Master poetry-related vocabulary and literary devices. Cultural awareness: Understand Western poetry culture and appreciate cross-cultural literary beauty. Thinking quality: Develop analytical and critical thinking. Learning ability: Master poetry reading and appreciation strategies. 教学重难点 Key points: Understand the themes and connotations of the two poems, and grasp common literary devices in poetry. Difficult points: Analyze the expressive effects of literary devices and appreciate the beauty of poetry’s rhythm and imagery. 教学过程 Lead-in The lead-in aims to activate students’ prior knowledge, arouse their interest in poetry learning, and lay a foundation for the study of the two target poems in this lesson. First, the teacher starts with a question-and-answer interaction: “Do you like poetry? What is your favorite poem, either in English or Chinese? Please share it with your deskmate and briefly explain why you like it.” After 3 minutes of pair discussion, invite 2-3 students to share their opinions in front of the class. Some students may mention Chinese ancient poems, while others may talk about simple English poems they have learned before. The teacher affirms and comments on their sharing, and then guides: “Poetry is a beautiful literary form that uses concise language to convey profound emotions and rich images. Today, we will learn two classic English poems — Stopping by Woods on a Snowy Evening by Robert Frost and The Daffodils by William Wordsworth. Let’s explore the beauty of English poetry together.” Next, the teacher shows pictures related to the two poems on the screen: one is a quiet snowy wood scene, and the other is a field of golden daffodils dancing in the breeze. Then play the professional recitation audio of the two poems, and ask students to close their eyes and listen carefully. After listening, ask: “How do you feel after listening to the two poems? What images appear in your mind?” Guide students to express their feelings freely, such as “calm and peaceful”, “warm and beautiful”, etc. Through this link, students can initially feel the rhythm and emotional tone of the poems, and establish a preliminary connection with the theme of the lesson. While-Teaching This part is the core of the teaching process, focusing on guiding students to understand the content of the poems, analyze literary devices, and appreciate the connotation and beauty of the poems. It is carried out in two parts, corresponding to the two poems respectively, and each part follows the steps of “pre-reading, while-reading and post-reading” to ensure in-depth learning. Part 1: Learning Stopping by Woods on a Snowy Evening Pre-reading: The teacher briefly introduces the poet Robert Frost and the background of the poem. Robert Frost is one of the most famous poets in American literature. His poems are simple in language but profound in connotation, often exploring the relationship between man and nature, and the contradictions and choices in life. This poem was written in 1923, which describes a traveler stopping to appreciate the snowy woods on a cold evening, and reflects on the responsibilities and obligations he has to fulfill. Then, the teacher presents the new words and phrases in the poem, such as “harness bells”, “downy flake”, “queer”, and explains their meanings and usages, helping students remove language obstacles in reading. While-reading: First, ask students to read the poem silently by themselves, and require them to grasp the main content of the poem: who, when, where and what happened. After silent reading, invite students to retell the main content in their own words: A traveler stops his horse in the woods on a snowy evening to watch the woods being covered by snow. His horse feels strange and shakes its harness bells, as if asking if there is a mistake. The only sounds around are the wind and snowflakes. Although the woods are beautiful and quiet, the traveler remembers he has promises to keep and has to move on. For example, in the first stanza, “know”, “though”, “snow” rhyme, and “here” forms a transitional rhyme with the next stanza. During the reading process, the teacher corrects students’ wrong pronunciation and intonation in time, and demonstrates the correct reading method, emphasizing the pauses and stresses in the poem to help students feel the musical beauty of the poem. Post-reading: Focus on analyzing the literary devices and theme connotation of the poem. First, organize students to discuss in groups: “What literary devices are used in the poem? What are their expressive effects?” After group discussion, invite each group to send a representative to share their findings. The teacher summarizes and supplements, focusing on the following literary devices: Personification — “My little horse must think it queer” and “He gives his harness bells a shake / To ask if there is some mistake”, which endows the horse with human thoughts and actions, making the poem more vivid and interesting, and also reflects the traveler’s inner hesitation. Repetition — “And miles to go before I sleep, / And miles to go before I sleep”, the repetition of the last two lines emphasizes the traveler’s firm determination to fulfill his promises and the sense of responsibility, and deepens the theme of the poem. Imagery — “woods”, “snow”, “frozen lake” and other images create a quiet, cold and beautiful atmosphere, symbolizing the peaceful world that people yearn for, while “promises” symbolizes the responsibilities and obligations in life. Then, the teacher asks in-depth questions: “Why does the traveler stop by the woods? Why can’t he stay longer?” Guide students to think deeply: The traveler is attracted by the beauty of the snowy woods, which is a kind of escape from the trivialities of life and a pursuit of peace. However, he has promises to keep, which represent his responsibilities to his family, society and himself. This reflects the contradiction between people’s desire for tranquility and the obligations they have to bear in life. Finally, the teacher leads students to read the poem again with feeling, letting them experience the traveler’s inner contradiction and firmness, and appreciate the profound connotation of the poem. Part 2: Learning The Daffodils Pre-reading: The teacher introduces the poet William Wordsworth, who is a representative of British Romantic poets, advocating that poetry should express real emotions and praise nature. He is known as the “Poet of Nature”, and his poems are full of the beauty of nature and the warmth of human emotions. The Daffodils is one of his most famous works, which describes the beautiful scene of daffodils he saw during a walk, and expresses his love for nature and the comfort that nature brings to people’s hearts. Then, the teacher presents the new words and phrases in the poem, such as “wander”, “daffodils”, “flutter”, “sprightly”, “milky way”, and explains their meanings and collocations, such as “wander lonely as a cloud”, “flutter in the breeze”, helping students master the key language points. While-reading: First, ask students to read the poem aloud in groups, and require them to pay attention to the rhythm and emotional tone of the poem. After group reading, invite a group to read the poem in front of the class, and the teacher makes comments and guidance. Then, ask students to read the poem silently and complete the following tasks: (1) Underline the words and sentences that describe the daffodils; (2) Summarize the changes of the poet’s mood in the poem. After students finish the tasks, check the results. The words and sentences describing daffodils include “a host, of golden daffodils”, “fluttering and dancing in the breeze”, “continuous as the stars that shine”, “ten thousand saw I at a glance”, “toss their heads in sprightly dance”, etc. The changes of the poet’s mood are: from lonely (“I wandered lonely as a cloud”) to happy and excited (when seeing the daffodils) to peaceful and comforted (when recalling the daffodils in loneliness). Then, play the recitation audio of the poem, and ask students to read along, feeling the beautiful rhythm of the poem and the poet’s emotional changes. Post-reading: Focus on analyzing the literary devices and theme connotation of the poem. Organize students to carry out independent thinking first, then discuss in pairs: “What literary devices are used in the poem? How does the poet express his love for nature?” After discussion, invite students to share their views. The teacher summarizes and supplements the key literary devices: Simile — “I wandered lonely as a cloud” and “Continuous as the stars that shine”, which compares the poet’s loneliness to a cloud and the daffodils to stars, making the image more vivid and intuitive. Personification — “Fluttering and dancing in the breeze” and “Toss their heads in sprightly dance”, which endows the daffodils with human movements, showing the vitality and beauty of the daffodils, and also reflects the poet’s joy when seeing the daffodils. Exaggeration — “Ten thousand saw I at a glance”, which exaggerates the number of daffodils, highlighting the grandeur and beauty of the scene. Imagery — “golden daffodils”, “lake”, “trees”, “milky way” and other images form a beautiful picture of nature, which makes readers feel as if they are in the scene. Then, the teacher asks: “Why can the daffodils bring comfort to the poet when he is lonely?” Guide students to understand: The daffodils symbolize the beauty of nature and the hope of life. When the poet is lonely and bored, the memory of the daffodils can make him feel the warmth and beauty of nature, and get spiritual comfort. This reflects the poet’s deep love for nature and the important role of nature in people’s spiritual life. Finally, the teacher leads students to read the poem again, letting them feel the beauty of nature described in the poem and the poet’s sincere emotions, and appreciate the artistic charm of the poem. After learning the two poems, the teacher organizes students to carry out a comparative discussion: “What are the similarities and differences between the two poems in terms of theme, imagery and emotional expression?” Guide students to summarize: Similarities — both poems take nature as the theme, use rich literary devices, and have beautiful rhythm and imagery; Differences — Stopping by Woods on a Snowy Evening focuses on the contradiction between the pursuit of tranquility and the sense of responsibility, with a calm and profound emotional tone; The Daffodils focuses on praising the beauty of nature and the comfort it brings to people, with a warm and cheerful emotional tone. Through comparative discussion, students can have a deeper understanding of the two poems and improve their ability to analyze and appreciate poetry. Post-Teaching This part aims to help students consolidate the knowledge they have learned, apply the poetry appreciation strategies and literary devices they have mastered, and improve their English expression ability and creative ability. It is divided into two activities: oral expression and writing practice. Oral Expression Activity: “Poetry Sharing and Comment” Ask students to choose one of the two poems, and share their favorite lines and reasons in front of the class. The requirements are: (1) Pronounce clearly and fluently; (2) Explain the meaning of the lines and the literary devices used; (3) Express their own feelings and understanding. Before the sharing, give students 5 minutes to prepare. During the sharing process, the teacher encourages students to express their true feelings and gives positive comments and guidance. For example, if a student shares the line “The woods are lovely, dark and deep, But I have promises to keep”, the teacher can ask: “What do you think the ‘woods’ and ‘promises’ symbolize? How do you understand the contradiction in this line?” Guide students to think in depth and improve their oral expression ability and poetry appreciation ability. After all students finish sharing, the teacher makes a summary, affirming the advantages of each student and putting forward suggestions for improvement. Writing Practice Activity: “Create a Short Poem” Guide students to create a short English poem with 4-6 lines, taking “nature” as the theme, and requiring them to use at least one literary device (simile, personification, repetition, etc.) they have learned in this lesson. Before writing, the teacher provides some vocabulary and sentence templates for students to refer to, such as “The sun is like a golden ball”, “The wind whispers in the trees”, etc. Then, give students 10 minutes to complete the writing. After writing, ask students to exchange their poems with their deskmates, read and comment on each other’s works, and put forward suggestions for revision. Then, invite 3-4 students to share their poems in front of the class, and the teacher makes comments and guidance, affirming the highlights of their works and helping them revise and improve. For example, if a student writes “The rain falls gently, like a soft song, it wets the grass and smiles at the flowers”, the teacher can affirm the use of simile and personification, and suggest adjusting the rhythm of the poem to make it more fluent and melodious. Through this writing practice, students can apply the knowledge they have learned, stimulate their creativity, and improve their English writing ability. Summary and Homework Summary: The teacher summarizes the content of this lesson, emphasizing the key points: the main content and theme connotation of the two poems, common literary devices in poetry (personification, simile, repetition, exaggeration, etc.) and their expressive effects, as well as the methods of appreciating English poetry. At the same time, the teacher encourages students to read more English poems in their spare time, feel the beauty of English poetry, and improve their poetry literacy and English comprehensive application ability. Homework: (1) Read the two poems aloud and recite them fluently, paying attention to the rhythm and intonation; (2) Finish the exercises related to the poems in the textbook, consolidating the knowledge learned; (3) Collect one more English poem with the theme of nature, write a short appreciation (about 50 words), and share it in the next class; (4) Revise the short poem created in class according to the teacher’s and deskmate’s suggestions, and hand it in the next day. The homework is designed to consolidate the knowledge learned in class, extend students’ learning scope, and promote the continuous improvement of their poetry appreciation ability and writing ability. Throughout the teaching process, the teacher adheres to the student-centered concept, designs various interactive activities, such as group discussion, pair exchange, oral sharing and writing practice, to fully mobilize students’ enthusiasm and initiative in learning. At the same time, the teacher pays attention to the infiltration of core literacy, guides students to improve their language ability, cultural awareness, thinking quality and learning ability in the process of learning poetry, and achieves the teaching goal of this 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 $