Unit 2 Poetry-Calling Forth The Riches of Life Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版选择性必修第四册

Unit 2 Poetry-Calling Forth The Riches of Life-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language Competence: Students can master core vocabulary and sentence patterns related to poetry, understand the theme and structure of the text, and express their views on poetry in simple English. Cultural Awareness: They can understand the charm of poetry in different cultures, respect cultural diversity, and enhance cultural confidence by comparing Chinese and foreign poetry. Thinking Quality: They can develop critical thinking and creative thinking through analyzing the text, exploring the value of poetry, and trying to create simple poems. Learning Ability: They can improve autonomous learning and cooperative inquiry abilities, master effective reading and expression strategies, and cultivate the habit of lifelong learning. 教学重难点 Key Points: Mastering core vocabulary (e.g., convey, emotion, imagery, rhythm) and difficult sentence patterns in the text; understanding the main content of "Why You Should Read Poetry" and "Roadmap for Writing a Poem"; grasping the methods of reading and writing poetry. Difficult Points: Comprehending the deep meaning and artistic conception of poetry mentioned in the text; applying the writing methods learned to create simple English poems; expressing personal feelings and views on poetry accurately and fluently. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing students a short video about famous English and Chinese poems, including excerpts from Walt Whitman’s Leaves of Grass and classical Chinese poems such as "Quiet Night Thought". After playing the video, the teacher asks two questions in English: “What do you think of poetry after watching the video?” “Have you ever read or written a poem? How did it make you feel?” Then, invite 3-4 students to share their answers in English. After the sharing, the teacher makes a brief comment and leads to the topic of this lesson: “Today, we will continue to explore the world of poetry in Section 4 Expanding Our Horizons, and learn why we should read poetry and how to write a poem.” Design Intent: The video can attract students’ attention quickly and arouse their interest in poetry by combining visual and auditory experiences. The questions are closely related to students’ daily life, which can reduce their psychological pressure and encourage them to participate in classroom interaction actively. Meanwhile, it can connect the previous knowledge of the unit and lay a good foundation for the study of the new lesson, helping students naturally enter the theme of poetry exploration. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of this section on the blackboard or multimedia, including convey, emotion, imagery, rhythm, rhyme, draft, revise, polish, appreciation, inspire, etc. For each word, the teacher explains its meaning in simple English, gives example sentences related to poetry, and guides students to read aloud twice to help them master the pronunciation and usage. For example, when explaining “convey”, the teacher says: “Convey means to show or express feelings, ideas, etc. For example, Poets use words to convey their deep emotions.” Then, the teacher introduces the background knowledge briefly: Walt Whitman, the author of Leaves of Grass, is a famous American poet, and his poems are full of passion and love for life; the text will introduce the significance of reading poetry and the specific steps of writing a poem, which is helpful for us to better understand and create poetry. After that, the teacher arranges a group activity: divide students into groups of 4, and ask each group to discuss the following question: “What do you think are the benefits of reading poetry?” Each group selects a recorder to take notes, and after 5 minutes of discussion, each group sends a representative to share their opinions in English. The teacher listens carefully and makes appropriate supplements and comments, such as adding “Reading poetry can improve our aesthetic ability and enrich our spiritual world”. Design Intent: Vocabulary is the foundation of understanding the text. Previewing core vocabulary can help students avoid difficulties in reading the text and improve reading efficiency. The example sentences related to poetry can help students connect vocabulary with the theme of the lesson, deepening their memory. The background introduction enables students to have a basic understanding of the relevant cultural knowledge, which is conducive to cultivating their cultural awareness. The group discussion activity can stimulate students’ thinking, improve their cooperative learning ability, and lay a foundation for understanding the text content about the significance of reading poetry. Step 3: While-reading (Text Reading and Analysis) This step is divided into two parts: intensive reading of the text and detailed analysis, aiming to help students understand the main content, structure and key points of the text. First, the teacher asks students to read the text silently by themselves, and requires them to finish two tasks: 1. Underline the topic sentence of each paragraph; 2. Summarize the main idea of the text in one sentence. After students finish reading, the teacher invites several students to share their answers, and then sorts out the structure of the text with the whole class: The text is divided into three parts. The first part (Paragraph 1-3) mainly explains why we should read poetry, including enriching our emotions, broadening our horizons and improving our language ability. The second part (Paragraph 4-6) introduces the roadmap for writing a poem, including choosing a theme, drafting, revising and polishing. The third part (Paragraph 7) recommends Walt Whitman’s Leaves of Grass and encourages students to read more poetry. Then, the teacher leads students to read the text paragraph by paragraph intensively, focusing on analyzing key sentences, difficult points and the author’s emotional attitude. For Paragraph 1-3 (Why You Should Read Poetry), the teacher asks questions to guide students to think deeply: “What can we get from reading poetry according to the text?” “How does the author prove that reading poetry can enrich our emotions?” Then, the teacher asks students to find relevant sentences in the text, such as “Poetry can convey emotions that are difficult to express in ordinary language, making us feel understood and less alone.” The teacher explains the sentence structure and key words, and guides students to read aloud to experience the author’s affirmation of the value of poetry. At the same time, the teacher guides students to combine their own reading experience to talk about their feelings, so as to deepen their understanding of the significance of reading poetry. For Paragraph 4-6 (Roadmap for Writing a Poem), the teacher uses a form to help students sort out the steps of writing a poem clearly. The teacher asks students to fill in the form in groups, including the steps, specific requirements and examples. For example, the first step is “Choose a theme”, and the specific requirement is “Pick a topic that matters to you, such as love, nature, friendship or your own feelings”. After students finish filling in the form, the teacher checks and explains, emphasizing the key points of each step, such as “Revising is very important. You can ask your classmates for advice and modify your poem according to their suggestions.” For Paragraph 7 (Recommendation of Leaves of Grass), the teacher introduces Walt Whitman’s life and the characteristics of his poems briefly, and reads an excerpt from Leaves of Grass to let students feel the style of his poems. Then, the teacher asks students: “Why does the author recommend this book?” Guide students to find the answer in the text: “It is a collection of poems that celebrates life and freedom, and it can inspire us to love life and pursue our dreams.” During the reading process, the teacher pays attention to guiding students to master reading skills, such as skimming for the main idea and scanning for specific information, and corrects students’ wrong pronunciation and understanding in time. Design Intent: Silent reading helps students concentrate on understanding the text and improve their reading speed and comprehension ability. Intensive reading paragraph by paragraph can help students grasp the key points and difficult points of the text, and understand the structure and logical relationship of the text. The form sorting and question guidance can stimulate students’ thinking, improve their ability to extract and organize information. Reading aloud can help students feel the rhythm and emotion of the text, enhance their language sense. The introduction of Walt Whitman and his works can enrich students’ cultural knowledge and cultivate their cultural awareness. Step 4: While-reading (Interactive Discussion and Deep Exploration) After the intensive reading of the text, the teacher arranges an interactive discussion activity to help students deepen their understanding of the text and develop their thinking quality. The teacher divides students into groups of 5, and assigns different discussion topics to each group: Group 1: Do you agree with the author’s view that “reading poetry can make us feel understood and less alone”? Why or why not? Please combine your own experience to explain. Group 2: What do you think is the most important step in writing a poem? Why? How can we do it well? Group 3: What is the significance of reading and writing poetry for senior high school students? How can we develop the habit of reading poetry in daily life? Each group is given 8 minutes to discuss, and the teacher walks around the classroom to guide students, help them solve problems encountered in the discussion, and remind them to use the vocabulary and sentence patterns learned in the text. After the discussion, each group sends a representative to make a 2-3 minute report in English, and other groups can ask questions or make supplements. The teacher makes a summary comment after all groups finish reporting, affirming the advantages of each group, pointing out the existing problems, and guiding students to form a correct understanding of poetry reading and writing. In addition, the teacher focuses on analyzing the difficult sentences in the text, such as “Poetry is a form of art that uses language to paint pictures in our minds and stir our hearts.” The teacher explains the sentence structure (subject + predicate + attributive clause), and guides students to imitate the sentence to make their own sentences, such as “Music is a form of art that uses sound to convey emotions and bring us happiness.” Design Intent: The interactive discussion activity can stimulate students’ thinking, improve their oral expression ability and cooperative learning ability. Different topics can help students explore the text from different angles, deepen their understanding of the theme and connotation of the text. The imitation of difficult sentences can help students master the key sentence patterns, improve their language application ability. The teacher’s guidance and comments can help students correct their mistakes and improve their learning effect. Step 5: Post-reading (Consolidation and Application) This step includes two parts: language consolidation and practical application, aiming to help students master the knowledge learned and apply it to practice. First, language consolidation. The teacher arranges a fill-in-the-blank exercise on the multimedia, using the core vocabulary and phrases learned in this lesson. For example: 1. Poets use vivid images to ______ (convey) their true emotions. 2. Before finishing a poem, you need to ______ (revise) and ______ (polish) it carefully. 3. Reading poetry can ______ (inspire) us to love life and pursue our dreams. Students finish the exercise independently, and then the teacher checks the answers with the whole class, explaining the reasons for the answers and emphasizing the usage of key words. Then, the teacher asks students to make sentences with 3 of the core vocabulary, and invites several students to share their sentences in class. Second, practical application. The teacher asks students to try to write a short English poem according to the roadmap learned in the text. The requirements are: 1. Choose a simple theme (such as spring, friendship, family or personal feelings); 2. Use at least 2 core vocabulary learned in this lesson; 3. The poem has 4-6 lines, with simple rhythm and rhyme. Students write the poem independently, and then exchange their works with their deskmates, put forward revision suggestions to each other. After that, the teacher invites several students to read their poems in class, and makes comments and guidance, affirming their efforts and creativity, and putting forward reasonable revision suggestions. In addition, the teacher recommends some English poetry collections suitable for senior high school students, such as Leaves of Grass, A Collection of English Short Poems, etc., and encourages students to read them after class and write reading notes. Design Intent: The fill-in-the-blank exercise and sentence-making can help students consolidate the core vocabulary and phrases, and improve their language application ability. The poetry creation activity can let students apply the writing methods learned in the text to practice, develop their creative thinking and aesthetic ability. Exchanging works and making comments can help students learn from each other, improve their ability to appreciate and revise poems. The after-class reading recommendation can extend the classroom teaching, cultivate students’ reading habits and improve their literary accomplishment. Step 6: Summary and Reflection First, the teacher invites students to summarize the content of this lesson in English. The teacher guides students to review the key points: the significance of reading poetry, the steps of writing a poem, and the core vocabulary and sentence patterns learned. Then, the teacher makes a brief summary: “In this lesson, we have learned why we should read poetry and how to write a poem. Poetry is a beautiful art form that can enrich our emotions, broaden our horizons and improve our language ability. I hope you can love poetry, read more poetry and try to create poetry, so as to feel the richness of life through poetry.” Then, the teacher arranges a reflection activity: ask students to think about two questions silently: 1. What have I learned in this lesson? 2. What difficulties do I still have? How can I solve them? Students can write down their reflections in their notebooks, and the teacher can collect some notebooks to check students’ learning effect and thinking status, and provide targeted guidance after class. Design Intent: Letting students summarize the lesson by themselves can help them sort out the knowledge learned, improve their ability to organize and express information. The reflection activity can help students understand their own learning situation, find out their own difficulties, and improve their learning ability. The teacher’s summary can strengthen students’ understanding of the key points of the lesson and inspire them to love poetry. Collecting students’ reflections can help the teacher master students’ learning situation and adjust the teaching plan in time. 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 $