Unit 2 Poetry Calling Forth The Riches of Life Section 3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 Language Competence: Enable students to master key words, phrases and sentence patterns related to poetry, and use them flexibly in context to complete listening, speaking, reading and writing tasks. Cultural Awareness: Help students understand the charm of English poetry and the cultural connotation behind it, respect cultural diversity and enhance cross-cultural communication awareness. Thinking Quality: Guide students to analyze and interpret poetic language and context, cultivate critical thinking and logical reasoning ability. Learning Ability: Let students master effective learning strategies such as context-based word memorization and cooperative inquiry, and improve their independent learning and cooperative communication ability. 教学重难点 Key Points: Master the key vocabulary and phrases in Section 3, such as convey, imagery, rhyme, etc.; understand the logical connection of the text in context; be able to use the learned language knowledge to express views on poetry. Difficult Points: Understand the implied meaning of poetic language in specific context; flexibly use the sentence patterns related to poetry appreciation to carry out oral communication and written expression; grasp the methods of using context to infer word meaning. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a short and beautiful English poem, such as "A Red, Red Rose" by Robert Burns. First, the teacher reads the poem aloud with appropriate intonation and emotion, and then asks students to read it after the teacher. After reading, the teacher puts forward two simple questions: "What is the poem about?" and "How do you feel after reading the poem?" Ask 2-3 students to answer in simple English. Then the teacher says: "Poetry is a beautiful form of language, which can convey people’s emotions and describe the beauty of life. In this lesson, we will learn Section 3 Using English in Context, and explore how to use English flexibly in the context of poetry, so as to better appreciate poetry and express our own feelings." Design Intention: The lead-in activity takes a classic English poem as the carrier, which can quickly attract students’ attention, arouse their interest in poetry learning, and lay a emotional foundation for the follow-up teaching. At the same time, through reading and simple questioning, students can review the relevant knowledge of poetry learned in the previous sections, and naturally lead to the theme of this lesson - using English in the context of poetry, which realizes the connection between old and new knowledge. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases of this section on the blackboard or multimedia courseware, including convey, imagery, rhyme, rhythm, metaphor, personification, vivid, emotional, reflect, explore, etc. For each word and phrase, the teacher explains its meaning in simple English, and combines it with the context of poetry to give example sentences. For example, for "convey", the teacher says: "Convey means to show or express feelings, ideas, etc. For example, the poet conveys his deep love for his lover through the red rose in the poem." Then, the teacher asks students to read the example sentences aloud and practice making simple sentences with these words and phrases in pairs. After 5 minutes of pair practice, the teacher invites several groups to present their sentences to check the mastery of vocabulary. Next, the teacher briefly introduces the background of the text in this section. The text mainly introduces the methods of appreciating English poetry and how to use English to express the understanding of poetry. It involves the basic elements of poetry such as imagery, rhyme and rhythm, and guides students to use context to understand and use poetic language. The teacher says: "In this section, we will read a passage about poetry appreciation. It will tell us how to find the beauty of poetry through context, and how to use English to share our understanding of poetry. Before reading, we need to master these key words, which will help us better understand the text." Design Intention: Vocabulary is the foundation of language learning. Previewing key vocabulary before reading can help students reduce the difficulty of reading, improve reading efficiency, and lay a foundation for the flexible use of language in the follow-up links. Combining vocabulary with poetic context and example sentences can help students understand the meaning and usage of words more deeply, instead of mechanical memorization. The brief introduction of the text background can help students clarify the theme and structure of the text in advance, and improve their ability to predict the text content. Step 3: While-reading (Text Reading and Comprehension) This link is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text step by step and master the ability of using English in context. Fast Reading: The teacher asks students to read the text quickly and complete two tasks: (1) Find the main idea of the text. (2) Divide the text into several parts and summarize the main idea of each part. After students finish reading, the teacher invites students to share their answers. The main idea of the text is to introduce the methods of appreciating English poetry and the importance of using English in context to understand and express poetry. The text can be divided into three parts: the first part (Paragraph 1) introduces that poetry is a special form of language that can convey rich emotions and images; the second part (Paragraphs 2-4) introduces the key elements of poetry appreciation, such as imagery, rhyme and rhythm, and how to understand them through context; the third part (Paragraph 5) encourages students to use English to express their own understanding and feelings of poetry in context. Design Intention: Fast reading aims to cultivate students’ ability of skimming and grasping the main idea of the text quickly. Dividing the text and summarizing the main idea of each part can help students sort out the logical structure of the text, improve their text analysis ability, and lay a foundation for careful reading. Careful Reading: The teacher asks students to read the text carefully and complete the following tasks: (1) Underline the key sentences in each paragraph. (2) Answer the detailed questions based on the text: ①What is the function of imagery in poetry? How can we understand the rhyme and rhythm of poetry? Why is it important to use English in context when appreciating poetry? (3) Find the sentences in the text that use the key vocabulary and phrases previewed, and analyze their usage in context. After students finish reading and completing the tasks, the teacher organizes the whole class to check the answers. For the key sentences, the teacher guides students to analyze their functions in the text, such as topic sentences, transitional sentences, etc. For the detailed questions, the teacher asks students to find the corresponding information in the text and express it in their own words, so as to check their understanding of the text details. For the analysis of key vocabulary and phrases in context, the teacher guides students to find the context clues, such as synonyms, antonyms, example explanations, etc., to help students master the method of inferring word meaning through context. For example, for the word "imagery" in Paragraph 2, the teacher guides students to find the sentence "Imagery is the use of vivid and concrete descriptions to create pictures in the reader’s mind." Then asks students: "From this sentence, how do we know the meaning of imagery? What context clues are there?" Students will find that the sentence after "imagery" explains its meaning, which is a context clue of example explanation. Through this analysis, students can master the method of understanding word meaning through context. Design Intention: Careful reading is the key link to help students understand the text in depth. By underlining key sentences, answering detailed questions and analyzing vocabulary in context, students can not only master the detailed content of the text, but also learn to use context clues to understand and use language, which is in line with the theme of this section - using English in context. At the same time, it can cultivate students’ careful reading habits and text analysis ability. Deep Reading: The teacher organizes students to carry out group discussion. The discussion topic is: "Combined with the text, what methods can we use to appreciate English poetry? How can we use English flexibly in the context of poetry appreciation?" Each group has 4-5 students, and the discussion time is 8 minutes. During the discussion, the teacher walks around the classroom, guides students to express their views in English, helps students solve the language problems encountered in the discussion, and encourages students to actively participate in the discussion. After the discussion, each group sends a representative to share the discussion results. The teacher makes comments and supplements, and summarizes the methods of appreciating English poetry and using English in context: (1) Pay attention to the imagery in poetry, and understand the emotions and connotations conveyed by imagery through context. (2) Feel the rhyme and rhythm of poetry through reading aloud, and understand the musical beauty of poetry. (3) Use context clues to infer the meaning of new words and difficult sentences. (4) Use the learned vocabulary and sentence patterns to express your own understanding and feelings of poetry. Design Intention: Deep reading through group discussion can stimulate students’ thinking, encourage students to express their views in English, improve their oral communication ability and cooperative learning ability. The discussion topic is closely related to the theme of the lesson, which can help students integrate the knowledge learned in the text, deepen their understanding of using English in context, and cultivate their critical thinking and logical reasoning ability. Step 4: While-speaking (Oral Practice in Context) On the basis of understanding the text, the teacher organizes students to carry out oral practice activities to help students flexibly use the learned language knowledge in context. The activity is divided into two parts: Pair Work: Students work in pairs to talk about their favorite English poems. They need to use the key vocabulary and sentence patterns learned in this section, such as "The poem conveys...", "The imagery in the poem is...", "I think the rhyme of the poem is...", "Through the context, I understand that...". The teacher provides a sample dialogue for students to refer to: Student A: "My favorite English poem is ‘A Red, Red Rose’. It conveys the poet’s deep love for his lover." Student B: "I know this poem too. The imagery of red rose is very vivid, which makes me feel the beauty of love. What do you think of its rhyme?" Student A: "I think the rhyme is very beautiful, which makes the poem more musical. Through the context, I also understand the poet’s sincere feelings." During the pair work, the teacher walks around to guide students, corrects their pronunciation and grammar mistakes, and encourages students to use the learned language knowledge flexibly. After 10 minutes of practice, the teacher invites 2-3 pairs to present their dialogues to the whole class, and makes comments and evaluations, affirming the advantages of students and putting forward suggestions for improvement. Group Debate: Divide the students into two groups. The debate topic is: "Is it more important to master the language knowledge of poetry or to understand the cultural connotation behind poetry when appreciating English poetry?" Group 1 holds the view that mastering the language knowledge of poetry is more important, and Group 2 holds the view that understanding the cultural connotation behind poetry is more important. Each group has 5-6 students, and the debate time is 15 minutes. Before the debate, each group has 5 minutes to prepare. During the debate, students need to use the knowledge learned in this section and combine with specific examples to support their own views, and use English to express their views clearly and logically. After the debate, the teacher makes a summary, affirms the positive performance of both groups, points out that mastering the language knowledge of poetry and understanding the cultural connotation behind poetry are equally important. Mastering language knowledge is the foundation of appreciating poetry, and understanding cultural connotation can help us better understand the emotion and connotation of poetry. At the same time, the teacher comments on the language expression of students, points out the advantages and deficiencies, and guides students to use English more accurately and fluently in the debate. Design Intention: Oral practice is an important way to improve students’ language application ability. Pair work and group debate are designed to create a real language context for students, let students use the learned vocabulary and sentence patterns flexibly, and improve their oral communication ability. The debate activity can not only exercise students’ oral expression ability, but also cultivate their critical thinking ability and logical reasoning ability, and deepen their understanding of poetry appreciation and cultural awareness. Step 5: While-writing (Written Practice in Context) On the basis of oral practice, the teacher guides students to carry out written practice, so as to improve their written expression ability and further master the method of using English in context. The writing task is: Write a short passage (about 120-150 words) to introduce your favorite English poem, including its main content, the imagery used, the emotion conveyed, and your own understanding and feelings. The teacher puts forward the writing requirements: (1) Use the key vocabulary and sentence patterns learned in this section. (2) Pay attention to the logical connection of the passage. (3) Express your views clearly and sincerely. (4) Correct grammar and spelling. Before writing, the teacher guides students to sort out the writing ideas: first, introduce the name and author of the poem; second, briefly introduce the main content of the poem; third, analyze the imagery and emotion in the poem; finally, express your own understanding and feelings. The teacher also provides some key sentence patterns for students to refer to, such as "My favorite English poem is... written by...", "The poem mainly tells us...", "The poet uses the imagery of... to convey...", "Through reading this poem, I understand that...", "I think this poem is very... because...". Students start writing, and the teacher walks around to guide students, helps students solve the problems encountered in writing, such as how to use vocabulary and sentence patterns, how to organize the structure of the passage, etc. After students finish writing, the teacher collects some students’ works, displays them on the multimedia courseware, and organizes the whole class to comment on them. The comment focuses on whether the key vocabulary and sentence patterns are used correctly, whether the logical connection is clear, whether the emotion is sincere, and whether there are grammar and spelling mistakes. Students can put forward their own opinions and suggestions, and the teacher makes a final comment and correction. Design Intention: Written practice is an important link to consolidate students’ language knowledge and improve their written expression ability. The writing task is closely related to the theme of the lesson and the content of the text, which can let students apply the learned language knowledge to written expression, and further master the method of using English in context. The process of guiding writing ideas and providing key sentence patterns can help students reduce the difficulty of writing, improve their writing confidence. The class comment activity can help students find their own deficiencies, learn from each other’s advantages, and improve their writing ability. Step 6: Summary and Consolidation First, the teacher invites students to summarize the content of this lesson. Students can talk about the key vocabulary and phrases learned, the main content of the text, the methods of using English in context, and the gains in this lesson. Then the teacher makes a comprehensive summary: In this lesson, we learned Section 3 Using English in Context, mastered the key vocabulary and phrases related to poetry, understood the main content and logical structure of the text, and learned the methods of appreciating English poetry and using English in context. We also carried out oral and written practice, which improved our language application ability. At the same time, we also understood the cultural connotation behind English poetry, which enhanced our cultural awareness and cross-cultural communication ability. Then, the teacher arranges the consolidation tasks: (1) Review the key vocabulary and phrases learned in this lesson, and make sentences with each word and phrase. (2) Read the text again, and write a summary of the text (about 80-100 words). (3) Find another English poem, and write a short appreciation (about 100 words) using the methods learned in this lesson. (4) Preview the next section. Design Intention: The summary link can help students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic knowledge framework. The consolidation tasks are designed to let students review and consolidate the knowledge learned after class, deepen their understanding of the content of the lesson, and improve their language application ability. The preview task can help students connect the knowledge of the next lesson in advance, laying a foundation for the next class. Step 7: Homework Feedback and Extension (Follow-up Link) In the next class, the teacher will check the completion of the homework, focus on feedback the problems in students’ writing and sentence making, such as incorrect use of vocabulary and sentence patterns, unclear logical connection, grammar mistakes, etc., and guide students to correct them. At the same time, the teacher will display the excellent works of students, affirm their efforts and achievements, and stimulate their learning motivation. In addition, the teacher will carry out extension activities: invite students to share the English poems they found and their appreciation works in the class, and organize students to carry out a poetry recitation activity. Students can recite their favorite English poems, and use the language knowledge learned in this lesson to introduce the poems and express their feelings. This activity can further stimulate students’ interest in poetry learning, improve their oral expression ability and poetry appreciation ability, and realize the extension and application of the knowledge learned in this lesson. Design Intention: Homework feedback can help teachers understand students’ mastery of the knowledge learned in this lesson, find out the existing problems, and carry out targeted guidance. The extension activities can enrich students’ learning content, expand their vision, further improve their language application ability and cultural awareness, and let students feel the charm of English poetry more deeply, so as to achieve 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 $