Unit 2 -Section 1 Reading for Meaning 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 1 Reading for Meaning 教学目标和重难点 教学目标 Language Competence: Enable students to master key words and sentence patterns related to poetry, understand the structure and rhetorical devices of the reading text, and improve their ability to read and interpret English poems. Cultural Awareness: Help students appreciate the beauty of English poetry, understand the cultural connotation behind poetry, and cultivate cross-cultural aesthetic ability and cultural confidence. Thinking Quality: Guide students to analyze the theme, emotion and artistic characteristics of the text, develop logical thinking and critical thinking ability. Learning Ability: Cultivate students' habits of independent reading, cooperative inquiry and autonomous summary, and improve their ability to use learning strategies to solve reading problems. 教学重难点 Key Points: Master the key vocabulary (such as rhyme, rhythm, imagery, metaphor) and difficult sentences in the reading text; understand the main idea, structure and core emotion of the text; grasp the basic methods of reading and appreciating English poetry. Difficult Points: Understand the implied meaning and deep emotion in the poem; master the application of rhetorical devices in poetry and their expressive effects; form a correct way of appreciating poetry and express personal views on poetry. 教学过程 Step 1: Lead-in (Lead-in to Arouse Interest and Lay the Foundation) The teacher starts the class by showing students some familiar English poems (such as "A Red, Red Rose" by Robert Burns and short poems from students' previous learning) and Chinese classic poems (such as "Quatrain of Seven Characters" by Li Bai), and asks two questions: "Do you like poetry? Why?" "What do you think is the difference between English poetry and Chinese poetry?" Then, the teacher invites 3-4 students to share their views freely. After the sharing, the teacher makes a brief comment, and naturally leads to the theme of this lesson: "Today, we will learn Section 1 Reading for Meaning of Unit 2 Poetry-Calling Forth The Riches of Life, and explore how to read and understand English poetry, and feel the charm of poetry together." Design Intention: The lead-in links students' prior knowledge and life experience, uses familiar poems to arouse students' interest in the theme of poetry, reduces their psychological distance from English poetry, and at the same time paves the way for the follow-up study of reading methods and cultural connotation of poetry. By asking open questions, it encourages students to express their true feelings and mobilizes their enthusiasm for participation, laying a good foundation for the smooth development of the whole class. Step 2: Pre-reading (Preview and Accumulate to Break Through Obstacles) Vocabulary Preview: The teacher presents the key vocabulary and phrases in the reading text on the screen, including rhyme, rhythm, imagery, metaphor, symbol, convey, emotion, vivid, profound, call forth, be rooted in, etc. For each word and phrase, the teacher provides the phonetic symbol, Chinese meaning and typical example sentence related to poetry, and guides students to read aloud twice to familiarize themselves with the pronunciation and usage. For example, when explaining "imagery", the teacher gives the example: "In the poem, 'the moon' is a common imagery, which usually conveys the emotion of homesickness." Then, the teacher arranges a 2-minute pair work: students take turns to make sentences with the key words and phrases, and check each other's mastery. The teacher walks around the classroom to provide guidance for students who have difficulties. Background Briefing: The teacher briefly introduces the background of the reading text: the text mainly introduces the basic methods of reading poetry, expounds the importance of understanding rhyme, rhythm, imagery and rhetorical devices in poetry appreciation, and combines specific examples to help readers better understand the meaning and emotion of poetry. At the same time, the teacher mentions that poetry is a precious cultural heritage of human beings, which can call forth the riches of life and bring people spiritual enjoyment, so as to help students establish a correct understanding of poetry. Design Intention: Vocabulary is the foundation of reading comprehension. By previewing key words and phrases related to poetry, students can reduce the obstacles in reading the text and improve reading efficiency. The example sentences closely related to poetry help students understand the usage of words in the context of poetry, which is conducive to their subsequent understanding of the text. The brief introduction of the text background enables students to have a preliminary understanding of the main content of the text, clarify the learning focus, and lay a foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Inquiry to Master Key Points) This step is divided into three parts: skimming, scanning and careful reading, which guides students to understand the text from shallow to deep, and gradually master the key points and break through the difficulties. Skimming: The teacher asks students to read the text quickly, and complete two tasks: (1) Find out the topic sentence of each paragraph; (2) Summarize the main idea of the whole text. After reading, students are invited to share their answers. The teacher corrects and supplements them, and finally summarizes: The text mainly introduces the methods of reading poetry, including understanding rhyme and rhythm, identifying imagery and rhetorical devices, and feeling the emotion and theme of poetry, so as to help readers call forth the riches of life through poetry. Design Intention: Skimming is a kind of fast reading method, which aims to train students' ability to grasp the main idea of the text quickly. By finding the topic sentence and summarizing the main idea, students can form an overall understanding of the text structure and core content, and lay a foundation for in-depth reading. Scanning: The teacher asks students to read the text again, and find out the answers to the following questions according to the requirements: (1) What are the basic elements of poetry mentioned in the text? (2) How does the text explain the importance of rhyme and rhythm in poetry? (3) What examples does the text use to illustrate imagery and metaphor? Students read independently first, then discuss in groups of 4 to check their answers. Each group selects a representative to report the discussion results, and the teacher makes comments and supplements, focusing on explaining the key points such as rhyme, rhythm, imagery and metaphor, and combining the examples in the text to help students understand. Design Intention: Scanning is a targeted fast reading method, which aims to train students' ability to find specific information quickly. By setting targeted questions, it guides students to focus on the key content of the text, deepen their understanding of the basic elements of poetry, and lay a foundation for the subsequent careful reading and appreciation. Group discussion can promote the exchange and cooperation between students, help students solve problems in reading, and improve their cooperative learning ability. Careful Reading: The teacher guides students to read the text carefully paragraph by paragraph, focuses on analyzing the difficult sentences and key contents, and combines the rhetorical devices in the text to help students understand the deep meaning and expressive effect of the text. First, the teacher takes Paragraph 2 as an example, which mainly talks about rhyme and rhythm. The teacher asks students to read the paragraph carefully, and then asks: "What is rhyme? What is rhythm? How does the text explain their importance?" The teacher invites students to answer, and then explains: "Rhyme is the repetition of similar sounds at the end of lines in a poem, which makes the poem more beautiful and easy to remember; rhythm is the regular repetition of stressed and unstressed syllables, which makes the poem have a sense of rhythm when read aloud." Then, the teacher plays the audio of the poem example in the text, and asks students to read along, feeling the rhyme and rhythm of the poem. After reading, students share their feelings, and the teacher makes comments and guidance. Then, the teacher focuses on Paragraph 3, which introduces imagery and metaphor. The teacher asks students to find out the examples of imagery and metaphor in the paragraph, and analyze: "What imagery is used in the example? What does it symbolize? What is the effect of using metaphor?" For example, the text mentions "the sun is a ball of fire", the teacher guides students to analyze: "The sun is compared to a ball of fire, which uses the rhetorical device of metaphor. It vividly describes the characteristics of the sun being bright and hot, and makes the image of the sun more concrete and vivid." Then, the teacher arranges a small activity: students work in pairs to find other examples of imagery and metaphor in the text, and analyze their expressive effects. The teacher walks around the classroom to guide and help students. Finally, the teacher guides students to read Paragraph 4 and 5, which talk about the emotion and theme of poetry. The teacher asks: "How can we understand the emotion and theme of poetry? What does the text tell us?" Students discuss freely, and the teacher summarizes: "To understand the emotion and theme of poetry, we need to combine the background of the poem, the imagery and rhetorical devices used, and our own life experience, so as to feel the true emotion conveyed by the poet and understand the theme of the poem." Then, the teacher invites students to share their understanding of the emotion and theme of the example poems in the text, and encourages students to express their own views. Design Intention: Careful reading is the key link of in-depth understanding of the text. By analyzing difficult sentences and key contents paragraph by paragraph, it helps students break through the learning difficulties, master the core knowledge of the text, and understand the expressive effects of rhetorical devices. The audio listening and reading-along activities help students feel the rhyme and rhythm of poetry intuitively, improve their sense of language. The pair activity of analyzing imagery and metaphor can not only deepen students' understanding of rhetorical devices, but also train their ability of analysis and expression. Step 4: Post-reading (Consolidation and Application to Improve Ability) This step includes three activities: summary, discussion and practice, which aims to help students consolidate the knowledge learned, apply it flexibly, and improve their comprehensive ability. Summary: The teacher invites students to summarize the key points of this lesson independently, including the key vocabulary, the basic elements of poetry, the methods of reading poetry, etc. Then, the teacher invites 2-3 students to share their summaries, and the teacher makes supplements and improvements, and combs the knowledge system of this lesson with the students, so that students can form a clear knowledge framework. Design Intention: Summary activity can help students sort out the knowledge learned in the class, deepen their memory and understanding of the key points, and cultivate their ability of induction and summary. By inviting students to share their summaries, it can also check the effect of students' learning and find out the problems existing in students' learning. Group Discussion: The teacher puts forward the discussion topic: "Combined with the methods of reading poetry learned in this lesson, talk about how to appreciate the English poem you are familiar with, and share your feelings and understanding." Students are divided into groups of 4, and discuss freely for 5 minutes. During the discussion, students need to combine the key points learned in this lesson, such as rhyme, rhythm, imagery, rhetorical devices, etc., to analyze the poem they choose. After the discussion, each group selects a representative to make a 2-minute report, introducing the poem they choose and their appreciation opinions. The teacher makes comments on each group's report, affirming the advantages, pointing out the deficiencies, and guiding students to use the methods learned in this lesson to appreciate poetry correctly. Design Intention: Group discussion is a kind of cooperative learning activity, which can promote the exchange and cooperation between students, stimulate students' thinking, and improve their ability of analysis, expression and cooperation. The discussion topic is closely related to the content of this lesson, which can help students apply the knowledge learned flexibly, and improve their ability of poetry appreciation. The teacher's comments can help students correct their wrong understanding and further master the methods of poetry appreciation. Practice: The teacher presents a short English poem on the screen (adapted to the difficulty of senior high school students, with obvious rhyme, rhythm and imagery), and asks students to complete the following tasks independently: (1) Mark the rhyme and rhythm of the poem; (2) Find out the imagery and rhetorical devices in the poem; (3) Write a short passage (about 50 words) to express your understanding and feelings of the poem. After students finish, the teacher collects some students' works, displays them on the screen, and makes comments and guidance, focusing on checking students' mastery of the methods of reading poetry and their ability of expression. For students who have done well, the teacher gives affirmation and praise; for students who have difficulties, the teacher gives patient guidance. Design Intention: Practice is an important link to consolidate the knowledge learned and improve the ability. Through the practice of a short poem, it can test students' mastery of the key points of this lesson, and help students apply the methods of reading poetry to practical appreciation, so as to improve their poetry appreciation ability and English expression ability. The teacher's comments and guidance can help students find their own problems and make progress in time. Step 5: Summary and Homework (Summarize and Extend to Deepen Understanding) Class Summary: The teacher makes a brief summary of the whole class: "In this class, we learned the methods of reading poetry, including understanding rhyme and rhythm, identifying imagery and rhetorical devices, and feeling the emotion and theme of poetry. We also practiced appreciating poetry through group discussion and practical exercises. I hope you can apply the methods learned today to your daily reading, feel the charm of poetry, and call forth the riches of life through poetry." Homework Arrangement: (1) Read the reading text again, recite the key vocabulary and difficult sentences, and consolidate the knowledge learned; (2) Find an English poem you like, and write an appreciation passage (about 100 words) by using the methods learned in this lesson, including the analysis of rhyme, rhythm, imagery, rhetorical devices, emotion and theme; (3) Preview the next section, and understand the basic steps of writing poetry. Design Intention: The class summary helps students review the key content of the whole class, deepen their understanding and memory of the knowledge learned. The homework arrangement is hierarchical, which not only includes the consolidation of basic knowledge (reciting words and sentences), but also includes the application of knowledge (writing appreciation passages), and the preview of the next section, which can help students consolidate the knowledge learned, improve their comprehensive ability, and lay a foundation for the next class. 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 $