Unit 2 Poetry Calling Forth The Riches of Life Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use poetry-related words and expressions, cultural awareness to understand poetic culture at home and abroad, thinking quality to analyze and create poetry, and learning ability to master independent and cooperative learning strategies. 教学重难点 Key points: Master poetry-related vocabulary and expressions, understand the basic rules of English rhymes and poem presentation. Difficult points: Apply rhyming rules flexibly and create simple poems combined with life, expressing true feelings. 教学过程 Lead-in (Warm-up and Lead-in) The teacher starts the class with a short video of English poetry recitation, which includes simple and beautiful short poems with obvious rhymes, such as "Twinkle, Twinkle, Little Star" and a short lyric poem about life. After playing the video, the teacher asks students two questions in English: "What do you feel when you listen to these poems?" and "Do you find any special features in the pronunciation of these poems?" Then, the teacher invites 3-4 students to share their answers freely. Some students may mention that the poems sound beautiful and rhythmic, while others may find that the last words of some lines have similar sounds. On this basis, the teacher naturally leads to the topic of this lesson: "Today we will learn through practice to feel the beauty of poetry, master the skills of poem presentation and English rhymes, and call forth the riches of life in poetry." Design Intention: The video of poetry recitation can quickly attract students’ attention, arouse their interest in poetry learning, and let them initially perceive the rhythm and rhyme of English poetry. The open questions can stimulate students’ thinking, activate their prior knowledge about poetry, and lay a good foundation for the subsequent teaching links. At the same time, it conforms to the requirements of the subject core literacy, guiding students to perceive the beauty of language and cultivate their language sense. Presentation (Key Knowledge Explanation) Vocabulary and Expressions Related to Poetry The teacher presents the key vocabulary and expressions of this section on the blackboard or courseware, including "recite", "rhyme", "rhythm", "stanza", "present", "emotion", "image" and other words, as well as common phrases such as "call forth", "express one’s feelings", "take turns to", "work in pairs". For each word and phrase, the teacher explains its meaning in simple English, combines it with simple example sentences related to poetry, and guides students to read after the teacher to master the correct pronunciation and usage. For example, when explaining "rhyme", the teacher says: "Rhyme means the similarity in sound between the last words of two or more lines of poetry. For example, in ‘Twinkle, Twinkle, Little Star’, ‘star’ and ‘are’ rhyme." Then, the teacher asks students to find more rhyming words in the poems played in the lead-in part, so as to deepen their understanding of the word. Design Intention: Vocabulary is the foundation of language learning. By explaining and practicing poetry-related vocabulary and expressions, students can accumulate necessary language materials for subsequent practice activities, avoid language barriers in the process of learning and practicing, and lay a solid foundation for improving their language ability. The combination of example sentences and the lead-in content can help students connect new knowledge with prior experience and improve the efficiency of knowledge acquisition. Introduction to English Rhymes and Poem Presentation First, the teacher introduces the basic rules of English rhymes to students. Taking the simple rhyming modes of AABB and ABAB as examples, the teacher presents short poem fragments corresponding to different rhyming modes, such as: "I see a bird in the tree, / It sings a song for me. / The sky is blue and bright, / It fills my heart with delight." (AABB rhyme) and "Roses are red, / Violets are blue. / Sugar is sweet, / And so are you." (ABAB rhyme). The teacher guides students to read these poem fragments aloud, let them feel the difference between different rhyming modes, and summarizes the characteristics of each rhyming mode: AABB rhyme means the last words of the first two lines rhyme, and the last words of the last two lines rhyme; ABAB rhyme means the last words of the first and third lines rhyme, and the last words of the second and fourth lines rhyme. Then, the teacher introduces the basic requirements of poem presentation: when presenting a poem, we should pay attention to the intonation, speed and pause, read the rhythm and emotion of the poem, and can cooperate with appropriate body language to better express the connotation of the poem. To make the explanation more vivid, the teacher demonstrates the presentation of a short poem on the spot, paying attention to the control of intonation and pause, and then invites 2 students to imitate the presentation, and gives positive comments and guidance, pointing out their advantages and areas needing improvement. Design Intention: English rhymes and poem presentation are the key points of this lesson. By using specific poem fragments as examples, students can intuitively understand the basic rules of rhymes, avoiding abstract theoretical explanation. The teacher’s demonstration and students’ imitation can help students master the skills of poem presentation more quickly, improve their oral expression ability, and lay a foundation for the subsequent practice tasks. At the same time, it can cultivate students’ sense of language and aesthetic ability, which is in line with the requirements of thinking quality and cultural awareness. Practice (Learning Through Practice) This part is the core of the lesson, which is divided into three progressive practice tasks, aiming to let students apply the learned knowledge and skills in practice, and gradually improve their ability to use poetry-related language and create simple poems. Task 1: Practicing English Rhymes in Pairs The teacher divides students into groups of two, and distributes the practice materials to each group. The materials include incomplete short poems with different rhyming modes (AABB and ABAB), and the last word of some lines is missing. For example: "In the morning light, / I feel so bright. / The birds sing loud, / The flowers _____. (AABB rhyme, the missing word should rhyme with "loud")" and "Spring is coming near, / The wind blows _____. / The grass turns green, / The sky is _____ (ABAB rhyme, the missing words should rhyme with "near" and "green" respectively). The teacher asks students to work in pairs, discuss and fill in the missing words according to the rhyming rules, and then read the completed poems aloud to each other, adjusting their intonation and rhythm. During the process, the teacher walks around the classroom, observes the performance of each group, and gives timely guidance to the groups with difficulties. For example, if some students can’t find the appropriate rhyming words, the teacher can prompt them to think of words with the same or similar final sounds, such as "loud" can be matched with "proud", "cloud", etc. After the groups complete the task, the teacher invites 3-4 groups to present their completed poems in front of the class, and asks other students to comment on their rhyming accuracy and reading effect. The teacher makes a final summary, affirms the achievements of each group, and points out the common problems, such as incorrect rhyming or improper intonation, and guides students to correct them. Design Intention: This task is a basic practice, which aims to let students apply the learned rhyming rules flexibly, consolidate the knowledge of rhymes, and improve their ability to use vocabulary. Working in pairs can stimulate students’ enthusiasm for participation, let them learn from each other and help each other, and cultivate their cooperative learning ability. The comments from peers and teachers can help students find their own shortcomings and improve their learning effect, which is in line with the requirements of learning ability and language ability. Task 2: Presenting a Poem On the basis of the previous practice, the teacher asks students to choose a short poem they like (it can be the poem completed in Task 1, or a simple English poem they have learned before, or a short poem they found by themselves) and prepare for the poem presentation. The teacher puts forward specific requirements for the presentation: first, introduce the poem briefly (such as the theme, the emotion expressed, etc.); second, present the poem with correct intonation, appropriate speed and pause, and express the emotion of the poem; third, cooperate with simple body language (such as eye contact, hand gestures, etc.) to make the presentation more vivid. Students are given time to prepare independently, and then take turns to present their poems in front of the class. When a student is presenting, other students should listen carefully, and after the presentation, they can ask questions or give comments, such as "I think your intonation is very good, but you can slow down a little when reading the emotional part" or "What is the main emotion you want to express in this poem?" The teacher records the performance of each student, gives positive evaluation and targeted guidance, and focuses on encouraging students who are not confident in speaking English, so that every student can participate in the activity and gain a sense of achievement. For example, for students who are nervous when presenting, the teacher can say: "You are very brave to stand up and present. Your pronunciation is very clear, and if you can relax a little, it will be better." Design Intention: This task aims to improve students’ oral expression ability and poem appreciation ability, and let them experience the joy of presenting poetry. The independent preparation process can cultivate students’ independent learning ability, and the interaction of asking questions and commenting can stimulate students’ thinking, improve their ability to express their own views, and conform to the requirements of thinking quality and language ability. At the same time, it can help students build confidence in learning English and enhance their interest in poetry learning. Task 3: Creating a Simple Poem This is a challenging task, which aims to guide students to apply the learned rhyming rules and poem-related knowledge to create, and cultivate their creative thinking ability. The teacher guides students to determine the theme of the poem first, which should be closely related to life, such as "My School Life", "Friendship", "Nature", "Happiness" and other themes that students are familiar with and can easily express their true feelings. Then, the teacher gives a simple creation framework: the poem can be 4-6 lines, adopting AABB or ABAB rhyming mode, using the vocabulary and expressions learned in this lesson, and expressing their own true feelings. The teacher gives an example to inspire students: "My friend is kind and warm, / She always holds my hand. / When I am sad and down, / She turns my frown around. (AABB rhyme, theme: friendship)". Students can work in groups of 3-4 to create, discuss the theme, content and rhyming words together, and complete a simple poem. During the creation process, the teacher walks around the classroom, provides guidance for each group, such as helping them sort out their ideas, prompting them to use appropriate vocabulary and rhyming words, and encouraging them to innovate. For example, if a group is stuck in choosing the theme, the teacher can ask them: "What is the most interesting thing that happened to you recently? You can take this as the theme of the poem." After the groups complete the creation, each group sends a representative to present their poem, introduce the creation idea and the emotion expressed, and then read the poem aloud. Other groups can comment on the poem, such as "The theme is very clear, and the rhyming is very accurate" or "I think you can add some images to make the poem more vivid". The teacher makes a summary, affirms the creativity and efforts of each group, and selects several excellent works to praise, emphasizing that the core of poetry creation is to express true feelings, and there is no absolute standard for good or bad, as long as it is sincere and in line with the rhyming rules. Design Intention: This task is the extension and sublimation of the previous practice, which aims to cultivate students’ creative thinking ability and language application ability. Working in groups can gather the wisdom of the group, reduce the difficulty of creation, and cultivate students’ cooperative learning ability. The teacher’s guidance and peer evaluation can help students improve their creation level, let them experience the sense of achievement of creation, and stimulate their interest in poetry creation. At the same time, it can guide students to observe life, feel the beauty of life, and realize the theme of "Calling Forth The Riches of Life", which is in line with the requirements of all four-dimensional core literacy. Consolidation and Summary Consolidation Exercise The teacher presents a short passage about poetry on the courseware, which includes the key vocabulary and expressions learned in this lesson, as well as the knowledge of rhymes and poem presentation. The teacher asks students to read the passage silently, fill in the blanks with the appropriate words, and then check the answers together. The passage is as follows: "Poetry is a beautiful form of literature that can call forth the riches of life. When we recite poems, we should pay attention to the rhythm and rhyme, and express the emotion in the poems. We can also work in pairs to practice rhymes, and even create our own simple poems to express our feelings about life." After checking the answers, the teacher asks students to read the passage aloud together, further consolidating the learned knowledge and improving their language sense. Design Intention: This consolidation exercise can help students review and consolidate the key knowledge learned in this lesson, integrate vocabulary, phrases and sentence patterns, and improve their ability to use language comprehensively. Reading the passage aloud can also enhance students’ sense of language and deepen their understanding of the theme of the lesson. Lesson Summary The teacher invites students to summarize the key content of this lesson in English. Some students may mention the poetry-related vocabulary and expressions, some may talk about the rules of English rhymes, and some may share their experience in poem presentation and creation. On the basis of students’ summaries, the teacher makes a systematic summary: "In this lesson, we have learned the key vocabulary and expressions related to poetry, mastered the basic rules of English rhymes (AABB and ABAB), learned the skills of poem presentation, and tried to create simple poems through practice. We have not only improved our language ability, but also felt the beauty of poetry and the richness of life. I hope you can keep your interest in poetry, observe life carefully, and express your feelings through poetry in the future." Design Intention: Letting students summarize the lesson can cultivate their ability to sort out and summarize knowledge, and deepen their understanding and memory of the key content. The teacher’s systematic summary can help students form a complete knowledge system, and at the same time, it can guide students to connect the content of the lesson with life, highlight the theme of the unit, and enhance their cultural awareness and aesthetic ability. Homework Recite the key vocabulary and expressions learned in this lesson, and write 5 sentences with these words and expressions, which are related to poetry. Choose a poem you like (English or Chinese), practice its presentation, and record a short video of the presentation (30-60 seconds), which will be shared in the next class. Improve the poem created in the group during the class, and write it neatly on the exercise book, adding a short introduction (1-2 sentences) to introduce the theme and emotion of the poem. Design Intention: The homework is designed to consolidate the knowledge and skills learned in the class, and extend the learning from the class to the after-class. Reciting words and writing sentences can consolidate the vocabulary and language expression ability; recording the presentation video can further improve the students’ oral expression ability and poem presentation skills; improving the created poem can cultivate the students’ creative thinking ability and rigorous learning attitude. At the same time, the homework is closely related to the content of the lesson, which can help students deepen their understanding of the theme of poetry and the richness of life. 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 $