Unit 4 Period 1 Welcome to the unit & Reading（表格式教学设计）英语译林版选择性必修第一册

该高中英语教学设计聚焦诗歌鉴赏策略与评论写作，通过《春晓》英译本与Langston Hughes诗歌的朗读讨论导入，激活学生诗歌背景知识，以“文体识别—策略梳理—细节解读—写作迁移”为支架，引导学生从读前预测、读中分层梳理讲座稿结构与四条策略到读后复述填空，构建完整学习脉络。 其亮点在于主题语境引领下融合语言能力与文化意识，通过分层阅读（如分析讲座稿“总—分—总”结构）和写作支架（如《悯农》评论写作）提升思维品质，采用“学习理解—应用实践—迁移创新”路径，既帮助学生掌握诗歌鉴赏与评论技能，又为教师提供可操作的精读课教学框架，提升课堂效率。

Unit 4 Exploring the poetry Period 1 Welcome to the unit & Reading教学设计 教学基本信息 单元名称 选择性必修第一册 Unit 4 Exploring the poetry 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 精读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以诗歌鉴赏与诗歌评论写作为主题语境，通过诗歌朗读、诗歌类型识别、文本研读等情境活动，激活学生诗歌阅读经验，自然引入诗歌阅读策略与写作主题。 2. 遵循"学习理解—应用实践—迁移创新"的思路：引导学生通过导入铺垫主题背景、通过读中活动梳理讲座稿结构与四条诗歌阅读策略（学习理解）；通过读后讨论深化主题认知、通过语言点讲练夯实语言基础、通过写作支架搭建与诗歌评论写作实现语言输出（应用实践）；最后通过分层作业实现能力的迁移创新。 3. 注重阅读策略培养与写作能力发展，搭建"文体识别—策略梳理—细节解读—写作迁移"的完整学习支架，培养诗歌阅读策略运用能力与诗歌评论写作能力，树立尊重多元诗歌传统、欣赏诗歌文学美感的文化观念。 教材分析 【What】本课为单元开篇板块，包含 Welcome to the unit 诗歌讨论与 Reading 讲座稿阅读两大模块。导入部分通过两首诗歌（白居易《春晓》英译本与 Langston Hughes 诗歌）的朗读与讨论，引导学生思考诗歌的本质特征与阅读方法；阅读部分呈现一篇关于"如何阅读诗歌"的讲座稿，从"跟随听觉""像探险家一样接近诗歌""保持耐心""不必完全理解也能欣赏"四条策略切入，围绕"诗歌鉴赏方法与审美体验"展开主题探究。 【Why】通过学习本节课，学生能掌握讲座稿的文体特征与"引言—主体—结论"结构，提升说明性文体阅读能力；同时深入理解诗歌鉴赏的四条核心策略，培养诗歌评论写作能力，拓宽国际诗歌文化视野。 【How】教学遵循"情境导入—读前预测—读中研读—读后写作—语言夯实—迁移创新"的写精读课训练路径：以诗歌朗读互动铺垫主题认知，以要素预测建立阅读预期，以分层阅读梳理文本结构与四条阅读策略，以写作支架搭建与诗歌评论写作实现语言输出，以词汇讲练落实语言基础，实现阅读技能与写作能力的协同提升。 学情分析 1. What I know 词汇方面：已掌握文学、诗歌类基础词汇，能简单描述诗歌内容与个人感受。 阅读方面：具备说明文基础阅读能力，能提取文本基本信息，但对讲座稿的文体特征与阅读策略了解较少。 背景知识方面：学生对诗歌有一定了解，对中英文诗歌有所接触，但对诗歌鉴赏的系统方法与评论写作缺乏深入认知。 2. What I want to know 学生想了解诗歌鉴赏的核心策略与具体操作方法。 学生想学习诗歌评论写作的结构与语言技巧，提升话题写作能力。 学生想探索不同文化背景下的诗歌传统，了解诗歌鉴赏的多元视角。 3. What I learned 主题内容方面：学生将深入理解诗歌鉴赏的四条核心策略，建立对诗歌文学美感的认知，形成独立的诗歌审美判断。 语言知识方面：学生将掌握 grasp, contradict, patience, reward, perceive, reality 等核心词汇与短语的搭配与用法；掌握讲座稿"引言—主体—结论"的结构与文体特征，能独立读懂同类主题的讲座稿并撰写诗歌评论。 教学目标 语言能力 能读懂讲座稿类文本，准确提取四条诗歌阅读策略的核心信息与细节描述；掌握讲座稿"引言—主体—结论"的结构与文体特征；掌握核心词汇与短语的用法与搭配；能就诗歌鉴赏话题进行口语表达与书面评论写作。 学习能力 能通过分层阅读自主梳理文本结构、提取核心信息，提升信息整合与逻辑梳理能力；能在小组讨论中合作探究诗歌鉴赏问题，提升协作学习与口语表达能力；掌握诗歌评论写作的结构框架与语言技巧，提升自主写作能力。 文化意识 理解诗歌作为文学形式的美学价值，认同诗歌文化的多元性与创新性，尊重不同文化背景下的诗歌传统，培养国际诗歌文化视野与审美鉴赏能力。 思维品质 能梳理讲座稿的逻辑结构，提升结构化思维与文本分析能力；能辩证看待诗歌鉴赏中"理解"与"欣赏"的关系，反思诗歌评价的标准，提升思辨能力；能通过文本解读挖掘作者的写作意图与写作技巧，培养批判性思维。 教学重难点 教学重点 语言维度：掌握核心词汇与短语的搭配用法，能在语境中准确运用。 阅读维度：掌握讲座稿的"总—分—总"核心结构（Introduction + Main body + Conclusion），识别四条诗歌阅读策略的具体内涵与操作方法。 写作维度：掌握诗歌评论写作的基本框架（引言—正文—结论），能运用四条阅读策略撰写结构完整、语言准确的诗歌评论。 教学难点 策略灵活运用：准确运用讲座稿文本结构分析陌生的诗歌鉴赏类文本，快速抓取核心信息与作者观点，实现阅读策略的迁移。 写作迁移提升：将阅读中习得的四条诗歌阅读策略转化为写作支架，在真实的诗歌评论写作中综合运用语言知识与写作技巧，实现从输入到输出的有效转化。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.. What is Poetry? 3. Think about: How do you like the two poems? What aspects of a poem do you pay attention to when you read it? ●通过诗歌朗读与话题讨论激活学生的诗歌背景知识，引发对诗歌本质的思考，快速拉近学生与诗歌话题的距离，为后续阅读策略的学习做好话题与情感铺垫。 5min Activity 2 Pre-reading 1. People with the impression that poetry is difficult to understand often hesitate to read poetry. The lecture transcript below explains how to better understand and appreciate poems. Do you have the same feeling? 2. Predict: What tips do you think the lecturer will give on how to read a poem? Make a list of your ideas. ●激活学生对诗歌阅读困难的认知，培养读前预测的阅读策略，激发学生的阅读好奇心，为读中结构梳理与策略提取做好铺垫 3min Activity 3 While reading 1. Read for structure. 2. Read Paras.1-2 and the first poem and answer the questions. ①How is poetry different from other types of literature? ②What aspect should you pay special attention to when you read a poem aloud? 答案：①More than other types of literature, it usually implies a deeper meaning beyond the words on the page. ②The aspect of rhythm, repeated words, rhymes and other special effects. 3. Read Para. 3 and the second poem and answer the questions. ①What is being described in the second poem? ②What images come into your mind when reading it? 答案：①A singing bird which is kept in the cage. ②When I read it, I can see in my mind the image of a bird in a cage, which is desperately singing for freedom. 4. Read Paras. 4-5 and the third poem and answer the questions. ①What should you do when you have difficulty in understanding a poem? ②According to the lecturer, what is more important in appreciating a poem? 答案：①We should set it aside and come back to it later. With our insight into life becoming deeper, we may one day find it not so hard to understand at all. ②Poetry reading can make us feel something or let us perceive another level of meaning, which is more important and worth our effort. 5. Critical thinking Is the last paragraph a good ending? Why or why not? 答案：The last paragraph is a good ending. At the beginning of the lecture, the speaker points out that poetry is a combination of “sound” and “sense”. The last paragraph echoes the beginning by mentioning it again, which makes the lecture more coherent. ●通过分层阅读落实写精读课的精读技能，先从整体把握讲座稿文体结构与四条阅读策略，再从细节提取关键信息与诗歌分析，最后深度挖掘文本比较分析与写作意图，循序渐进提升学生的文本解读能力与思辨能力。 25min Activity 4 Post reading 1.Retell the four tips on how to read a poem with textbooks closed. 2. In pairs, discuss the following question. Apart from the four tips given by the lecturer, what other tips can you give on how to read a poem? 3. After reading the text, please fill in the following blanks. Poetry is a combination of “sound” and“sense”, which usually 1._______(imply) a deeper meaning beyond the words. Here are some ways for you to reveal its 2._______(hide) dimension. Firstly, follow your ears. When you begin reading a poem, it is better 3.______(ask) “How does it sound? ” You can always say something about how the poem sounds when 4._______(read) it aloud. Secondly, approach the poem like 5.__ explorer in an unfamiliar landscape. As you explore the poem, you will begin to see images in your mind. As you slowly explore your surroundings, you will start to dig up 6._____(clue)that give you a greater understanding of the poem. Thirdly, just have some 7.________(patient). You cannot really understand a poem 8. __________ you have only read once. Sometimes reading a poem can be a lifelong job. Finally, keep in mind that you do not have to 9._____(full)understand a poem to appreciate it. You might need to abandon logical thinking to discover its true inner beauty. Poetry’s combination of “sound” and “sense” makes you see the world in a new way and allows you to go 10.______ normal reality for the everlasting beauty. 答案：1. implies 2. hidden 3. to work 4. reading 5. an 6. clues 7. patience 8. if/when 9. fully 10. beyond ●通过口语输出与话题讨论深化主题认知，将文本内容转化为语言表达；通过填空练习夯实语言基础，实现输入到输出的转化，同时加深对印象派绘画特点的理解。 15min 应用实践 Activity 5 Language points 详解文章中的重点单词、短语和句型。 ●聚焦核心语言点，通过讲练结合夯实基础，实现教考衔接，提升语言运用的精准度。 15min Activity 6 Summary 以框架图的形式，分别整理和归纳本篇文章的结构和要点。 ●整合文本信息，梳理知识逻辑，帮助学生构建清晰的认知体系。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 你校校报最近在征集提倡同学们低碳生活的文学素材，你作为校文学社推荐人，极力向老师推荐这首诗。请以简短的文字描述推荐理由。 要点： 1.从文学角度点评诗歌。 2.结合生活点评诗歌。 注意： 1. 写作词数应为80个左右； 2. 为使行文连贯，可以适当增加细节。 Dear Teacher, I strongly recommend using this attached poem to raise students’ awareness of environmental protection for the school newspaper. ________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 参考范文一： Dear teacher, I strongly recommend using this attached poem to raise students’ awareness of environmental protection for the school newspaper. From a literary view, it features neat rhymes and a lively rhythm, making it easy for students to recite. Its simple but vivid language creates a warm and encouraging tone, perfectly fitting the theme of low-carbon life. In daily life, the poem lists small, practical actions we can take: saving electricity, walking or biking instead of driving, and reusing things to cut waste. These tips are easy for students to follow. This poem combines literary charm with clear guidance, making it ideal for promoting low-carbon living. I hope you’ll consider it. Yours, Li Hua 二选一 下面是唐朝诗人李绅的名作《悯农》(Sympathy on the Farmers)节选。请你就这首诗写一篇诗歌评论。 Sympathy on the Farmers At noon, a farmer is weeding, Down the field, sweat is dripping, Who knows rice on a dish, Every grain is full of moiling? ____________________________________________ ____________________________________________ ________________________________________________________________________________________ 参考范文二： Here is a poem which is titled “Sympathy on the Farmers” by Li Shen in the Tang Dynasty. In the poem, we can learn a lot about the farmers as well as their hard work. Hot as it is outside at this summer noon time, the farmers are still working in the fields. They are sweating all over, and frequently their sweat falls into the soil, where the crops grow. Should we only think of the farmers’ hard work according to the poem? I think it’s especially important that the younger generation today should treasure every grain on our dish. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 4 Exploring the poetry Welcome to the unit & Reading Structure of the lecture transcript Introduction (Para.1) → Main body (Paras.2-5) → Conclusion (Para.6) Four tips on how to read a poem 1. Follow your ears (rhythm, rhyme, repeated words) 2. Approach the poem like an explorer in an unfamiliar landscape 3. Have patience to interpret the meaning 4. Remember it's not necessary to fully understand a poem Poetry = "sound" + "sense" Key words & phrases grasp, contradict, patience, reward, perceive, reality, set aside 教学反思 优点： 诗歌话题贴近学生的审美兴趣，容易引发学生共鸣，课堂参与度高。写精读课的设计将阅读策略与写作能力培养有机结合，从阅读输入到写作输出形成了完整的学习闭环。读前、读中、读后环节层层递进，阅读支架搭建清晰，从文体识别到策略梳理再到细节解读，符合学生的认知规律。诗歌评论写作任务提供了明确的写作框架，帮助学生有效组织语言输出。 缺点： 部分学生对诗歌鉴赏的专业术语（如 rhythm, rhyme, metaphor, personification 等）理解有障碍，影响对诗歌细节的精准解读；少数学生在诗歌评论写作中难以将四条阅读策略自然融入文本，语言输出的丰富度与逻辑性不足。 改进： 课前补充基础诗歌鉴赏术语词汇清单，做好阅读铺垫；写作活动前补充更多观点表达的功能性句型支架，帮助学生丰富语言输出，提升表达的连贯性与深度。可增加小组合作鉴赏环节，让学生在互动中深化对诗歌鉴赏策略的理解与运用。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $