Unit 4 Period 3 Integrated skills（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评论写作，以Robert Frost的《The Road Not Taken》为载体，通过生活选择情境互动导入，激活学生对“选择”话题的思考，搭建“诗歌朗读输入—讲座视频理解—口语讨论内化—写作实践输出”的学习支架，帮助学生掌握诗歌评论“引言—艺术特色分析—个人理解”的结构及表达观点的句型。 该资料亮点在于以核心素养为导向，语言能力上引导学生分析诗歌意象与象征手法，掌握评论文体特征；思维品质上通过文本分析与个人反思，培养批判性思维；文化意识上渗透Robert Frost诗歌的跨文化情感价值。采用多模态输入与互动输出结合的教学方法，如观看诗人讲座视频、同伴互评写作，分层作业满足不同学生需求，既提升学生诗歌鉴赏与写作能力，也为教师提供清晰可操作的教学路径。

Unit 4 Exploring the poetry Period 3 Integrated skills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 写作课 教学设计理念 1. 本节课以Exploring poetry为主题语境，通过导入环节呈现生活中的选择情境（宿舍生活、假期计划、上学路线），激活学生的背景知识，引发学生对“选择”话题的思考，自然引入诗歌The Road Not Taken的学习。 2. 遵循“输入—内化—输出”的写作教学路径：通过诗歌朗读与阅读输入（学习理解），学生感知诗歌的节奏、意象与情感；通过观看讲座与口语讨论（应用实践），学生内化诗歌评论的文体特征与语言特点；最后通过独立写作与同伴互评（迁移创新），学生完成一篇关于诗歌理解的评论文章写作。 3. 注重写作策略培养，搭建“文体识别—结构梳理—语言积累—写作实践—评价修改”的完整写作支架，培养学生撰写诗歌评论（poetry review）的能力，同时拓宽诗歌鉴赏的文化视野与审美素养。 教材分析 【What】本课为单元整合技能板块，包含Reading、Viewing、Speaking、Writing四大模块。阅读部分呈现Robert Frost的经典诗歌The Road Not Taken，引导学生分析诗歌的意象、象征手法与主题内涵；观看部分提供一位教师关于Robert Frost及其诗歌The Road Not Taken的讲座视频，帮助学生理解诗歌的创作背景与深层含义；口语部分引导学生结对讨论对诗歌的理解，使用确认理解的交际用语；写作部分要求学生撰写一篇关于对The Road Not Taken理解的评论文章（poetry review）。 【Why】通过学习本节课，学生能掌握诗歌评论的文体特征（介绍诗人及诗歌—分析艺术特色—给出个人理解），学会使用表达个人观点的句型进行书面表达；同时深入了解Robert Frost的诗歌风格与创作背景，培养诗歌鉴赏能力与批判性思维，感悟诗歌作为跨文化情感表达载体的共通性。 【How】教学遵循“情境导入—诗歌朗读—阅读分析—观看理解—口语操练—写作实践—评价修改”的写作课训练路径：以选择情境导入激活话题认知，通过诗歌朗读与阅读分析诗歌的意象与象征，以讲座观看了解诗人背景与诗歌解读方法，以口语讨论搭建写作脚手架，以独立写作实现语言输出，以同伴互评促进写作反思与提升。 学情分析 1. What I know 词汇方面：学生已掌握诗歌、文学类基础词汇，能简单描述诗歌内容与感受；在Period 1和Period 2的学习中，已接触diverge, symbolize, imagery, metaphor, stanza, rhythm等核心词汇。 阅读方面：学生已阅读过诗歌类文本，具备一定的诗歌阅读理解能力，能提取诗歌基本信息，但对诗歌评论（poetry review）的文体特征了解较少。 背景知识方面：高中学生对诗歌阅读有一定兴趣，对Robert Frost及其作品可能有所耳闻，但对The Road Not Taken的深层含义、象征手法和写作技巧缺乏系统认知。 2. What I want to know 学生想了解诗人如何通过意象和象征表达深层含义与人生哲理。 学生想学习诗歌评论的核心词汇与地道表达，提升诗歌鉴赏与写作能力。 学生想探索不同文化背景下诗歌鉴赏的多样性，了解诗歌的跨文化价值。 3. What I learned 主题内容方面：学生将深入了解Robert Frost的诗歌The Road Not Taken，培养诗歌鉴赏能力与批判性思维能力，感悟选择与人生哲理的主题。 语言知识方面：学生将掌握表达个人观点的句型（in my opinion, from my point of view, in my eyes, I think/find/suppose/assume, it seems to me that等）；掌握诗歌评论“引言—艺术特色分析—个人理解”的结构与文体特征，能独立撰写同类主题的诗歌评论。 教学目标 语言能力 能读懂诗歌类文本，准确提取诗歌的意象、象征与主题信息；掌握诗歌评论“引言—艺术特色分析—个人理解”的结构与文体特征；掌握表达个人观点的句型（in my opinion, from my point of view, in my eyes, I think/find/suppose/assume, in my opinion/view/belief/impression is that, as for me, it seems to me that等）的用法；能就诗歌理解话题进行书面表达，撰写一篇完整的诗歌评论文章。 学习能力 能通过分层阅读自主梳理诗歌评论的结构与语言特征，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理解问题，搭建写作脚手架；掌握诗歌评论的阅读策略，提升自主阅读与写作能力。 文化意识 理解不同文化背景下诗歌鉴赏的多元性与创造性，认同诗歌作为跨文化情感表达载体的价值，培养国际诗歌文化视野与审美鉴赏能力。 思维品质 能梳理诗歌评论的逻辑结构，提升结构化思维与文本分析能力；能通过分析诗人的创作手法（隐喻、意象等），反思诗歌意象与情感的关联，提升批判性思维；能在同伴互评中提出建设性意见，提升评价与反思能力。 教学重难点 教学重点 语言维度：掌握表达个人观点的句型（in my opinion, from my point of view, in my eyes, I think/find/suppose/assume, it seems to me that等）的用法，能在写作中自然运用。 写作维度：掌握诗歌评论的核心结构（Introduction to poet and poem → Analysis of artistic characteristics → Personal understanding），能撰写结构完整、语言清晰的诗歌评论。 教学难点 策略灵活运用：准确运用诗歌评论的文体特征分析陌生诗歌文本，快速抓取意象、象征与主题信息，实现阅读策略向写作策略的迁移。 思维拓展提升：在写作中融入个人体验与情感，使诗歌评论既有文本分析深度又有个人见解的独特性，将文本认知转化为有深度的书面表达。 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. Think for 3 seconds. Hold up 1 finger for A, 2 fingers for B! 2. Were you confused when choosing just now? After choosing, have you ever wondered what it would be like to take another path? ●通过生活中的选择情境与学生互动，激活学生关于“选择”的背景知识，引发学生对人生选择的思考，自然引入诗歌The Road Not Taken的话题，为后续诗歌学习与写作做好话题与情感铺垫。 5min Activity 2 Reading 1. Listen to the recording of the poem and appreciate it together. ①Are there any repeated words, rhymes or other special effects in this poem? 答案：In the first stanza, there is a sentence “Two roads diverged in a yellow wood”. And in the last stanza,there is an expression “Two roads diverged in a wood”. These two sentences are almost the same. This poem is written in rhyme. In each stanza, the last word of lines 1, 3, and 4 rhyme with each other. And the last word of line 2 rhymes with the last word of line 5. ②What image appears in your mind when you read the poem? What are the words and expressions that help you see the image? 答案：I see a peaceful wood in the countryside, where few people go. I see this image from the following words and sentences: “Two roads diverged in a yellow wood”, “it bent in the undergrowth”, “it was grassy and wanted wear”, “In leaves no step had trodden black”, etc. 2. Read the poem again and answer the following questions. ① What did the poet do when he first faced the two roads and what might be his feeling? ② Which road did the poet take finally and what did he think of his choice? ③ What do you think the two roads in the poem symbolize? 答案：① He looked at them one after another as far as he could and felt undecided which to take. ② He took the less travelled road even though he was uncertain whether he had made the right choice. The lines that show his attitude are: “I doubted if I should ever come back.” and “I shall be telling this with a sigh”. ③ The road itself symbolizes the journey of life. The image of the road forking off into two paths symbolizes the choices and opportunities we are presented with, which ultimately lead us into the unknown future that lies ahead of us. ●通过诗歌朗读与问题回答活动，引导学生深入理解诗歌的意象、象征手法与主题内涵，培养诗歌阅读理解能力；通过分析诗人的选择与情感，为学生后续撰写诗歌评论积累内容素材与语言储备。 20min Activity 3 Viewing 1. Watch the video and answer the following questions. ① What is Robert Frost’s writing style like? ② When was “The Road Not Taken” first published? ③ What does the image of the two roads stand for? ④ What was the difficult path the poet took? 答案：① Honest and direct. ② In 1915. ③ Any choice in life. ④ Continuing to write poems even though his poetic career was not successful in the beginning. 2. Watch the video and complete the notes below. Robert Frost and his poem “The Road Not Taken” About the poet Robert Frost was a famous American poet. He lived from 1874 to (1) _____. He won (2) _____ Pulitzer Prizes. He often used rural scenes to explore deep questions about (3)___________________. About the poem The story behind the poem The poem was inspired by Frost’s (4) __________ in the countryside with Edward Thomas. Thomas often spent a long time choosing which path to take and afterwards, he would complain that he had picked (5) __________________. How to understand the poem When faced with two paths, people have no choice but to make a decision and see what will happen. Many people assume that the poet encourages the reader to take (6) through life. You can have your own understanding of the poem. 答案：(1) 1963 (2) four (3) the human condition (4) long walks (5) the wrong one/path (6) the difficult path ●通过观看讲座视频，帮助学生了解诗人Robert Frost的生平与创作背景，深化对诗歌的理解；通过完成笔记活动，培养学生获取和处理视听信息的能力，为写作环节提供背景知识支撑。 15min Activity 4 Speaking In pairs, discuss the poem “The Road Not Taken”. Use the questions and expressions to help you. You can also refer to the result of our discussion before. · What message do you think the poem is trying to get across to readers? · Have you ever been in a similar situation? Which road would you take and why? Expressions Confirming understanding The listener Do you mean ...? Are you saying ...? I think you mean ... Am I right? The speaker Do you know what I mean? Do you see my point? Do you understand what I mean? ●通过口语讨论活动，让学生在交流中深化对诗歌的理解与感悟；通过提供确认理解的功能性句型，搭建口语输出到书面写作的语言脚手架，帮助学生从口语表达过渡到书面评论写作。 15min 应用实践 Activity 5 Writing Write an article about your understanding of “The Road Not Taken”. Use your ideas from part C and the information in parts A and B to help you. ●通过写作支架搭建（文体识别—结构梳理—语言积累—写作实践—检查修改），帮助学生系统掌握诗歌评论的文体特征、结构框架和语言特点；通过同伴互评与自我评价，促进学生写作反思与能力提升，降低写作难度，增强学生写作信心。 17min 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。 假定你是李华。暑假来临之际，校英语社以Slow Summer Moments为题，要求围绕以下诗句开展征文活动。请写一篇短文投稿，内容包括： 1. 诗句理解； 2. 经历分享。 ​ 注意：​ 1. 词数 80 左右；​ 2. 可适当增加细节，使行文连贯。 Slow Summer Moments ____________________________________________ ____________________________________________________________________________________________________________________________________ 二选一 假定你是李华，报名参加学校举行的以“Enjoy yourself in the world of poetry”为题的演讲比赛。请你写一份英文演讲稿，内容包括： 1. 读诗的好处； 2. 读诗的方法； 3. 呼吁大家读诗。 注意： 1. 词数80左右； 2. 可适当增加细节，以使行文连贯。 Hello, everyone! I feel honored to be here to ______ ____________________________________________ ________________________________________________________________________________________ ____________________________________________That’s all, thank you. 参考范文一： Slow Summer Moments With summer drawing near, the line “Some of the best memories are made in flip-flops” invites me to see summer as a season to slow down. To me, flip-flops symbolize a light-hearted state of mind. One afternoon last summer, my friends and I met at a small park near our school. We bought ice cream from a street shop, sat on the grass, and talked about books, games and our dreams for the future. A gentle wind moved through the trees, and our laughter rose and fell with the summer light. Nothing grand happened, but the moment felt easy and complete. Fast time slips away, while slow time stays. The best summer memories are always made in relaxed, unhurried moments. 参考范文二： Hello, everyone! I feel honored to be here to talk to you about the world of poetry. As we all know, the beauty of poetry is beyond description. Not only can poems bring us fantastic feelings, but also they can tell us much philosophy. Therefore, it is really wonderful to read poems As for the ways to read poems, the first important thing is that you’d better understand the background of this poem, which will be of great help for you to master it better. Besides, after you understand the general idea of the full text, you can imagine the scene described in the poem, and let yourself also be immersed to experience the beauty of literature. Now let’s enjoy the beauty of poetry together. That’s all, thank you. ●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 Integrated skills Structure of Poetry Review Introduction (poet & poem) → Artistic Characteristics (sound, images, figurative devices) → Personal Understanding Key Language • Expressing opinion: in my opinion / from my point of view / in my eyes / I think/find/suppose/assume / it seems to me that • Confirming understanding: Do you mean...? / Are you saying...? / I think you mean... Am I right? / Do you see my point? Key vocabulary poetry review, diverge, symbolize, imagery, metaphor, stanza, rhythm, imagery, figurative devices, interpretation, choice, path 教学反思 优点： 诗歌话题“The Road Not Taken”贴近学生的生活体验与思考兴趣（人生选择），容易引发学生共鸣，课堂参与度高。阅读、观看、口语、写作环节层层递进，写作支架搭建清晰，从文体识别到结构梳理再到语言积累，符合学生的认知规律，诗歌评论的写作方法落实效果较好。诗歌朗读活动有效帮助学生感受诗歌的节奏与韵律之美。 缺点： 部分学生对诗歌意象和象征手法的理解不够深入，写作中容易出现分析表面化、缺乏文本依据的问题；少数学生在表达个人观点时句式较为单一，语言丰富性有待提升；同伴互评环节部分学生不知如何提出建设性意见，评价质量不高。 改进： 课前补充诗歌意象与象征手法的赏析案例，做好阅读策略铺垫；写作前增加更多优秀诗歌评论范文的对比赏析环节，帮助学生积累地道的表达方式；优化同伴互评量表，提供具体的评价维度和句型支架，让学生在互动中互相学习、互相修改，提升写作质量与评价能力。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $