Unit4ExploringpoetryPeriod3Integratedskills教學設計教學基本信息單元名稱 選擇性必修第一冊Unit4Exploringpoetry學科英語學段高中年級高一第二學期主要教材書名：普通高中教科書·英語選擇性必修第一冊出版社：譯林出版社出版日期：2020年12月課時安排2課時(80mins)課型聽讀說寫課教學設計理念主題語境引領下的英語情境教學，本課教學圍繞單元主題創(chuàng)設情境，設計多維活動，實踐《課程標準》所倡導的“在語言運用過程中，各種語言技能往往不是單獨使用的，理解性技能與表達性技能可能同時使用”；“教師既要關注具體技能的訓練，也要關注技能的綜合運用”?！墩n程標準》指出，“語言技能是語言運用能力的重要組成部分。語言技能包括聽、說、讀、看、寫等方面的技能。聽、讀、看是理解性技能，說和寫是表達性技能。理解性技能和表達性技能在語言學習過程中相輔相成、相互促進。學生應該通過大量的專項和綜合性語言實踐活動，發(fā)展語言技能，為真實語言交際打基礎?！北菊n中，通過進行讀聽看說寫技能的即時訓練、提供表達支架并進行課堂環(huán)節(jié)的總結歸納等，給學生進行了方法的滲透和習慣的培養(yǎng)，有助于學生在未來真實情景中進行真實的語言交際。教材分析【W(wǎng)hat】本版塊圍繞單元話題，以美國詩人羅布特?弗羅斯特和他的詩歌《未選擇的路》為話題，展開一系列具有綜合性、關聯(lián)性和實踐性的讀（聽）、看、說、寫等學習活動。讀（聽）和看部分首先引導學生獲取有關詩人以及這首詩的相關信息；然后讓學生在此基礎上理解和欣賞詩作，領悟詩人所表達的深刻哲理；最后要求學生結合個人體驗撰寫詩歌評論。環(huán)環(huán)相扣，相互關聯(lián)，構成一個“四步一體”的語言綜合實踐活動?！網(wǎng)hy】通過創(chuàng)設與學生生活密切相關的情境進行任務驅動教學，首先讓學生讀和聽看羅布特?弗羅斯特著名的詩歌《未選擇的路》，理解和體會詩歌的寓意，領悟詩歌的美。再通過看一段視頻，加深對詩人及詩歌的創(chuàng)作的了解，進一步深化其理解。接著通過說的活動和同伴交流自己對該詩歌的理解，最后再通過寫作任務進一步表達自己對該詩歌的所思所想。從而幫助學生從語言輸入轉向語言輸出，綜合運用語言，學會用英語口頭和書面聯(lián)系自身經(jīng)歷，表達自己對詩歌的理解，將語言知識轉化為實際的語言技能?！綡ow】創(chuàng)設與主題相關的真實情境，本版塊通過讓學生讀和聽理解和賞析詩歌，與reading版塊提出的如何賞析詩歌的方法相呼應，使學生能學以致用。接著讓學生從視頻材料中獲取羅布特?弗羅斯特及其詩歌的有關信息，完成相關任務，培養(yǎng)了學生通過看和聽獲取信息的能力，深化了學生對詩歌的理解，為后續(xù)的課堂環(huán)節(jié)的展開進行了鋪墊，有助于學生在說和寫的部分聯(lián)系個人經(jīng)歷，創(chuàng)造性地表達自己的理解和觀點。本版塊的設計旨在引導學生采用自主學習和合作學習的方式，積極參與語言技能的訓練活動，并運用所學積極表達。學情分析WhatIknow詞匯方面：學生在之前的學習中已經(jīng)掌握了一些與詩歌相關的詞匯，能夠幫助他們理解視頻的內容。語法方面：學生在之前的學習中已經(jīng)掌握了三大從句的用法及非謂語動詞的部分用法。背景知識方面：學生具備閱讀詩歌的經(jīng)歷，在前面的學習中也學會了如何賞析詩歌。WhatIwanttoknow學生可能想要知道《未選擇的路》的作者信息及其創(chuàng)作背景，也想知道該詩歌想要表達的主題，并想積累一些相關的英語表達方式；學生可能想要學會在和同學展開一段對話時，通過哪些問題更好地幫助對方表達自己對于該詩歌的理解。學生可能想要學會使用正確的文章結構和語言寫一篇詩歌評論。WhatIlearned主題內容方面：了解作者羅布特?弗羅斯特及其詩歌《未選擇的路》的基本信息，學會理解和欣賞詩歌的主題和深刻哲理，學會聯(lián)系自己的個人體驗撰寫詩歌評論。語言知識方面：學生學會運用所學賞析詩歌；學生能夠結合自己的個人經(jīng)歷書面撰寫詩歌評論；學生能夠運用合理的文章結構展開寫作。教學目標語言能力學生能夠運用前面所學知識，即如何賞析詩歌的方法，進行詩歌賞析；學生能夠根據(jù)設空，從視頻材料中獲取關鍵信息；學生能夠展開一段對話，結合個人經(jīng)歷表達自己對詩歌的理解，并為后續(xù)的寫作進行鋪墊。學生能夠基于口頭練習，運用合適的寫作結構和框架，結合個人的經(jīng)歷，完成撰寫詩歌評論的寫作任務。2.學習能力學生能夠提高自己從視頻中獲取關鍵信息的能力；學生能夠提高自主學習和合作學習的能力，提高綜合運用語言的能力。3.文化意識學生知道如何用英語撰寫詩歌評論，并且意識到閱讀詩歌在個人成長的過程中的意義。4.思維品質學生能夠通過視頻獲取自己需要的關鍵信息，并將之內化，有效的運用在后續(xù)的口語和寫作輸出任務中，創(chuàng)造性地表達自己的觀點。教學重難點教學重點語言維度：學生需掌握從閱讀和視頻中獲取關鍵信息的能力；學生能積累一定的語言表達素材，并將之靈活運用到自己的語言輸出中。交際維度：注意提問的語氣，禮貌地展開對話，結合個人經(jīng)歷描述對詩歌的理解。教學難點語言深度運用：靈活正確地使用積累的語言素材和寫作手法表達自己的觀點。思維拓展提升：意識到詩歌對于我們生活的重要性，知道它與我們的個人成長是密不可分的。教學資源課件PPT，黑板、白板。教學活動設計教學過程活動形式及步驟活動意圖時間學習理解Activity1Leadin通過提問Supposenowyoufacetworoadsinfrontofyou,andyouhavetochooseoneofthemwhileyouhavenoideawhereeitherofthemwillleadyouto.Whichroadwillyoutake?why?答案：Facingtwounknownroads,IthinkI’dchoosetheonethatfeels“l(fā)essfamiliar”tome—maybetheonewithasteeperslope,wildervegetation,oradirectionthatarousesmycuriosityalittlemore.Thereasonisn’taboutpredictinga“better”oute(sinceIcan’tknowthat),butaboutembracingthenatureofchoiceitself.Life’smostvividlessonsoftenefromsteppingintouncertainty.Ifbothroadsareunknown,theonethatfeelsslightlymorechallengingislikelytoteachmemore:maybeI’lllearntonoticedetailsI’dmissonaneasierpath,ordiscoverstrengthsIdidn’tknowIhad.●通過問題，引發(fā)學生的思考，激發(fā)他們主動參與進課堂的興趣，為接下來的學習做好鋪墊。3minsActivity2ListeningandReading通過聽和讀，讓學生運用之前所學理解和體會《未選擇的路》這一詩歌的美。Review:Howtoreadapoem?Whataspectsshouldyoupayspecialattentiontowhenyoureadapoemaloud?答案：1)①followyourears;②beanexplorer;③havesomepatience;④notnecessarytofullyunderstandapoem.2)formthepurposeofthepoem;rhythm&rhymethepoet’sfeelings;wordsconveythemeaningofthepoembetter.ListentoRobertFrost’spoem“TheRoadNotTaken”.Thendiscussandanswerthefollowingquestion:Arethereanyrepeatedwords,rhymesorotherspecialsoundeffectsinit?答案：1)Repeatedwords:tworoadsdivergedinayellowwood;2)Rhymingwords:wood/stood/could;both/undergrowth;fair/wear/there;claim/same;lay/day/way;black/back;sigh/I/by;hence/difference.Readthepoemagainandanswerthefollowingquestions:Whatdidthepoetdowhenhefacedthetworoadsandwhatmightbehisfeeling?2)Whichroaddidthepoettakefinallyandwhatdidhethinkofhischoice?Whichlinesshowhisattitudetohischoice?3)Whatdothetworoadsinthepoemsymbolize?答案：1)Helookedatthemoneafteranotherasfarashecouldandhefeltundecidedwhichtotake.2)Hetookthelesstravelledroadeventhoughhewasuncertainwhetherhehadmadetherightchoice.Thelinesthatshowhisattitudeare:“IdoubtedifIshouldevereback.”and“Ishallbetellingthiswithasigh”.3)Theroaditselfsymbolizesthejourneyoflife.Theimageoftheroadforkingoffintotwopathssymbolizesthechoicesandopportunitieswearepresentedwith,whichultimatelyleadusintotheunknownfuturethatliesaheadofus.●通過聽讀詩歌，運用賞析詩歌的方法，理解和欣賞詩歌的內容。25minsActivity3Watching通過觀看一個介紹羅布特?弗羅斯特和他的詩歌《未選擇的路》的創(chuàng)作背景的視頻，加深學生對于該詩歌的進一步理解和領悟，并積累一些有用的語言表達。AteacherisgivingalectureintroducingRobertFrostandhispoem“TheRoadNotTaken”.Watchthevideoandfinishtheexercisesonpage51.Tip:UnderstandingalectureWhilelisteningtoalecture,youcanreadthePPTslides,whichusuallygivetheoutlineofthelecture.Ifthelecturerstressesacertainwordorphrase,orrepeatsit,itisprobablyakeypointandyoumustpayspecialattentiontoit.Watchthevideoandanswerthefollowingquestions.1)WhatisRobertFrost’swritingstylelike?2)Whenwas“TheRoadNotTaken”firstpublished?3)Whatdoestheimageofthetworoadsstandfor?4)Whatwasthedifficultpaththepoettook?答案：1)Honestanddirect.2)In1915.3)Anychoiceinlife.4)Continuingtowritepoemseventhoughhispoeticcareerwasnotsuccessfulinthebeginning.Watchthevideoagainandpletethenotesinthetable.RobertFrostandhispoem“TheRoadNotTaken”Aboutthepoet?RobertFrostwasafamousAmericanpoet.?Helivedfrom1874to1)_______.?Hewon2)______PulitzerPrizes.?Heoftenusedruralscenestoexploredeepquestionsabout3)____________________________.Aboutthepoem?ThestorybehindthepoemThepoemwasinspiredbyFrost’s4)____________inthecountrysidewithEdwardThomas.Thomasoftenspentalongtimechoosingwhichpathtotakeandafterwards,hewouldplainthathehadpicked5)_______________________.?HowtounderstandthepoemWhenfacedwithtwopaths,peoplehavenochoicebuttomakeadecisionandseewhatwillhappen.Manypeopleassumethatthepoetencouragesthereadertotake6)_____________________throughlife.Youcanhaveyourownunderstandingofthepoem.答案：1)1963;2)four;3)thehumancondition;4)longwalks;5)thewrongone/path;6)thedifficultpath.●通過觀看一個介紹羅布特?弗羅斯特和他的詩歌《未選擇的路》的創(chuàng)作背景的視頻，深化學生對詩歌內容和蘊含哲理的理解。12mins應用實踐Activity4SpeakingInpairs,discussthepoem“TheRoadNotTaken”.Usethefollowingquestionsandexpressionstohelpyou.1)Whatmessagedoyouthinkthepoemistryingtogetacrosstoreaders?2)Haveyoueverbeeninasimilarsituation?Connectyourpersonalexperiencewiththepoem.Usethefollowingexpressionstohelpwithyou:Confirmingunderstanding?Thelistener...?...?oyoumean...2)Areyousaying...?...3)Ithinkyoumean...AmIright??Thespeaker1)DoyouknowwhatImean?2)Doyouseemypoint?3)YouunderstandwhatImean,don’tyou?答案：1)“TheRoadNotTaken”presentsthepoetandthereaderwithadilemma.Thecentralmessageisthatinlifeweareoftenpresentedwithchoices.Whenmakingachoice,oneisrequiredtomakeadecision.Viewingachoiceasaforkinapath,weunderstandthatwecanonlychooseonedirectionoranother,butnotboth.Anypersonwhohasmadeachoicewillagreethatitishumannaturetocontemplate“if...if...”aboutthedirectionyoudidnotchoose.Butwhoknowswhatthefutureholdsdowntheroad?Thepoetimpliesthatwhenheisolder,hemightlookbackatthisturningpointinhislife—themorninghetooktheroadlesstravelled,becausetakingthatparticularroutealteredhislifeinsomeway.2)A:Thepoem“TheRoadNotTaken”isgreat.IlikeRobertFrost’shonestanddirectstyleinthispoem.Itfeelsconversational—likeheisspeakingtome.DoyouknowwhatImean?B:Definitely!Throughoutthepoemthespeakerusestheword‘I’,soheseemstobetellingmehisownexperiences.Whenreadingit,IfeellikeIamalsowalkinginthosewoods.A:Iagree!IalsolikeFrost’swayofusingruralscenestoexplorethedeepquestionsaboutlife.Heusesthemetaphorofthetworoadstodescribetheissueofmakingchoices.Atthestartofthepoem,thespeakersoundsresignedwhiletheimagerycaptureshisfeelingsofuncertaintyandregretverywell.Butbytheendofthepoem,weknowhehasacceptedhischoice,whichiswonderful!B:Areyousayingthatbecausemakingdecisionsissometimesdifficult,weshouldacceptthefeelingswehaveandtrustinthechoicewe’vemade?A:Yes,andIcanrelatetothepoembecauseIcameacrosstwodivergingroadsrecently.B:Whathappened?A:Well,Ihadtomakeadecisionwhethertocontinueviolinlessonsorcalligraphyclasses.IjuststartedcalligraphyandI’vebeenlearningtheviolinforeightyearsalready.UnfortunatelyIdon’thaveenoughtimeforboth.B:Whichonedidyouchoose?A:IchosecalligraphybecauseitinterestsmeeventhoughIamnotverygoodatit.B:Doyoumeanthatyouchose“theonelesstraveledby”?A:Exactly!Iwonderifchoosingitwillmakeallthedifferencetomylife!B:I’msureitwill!Activity5WritingWriteanarticleaboutyourunderstandingof“TheRoadNotTaken”.UseyourideasfrompartCandtheinformationinpartsAandBtohelpyou.Planningthewriting.LearningaboutthetexttypeAnarticleaboutyourunderstandingofapoemiscalledapoetryreview,inwhichyoudescribethesymbolicmeaningofthewordsandimagesinapoem,andprovideapersonalunderstandingofthepoem.LearningaboutthestructureIntroducethepoetandthepoembriefly.Introducethepoetandthepoembriefly.BeginningAnalyseandevaluatetheartisticcharacteristicsofthepoem.Analyseandevaluatetheartisticcharacteristicsofthepoem.(sound/images/figurativedevices)BodyBodyGiveyourunderstandingofthepoem’Giveyourunderstandingofthepoem’smeaning.(personalexperience/emotion)Ending3)LearningaboutthelanguageUsethefollowingexpressionstohelpwithyourwriting..../from.../in.../I.../frommypointofview,.../inmyeyes,.../Ithink/find/suppose/assume.../myopinion/view/belief/impressionisthat.../asforme,.../itseemstomethat...Finishyourwriting.Checkingyourwriting.Remembertocheckyourwritingafteryoufinishandexchangedraftsbetweenyouandyourpartner.Payattentiontothefollowingaspects:★Punctuation ★Spelling★Grammar ★Choiceofwords★Style(formal/informal) ★Structure1)Selfreview①Isyourunderstandingofthepoemconveyedinaclearway?②Whatdoyoufindthehardestwhenwritingthearticle?2)Peerreview①Doesyourpartneragreewithyouonyourunderstandingofthepoem?②Howcanyouimproveyourwritingtomakeitmoreconvincing?答案：possibleversion:Understanding“TheRoadNotTaken”“TheRoadNotTaken”isapoemwrittenbyRobertFrost,afamousAmericanpoet.Frostisknownforhishonestanddirectstylewhichmakeshispoemsfeelconversational.Thispoemusesthefirstpersonperspectivethroughout,suchasinthefirststanza,“Andbeonetraveler,longIstood”,sothespeakerissharinghisownexperienceswithus.Frostalsousesruralscenestoexploredeepquestionsaboutlife,andmetaphorandimageryareemployedtorepresentthefeelingswehavewhenfacedwithdecisions.Inthefirststanza,thereadersareaskedtovisualizedivergingroadsasthechoiceswearefacedwith.Thenitcontinuestoconnectwithemotionswefeelduringthedecisionmakingprocess.Forexample,regretisexpressedintheline,“AndsorryIcouldnottravelboth”.Thesecondandthirdstanzasfocusontheexplanationswegiveforthechoiceswehavemade.Thespeakerjustifieshischoiceoftakingthemoremysteriousroad,whenhesays,“Becauseitwasgrassyandwantedwear”.But,instanzathreeweknowthatheisstillthinkingabouttheothermoretraveledroadwhenhesays,“Oh,Ikeptthefirstforanotherday!”However,bythefinalstanza,thespeakerexpressesacceptanceofhischoice,“Itooktheonelesstraveledby,/Andthathasmadeallthedifference.”Justasinourlives,weshouldacceptthechoiceswemake.ThispoemmakesmerecallatimewhenIhadeacrosstwodivergingroadsinmylife.Ihadtochoosebetweencontinuingmyviolinlessonsandtakingcalligraphyclasses.Calligraphywas“theonelesstraveledby”formebecauseIhadjuststartedlearningit,andthatistheoneIselected.Iamwonderingifchoosingitwillmakeallthedifferencetomylife.ItseemsthatIwillfindoutasIcontinuedownthispath.Activity6LanguagePointsUnderlinetheimportantwordsandphrases.1)起決定性作用;2)代表;3)走艱難的那條路;4)從……獲得靈感;5)某人抱怨……;6)面臨……;7)除了……別無選擇;8)某人認為……;9)對……有自己的理解;10)傳達，傳遞。答案：1)makeallthedifference;2)standfor;3)takethedifficultpath;4)beinspiredby;5)sb.plainthat...;6)befacedwith...;7)havenochoicebuttodosth.;8)sb.assumethat...;9)haveone’sownunderstandingofsth.;10)getacross.●通過分組進行討論，幫助學生運用所積累的語言素材和給到的語言支架，進行口頭輸出，確定寫作中的子話題，為接下來的寫作任務做準備?！裢ㄟ^梳理撰寫詩歌評論的文章結構和語言素材，幫助學生獨立地開展寫作任務，提高他們創(chuàng)造性表達自己觀點的能力?！穹e累重點短語，使學生具備更多跟單元主題相關的語言知識。35minsActivity6Summary總結寫詩歌評論的文章的結構?！裢ㄟ^總結撰寫詩歌評論的結構，回顧本課重點，加深學生對于所學內容的理解。1minActivity8Assessment展示評價表，供學生對自己本節(jié)課中的表現(xiàn)及所學情況進行自我評價?！裢ㄟ^自我評價，幫助學生了解自己的學習情況，提高學習的積極性和主動性。3mins遷移創(chuàng)新作業(yè)內容1.FinishpartBonpage7879.1)RobertBurnsisconsideredtobethenationalpoetofScotland.ListentotheradioprogrammeintroducingRobertBurnsandpletethenotesbelow.ThetimelineofeventsinRobertBurns'slife1759:RobertBurnswasborninAyrshire,Scotland.①______:RobertBurnsstartedwritingpoems.②______:RobertBurns'sfatherdied.1786:RobertBurnspublishedhisfirstbookofpoetry.③______:RobertBurnsbeganworkingasataxcollector.④______:RobertBurnspas