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人教版选择性必修三Unit 5 POEMS第一至二课时
Opening page, Reading andThinking教学设计
Ⅰ. Teaching content:
Student Book: Opening Page + Reading and Thinking
Ⅱ. Content analysis:
Topic context: human and society
Sub-topic: literature, art, and culture
Activity topic: Appreciate different forms of English poems
Text type: Expository (a few simple forms of English poems)
Duration of teaching: Two classes
Ⅲ. Text analysis:
Opening page
[What]: The opening page of the unit quotes the last few lines of American poet Robert Frost's poem "The Road Not Taken": "Two roads diverged in a yellow wood, and I took the one less traveled by, and that has made all the difference." This is a famous philosophical lyrical poem, and the poet uses the image of the fork in the woods to explain how to make choices in life.
[How]: The theme map of this unit vividly shows two roads extending in different directions, which perfectly echoes the description in the poem.
[Why]: Presenting this picture and quotation, not only allows students to better understand the content of the poem, but also inspires them to think about their own life choices and future paths.
Reading and Thinking
[What]: This reading text is an expository text with a typical "general-division-general" structure. The first paragraph briefly summarizes the value, meaning, and characteristics of poetry, indicating that the core content of this article is to introduce several simple forms of English poems. The second to fifth paragraphs respectively describe the characteristics of nursery rhymes, list poems, five-line poems, and haiku, while the paragraphs also list relevant poems for students to read and recite. The sixth paragraph mentions the translation of Tang poetry, and lists the poem "Waiting for Husband Stone" by the Chinese Tang dynasty poet Wang Jian. The last paragraph encourages students to imitate and create English poems.
[How]: The article demonstrates the language styles and rhythms of different types of poems through specific examples such as folk songs, children's songs, and humorous poems.
[Why]: Understanding these basic forms of poetry helps students appreciate and create English poems better, cultivating their aesthetic taste and creativity.
Ⅳ. Analysis of student learning situation:
The target audience of this class is high school students in Grade 12. At this stage, students have acquired certain English language knowledge and reading ability, but they have relatively little understanding of poetry as a literary form. Moreover, students' interest and appreciation level for poetry varies widely, so it is necessary to stimulate their learning enthusiasm and aesthetic ability through guidance and inspiration. In addition, students still have some difficulties in language expression and writing, which requires them to practice imitation and exercises to improve their language proficiency.
Ⅴ. Teaching objectives and quality requirements:
1. Knowledge ability:
Allow students to understand and master several simple forms of English poetry, including their characteristics, structures, and common themes.
Develop students' ability to recognize and distinguish different types of English poetry.
2. Learning ability:
Through independent reading and group discussion, improve students' reading comprehension and information extraction abilities. Guide students to master simple techniques for creating English poetry through imitation and practice.
3. Cultural awareness:
Through learning and appreciating different types of English poetry, enhance students' understanding of English national culture and history.
Develop students' respect and appreciation for multiculturalism.
4. Thinking quality:
Encourage students to use critical thinking and creative thinking when reading and analyzing poems.
Foster students' imagination and innovation spirit through poetry creation activities.
Ⅵ. Key points of teaching:
Guide students to observe and master the characteristics of the text;
Guide students to quickly and effectively obtain information and organize and summarize information about several types of poetry forms, names, characteristics, and relevant poems;
Inspire students to analyze poetry works and express their feelings.
Ⅶ. Difficulties in teaching:
How to guide students to understand and appreciate the deep meaning and artistic charm of poetry.
How to stimulate students' creative inspiration and help them complete simple poetry creation tasks.
Ⅷ. Teaching methods:
Explanatory method: Explain the basic knowledge and characteristics of poetry;
Discussion method: Organize students to discuss their understanding and feelings of poetry;
Practical method: Guide students to create poetry.
Learning strategies:
Guide students to learn through autonomous reading, cooperative exploration, and practical operations, cultivate their autonomy and cooperation.
Ⅸ. Teaching Procedures:
Part 1 Opening page
Step 1 Lead in
1.Show the photo on the Opening page and ask students to observe and describe it in their own words.
2.Show the quote on the photo, and guide students to discuss the following questions:
●Why did the poet take the road less travelled by
●What difference do you think it had made to the poet
●What emotion or feeling do you think the poet wanted to convey
Design Intention: To stimulate students' interest in learning by displaying photos and quoting texts, guiding them into a state of learning poetry. Through describing the photos and discussing the poet's choices, students' observational and imaginative skills are developed, while simultaneously prompting them to consider the importance of life choices and decision-making.
Step 2 Presentation
Present the photo of the poet Robert Frost and the explanation of the quote.
Design Intention: Through presenting a photo of poet Robert Frost and explaining the quote, students are helped to better understand the poet and the background of the poem, laying the foundation for subsequent learning and comprehension.
Step 3 Watch and Admire
Show a beautiful video about the recitation the the poem 《The Road not Taken》and let students admire the beauty of this poem.
Design Intentionion: Through presenting a beautiful video, students are allowed to appreciate the rhythm and beauty of poetry, sparking their interest and love for poetry. Meanwhile, students experience the emotions and imagery of the poem, improving their aesthetic ability and imagination.
Part 2 Reading and Thinking
Step 1 Warm up
Activity 1:Guide students to take a quize by reciting the Chinese traditional poems according to their English translation.
Activity 2: Show the lines of the poems and let students observe the similarities of the words underlined as well as their meanings, themes, etc..
Activity 3: Check and sum up together.
Design Intention: Through a series of activities, students review previous knowledge and get ready for subsequent learning. Meanwhile, by using group cooperation and competition, students' learning interest and enthusiasm are stimulated.
Step 2 Pre-reading
Task 1 Discussion
Compared with other forms of literature such as the novel, drama, and the short story, what are the characteristics of poetry
Task 2 Braintorm
Why do you think people write poems
Design Intention: Through discussion and brainstorming, this step aims to guide students in contemplating the characteristics and significance of poetry. It also helps students understand basic concepts and categories of poetry, laying the groundwork for subsequent learning.
Step 3 Skimming
Task 1 Read for the main idea of the text.
Task 2 Read for the structure of the text.
Task 3 Read for information.
How many types of English poems are mentioned What are they
Design Intention: By reading the text quickly and answering questions, this step assists students in grasping the main content and structure of the text. It also cultivates students' reading speed and accuracy.
Step 4 Scanning
Task 1 Read and answer
●What are the two important points mentioned in paragraph 1
●What raesons are mentioned
●According to the text, what are the characteristics of poetry
Task 2 Read and fill
1.Read paragraph 2-6 and fill in the chart below.
2.Check the answers
Design Intention: Through careful reading of the text and answering questions, this step helps students gain a deeper understanding of the text's details and meanings, while also enhancing their reading precision and depth.
Step 5 Comprehension
Activity 1 Tips on poetry comprehension
Activity 2 Presentation
Show the poems and play the recordings of these poems one by one.
Guide students to comprehend the poems through some tasks.
Show the Tang Poem and the Chinese version for students to admire and compare, and then aks students to share their opinions on their the one they prefer.
Design Intention: Through a series of activities, this step aims to help students test their understanding of poetry and provide them with useful poetry appreciation techniques. Additionally, by presenting Tang poetry and its English versions, and comparing and analyzing them, it cultivates students' cross-cultural communication skills and literary attainment.
Step 6 Recitation Competition
Give students some tips on how to recite a poem well and then allow them to practice in the limited time.
Design Intention: Through a recitation contest, students have the opportunity to practice and demonstrate their understanding and expression of poetry. By providing recitation techniques, the activity helps students improve their pronunciation, intonation, emotional expression, and stage presence, further deepening their understanding of poetry.
Step 7 Discussion
If you ran into such a crossroad in a forest, what would you do Why
Design Intention: The discussion section guides students to reflect on and share their thoughts and choices when faced with significant life decisions. This helps cultivate students' critical thinking, decision-making abilities, and communication skills.
Step 8 Assignment
●Which poem do you like best Why
●Choose one or some types of the poems we have learned, and compose your own poems based on their characteristics.
Design Intention: Homework tasks give students the opportunity to deeply contemplate and express their preferences and understanding of poetry. Additionally, it encourages students to try composing their own poetry, fostering their creativity and imagination.

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