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Unit 8 Literature教案设计
Lesson 2 Poetry板块教学设计 （建议时长40-45分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会
内容分析 第一个听力语篇是美国诗人罗伯特·弗罗斯特的《雪夜林畔小驻》。 全诗用简单质朴的语言讲述了一个夜行的旅者在树林边驻足欣赏大雪纷飞的景象，尽管旅人认为风景很美，在深思之后，他意识到尽管在四周寂静的环境中，但他还是要遵守承诺。他必须肩负起对国家、对社会、对家庭、对自己的责任与义务，他要继续前进。全诗紧密围绕“人生即旅途”这一核心层层铺展开来。 第二个听力语篇是英国诗人威廉·华兹华斯的《水仙花》。诗人在独自漫步时，忽然发现湖边一大片金黄色的水仙在微风中摇曳起舞。大自然这奇妙的美景不仅使诗人心旷神怡，而且成为他美好的回忆，在他孤寂无聊的时候给予安慰和快乐。华兹华斯在平静中追忆和咀嚼，写出了这首水仙诗。
教学目标 通过听获取与诗歌有关的的事实性信息； 使用文学修辞手法分析诗歌，体会诗歌特有的意象韵律之美； 学会解读诗人们表达的思想情感，感悟自然、生命和生活之美； 进行简单的英文诗歌创作。
教学重点 引导学生通过阅读材料和听录音获取细节信息。
教学难点 使用文学修辞手法分析诗歌，体会诗歌特有的意象韵律之美。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before listening Activity 1 Activate and share T asks Ss what their favourite poem is, either in English or Chinese. Read it aloud and say why they like it. Ss think about what their favourite poem is, either in English or Chinese. Read it aloud and say why they like it. Students are trained to obtain information from multi-modal texts.
While listening Activity 1 Observe and predict T asks Ss to read the poem “Stopping by Woods on a Snowy Evening”. Try to work out the missing words. Ss develop ability to predict and improve their listening ability. Predict before listening. Get twice the result with half the effort.
Activity 2 Listen and check T asks Ss to listen to the poem and check their predictions. Fill in the blanks in Exercise 3. Ss listen to the poem and check their predictions. Fill in the blanks in Exercise 3. Guide students to grasp the main content from the listening text and obtain relevant information; guide students to pay attention to the internal logic of the topic.
Activity 3 Listen and explain T asks Ss to explain the meaning of the poem in their own words. Ss explain the meaning of the poem in their own words. Appreciate the beauty of language.
Activity 4 Listen for specific information T asks Ss to listen to the poem. Answer the questions. ①Why did the writer stop by the woods ②Why did the horse give the harness bells a shake ③Why couldn’t the writer stay longer in the woods Ss listen again and take notes as they listen. Further strengthen the language ability to obtain detailed information and arouse students’ emotional resonance.
After listening Express yourself T asks Ss what the effect of the repetition in the last lines of the poem is. Ss think about what the effect of the repetition in the last lines of the poem is. Help students to deepen their understanding of the theme and characters on the basis of known information.
Summarize T asks Ss to read the two poems again. Underline and talk about the literary devices the two poets used to express their feelings. In pairs Ss read the two poems again. Underline and talk about the literary devices the two poets used to express their feelings. Improve the student’ ability of induction and improve in the summary.
Review Express yourself Both Robert Frost and William Wordsworth expressed their deep love and appreciation of nature in their poems. Discuss the different ways they expressed their appreciation. Find examples. Ss discuss the different ways they expressed their appreciation, find examples and improve oral expression ability. Learn the new by reviewing the old.
Quiz T asks Ss to use the correct form of the words below to replace the words or phrases in italics in the text. Ss use the correct form of the words below to replace the words or phrases in italics in the text. Practice makes perfect.
Self- evaluation T asks Ss to check the things they did in this lesson. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short poem, expressing their love or appreciation of something. Read it aloud to the class. Students write a short poem, expressing their love or appreciation of something. Read it aloud to the class. Students promote writing by reading, and stimulate writing enthusiasm effectively.

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