高中英语牛津译林版 (2019)选择性必修 第一册Extended reading教学设计

这是一份高中英语牛津译林版 (2019)选择性必修 第一册Extended reading教学设计，共5页。教案主要包含了Pre-writing，While-writing，After-writing，Summary等内容，欢迎下载使用。

科目：英语 课题：Integrated Skills 课时：1课时
教学目标与核心素养：
知识目标：抓住诗歌《未选择的路》的主旨。
能力目标：揭示诗人试图传达的信息；分析罗伯特·弗罗斯特在这首诗中的写作风格。
情感目标：将他们的个人经历与这首诗联系起来，写篇文章阐述他们对这首诗歌的理解。
教学重难点：
教学重点：抓住诗歌《未选择的路》的主旨。
教学难点：揭示诗人试图传达的信息；分析罗伯特·弗罗斯特在这首诗中的写作风格。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-writing
1. Greeting
2. Leading-in
教师活动：教师播放The Rad Nt Taken的音频，思考下面的问题。
Are there any repeated wrds, rhymes r ther special sund effects in this pem?
In the first stanza, there is a line "Tw rads diverged in a yellw wd". And in the last stanza, there is an expressin "Tw rads diverged in a wd". These tw are almst the same.
This pem is written in rhyme. In each stanza, the last wrds f lines 1, 3, and 4 rhyme with each ther. And the last wrd f line 2 rhymes with the last wrd f line
5. (In the first stanza, the rhymed wrds are: "wd" "std" and "culd"; "bth" and "undergrwth". In the secnd stanza, the rhymed wrds are: "fair" "wear" and "there"; "claim" and "same". In the third stanza, the rhymed wrds are: "lay" "day" and "way"; "black" and "back". In the last stanza, the rhymed wrds are: "sigh" "I" and "by"; "hence" and "difference".
学生活动：再次听音频，回答下列问题。
(1) What did the pet d when he faced the tw rads and what might be his feeling?
He lked at them ne after anther as far as he culd and he felt undecided which t take.
(2) Which rad did the pet take finally and what did he think f his chice? Which lines shw his attitude t his chice?
He tk the less travelled rad even thugh he was uncertain whether he had made the right chice. The lines that shw his attitude are: "I dubted if I shuld ever cme back." and "I shall be telling this with a sigh".
(3) What image appears in yur mind when yu read the pem? What are the wrds and expressins that help yu see the image?
I see a peaceful wd in the cuntryside, where few peple g. I see this image frm the fllwing wrds and expressins: "Tw rads diverged in a yellw wd", "it bent in the undergrwth", "it was grassy and wanted wear", "In leaves n step had trdden black", etc.
(4) What d the tw rads in the pem symblize?
The rad itself symblizes the jurney f life. The image f the rad frking ff int tw paths symblizes the chices and pprtunities we are presented with, which ultimately lead us int the unknwn future that lies ahead f us.
二、While-writing
1. 教师播放视频，学生在视频完成后完成B1部分。
(1) What is Rbert Frst's writing style like?
Hnest and direct.
(2) When was "The Rad Nt Taken" first published?
In 1915.
(3)What des the image f the tw rads stand fr?
Any chice in life.
(4) What was the difficult path the pet tk?
Cntinuing t write pems even thugh his petic career was nt successful in the beginning.
2. 教师活动：让学生再次观看视频，完成B2的表格。
答案：(1) 1963 (2) fur (3) the human cnditin (4) lng walks (5) the wrng ne/path (6) the difficult path
3. 教师活动：让学生分组讨论下列问题。
(1) What message d yu think the pem is trying t get acrss t readers?
"The Rad Nt Taken" suddenly presents the pet and the reader with a dilemma. The central message is that, in life, we are ften presented with chices. When making a chice, ne is required t make a decisin. Viewing a chice as a frk in a path, it becmes clear that we can nly chse ne directin r anther, but nt bth. Any persn wh has made a decisive chice will agree that it is human nature t cntemplate the "What if ..." f the chice yu did nt make. But wh knws what the future hlds dwn the rad? The pet implies that, when he is lder, he might lk back at this turning pint in his life, the mrning he tk the rad less travelled, because taking that particular rute cmpletely altered his way f being.
(2) Have yu ever been in a similar situatin? Cnnect yur persnal experience with the pem.
Yes. Standing at a crssrad, with fur rads t chse frm and with limited knwledge n where I shuld g, I dn’t really knw where a rad will lead me until I take it. The nly thing I have pwer ver is the decisins that I will make, and hw I will react t different situatins.
4. 教师活动：如何写诗歌评论
诗歌饱含着作者的思想感情与想象，语言凝练而形象性强，具有鲜明的节奏、和谐的音韵，富于音乐美。
诗评，即对诗歌的评论。写诗评时通常包含三个步骤：首先，简要介绍诗作和诗人；其次，分析和评价这首诗的艺术特征，如它的韵律、形象、比喻手法、点睛之笔等；最后，分析作者想要表达的情感，给出你对这首诗的理解，在这一部分最好结合个人经历或情感。
常用表达
①The pem was written in 1780, when the writer was in his fifties.
②The writer wrte this pem fr his friend, wh was leaving fr...
③This pem cnveys the authr's sadness at being far frm his hme and family.
④Li Bai must be ne f the mst famus pets in the wrld.
⑤His pems enjy great ppularity at hme and abrad.
⑥The md f this pem is quite pessimistic because the authr is saying gdbye t his friend, nt knwing hw lng he will be away.
⑦Many f his pems reflect the histry and culture, giving yu vivid pictures f peple's life hundreds f years ag.
⑧The pem uses simple language and has strng rhythm, making it easy t learn and recite.
⑨The line written by Wang B "A bsm friend afar brings a distant land near" wipes away the srrw f departure and has becme a famus saying t express friendship.
⑩Yu need t have a brief understanding f the histry f the Tang Dynasty t appreciate the pem well.
三、After-writing
学生活动：学生独立完成文章写作并与同伴互换检查。
教师活动：邀请几位同学展示他们的作品。
四、Summary
总结课上所学。
· Learning abut the text type
An article abut yur understanding f a pem is called a petry review, in which yu describe the symblic meaning f the wrds and images in a pem, and prvide a persnal understanding f the pem.
· Learning abut the structure
When writing an article abut yur understanding f the pem, yu can fllw the structure belw:
> Intrduce the pet and the pem briefly.
> Analyse and evaluate the artistic characteristics f the pem, such as its sund, images and figurative devices.
> Give yur understanding f the pem's meaning. It is a gd idea t refer t yur persnal experience r emtin in this part.
· Learning abut the language
T express yur pinin, yu can use expressins such as in my pinin, frm my pint f view, in my eyes, I think/find/suppse/assume, my pinin/view/belief/ impressin is that, as fr me, and it seems t me that.
作业布置：复习本节内容，完成同步练习。