新課程開發(fā)-詩歌the road not1.了解RobertFrost及他的一些詩作如4次獲獎

課型名稱：Literature,Actionand教學內(nèi)容：TheRoadNot一、TeachingObjectives（教學目標知識、能力目TheRoadNotTaken的影響及這首詩的創(chuàng)作背景以更好理對詩歌中意象的分析road,yellow學會從語篇結(jié)構(gòu)、象征手法及創(chuàng)建情景模型來詩歌在理解詩歌的基礎(chǔ)上，能對不同的翻譯進行鑒賞、辨析，并通過練習、對比提高自己的翻譯能力；總結(jié)詩歌主旨并能從詩歌中受到啟二、Teachingmethods（教學方法和教學教學方法：Audiolingual教學：三、TeachingProcedures（教學步驟Step1LeadShowstudentsapoemfromPEPGrade7Chinesetextbook,somestudentsmayhavelearnedittoleadinTheRoadNotTaken;AskSstotranslatetheChineseoneintoGiveintroductiontoRobertFrostandothers’evaluationtohim;play ofhisreadingpoematJ.F.Kennedy’sinaugurationandinformstudentsofhisanotherfamouspoemStopbyWoodsonaSnowyEvening.Introducethebackgroundofthepoem,heeverhesitatedaboutthelifecareer節(jié)課要學習的TheRoadNotTaken；RobertFrost20世紀最受歡迎的獲獎，在JFKennedy就職上朗讀詩作TheGiftOutright,并相關(guān)及他的另一首詩StopbyWoodsonaSnowy有濃厚，但未得認可，年近四十選擇放Step2languagePlayatoletstudentsfeeltworoadsdivergedinayellowwoodvisually,andasktheirchoiceandreason.yzeimages“tworoads”“woods”inthepoemandaskstudentstosharethetworoadsintheirlife.Inspirestudentstofindoutthesimilaritiesanddifferencesbetweentworoads,andseparaywhataretheroadtakenandnottakenlike.yzethepoet’smoodinthelaststanzaandhowdoyoufindoutit.yzinghowthepoet’shesitationexpressedamonglines.Encouragestudentstodrawastructuremapbasedonthepoet’sattitudetowardsthetworoads.GivestudentstimetotranslateTheRoadNotTakenintoChinese,thenshowthem朗誦讓學生從視覺感受Tworoadsdivergedinayellowwood對road,yellowwoods這兩個意象進行分析，Road:lifecareerchoice;literarystylechoiceYellowwoods:life’sautumn40yearsold然后聯(lián)想本人而言是什么，并請學生asjustasfair，thepassingthereHadwornthemreallyaboutthe及兩條路的不同點grassyandwantedwear，lesstraveledby來啟發(fā)他們思考更次的“選擇lingthiswitha講解這首詩中詩人的心理是如何在字里如undergrowth:unknownfuture,thusuncertaintyofchoicetwoChinesetranslationversions.Withtheirunderstandingofthepoemtodistinguishwhichoneisbetter,andconcludehowtoimprovetheir8.SummarythethemeofthisThough:thetwoarethesameOh,Ikeptthefirstforanotherday!:Step3：Free放RobertFrost1.PlayTheRoadNotTakenreadRobertFrosthimself,studentsmayrepeatbytheirown. 給學生102.lstudentstrytorememberthepoemthroughthestructuremap,metaphoricalmeaningofthetworoadsan