Unit4IntegratedSkills公開課說課課件-高中英語牛津譯林版（2020）選擇性

Unit4ExploringpoetryIntegratedskills(I)Lead-in1

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RobertFrost（1874-1963）BorninSanFrancisco,California;Anessentiallypastoral(田園的)poet,usingtheruralworldasasourceofsymbols;Honoredfrequentlyduringhislifetime,receivingfourPulitzerPrizes.ABoy’sWill1913<<一個男孩的意愿>>CollectedPoems1930<<詩集>>AFurtherRange1936<<又一片牧場>>AWitnessTree1942<<見證樹>>

Canyoupredictwhatwillbetalkedabout？Appreciation2

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Aspectsofapoemsoundimagemeaning&themestyleAppreciation2

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Aspectsofapoemsoundimagemeaning&themestyleTheRoadNotTaken

Tworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,Thepoemismadeupof4stanzas(詩節(jié))withthesamerhymescheme(押韻格式)abaab,rhymingrespectively___________________________________,合法權(quán)利磨損行人林木下的灌木叢分叉此后/?//??/，/e?//e?/，/e?//?/，/a?//en/TheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,Thepoemismadeupof4stanzas(詩節(jié))withthesamerhymescheme(押韻格式)abaab,rhymingrespectively___________________________________,whichconveys____________________________effect./?//??/，/e?//e?/，/e?//?/，/a?//en/awindingandslowlyadvancing合法權(quán)利磨損行人林木下的灌木叢分叉此后TheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,Thepoetstoodinfrontoftworoadsdiverginginayellowwood,hesitating.合法權(quán)利磨損行人林木下的灌木叢分叉此后Appreciation2

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Aspectsofapoemsoundimagemeaning&themestyleTheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,Readthepoemaginandthink:what’stheexactmeaningofeachstanza?合法權(quán)利磨損行人林木下的灌木叢分叉此后TheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,Thespeakeristhinkingofchoosingtheotherroad,whichislesstraveled,“grassyandwantedwear”atfirstsightalthoughactuallytheyareaboutsimilarlywornbythosewhopassedby.What’stheexactmeaningofeachstanza?TheRoadNotTakenWhat’stheexactmeaningofeachstanza?Hechoosestheotherroadbutstilllongsforthefirstone,hopingthatsomedayhewouldgoback.Butheknowsclearlythatwayswillleadontoways.Hewillnothavesuchanopportunity.

TheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,Describethechangingprocessofthespeaker’sresponseandcorrespondingmentalstatetothetwodivergingroadsinamind-mapwithinyourgroup.

Wouldthespeakerbesatisfiedifhechose

thefirstroad?Themediscussion:1.Whatdothetworoadsstandfor?2.What’sthepointofwritingthepoemsincethereisn’tabestchoiceandchoosingeitherbringsregret?1.Thetwopathssymbolizethechoicesandopportunitiesthatrequirepeopletojudgeandweigh.2.Remainingundecideduponsuchchoicesisthenormofthereallife,andrecordingthestateofloopingbackandforthandfinallybeingresignedpaysgreattributetolife’sauthenticity.However,althoughthereisn’tabestchoice,choosingoneisnecessaryanditistheroadthatonechoosesthatmakeshimthemanwhoheis.

Appreciation2

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Aspectsofapoemsoundimagemeaning&themestyleTheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,Readthepoemagainandthink:what’sthestyleofthepoem’slanguage?Whateffectdoesitconvey?TheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,1.It’ssimplewithprofoundmeanings.Itconveysmuchdeepersensethanthesuperficialcontent.Andthepoetavoidedanyspecificreferencetothetworoads,leavinggreatspaceforreaderstoexplorewiththeirownlifeexperience.TheRoadNotTakenTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth;Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame,2.Therepetivelanguageshowthattheimageoftworoadsdiverginginawoodemergesinthespeaker’smindoverandoveragain,lastingforages,whichimplicitlysuggestshishesitantandfinallyresignedmentalstate.Review3Step

WatchthevideoandfinishB2.1963fourthehumanconditionlongwalksthewrongpath/onethedifficultpathRecitethepoem.HomeworkTeachingDesignTeachingmaterialanalysis選必一U4ExploringpoetryTheRoadnotTakenThisisaclassicpoembyRobertFrostdisplayingthedilemmaoflife,whichisanormoftherealworld.Itisalsoabeautifulpoemwithstrongpersonalstyleofsimplicityandprofundity.StudentsanalysisTeachingobjects1.havebasicknowledgeaboutthepoetRobertFrost;2.appreciatethesound,image,meaning,themeandstyleofthepoem;3.improvepoetryappreciationability.TeachingphilosophyStudents-orientedLife-orientedOutput&inputTeachingmethodsCommunicativeapproachTask-basedapproachTeachingkeypointAppreciatethesound,image,meaning,theme,andstyleofthepoemTeachingprocedureBriefintroductionofthepoetRobertFrost.Aim:havestudentspreparedfortheunderstandindofthecontentandstyleofthepoem.

Canyoupredictwhatwillbetalkedabout？Aim:havestudentsknowtheaspectstheyaregoingtoappreciate.

Aspectsofapoemsoundimagemeaning&themestyleAim:feelthesoudeffectandgetaroughimpression