新版譯林高中英語課件教案練習(xí)2020-2021學(xué)年牛津譯林版（2020）選擇性必修一Unit4 Integrated skills 1教案

PAGE第2頁共3頁Book1Unit4ExploringpoetryIntegratedskills1Interpretingapoem一、教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.graspthethemeofthepoem“TheRoadNotTaken”;2.revealthemessagethepoettriestogetacross;3.analyseRobertFrost’swritingstyleusedinthispoem;4.connecttheirpersonalexperiencewiththispoem.二、教學(xué)重難點1.Topracticeone’slistening,readingandspeakingskillsincontexts;2.Togetindependentandtrueinsightintothepoem.三、教學(xué)過程步驟教學(xué)活動設(shè)計意圖互動時間/模式Lead-inStep1Theteachershowsstudentsapictureofabeautifulwoodwithtworoadsdivergedandaskthequestion.Supposeyoutravelalonetosuchawoodandnowhavetochooseoneoftheroadswhileyouhavenoideawhereeitherofthemwillleadyouto,tellmewhichroadyouwilltakeandexplainwhy.設(shè)計情境導(dǎo)入，幫助學(xué)生快速進入本課主題，為后續(xù)的活動做好鋪墊。5’IndividualWorkListeningStep2Theteacherhasstudentslistentothepoemandtrytofindtheanswerstothefollowingquestions.1.Whereisthewritertravelling?2.Whatdoeshehavetodo?3.Whatisthewoodlikeinthewriter’seyes?通過聽力材料培養(yǎng)學(xué)生理解大意、抓住細節(jié)、獲取與梳理信息的能力，并讓學(xué)生運用已有的知識與經(jīng)驗解決問題，直接、簡潔、有效地進行基于語篇的學(xué)習(xí)活動。12’IndividualWorkReadingStep31.Theteacherhasstudentsreadthepoemcarefullyandanswerthefollowingquestions.(1)Whatdidthewriterdowhenhefacedthetworoadsandwhatmightbehisfeeling?(2)Whichroaddidthewritertakefinallyandwhatdidhethinkofhischoice?Whichlinesshowhisattitudetohischoice?(3)Whatimagedoyouseeofthewoodwhenyoureadthepoem?Thatis,whatpictureappearsinyourmindwhenyoureadthepoem?Whatarethewordsandsentencesthathelpyouseetheimage?(4)Whatdoyouthinkthetworoadsinthepoemsymbolize?2.Theteacherhasstudentsreadaloudthepoeminchoruswithfeelingsandimagination,payingspecialattentiontotherhythmandrhymesofthepoem.首先，采用誦讀方式，引導(dǎo)學(xué)生邊讀邊想象語言文字所描寫的情境；然后，再讓學(xué)生用語言文字把想象中的畫面描述出來，加深印象，提高感悟能力，豐富語言積累，提高審美情趣和文學(xué)素養(yǎng)。12’IndividualWorkClassWorkVideotimeStep41.TheteacherhasstudentswatchthevideoandanswerthequestionsinB1onPage51.2.TheteacherhasstudentswatchthevideoagainandcompletethenotesinB2onPage51inpairs.3.Theteacherhasstudentsrecitepartofthepoemwithaffectionbasedontheirinterpretationinpairs.視覺畫面為理解提供了豐富的線索，讓學(xué)生真切體會語言運用的場景，通過背誦詩歌，幫助學(xué)生理解詩歌內(nèi)涵，形成文化品格，提升學(xué)科素養(yǎng)。14’PairWorkClassWor