Unit1LookingforwardsDevelopingideas教案-高中英语外研版选择性

Unit1LookingforwardsPeriod4Developingideas教案TopicTheRoadNotTakenTeacherTeachingAims:1.Getthestudentstounderstandthewholepassage.2.Improvestudents’abilityofreadinginformation.3.Mastersomeusageofkeysentences.4.Guidethestudentstounderstandtheconnotationofthepoem"TheRoadnotChosen".TeachingimportantPoints:1.Helpthestudentstogetthemainideabyreadingthepassage.2.Guidethestudentstoprehendthethemeofthepoemsoastodeepentheunderstandingoftheunittheme.Teachingdifficultpoints:1.Trainingthestudentstograsptheskillsoffastreadingandgettingthetext’sstructure..2.Stimulatethestudents’readinginterestsoflearningEnglishbyreadingthetext.Teachingmethods:TaskbasedLanguageTeachingTeachingtype:Reading课时oneTeachingprocedure:Teachingcontents:Step1:GreetingStep2:PrereadingStep3:FastreadingStep4:CarefulreadingStep5:PostreadingSummary:Homework:Greetthewholeclassasusual.Task1:GuidethestudentstoreadtheintroductionofauthorRobertFrosttoLearnaboutthelifeandachievementsofRobertFrost.Questions:1.WhatarethespecialfeaturesofFrost'spoetry?2.HaveyoureadanypoemswrittenbyRobertFrost?Shareonewiththeclass.Answers:1.TherearefourspecialfeaturesofFrost'spoetry:first,ithasbeenpraisedforitsnaturalthemesmostlysetintheruralareasofNewEngland;second,ithasbeenpraisedforhiscolloquialapproachtoAmericanlanguage;third,itgenerallyhasaregularrhythmandrhymeandiseasytoreadaloudandremember;andfinally,heoftenusedsimplesettingsinhispoemstoexploreplexpersonalandsocialthemes.2.Students'ownanswers.Task2:AsksomestudentstoreadafavoritepoembyRobertFrostfirst.Thenletthestudentsintroduceorsharethesentencestheyareinterestedintotheclass.Task1:Askthestudentstoobservethebackgroundpicturesofthetextindependentlyandthinkaboutthemeaningofthepictures.Task2.Findoutthemainideaofthepassage.Task3.Letthestudentsreadthetextquicklyandthenanswerthefollowingquestions.1.Whatcanweknowfromthefirstparagraph?A.ThepoemTheRoadNotTakenisthemostfamousAmericanpoemofalltime.B.ThepoemTheRoadNotTakenoftenappearsontelevisionmercials.C.PeopleseldomquotelinesofthepoemTheRoadNotTakenintheirspeeches.D.ThepoemTheRoadNotTakeniswellknownforitsthoughtfulinsightsintonature.2.Whatistheauthor'sopinionaboutthechoicewemakeaccordingtothetext?A.Wecangobackalthoughwehavemadeachoiceinallcircumstances.B.Allthechoiceswemadecanleadtoaspecificconsequence.C.Allwecandoaftermakingachoiceislookforwardwithoutregret.D.Weshouldneverdoubtthechoicewehavealreadymade.3.WhichofthefollowingisRIGHTaccordingtothewholetext?A.Partly,theartofdecisionmakingislearningtomakethemostofourdecisions.B.Weshouldneverlookbackonourdecisionswithregret.C.Oncewehavemadeachoicebetweenthetwooffers,weshouldneverthinkoftheotherone.D.Weshouldneverchoosethe“lesstraveled〞road.参考答案：13BBAAskthestudentstoreadthetextcarefullyandfinishthefollowingtasks.Task1:Playthetapeandguidethestudentstoreadtheoriginaltextofthepoemagaintofurtherunderstandthegeneralideaofthepoemandfeelthebeautyoftherhyme.Task2:Guidethestudentstoreadtheinterpretationpartattheendofthepoeminsectionstohaveadeepunderstandingoftheartisticconceptionofthepoemandthefeelingsconveyedbytheauthorthroughthepoem.Task3:Asksomestudentstosharetheirunderstandingandfeelings.Task4:Askthestudentstopletethetableonpage12withinformationfromthepassage.Answers:beingunabletotakebothroadsisgrassyandwantswear3.thepassingtherehaswornthetworoadsreallyaboutthesame4.hewilltakethefirstroad5.ifheshouldevereback6.madeallthedifference7.howourlivesprogressandchange8.whetherwemadetherightchoice9.befacingourfuturewithenergyandoptimism,forthechoicesareoursonlyTask5:Playtherecordingofthepoemagain.Askthestudentstolistentotherecordingandimitatereadingthepoem.Guidethestudentstoreadanotherinterpretationofthepoemandprepareareportparingitwiththeoneinthepassage.Task1:Askthestudentstodiscussthetwointerpretationsfromthefollowingaspects.Dofurtherresearchifnecessary.①Whatpointsdothetwointerpretationsshare?②Whatarethemajordifferencesbetweenthetwointerpretations?③Whichinterpretationseemsmoreconvincingtoyou?Why?④Canyouthinkofyetanotherinterpretationofthepoem?Answers:①Thetwointerpretationssharethefollowingpoints:thepoemTheRoadNotTakenisoneofAmerica'smostfamousorbestlovedpoemsanditisaboutchoice.②Themajordifferencesbetweenthetwointerpretationsare:theoneinthepassageinterpretsthepoemasacallforfacingthefuturewithoutregret,whilethesecondinterpretation(Robert's)maintainsthatthepoemisreallyaboutacceptingtheconsequencesofourchoicesmanyyearsinthefuture,whenitistoolatetochangethem.③Students'ownanswers.④Students'ownanswers.Task2:Letthestudentspreparetheirreports,includingtheirunderstandingofthepoem.Task3:Askthestudentstosharetheirreportswiththeclass.Thislessonsuccessfullypletedthepresettasksandachievedgoodeffects.Reviewthislessonandpletesomeexercises.Finishthefollowingquestions.Whydoyouthinkthewriterlooksbackonhisdecision"withasigh"?Whataretherhymingwordsinthispoem?Whateffectdotheyhave?3.Whatisthemostdifficultchoiceyouhaveeverhadtomake?Whatdidyouchoosetodo?4.Whateffectwillthepoemhaveonyouwhenyoufacedecisionsinthefuture?Giveyourreasons.5.Inwhatdifferentwaysdothetworeadingpassagesinthisunitimproveyourunderstandingofthechoicesyoumakeandhowtheyimpactyourfuture?Answers:1.Thewriterlook