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Unit 4 Exploring poetry
Integrated skills (I)
I. Learning objectives
By the end of the lesson, students will be able to:
gain some basic knowledge about poems;
2. grasp the theme of the poem “The Road Not Taken”;
3. reveal the message the poet tries to get across;
4. share their understanding of the poem.
II. Key competence focus
1. Gain some basic knowledge about poem and know how to appreciate poems.
2. Appreciate the poem “The Road Not Taken” and share their understanding in class.
III. Predicted area of difficulty
1. Appreciate the poem from different aspects like sound characteristics.
2. Explore the meaning of the poem.
IV. Teaching procedures
Step 1 Review
1. T leads Ss to review what is called a poem and shows the definition from Oxford Advanced Learner’s Dictionary.
2. T asks Ss a question about aspects of a poem.
T: I have one more question: What aspects of a poem do you pay attention to when you read it
T: Normally, we pay attention to a poem’s form, rhyme, rhythm, words and so on.
【設計意圖：從學生已學的何為詩歌以及如何鑒賞詩歌入手，讓學生復習已學知識并主動參與教學活動，從而對后面的教學起到較好的鋪墊作用?！?br/>Step 2 Listening
1. T leads Ss to listen to the recording of the poem “The Road Not Taken”. Before listening, T asks some questions to help Ss to explore the poem.
T: Now, I’d like to play the recording of the poem. When you listen, pay attention to the two questions here before we listen.
·What do the two roads in the poem symbolize
(Answer: The journey of life.)
·Are there any repeated words, rhymes or other special sound effects in this poem
(Possible answer: In the first stanza, there is a line “Two roads diverged in a yellow wood”. And in the last stanza, there is an expression “Two roads diverged in a wood”. These two are almost the same. )
T: This poem is written in rhyme. In each stanza, the last words of lines 1, 3 and 4 rhyme with each other. And the last word of line 2 rhymes with the last word of line 5. Take the first stanza as an example, the rhymed words are: “wood” “stood” and “could”; “both” and “undergrowth”.
2. T instructs Ss to interpret the poem from four different aspects—form, rhyme, rhythm and words.
【設計意圖：通過聽錄音發現詩歌的語言特色并讓學生從四個方面賞析“The Road Not Taken”。通過問題層層引導，深入分析，由淺入深、由表及里地不斷深化學生的認知，引導學生深度思考，達到對知識的更深層次的理解?！?br/>Step 3 Watching the video
Pre-watching
Ss watch a video of a lecture and collect information for B1 and B2. Before watching the video, T leads Ss to learn the tips of how to get the key points of a lecture.
T: We are going to watch a video of a lecture and collect information for B1 and B2. Here is a tip for you:
If the lecturer stresses a certain word or phrase, or repeats it, it is probably a key point and you must pay special attention to it.
2. While-watching
(1) T asks Ss to watch the video and finish B1 on page 51.
(2) T asks Ss to watch the video again and complete the notes in B2 on page 51.
【設計意圖：這一環節讓學生鍛煉聽力過程中快速記筆記的技能，提高學生的聽力能力，充分調動學生的參與積極性?！?br/>Step 4 Speaking
1. Discuss
T asks Ss to work in groups and discuss some questions to better appreciate the poem.
·What image appears in your mind when you read the poem What are the words and expressions that help you see the image
(Possible answer: I see a peaceful wood in the countryside, where few people go. I see this image from the following words and expressions: “Two roads diverged in a yellow wood”, “it bent in the undergrowth”, “it was grassy and wanted wear”, “In leaves no step had trodden black”, etc.)
·What message do you think the poet is trying to get across to readers
(Possible answer: “The Road Not Taken” presents the poet and the reader with a dilemma. The central message is that in life we are often presented with choices. When making a choice, one is required to make a decision. Viewing a choice as a fork in a path, we understand that we can only choose one direction or another, but not both.)
Act out
T invites Ss to work in pairs and share their understanding of the poem. Meanwhile, Ss are encouraged to create dialogues and act out their dialogues to the class.
T: Since we have learned the poem through listening and watching, I believe you must have your understanding of the poem by Robert Frost. You can share your opinions with your partners and act out your dialogue to the class. I will give you an example.
【設計意圖：通過聽力的輸入，希望學生能發揮其主觀能動性，并通過口述方法鍛煉其語言表達能力，從而把聽說有效結合起來，一方面檢查學生課堂所學，從而加深印象與認知，另一方面實現學以致用，使所學為學生所用?！?br/>V. Homework
Recite the poem “The Road Not Taken”.

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