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Unit 4 Exploring poetry
Welcome to the unit & Reading (I)（教學(xué)設(shè)計(jì)）
I. Learning objectives
By the end of the lesson, students will be able to:
1. find out the key information from the lecture transcript;
2. have a better understanding of how to read a poem;
3. appreciate a poem following the four tips;
4. reflect on the author’s opinion about reading a poem.
II. Key competence focus
1. Understand the ways to read a poem.
2. Appreciate a poem following the four tips.
III. Predicted area of difficulty
Reflect on the author’s opinion about reading a poem.
IV. Teaching procedures
Step 1 Appreciation and comparison
1. T leads Ss to appreciate the quotation from “Preface to The Book of Songs” and asks them to translate it into Chinese.
2. T encourages Ss to express their understanding of poetry from the quotation.
3. T asks Ss to read the two poems on page 43 and make a comparison.
4. T asks Ss to list more poets and poems.
5. T asks Ss to think about the aspects they pay attention to when they read the poem.
【設(shè)計(jì)意圖：引導(dǎo)學(xué)生通過(guò)翻譯、理解等活動(dòng)來(lái)欣賞名人名言, 理解詩(shī)歌的概念。通過(guò)對(duì)比感受中外詩(shī)歌的差異，從而引出閱讀的話題，同時(shí)也培養(yǎng)了學(xué)生良好的鑒賞能力以及比較文化異同的能力。】
Step 2 Reading for main idea
T leads Ss to focus on the first or last sentence of each paragraph and get main idea of each paragraph.
【設(shè)計(jì)意圖：指導(dǎo)學(xué)生注意每段的首句與末句，從而快速獲得段落主旨大意，有助提升學(xué)生查找信息的能力。】
Step 3 Detailed reading
1. T asks Ss to focus on paragraph 2 of the lecture transcript.
T asks Ss to analyse the sound characteristics of the stanza.
T asks Ss to read the stanza aloud and pay attention to its sound characteristics.
2. T asks Ss to focus on paragraph 3 of the lecture transcript.
T asks Ss to list the basic questions about the poem.
T leads Ss to answer two questions:
(1) What is being described
(2) What images come into your mind when you are reading it
T asks Ss to read the stanza aloud and pay attention to the images.
3. T asks Ss to focus on paragraph 4 of the lecture transcript.
T asks Ss to figure out detailed information by filling in the blanks.
T asks Ss to read aloud the stanza and think about the poet’s purpose of stopping by woods on a snowy evening.
4. T asks Ss to focus on paragraph 5 of the lecture transcript.
T asks Ss to get the essence of appreciating the poem by filling in the blanks.
【設(shè)計(jì)意圖：這部分內(nèi)容較為復(fù)雜，主要通過(guò)梳理、分析、提煉總結(jié)等高階思維活動(dòng)，提升學(xué)生思維品質(zhì)。從內(nèi)容上讓學(xué)生更好地了解如何閱讀詩(shī)歌并且應(yīng)用這些技能賞析詩(shī)歌。】
Step 4 Reading for organization
T leads Ss to analyse the structure of the whole transcript:
In the beginning, the writer directly introduces the topic.
In the main body, the writer gives detailed instructions of how to read the poem.
In the end, the writer stresses that poetry is the combination of “sense” and “sound” again, asking readers to enjoy the journey in the world of poetry.
【設(shè)計(jì)意圖：宏觀理解語(yǔ)篇。學(xué)生通過(guò)尋找每段的主題句，分析段與段的意義聯(lián)系，把握語(yǔ)篇脈絡(luò)和邏輯關(guān)系，形成結(jié)構(gòu)化知識(shí)。】
Step 5 Critical reading
T asks Ss to challenge the lecturer’s opinion—one does not need to fully understand a poem to appreciate it.
【設(shè)計(jì)意圖：讓學(xué)生以自己讀詩(shī)的經(jīng)歷對(duì)演講者的觀點(diǎn)進(jìn)行駁斥，提高學(xué)生批判性思維的能力，樹(shù)立學(xué)生的研究意識(shí)，形成自己的觀點(diǎn)。】
V. Homework
Recite the poems in the lecture transcript.

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