新課程開發(fā)-詩(shī)歌the road not1.了解RobertFrost及他的一些詩(shī)作如4次獲獎(jiǎng)

課型名稱：Literature,Actionand教學(xué)內(nèi)容：TheRoadNot一、TeachingObjectives（教學(xué)目標(biāo)知識(shí)、能力目TheRoadNotTaken的影響及這首詩(shī)的創(chuàng)作背景以更好理對(duì)詩(shī)歌中意象的分析road,yellow學(xué)會(huì)從語(yǔ)篇結(jié)構(gòu)、象征手法及創(chuàng)建情景模型來(lái)詩(shī)歌在理解詩(shī)歌的基礎(chǔ)上，能對(duì)不同的翻譯進(jìn)行鑒賞、辨析，并通過(guò)練習(xí)、對(duì)比提高自己的翻譯能力；總結(jié)詩(shī)歌主旨并能從詩(shī)歌中受到啟二、Teachingmethods（教學(xué)方法和教學(xué)教學(xué)方法：Audiolingual教學(xué)：三、TeachingProcedures（教學(xué)步驟Step1LeadShowstudentsapoemfromPEPGrade7Chinesetextbook,somestudentsmayhavelearnedittoleadinTheRoadNotTaken;AskSstotranslatetheChineseoneintoGiveintroductiontoRobertFrostandothers’evaluationtohim;play ofhisreadingpoematJ.F.Kennedy’sinaugurationandinformstudentsofhisanotherfamouspoemStopbyWoodsonaSnowyEvening.Introducethebackgroundofthepoem,heeverhesitatedaboutthelifecareer節(jié)課要學(xué)習(xí)的TheRoadNotTaken；RobertFrost20世紀(jì)最受歡迎的獲獎(jiǎng)，在JFKennedy就職上朗讀詩(shī)作TheGiftOutright,并相關(guān)及他的另一首詩(shī)StopbyWoodsonaSnowy有濃厚，但未得認(rèn)可，年近四十選擇放Step2languagePlayatoletstudentsfeeltworoadsdivergedinayellowwoodvisually,andasktheirchoiceandreason.yzeimages“tworoads”“woods”inthepoemandaskstudentstosharethetworoadsintheirlife.Inspirestudentstofindoutthesimilaritiesanddifferencesbetweentworoads,andseparaywhataretheroadtakenandnottakenlike.yzethepoet’smoodinthelaststanzaandhowdoyoufindoutit.yzinghowthepoet’shesitationexpressedamonglines.Encouragestudentstodrawastructuremapbasedonthepoet’sattitudetowardsthetworoads.GivestudentstimetotranslateTheRoadNotTakenintoChinese,thenshowthem朗誦讓學(xué)生從視覺(jué)感受Tworoadsdivergedinayellowwood對(duì)road,yellowwoods這兩個(gè)意象進(jìn)行分析，Road:lifecareerchoice;literarystylechoiceYellowwoods:life’sautumn40yearsold然后聯(lián)想本人而言是什么，并請(qǐng)學(xué)生asjustasfair，thepassingthereHadwornthemreallyaboutthe及兩條路的不同點(diǎn)grassyandwantedwear，lesstraveledby來(lái)啟發(fā)他們思考更次的“選擇lingthiswitha講解這首詩(shī)中詩(shī)人的心理是如何在字里如undergrowth:unknownfuture,thusuncertaintyofchoicetwoChinesetranslationversions.Withtheirunderstandingofthepoemtodistinguishwhichoneisbetter,andconcludehowtoimprovetheir8.SummarythethemeofthisThough:thetwoarethesameOh,Ikeptthefirstforanotherday!:Step3：Free放RobertFrost1.PlayTheRoadNotTakenreadRobertFrosthimself,studentsmayrepeatbytheirown. 給學(xué)生102.lstudentstrytorememberthepoemthroughthestructuremap,metaphoricalmeaningofthetworoadsan