the road not taken 教案

1. 通过阅读《The Road Not Taken》，培养学生对英语散文的阅读兴趣和欣赏能力。

2. 提高学生阅读理解能力，掌握散文的基本结构和修辞手法。

3. 培养学生的审美情趣，提高学生的文学素养。

二、教学重点与难点1. 教学重点：散文的结构、修辞手法、作者情感表达。

2. 教学难点：对散文主题的深入理解，对修辞手法的掌握。

三、教学过程1. 导入（1）介绍作者罗伯特·弗罗斯特及其作品。

（2）简要介绍散文《The Road Not Taken》的背景。

2. 阅读理解（1）学生自读散文，要求找出散文的主题、修辞手法、作者情感表达等。

（2）教师引导学生讨论，总结散文的基本结构和修辞手法。

3. 深入分析（1）教师引导学生分析散文的主题，如人生的选择、梦想与现实等。

（2）分析散文中的修辞手法，如比喻、拟人、排比等。

4. 课堂活动（1）学生分组讨论，结合自身经历，谈谈对散文主题的理解。

（2）学生自选一首自己喜欢的英语散文，进行朗诵和赏析。

5. 总结与反思（1）教师总结散文的特点和阅读方法。

（2）学生反思自己在阅读过程中的收获和不足。

1. 学生对散文的理解程度。

2. 学生在课堂活动中的表现。

3. 学生对英语散文的兴趣和欣赏能力。

五、教学延伸1. 鼓励学生课后阅读更多英语散文，提高文学素养。

2. 组织学生参加英语散文朗诵比赛，锻炼口语表达能力。

六、教学资源1. 散文《The Road Not Taken》原文。

2. 作者罗伯特·弗罗斯特的简介和作品。

3. 散文阅读指导书籍。

七、教学时间1. 导入：5分钟2. 阅读理解：15分钟3. 深入分析：15分钟4. 课堂活动：15分钟5. 总结与反思：5分钟总计：50分钟。

湛师基础教育学院《英美文学选读》课程教案教师姓名唐霞职称讲师教学单位英语系授课对象英教0931，0934-5，0751-2授课时间《英美文学选读》课程教案：年月日15第一届教学技能大赛参赛教师、课例登记表系（部、中心）：英语系注：由于比赛场地限制，本次大赛班级规模为40-50人之间，超出此范围者，请及时联系组委会协商解决。

16教学技能大赛决赛流程一、准备阶段1、教学技能大赛组委会确定决赛名单并公布，各参赛教师备课、试教、交流提高，时间二周（第十一、十二周）；2、决赛时间：第十三周、第十四周。

根据决赛人数多少，安排赛事时间，初定分2场次进行，所有场次比赛完成后，汇总评分情况；3、各系（部、中心）统一印制参赛教师教案，每个评委一份，进行课件调试；4、组委会开始准备会场，聘请专家、领导组建评审委员会；5、召开评委会，讨论决定评奖方案和评奖细则并公布；6、准备会场，印制评委用表，准备现场用品，邀请领导、教师，组织学生参加决赛大会；7、印制获奖证书，准备奖品，组建工作人员队伍并召开准备工作会议；8、决赛前一周内，抽签决定出场顺序并组织一次预演，插漏补缺；调试多媒体。

二、实施阶段1、会场布置，组织人员入场，上课学生由各系自行组织，且按出场顺序等候入场；2、选手开始授课，授课完成后，评委对选手的教案、课堂教学、课件等方面进行评价，并分别评分，填写评分表，工作人员收集汇总；3、当次课例结束后，学生退场到备用教室，填写学生评价表，交工作人员汇总处理；下一课例学生入场；4、下一选手授课……..（重复2-3）；5、全部选手授课完成后，评审组进行点评，工作人员汇总成绩；6、公布成绩并评奖，请领导、嘉宾颁奖；7、大会结束，领导专家与选手合影。

三、工作人员任务1、前期准备工作；2、组织学生进出场；3、收集评委、学生评分表，汇总处理；4、全程摄像，拍照；5、设备仪器准备，管理；6、司仪，礼仪，服务；教学技能大赛组委会二0一一年九月十六日学院第一届教师教学技能大赛时间安排表19。

《The Road Not Taken》"The Road Not Taken" is a poem by Robert Frost, published in 1916 in the collection Mountain Interval; it is the first poem in the volume and is printed in italics. The title is often mistakenly given as "The Road Less Traveled", from the penultimate line: "I took the one less traveled by".The poem has two recognized interpretations; one is a more literal interpretation, while the other is more ironic.Readers often see the poem literally, as an expression of individualism. Critics typically view the poem as ironic. – "'The Road Not Taken,' perhaps the most famous example of Frost's own claims to conscious irony’ and 'the best example in all of American poetry of a wolf in sheep's clothing.'" – and Frost himself warned "You have to be careful of that one; it's a tricky poem –very tricky." Frost intended the poem as a gentle jab(猛击) at his great friend and fellow poet Edward Thomas with whom he used to take walks through the forest (Thomas always complained at the end that they should have taken a different path) and seemed amused at this certain interpretation of the poem as inspirational.Literal interpretationAccording to the literal (and more common) interpretation, the poem is inspirational, a paean（赞美歌）to individualism and non-conformism.The poem consists of four stanzas. In the first stanza, the speaker describes his position. He has been out walking in the woods and comes to two roads, and he stands looking as far down each one as he can see. He would like to try out both, but doubts he could do that, so therefore he continues to look down the roads for a long time trying to make his decision about which road to take.Ironic interpretationThe ironic interpretation, widely held by critics, is that the poem is instead about regret and personal myth-making, rationalizing our decisions. In this interpretation, the final two lines: “I took the one less traveled by,And that has made all the difference. ”are ironic: the choice made little or no difference at all, the speaker's protestations to the contrary. The speaker admits in the second and third stanzas that both paths may be equally worn and equally leaf-covered, and it is only in his future recollection that he will call one road "less traveled by".The sigh, widely interpreted as a sigh of regret, might also be interpreted ironically: in a 1925 letter to Cristine Yates of Dickson, Tennessee, asking about the sigh, Frost replied: "It was my rather private jest at the expense of those who might think I would yet live to be sorry for the way I had taken in life."Everyone is a traveler, choosing the roads to follow on the map of their continuous journey, life. There is never a straight path that leaves one with but a sole direction in which to head. Regardless of the original message that Robert Frost had intended to convey, his poem, "The Road Not Taken", has left its readers with many different interpretations. It is one's past, present and the attitude with which he looks upon his future that determines the shade of the light thathe will see the poem in. In any case however, this poem clearly demonstrates Frost's belief that it is the road that one chooses that makes him the man who he is."And sorry I could not travel both..." It is always difficult to make a decision because it is impossible not to wonder about the opportunity cost, what will be missed out on. There is a strong sense of regret before the choice is even made and it lies in the knowledge that in one lifetime, it is impossible to travel down every path. In an attempt to make a decision, the traveler "looks down one as far as I could". The road that will be chosen leads to the unknown, as does any choice in life. As much he may strain his eyes to see as far the road stretches, eventually it surpasses his vision and he can never see where it is going to lead. It is the way that he chooses here that sets him off on his journey and decides where he is going."Then took the other, just as fair, and having perhaps the better claim." What made it have the better claim is that "it was grassland wanted wear." It was something that was obviously not for everyone because it seemed that the majority of people took the other path therefore he calls it "the road less traveled by". The fact that the traveler took this path over the more popular, secure one indicates the type of personality he has, one that does not want to necessarily follow the crowd but do more of what has never been done, what is new and different."And both that morning equally lay in leaves no step had trodden back." The leaves had covered the ground and since the time they had fallen no one had yet to pass by on this road. Perhaps Frost does this because each time a person comes to the point where they have to make a choice, it is new to them, somewhere they have never been and they tend to feel as though no one else had ever been there either. "I kept the first for another day!" The desire to travel down both paths is expressed and is not unusual, but "knowing how way leads on to way", the speaker of this poem realizes that the decision is not just a temporary one and he "doubted if I should ever come back." This is his common sense speaking and acknowledging that what he chooses now will affect every other choice he makes afterward. Once you have performed an act or spoken a word that crystallizes who you are, there is no turning back and it cannot be undone.Once again at the end of the poem the regret hangs over the traveler like a heavy cloud about to burst. He realizes that at the end of his life, "somewhere ages and ages hence", he will have regrets about having never gone back and traveling down the roads he did not take. Yet he remains proud of his decision and he recognizes that it was this path that he chose that made him turn out the way and he did and live his life the way in which he lived. "I took the road less traveled by and that had made all the difference." To this man, what was most important, what really made the difference, is that he did what he wanted, even if it meant taking the road less traveled. If he hadn't, he wouldn't be the same man he is now.There are many equally valid meanings to this poem and Robert Frost may have intended this. He may have been trying to achieve a universal understanding. In other words, there is no judgment, no specificity, no moral. There is simply a narrator who makes a decision in his life that had changed the direction of his life from what it may have otherwise been. It allows all readers from all different experiences to relate to the poem.Robert F rost is one of the finest of rural New England’s 20th century pastoral poets. His poems are great combination of wisdom, harmony and serenity. They are simple at first sight, but demand readers for deep reading to grasp further meaning beyond surface.The famous poem of Frost The Road Not Taken is my favorite. This poem consists of four stanzas of five lines. The rhyme scheme is ABAAB. the rhymes are strict and masculine, withnotable exception of the last line. There are four stressed syllables each line, varying on iambic tetrameter (四步抑扬格) base.The Road Not Taken tells about life choice. Man’s life is metaphorically related to a journey filled with twists and turns. One has to consider a lot before making a wise choice. Though the diverged roads seem identical, they actually lead to different directions, which symbolize different fates.A less than rigorous look at the poem may lead one to believe that Frost’s moral is embodied in those lines. The poem is taken as a call to independence, preaching originality and Emersonian self-reliance. The poem deconstructs its conclusion stanza by stanza.At the beginning of this poem, the poet shows the inability of human beings to foresee the future, especially the results of choices. At the split in the road, the speaker looks far down both the two paths to see what each of the paths will bring. However, his sight is limited; his eyes can only see the path until it bends into “the undergrowth”. Man is free to choose, but doesn’t know beforehand the results of his choice.Both roads diverge into a “yellow wood” and appear to be “about the same” in their purposes. The first path is a more common route. The other is less traveled, which “was grass and wanted wear”. The poet presents a conflict here—the decision between the common easy path and exceptional challenging path. The two different paths signify two different kinds of lives. Choosing the common easy path, people will feel at ease and live in safety, because the outcome is predictable. However, that kind of life may be less exciting and lack of novelty. While choosing the “less traveled” road represents the gamble of facing a more difficult path in lives. This forms contrast with familiar lives of most people. People hope to achieve a satisfactory and interesting life on this road. The wish is good, but reality is full of challenges and uncertainties. Nobody can be sure of the outcome. After vacillating (犹豫) between the two roads, the poet finally decides to take the road “less traveled by” and leads a different life from common people. This may indicate his choice to be a poet, other than other jobs. The poet makes up his mind to dedicate himself to poem writing, which is regarded as a less common career.Once the decision is made, there will be no way to return to the original choice to experie nce the other route. So the poet utters “Yet knowing how way leads on to way, I doubted if I should ever come back.” The made choice is irrevocable, so man must be careful and rational before making decisions. At the same time, he must be courageous enough to shoulder the result of his choice, whether it is good or not.Frost presents man’s limitation to explore life’s different possibilities. The poet “sighs” at the end of the poem. For at the time of one’s choice, he must give up other choices and miss so me other things. At the same time, he “sighs” with lamentation, pondering what he may have missed on the other path and that he doesn’t have opportunities to experience another kind of life.The Road Not Taken is interpreted universally as a representation of two similar choices. At the beginning, man may face two identical forks, which symbolize the nexus of free choice and fate. They contrast increasingly with each other as they diverge in their separate directions. Man is free to choose, but it’s beyond his ability to foretell the consequences. Man can choose a common route which guarantees a safe and reliable life. He can also choose a less common one which is unknown, unique and stands out above other else’s. All in all, man must be responsible for his choice and has courage to shoulder the result.He can never go back to the past and experience other possibilities. It is impossible to predict the outcome of decisions, so it isessential for him to make wise decisions after considering, selecting and questioning which selection will provide him with fulfillment.The Road Not Taken is full of philosophical overtones. This poem should be read as a warning. Man should consider a lot before making choices and reflect over the choices he has made to discover “all the differences”.Robert Frost’s “The Road Not Taken” has been one of the most analyzed, quoted, anthologized poems in American poetry. A wide-spread interpretation claims that the speaker in the poem is promoting individualism and non-conformity.A Tricky PoemFrost claims that he wrote this poem about his friend Edward Thomas, with whom he had walked many times in the woods near London. Frost has said that while walking they would come to different paths and after choosing one, Thomas would always fret wondering what they might have missed by not taking the other path.About the poem, Frost asserted, "You have to be careful of that one; it's a tricky poem - very tricky." And he is, of course, correct. The poem has been and continues to be used as an inspirational poem, one that to the undiscerning eye seems to be encouraging self-reliance, not following where others have led.But a close reading of the poem proves otherwise. It does not moralize about choice; it simply says that choice is inevitable, but you never know what your choice will mean until you have lived it.Three things make his poem tricky-the time frame, and the words "sigh" and "difference."First Stanza – Describes SituationThe poem consists of four stanzas. In the first stanza, the speaker describes his position. He has been out walking the woods and comes to two roads, and he stands looking as far down each one as he can see. He would like to try out both, but doubts he could to that, so therefore he continues to look down the roads for a long time trying to make his decision about which road to take.Second Stanza – Decides to Take Less-Traveled RoadThe speaker had looked down the first one “to where it bent in the undergrowth,” and in the second stanza, he reports that he decided to take the other path, because it seemed to have less traffic than the first. But then he goes on to say that they actually were very similarly worn. The second one that he took seems less traveled, but as he thinks about it, he realizes that they were “really about the same.” Not exactly that same but only “about the same.”Third Stanza – Continues Description of RoadsThe third stanza continues with the cogitation (深思) about the possible differences between the two roads. He had noticed that the leaves were both fresh fallen on them both and had not been walked on, but then again claims that maybe he would come back and also walk the first one sometime, but he doubted he would be able to, because in life one thing leads to another and time is short.Robert Frost's "Stopping by Woods on a Snowy Evening" seems simple, but its nuanced (微妙的) phrase, "And miles to go before I sleep," offers much about which to speculate.Fourth Stanza – Two Tricky WordsThe fourth stanza holds the key to the trickiness of the poem:I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference.Those who interpret this poem as suggesting non-conformity take the word “difference” to be a positive difference. But there is nothing in the poem that suggests that this difference signals a positive outcome. The speaker could not offer such information, because he has not lived the “difference” yet.The other word that leads readers astray is the word “sigh.”By taking “difference” to mean a positive difference, they think that the sigh is one of nostalgic relief; however, a sigh can also mean regret. There is the “oh, dear” kind of sigh, but also the “what a relief” kind of sigh. Which one is it?If it is the relief sigh, then the difference means the speaker is glad he took the road he did; if it is the regret sigh, then the difference would not be good, and the speaker would be sighing in regret. But the plain fact is that the poem does not identify the nature of that sigh. T he speaker of the poem does not even know the nature of that sigh, because that sigh and his evaluation of the difference his choice will make are still in the future. It is a truism (自明之理) that any choice an individual make is going to make “all the difference” in how our future turn s out.Careful Readers Won’t Be TrickedSo Frost was absolutely correct; his poem is tricky—very tricky. In this poem, it is important to be careful with the time frame. When the speaker says he will be reporting sometime in the future how his road choice turned out, he clearly states that he cannot assign meaning to “sigh” and “difference” yet, because he cannot know how his choice will affect his future, until after he has lived it.。

听课记录2014年10月20日授课教师Miss Zhang 学科English学校班级2016级5班课题Unit 4 Reading---The Road Not Taken 课型阅读课教师教学过程记录：Pre-ReadingStep 1: Ask the students whether they like poems and why? And then choose some students to share their ideas.Step 2:Let the students look at the picture in Exercise 1 and guess the meaning of “diverge” and “undergrowth”respectively. Then describe the picture with your partner. And the teacher gives the answers.Step 3: Let the students predict the content of the poem according to the title.Choose some students to share their ideas.While-readingStep 4: Let the students scan the passage and try to translate it into Chinese. And choose four students to translate the poem with one student translating one stanza.Step5: Let the students read the poem again and guess the theme of the poem. And choose some students to share their ideas.Post-readingStep 6: Ask some students to read the poem in English emotionally. Step 7:The teacher assign the homework---Preview the following passage.问题教学点评：1.教学过程严谨，衔接自然得当，构思巧妙。

the road not taken 课件《未选择的路》是美国诗人罗伯特·弗罗斯特创作的文学作品。

这首深邃的哲理诗展现了现实生活中人们处在十字路口时难以抉择的心情。

在诗中，诗人选择了一条人迹稀少、布满荆棘的道路，正如诗人在现实生活中选择了不会带来丰富物质的写诗生活。

诗人在作出抉择后，同时又遗憾“鱼和熊掌不可兼得”，只能选择一条路，并坚定地走下去，只有在多年以后的回忆中轻叹遗憾。

这首诗朴实无华而清新隽永、寓意深刻。

诗歌分为四节，每节的第一、三、四行，第二、五行分别押韵，自如的节奏中透着坚定又渗出丝丝遗憾。

整首诗韵律优美，读起来传递着优雅的音乐感。

The Road Not Taken▪创作依据4作品鉴赏▪总体赏析▪层次内容▪中心思想▪艺术特点Two roads diverged1 in a yellow wood,And looked down one as far as I couldTo where it bent2 in the undergrowth3.Then took the other,as just as fair4,And having perhaps the better claim5,Because it was grassy6 and wanted wear7; Though as for that the passing there Had worn8 them really about the same. And both that morning equally9 layIn leaves no step had trodden10 black. Oh,I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. Somewhere ages12 and ages hence13:Two roads diverged in a wood,and I-- And that has made all the difference.。

《英语》（选择性必修·第一册）Unit 4 Exploring poetryIntegrated skills (I)I. Learning objectivesBy the end of the lesson, students will be able to:1.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 focus1. 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 difficulty1. Appreciate the poem from different aspects like sound characteristics.2. Explore the meaning of the poem.IV. Teaching proceduresStep 1 Review1. 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.【设计意图：从学生已学的何为诗歌以及如何鉴赏诗歌入手，让学生复习已学知识并主动参与教学活动，从而对后面的教学起到较好的铺垫作用。

英语学习资料：TheRoadNotTaken《未选择的路》The Road Not Taken 《未选择的路》是美国著名诗人罗伯特弗罗斯特（Robert Frost）的名作。

人生中，我们往往不只黄树林里的两条路，而是三条、四条、或者更多，而我们却只能选择一次，你会怎样抉择呢？TWO roads diverged in a yellow wood,黄树林里有两条路And sorry I could not travel both只可惜我不能都踏行And be one traveler, long I stood我，单独的旅人，伫立良久And looked down one as far as I could极目眺望一条路的尽头To where it bent in the undergrowth;看它隐没在丛林深处Then took the other, as just as fair,于是我选择了另一条路And having perhaps the better claim,一样平直，也许更值得Because it was grassy and wanted wear;因为青草茵茵，还未被踏过Had worn them really about the same, 若有过往人踪）Though as for that the passing there 路的状况会相差无几And both that morning equally lay那天早晨，两条路都覆盖在枯叶下In leaves no step had trodden black.没有践踏的污痕Oh, I kept the first for another day! 啊，原先那条路留给另一天吧！Yet knowing how way leads on to way, 明知一条路会引出另一条路，I doubted if I should ever e back我怀疑我是否会回到原处。

部编版七年级下册外国诗两首教案第一首诗：《The Road Not Taken》这首诗是美国著名诗人罗伯特·弗罗斯特的作品，讲述了一个人在面临抉择时的心情和选择对人生的影响。

这首诗通过描述一个人在一条岔路口选择了一条不同于大多数人选择的路，表达了人生的选择和决策的重要性。

教学目标：•了解并分析《The Road Not Taken》的主题和意义；•理解抒情诗的写作特点；•学会运用适当的语境下，自由表达个人对选择和决策的看法。

教学准备：•课堂多媒体设备；•预先打印好诗歌材料；•学生课前阅读指导。

教学步骤：1.通过展示诗歌的原文，让学生朗读《The Road Not Taken》；2.分析诗歌的字面意思和隐含意义，引导学生讨论作者的用意；3.小组合作，学生共同探讨诗歌中的选择与后果，分享自己的经历和认识；4.同学们在老师指导下，尝试写一篇短文，分享个人对于选择和人生道路的看法。

第二首诗：《If》这首诗是英国诗人鲁道夫·吉卜林的代表作，通过一系列对于处世哲学和人生态度的建议，传达了对于成功和成熟的探讨和思考。

诗中的一系列假设和规范性建议，带有譬喻性质，可以让读者在简短的文字中获得一些对生活的抉择和态度的启示。

教学目标：•理解《If》的主题和格调；•学会运用诗歌中的譬喻和象征进行思考和表达；•提升学生的综合阅读和思辨能力。

教学准备：•彩色卡纸以及书写工具；•学生课前背诵指导；•音频设备。

教学步骤：1.播放有声版的《If》，引导学生聆听；2.学生朗读诗歌，教师做适当解释；3.将诗歌中的主要观点转换成简短的譬喻，以便更好地理解和记忆；4.学生利用彩色卡纸，将诗歌中的主要内容表达出来，以便复习和深入理解。

通过教授这两首外国诗歌，可以让学生在学习语言的同时，更加深刻地理解人生抉择和处世态度的重要性，培养学生在日常生活中面对困难和选择时的思考和决策能力。

高中英语《The Road Not Taken》教案一、教学目标1、知识目标学生能够理解诗歌《The Road Not Taken》的基本内容和主题。

掌握诗歌中的重点词汇、短语和句型。

2、能力目标培养学生的阅读理解能力，能够分析诗歌的结构和语言特点。

提高学生的诗歌鉴赏能力，体会诗歌的意境和情感。

3、情感目标引导学生思考人生选择的重要性，培养学生的自主思考和决策能力。

激发学生对诗歌的兴趣，感受英语诗歌的魅力。

二、教学重难点1、教学重点理解诗歌的含义和主题。

分析诗歌的语言特色和写作手法。

2、教学难点对诗歌中象征意义的理解。

引导学生将诗歌所表达的哲理与自己的生活实际相联系。

三、教学方法1、讲授法讲解诗歌的背景知识、重点词汇和句型，帮助学生理解诗歌的基本内容。

2、讨论法组织学生讨论诗歌的主题、寓意和个人感受，促进学生的思考和交流。

3、朗诵法让学生有感情地朗诵诗歌，体会诗歌的韵律和节奏，加深对诗歌的理解。

四、教学过程1、导入（5 分钟）展示一些关于道路和选择的图片，引导学生思考道路选择与人生的关系。

提问学生：“在生活中，你们曾经面临过怎样重要的选择？这些选择对你们产生了怎样的影响？”2、背景介绍（5 分钟）简单介绍诗人罗伯特·弗罗斯特（Robert Frost）的生平及创作风格。

讲述诗歌创作的背景，帮助学生更好地理解诗歌的主题。

3、诗歌朗读（10 分钟）教师有感情地朗读诗歌，让学生感受诗歌的韵律和节奏。

学生跟读，注意语音、语调的模仿。

4、诗歌讲解（20 分钟）逐段讲解诗歌的内容，解释重点词汇和短语，如“taken”“diverged”“undergrowth”等。

分析诗歌的结构，引导学生理解诗歌的起承转合。

第一节：诗人描述了在树林中遇到两条岔路的情景。

第二节：他对两条路进行了观察，发现它们同样美丽，难以抉择。

第三节：诗人决定选择人迹更少的那一条路。

第四节：诗人感叹未来的不确定性，但坚信自己的选择。

九年级外国诗两首教案教案一：《The Road Not Taken》目标：通过探讨诗歌主题和诗歌结构，学生能够理解并欣赏诗歌的意义。

素材：《The Road Not Taken》这首诗。

1. 导入（5分钟）让学生看一张两条道路分叉的图片，并问学生有没有遇到过类似的选择，并在选择后觉得有些后悔或者想了解后悔后会有什么不同的结果。

2. 理解诗歌主题（10分钟）在给出《The Road Not Taken》的文字前，让学生先读诗的标题，了解这个诗歌的主题可能是什么。

然后，让学生读一读诗歌，然后让学生回答以下问题：- 诗中的“两条道路”代表什么？- 诗人最终选择了哪一条道路？为什么？通过讨论，让学生明确诗歌的主题是关于做出选择和勇于承担选择带来后果的重要性。

3. 分析诗歌结构（15分钟）让学生注意诗歌的结构（四个四行的节和一个三行的节），并与他们讨论这种结构对表达诗的主题有何帮助。

4. 深入思考（15分钟）让学生思考以下问题，并在小组内分享他们的观点：- 你在生活中是否曾经有过类似的选择？- 当你面临选择时，你的选择是怎样影响你的人生的？在讨论中鼓励学生从不同角度分享他们的想法，并鼓励他们讲述他们做出选择时的经历。

5. 总结（5分钟）要求学生用自己的话总结这首诗的主题和意义，并分享他们的观点。

教案二：《If》目标：通过分析诗歌中的义务，学生能够理解诗歌的鼓励和励志的意义。

素材：《If》这首诗。

1. 导入（5分钟）给出这首诗的标题《If》，并让学生思考这个标题和他们的生活有什么联系。

2. 理解诗歌内涵（10分钟）让学生读一遍这首诗，然后让他们回答以下问题：- 诗中的“if”是什么意思？- 诗人通过列举一系列条件来传达什么意义？通过讨论，让学生明确诗歌的主题是关于人生价值观和行为的鼓励。

3. 分析诗歌结构（15分钟）让学生注意诗歌的结构（四个八行的节），并与他们讨论这种结构对表达诗的主题有何帮助。

4. 深入思考（15分钟）让学生思考以下问题，并在小组内分享他们的观点：- 是否有条件你认为难以实现？为什么？- 你认为诗人想通过这首诗告诉我们什么？在讨论中鼓励学生从不同角度分享他们的想法，并鼓励他们讲述他们在实现条件时的困难和经验。

TWO roads diverged in a yellow wood, （黄树林里有两条路）And sorry I could not travel both（只可惜我不能都踏行）And be one traveler, long I stood （我，单独的旅人，伫立良久）And looked down one as far as I could （极目眺望一条路的尽头）To where it bent in the undergrowth; （看它隐没在丛林深处）Then took the other, as just as fair, （于是我选择了另一条路）And having perhaps the better claim, （一样平直，也许更值得）Because it was grassy and wanted wear; （因为青草茵茵，还未被踏过）Had worn them really about the same, （若有过往人踪）Though as for that the passing there （路的状况会相差无几）And both that morning equally lay （那天早晨，两条路都覆盖在枯叶下）In leaves no step had trodden black. （没有践踏的污痕）Oh, I kept the first for another day! （啊，原先那条路留给另一天吧！）Yet knowing how way leads on to way, （明知一条路会引出另一条路，）I doubted if I should ever come back （我怀疑我是否会回到原处。

）I shall be telling this with a sigh （在许多许多年以后，在某处，）Somewhere ages and ages hence: （我会轻轻叹息说：）Two roads diverged in a wood, and I——（黄树林里分*两条路，而我，）I took the one less traveled by, （我选择了较少人迹的一条，）And that has made all the difference （使得一切多么地不同。