Suppse yu travel alne t such a wd and nw have t chse ne f the rads while yu have n idea where either f them will lead yu t, tell me which rad yu will take and explain why.
Pssible answer: I will take either rad. Since life ffers n guarantee and I will never knw if my decisins are wrng until I have made them.
(1) What did the writer d when he faced the tw rads and what might be his feeling?
Read the pem and try t find the answers t the fllwing questins.
(2) Which rad did the writer take finally and what did he think f his chice?
(3) What d yu think the tw rads in the pem symblize?
Appreciatin
Are there any repeated wrds, rhymes r ther special effects in this pem?
The Rad Nt Taken Tw rads diverged in a yellw wd,And srry I culd nt travel bthAnd be ne traveler, lng I stdAnd lked dwn ne as far as I culdT where it bent in the undergrwth;Then tk the ther, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Thugh as fr that the passing thereHad wrn them really abut the same,
And bth that mrning equally layIn leaves n step had trdden black.Oh, I kept the first fr anther day!Yet knwing hw way leads n t way,I dubted if I shuld ever cme back.I shall be telling this with a sighSmewhere ages and ages hence:Tw rads diverged in a wd, and I—I tk the ne less traveled by,And that has made all the difference.
What image appears in yur mind when yu read the pem?
The Rad Nt Taken
Tw rads diverged in a yellw wd,And srry I culd nt travel bthAnd be ne traveler, lng I stdAnd lked dwn ne as far as I culdT where it bent in the undergrwth;黃色的樹(shù)林里分出兩條路，可惜我不能同時(shí)去涉足，我在那路口久久佇立，我向著一條路極目望去，直到它消失在叢林的深處。
Then tk the ther, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Thugh as fr that the passing thereHad wrn them really abut the same,然后，我踏上另一條路，也許這個(gè)選擇更為明智，路上草叢茂盛，等候行人走過(guò)，其實(shí)行人的足跡在兩條路上的踩踏，幾乎一樣。
And bth that mrning equally layIn leaves n step had trdden black.Oh, I kept the first fr anther day!Yet knwing hw way leads n t way,I dubted if I shuld ever cme back.雖然那天清晨落葉滿(mǎn)地，兩條路都未經(jīng)腳印污染。哦，把第一條路留給下次，然而，我知道路徑延綿無(wú)盡頭，我不知道是否還會(huì)重返原地。
I shall be telling this with a sighSmewhere ages and ages hence:Tw rads diverged in a wd, and I—I tk the ne less traveled by,And that has made all the difference.也許多少年后在某個(gè)地方，我將輕聲嘆息把往事回顧，一片樹(shù)林里分出兩條路，而我選了人跡更少的一條，這個(gè)決定改變我的人生旅程。
Hw t interpret this pem?
Q1:What is the dilemma (困境)?
Q2:Hw des the pet feel abut the dilemma?
I shall be telling this with a sighSmewhere ages and ages hence:Tw rads diverged in a wd, and I—I tk the ne less traveled by,And that has made all the difference.也許多少年后在某個(gè)地方，我將輕聲嘆息把往事回顧，一片樹(shù)林里分出兩條路，而我選了人跡更少的一條，因此走出了這迥異的旅途。
Q3:Which rad did the pet take?
Then tk the ther, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Thugh as fr that the passing thereHad wrn them really abut the same,但我卻選了另外一條路，它荒草萋萋，十分幽寂，顯得更誘人、更美麗，雖然在這條小路上，都很少留下旅人的足跡，
Q4:Is it pssible t lcate the “tw rads in a yellw wd”?
Q5:What des the image f “the tw rads” stand fr?
He lked at them ne after anther as far as he culd and felt undecided which t take.
He tk the less travelled rad and he was uncertain whether he had made the right chice.
The rads themselves symblize the jurney f life.
In the first stanza, there is a sentence “Tw rads diverged in a yellw wd”. And in the last stanza,there is an expressin “Tw rads diverged in a wd”. These tw sentences are almst the same. This pem is written in rhyme. In each stanza, the last wrd f lines 1, 3, and 4 rhyme with each ther. And the last wrd f line 2 rhymes with the last wrd f line 5.
Are there any repeated wrds, rhymes r ther special effects?
Watch the vide and finish the exercises belw(page 51).
B1 Watch the vide and answer the fllwing questins.
Cntinuing t write pems even thugh his petic career was nt successful in the beginning.
(1) What is Rbert Frst’s writing style like?____________________________________________________(2) When was “The Rad Nt Taken” first published?____________________________________________________(3) What des the image f the tw rads stand fr?____________________________________________________(4) What was the difficult path the pet tk?___________________________________________________________________________________________________________
Hnest and direct.
Any chice in life.
B2 Watch the vide and cmplete the ntes belw.
Rbert Frst and his pem “The Rad Nt Taken”Abut the petRbert Frst was a famus American pet.He lived frm 1874 t (1) _____.He wn (2) _____ Pulitzer Prizes.He ften used rural scenes t explre deep questins abut (3) ____________________.
the human cnditin
Rbert Frst and his pem “The Rad Nt Taken”Abut the pemThe stry behind the pem The pem was inspired by Frst’s (4) __________ in the cuntryside with Edward Thmas. Thmas ften spent a lng time chsing which path t take and afterwards, he wuld cmplain that he had picked (5) __________________.
the wrng ne/path
Rbert Frst and his pem “The Rad Nt Taken”Hw t understand the pem When faced with tw paths, peple have n chice but t make a decisin and see what will happen. Many peple assume that the pet encurages the reader t take (6) thrugh life. Yu can have yur wn understanding f the pem.
the difficult path
In pairs, discuss the pem “The Rad Nt Taken”. Use the questins t help yu.
1. What message d yu think the pem is trying t get acrss t readers?2. Have yu ever been in a similar situatin? Which rad will yu take and why?
Cnfirming understanding The listener D yu mean Are yu saying I think yu mean ... Am i right?
The speakerD yu knw what i mean?D yu see my pint?Yu understand what i mean?
Expressins
Write an article sbut yur understanding f “the Rad Nt taken”. Use yur ideas frm part C and the infrmatin in parts A and B t help yu.
An article abut yur understanding f a pem is called a petry review, in which yu describe the symblic meaning f the wrds and images in a pem, and prvide a persnal understanding f the pem.
Learning abut the text type
Planning yur writing
When writing an article abut yur understanding f the pem, yu can fllw the structure belw.Intrduce the pet and pem briefly.Analyse and evaluate the artistic characteristics f the pem, such as its sund, images and figurative devices.Give yur understanding f the pem's meaning. It is a gd idea t refer t yur persnal experience r emtin in this part.
Learning abut the structure
T express yur pinin, yu can use expressins such as: in my pinin, frm my pint f view, in my eyes, I think/find/suppse/assume, my pinin/view/belief/impressin is that, as fr me, and it seems t me that.
Learning abut the language
Checking yur writing
Remember t check yur writing after yu finish and exchange drafts between yu and yur partner. Pay attentin t the fllwing aspects:
★Punctuatin★Spelling ★Grammar ★Chice f wrds★Style (frmal / infrmal)★Structure
Understanding “The Rad Nt Taken”“The Rad Nt Taken” is a pem written by Rbert Frst, a famus American pet. Frst is knwn fr his hnest and direct style which makes his pems feel cnversatinal. This pem uses the first persn perspective thrughut, such as in the first stanza, “And be ne traveler, lng I std”, s the speaker is sharing his wn experiences with us. Frst als uses rural scenes t explre deep questins abut life, and metaphr and imagery are emplyed t represent the feelings we have when faced with decisins. In the first stanza, the readers are asked t visualize diverging rads as the chices we are faced with. Then it cntinues t cnnect with emtins we feel during the decisin-making prcess.
Fr example, regret is expressed in the line, “And srry I culd nt travel bth”. The secnd and third stanzas fcus n the explanatins we give fr the chices we have made. The speaker justifies his chice f taking the mre mysterius rad, when he says, “Because it was grassy and wanted wear”. But, in stanza three we knw that he is still thinking abut the ther mre traveled rad when he says, “Oh, I kept the first fr anther day!” Hwever, by the final stanza, the speaker expresses acceptance f his chice, “I tk the ne less traveled by, / And that has made all the difference.” Just as in ur lives, we shuld accept the chices we make.
This pem makes me recall a time when I had cme acrss tw diverging rads in my life. I had t chse between cntinuing my vilin lessns and taking my calligraphy classes. Calligraphy was “the ne less traveled by” fr me because I had just started learning it, and that is the ne I selected. I am wndering if chsing it will make all the difference t my life. It seems that I will find ut as I cntinue dwn this path.
1. claimput in/make a claim fr...提出……的賠償要求；要求……的賠償claim that... 聲稱(chēng)……claim t d sth.聲稱(chēng)做某事claim sth. frm sb. (fr sth.) （因……）向某人索要……claim sth. back 索回某物練習(xí)：Dn't be taken in by advertisements claiming ___________ (help) yu lse weight in a week.
2. tlerantbe tlerant f/twards...對(duì)… … 寬容tlerate vt.忍受，容忍tlerate (sb./sth.) ding sth.容許（某人/某物）做某事tlerable adj.可容忍的，可忍受的 (反義詞：intlerable)tlerance n.寬容，寬恕(反義詞；intlerance)；忍耐力，忍受性練習(xí)：Nbdy can tlerate ____________ (laugh) at in public.
being laughed
3. … ……使……有別于……，區(qū)別……和……distinguish between... and... 區(qū)分……和……distinguish neself (as/by…) （作為/因……）杰出，著名distinguishable adj.隱約可辨的；可區(qū)分的distinguished adj.著名的，杰出的；高貴的be distinguished fr sth.因……而著名 ?練習(xí)：N ne will ever knw what mix f talent, ambitin, energy and luck made Dickens such a _______________ (distinguish) writer.
distinguished
4. representativebe representative f sb./sth. 代表某人/某物represent vt.代表；成為……實(shí)例；象征；描繪；正式提出（意見(jiàn)、抗議等） 把……描繪成……representatin n.代表；表現(xiàn)，描述；陳述練習(xí)：Is yur pinin ___________ f thse f the ther students? (represent)
representative
5. castcast a shadw ver sth. 給某事物蒙上了一層陰影cast sb. as... 選某人 扮演 cast a/yur vte (fr…) （為……）投票an all-star cast 明星云集的演員陣容練習(xí)：那次實(shí)驗(yàn)的失敗給他留下了陰影，他開(kāi)始懷疑自己進(jìn)行科學(xué)研究的能力了。(cast)
The failure f that experiment cast a shadw ver him and he began t dubt his ability t d scientific research.

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