Unit5PoemsUsingLanguageReadingforWriting教學(xué)設(shè)計-高中英語人教版選擇性

教學(xué)設(shè)計

課程基本信息學(xué)科英語年級高二年級學(xué)期春季課題Unit5PoemsUsinglanguage(2)ReadingandWriting教科書書名：人教版教材選擇性必修三出版社：人民教育出版社教學(xué)目標(biāo)Inthisclass,studentswillbeableto1.appreciateEnglishpoemsfromdifferentperspectives.2.analyzeanEnglishpoemandwriteanessayaboutit.3.writeapoembasedonwhathasbeenlearnt.4.evaluateandenjoyothers'poemsaccordingtothelearningchecklist.教學(xué)內(nèi)容教學(xué)重點：EnableSstoappreciateEnglishpoemsfromdifferentperspectives.EnableSstowriteapoembasedonwhathasbeenlearnt.教學(xué)難點：GuideSstoanalyzeanEnglishpoemandwriteanessayaboutitontheirown.GuideSstowritetheirownpoems.教學(xué)過程Activity1LearnhowtoappreciateapoemAskSstomakealistofquestionsthatthereadersshouldconsiderwhilereadingpoems.PPossiblequestions:?What'sthetitleofthepoem??Whatisthesubjectofthepoem??Howdosomesentencesrhyme??Whatrhetoricaldevicesareusedinthepoem??Whatimagesareusedinthepoem??Whatpictureestoyourmindafteryoureadthepoem??Whatisthetoneofthepoem?Tclassifiesthosequestionsintofourgroupsandintroducesfouraspectsofpoemappreciation:identifypoeticform,appreciatepoeticlanguage,findpoeticimageryandfeelpoeticmeaning.TusesthepoemDREAMasanexampletoshowhowtoappreciateapoemfromperspectivesofpoeticform,poeticlanguage,poeticimageryandpoeticmeaning.TasksSstoidentifythetitle,theauthor,linesofthepoem.TasksSstofindoutvividlanguageofthepoem.(rhymingwords:die,fly,go,snow;rhetoricaldevices:repetition,metaphor)TasksSstofindimagesusedinthepoem.TasksSstolistentoarecordingofthepoemtofeelthepoembetter.(feelthetoneofthepoem,themessageitconveyed)TasksSstoreadashortessayaboutthepoemDREAMintextbookonpage57andidentifyelementsofthepoemmentionedintheessay.Tshowsthattheessayisdevelopedbyanalyzingpoeticform,poeticlanguage,poeticimageryandpoeticmeaningofthepoem.[設(shè)計意圖]達(dá)成目標(biāo)一。該環(huán)節(jié)重點是教會學(xué)生從詩歌形式，詩歌語言，詩歌意象，詩歌意義這四個方面進(jìn)行詩歌賞析。以讓學(xué)生自主提問（如何賞析詩歌）開始，增加學(xué)生課堂參與感，激發(fā)學(xué)生的興趣。同時檢測學(xué)生對本單元前幾個課時的掌握情況。教師將學(xué)生提出的問題進(jìn)行分類，對應(yīng)提煉出詩歌賞析的四個維度：詩歌形式，詩歌語言，詩歌意象，詩歌意義，為接下來賞析詩歌搭好框架。教師以課本中詩歌“夢想”為例，帶領(lǐng)學(xué)生進(jìn)行詩歌鑒賞四個維度的分析，為活動二中學(xué)生自主分析詩歌做好示范。該環(huán)節(jié)中教師播放該詩歌的朗誦錄音，讓學(xué)生更加深刻感受該詩歌的節(jié)奏和表達(dá)的情感，體現(xiàn)詩歌賞析中的一個重要環(huán)節(jié)，使得學(xué)生對該詩歌及詩歌本身有了更加深刻的理解和認(rèn)識。為活動四自主創(chuàng)作詩歌做好內(nèi)容鋪墊。閱讀課文57頁中關(guān)于“夢想”這首詩的短文分析，幫助學(xué)生將前面所得的碎片化信息進(jìn)行整合化輸出。通過成段的文字，鞏固學(xué)生對詩歌賞析所涉及的四個維度的理解。再次為活動二學(xué)生自主分析詩歌做鋪墊。以及為活動三的寫作任務(wù)做好內(nèi)容，結(jié)構(gòu)和語言上的示范。Activity2ReadandanalyzeapoemTasksSstoreadandanalyzethepoemWINDONTHEHILLbythemselves.Tprovidesseveralelementsofpoemfortheirreference:title:author,line,rhymingwords,rhetoricaldevices,images,subject,tone,feelings.TasksSstolistentoarecordingofthepoemtofeelthepoembetter.[設(shè)計意圖]為達(dá)成目標(biāo)二。本環(huán)節(jié)全程由學(xué)生自主完成，體現(xiàn)學(xué)生為主體及課堂的自主性。經(jīng)過Activity1中五個環(huán)節(jié)的指導(dǎo)，學(xué)生對如何進(jìn)行詩歌賞析有了一定的理解，在該環(huán)節(jié)中加以應(yīng)用。該課時是本單元的第五課時。經(jīng)過前幾個課時關(guān)于詩歌形式，詩歌修辭等的學(xué)習(xí)，在該課時中學(xué)生具備相關(guān)知識和語言能力獨立完成詩歌賞析。此外，高二的學(xué)生，擁有較高思維品質(zhì)，為獨立賞析詩歌創(chuàng)造條件。Activity3WriteashortessayaboutapoemTasksSstoorganizetheiranalysesaboutthepoemintoanessaybyfollowingtheexampleintextbookonpage57.Tprovidesessaystructureandmoreusefulexpressionsfortheirreference.TasksSstopresenttheiressaystotheclass.(Tpresentsoneessayfromherstudent.)[設(shè)計意圖]為達(dá)成目標(biāo)二。讓學(xué)生將自己對該詩歌的賞析整理成文，是零散信息走向整合表達(dá)的過程,是知識結(jié)構(gòu)化的過程。學(xué)生通過成段文字的輸出，對詩歌這種文學(xué)形式有了更加深刻的認(rèn)識，同時積累詩歌創(chuàng)作素材，為活動四自主創(chuàng)作詩歌做好鋪墊。教師提供文章結(jié)構(gòu)和語言支撐，為學(xué)生寫作搭好腳手架，保證教學(xué)環(huán)節(jié)順利進(jìn)行。Activity4Writeapoem1.TasksSstothinkabouthowtowriteapoem.2.Tshowsfivesteps(correspondingtofouraspectsofthepoem)towriteapoem.3.Tshowsanexampleofwritingapoemstepbystep.4.Sswritetheirownpoemsstepbystep.Step1:Whatmessagedoyouwanttogivetothereader?Whatisimportanttoyou?Theme:Feelings/emotions:Step2:Makealistofwordsrelatedtoyourtheme.Rhymingwords:Descriptivewords:Step3:Checkhowwellyourdetailspaintapictureinyourmind.Images:Rhetoricaldevices:Picturepainted:Step4:Readthepoemaloudandlistentohowitsounds.Step5:Giveitatitleandyourpoemisready.[設(shè)計意圖]達(dá)成目標(biāo)三。讓學(xué)生回答如何創(chuàng)作詩歌，旨在讓學(xué)生梳理學(xué)過的知識，通過自己思考，形成創(chuàng)作期待。教師給出創(chuàng)作詩歌的五個步驟，為學(xué)生的創(chuàng)作搭建腳手架的同時，引導(dǎo)學(xué)生從創(chuàng)作的角度進(jìn)一步理解詩歌形式，詩歌語言，詩歌意象和詩歌意義。教師以一位學(xué)生創(chuàng)作詩歌的過程為例，逐步向?qū)W生展示一首詩歌從立意，選詞，構(gòu)造意象，感受語調(diào)到擬定標(biāo)題的全部環(huán)節(jié)，為后續(xù)學(xué)生自主創(chuàng)作提供可視性化模板。Activity5Evaluateandenjoyothers'poemsTinvitesseveralSstoreadouttheirpoemsinfrontofclass.(Tpresentsonepoemfromherstudent.)Tshowsthelearningchecklist(correspondingtofouraspectsofthepoem)toSs.T,togetherwithSs,evaluatesandenjoysthepoemshepresentsaccordingtothelearningchecklist.[設(shè)計意圖]達(dá)成目標(biāo)四。讓學(xué)生大聲讀出自己創(chuàng)作的詩歌可以更好地表達(dá)其作品的感情，同時給到學(xué)生豐富體驗，增加自信。明確詩歌的評價項目，讓學(xué)生對照評價項目，對同伴創(chuàng)作的詩歌進(jìn)行評價,同時再次滲透關(guān)注詩歌四個維度的意識。實現(xiàn)從賞析到創(chuàng)作到評價使用一個標(biāo)準(zhǔn)。即一個標(biāo)準(zhǔn)貫穿一整節(jié)課。Activity6Assingnment1.Workingroups,evaluateandenjoyothers'po