Unit5POEMSUsingLanguage1聽說課教學(xué)設(shè)計高二英語（人教版2019選擇性）

Unit5Poems第3課時UsingLanguage(1)教學(xué)設(shè)計教學(xué)基本信息單元名稱 選擇性必修第三冊Unit5Poems 學(xué)科英語學(xué)段高中年級高二第二學(xué)期主要教材書名：普通高中教科書·英語選擇性必修第三冊出版社：人民教育出版社出版日期：2023年12月課時安排第3課時課型聽說課教學(xué)設(shè)計理念1.教學(xué)評一體化有效落實(shí)，注重過程性評價與學(xué)習(xí)結(jié)果性評價相結(jié)合。2.教學(xué)活動的設(shè)計注重激發(fā)學(xué)生的舊知，嚴(yán)格遵循最近發(fā)展區(qū)原理設(shè)計有效的活動，并搭好學(xué)習(xí)的腳手架，確定核心素養(yǎng)發(fā)展需求。3.踐行英語學(xué)習(xí)活動觀，注重學(xué)習(xí)活動的整體性、遞進(jìn)性和遷移性，讓學(xué)生真實(shí)感受到學(xué)習(xí)在發(fā)生。教材分析本單元的主題是“詩歌”，主要讓學(xué)生熟悉幾種簡單的英文詩歌形式，學(xué)習(xí)和閱讀一些經(jīng)典的英文詩歌，了解一些中外著名詩人的作品、成就及影響。本節(jié)課屬于單元的聽說板塊，該板塊聽說部分的主題是談?wù)搮⒓釉姼璞荣?，嘗試英文詩歌創(chuàng)作。參與英文詩歌大賽，對學(xué)生而言是一項(xiàng)趣味性和挑戰(zhàn)性并存的活動。該部分主要讓學(xué)生通過聽一段師生之間的對話，了解不同學(xué)生如何為詩歌創(chuàng)作做準(zhǔn)備，如何激發(fā)創(chuàng)作靈感，然后讓他們結(jié)合這個話題談?wù)撟陨淼母惺芎拖敕ā＿@些活動不僅僅是為了訓(xùn)練學(xué)生的聽力技能和口頭表達(dá)能力，還為后續(xù)的詩歌創(chuàng)作提供了參考思路和方法。聽力文本展示了一位教師和三個學(xué)生（George，Nora,Pitt）之間的對話。對話分為兩節(jié)，第一節(jié)對話呈現(xiàn)了教師詢問學(xué)生詩歌創(chuàng)作的進(jìn)展情況，三個學(xué)生對詩歌大賽的態(tài)度各不相同，Nora提早完成了詩歌創(chuàng)作，但對結(jié)果并不滿意，希望改進(jìn);Pitt因?yàn)槿狈`感，想放棄參賽；George雖然尚未動手，但心中已有計劃。第二節(jié)對話當(dāng)中，George對于如何從自然界獲取靈感頗有心得，Nora決定仿效George的做法。而Pitt似乎也受到了大家的感染，決定從音樂中吸取靈感，嘗試創(chuàng)作。在兩節(jié)對話中，教師主要起引導(dǎo)作用，目的是給予學(xué)生充分表達(dá)的機(jī)會，在耐心傾聽的同時，也十分注意鼓勵學(xué)生使用有關(guān)贊美和鼓勵的表達(dá)用語。Workbook的聽說部分主要是通過引入AuldLangSyne這首既是詩歌又是歌曲的作品，介紹蘇格蘭著名詩人RobertBurns，以及這首詩的創(chuàng)造背景、對人們的影響等。該板塊的目的是培養(yǎng)學(xué)生聽取信息能力，同時增加他們的英文詩歌以及外國著名詩人的了解。學(xué)情分析本節(jié)課面向全體高二學(xué)生。學(xué)生通過高一一年和高二上學(xué)期的學(xué)習(xí)，掌握一定的聽力策略和聽力技巧。學(xué)生能夠在教師的引導(dǎo)下通過運(yùn)用已有的背景知識和問題的關(guān)鍵詞等預(yù)測聽力內(nèi)容。但在具體細(xì)節(jié)信息的獲取方面，學(xué)生有可能會遇到抓不住重點(diǎn)的挑戰(zhàn)，因此需要教師搭建好腳手架，引導(dǎo)學(xué)生關(guān)注動詞和名詞等實(shí)詞，迅速獲取聽力文本中的重要信息。在語用知識層面，學(xué)生通過前面聽力的輸入，了解了介紹性文本的結(jié)構(gòu)，本節(jié)課將帶領(lǐng)學(xué)生關(guān)注該文本結(jié)構(gòu)，通過所做的筆記，內(nèi)化和輸入語言知識。教學(xué)目標(biāo)usetheirpriorknowledgeaboutposingpoemstopredictwhattheywillhearbeforelistening;listentoadiscussionaboutpoetryandgetkeyinformationthroughextensivelisteningandintensivelistening;usesomeexpressionstheyhavelearnedtotalkabouthowtowritepoems;readpoetryaloudandrecognizetheirrhymingwordsandrhythms.教學(xué)重難點(diǎn)鼓勵學(xué)生談?wù)撋钪薪佑|詩歌的經(jīng)歷并對聽力內(nèi)容進(jìn)行預(yù)測；引導(dǎo)學(xué)生在聽的過程中通過抓關(guān)鍵詞（動詞和名詞）獲取關(guān)鍵信息；指導(dǎo)學(xué)生運(yùn)用聽力獲取的有效信息，對所本節(jié)所了解的詩人進(jìn)行口頭介紹。教學(xué)資源課件PPT，黑板、白板。教學(xué)活動設(shè)計教學(xué)過程活動形式及步驟活動意圖時間Activity1LeadinEnjoyanEnglishpoemARed,RedRoseBYROBERTBURNSOmyLuveislikeared,redroseThatsnewlysprunginJune;OmyLuveislikethemelodyThat'ssweetlyplayedintune.Sofairartthou,mybonnielass,SodeepinluveamI;AndIwillluvetheestill,mydear,Tilla'theseasgangdry.Tilla'theseasgangdry,mydear,Andtherocksmeltwi'thesun;Iwilllovetheestill,mydear,Whilethesandso'lifeshallrun.Andfaretheeweel,myonlyluve!Andfaretheeweelawhile!AndIwilleagain,myluve,Thoughitweretenthousandmile.FreeTalk:Wouldyouliketotrywritingpoems?Whatdifficultiespreventsyoufromwritingpoems?導(dǎo)出本節(jié)課話題，通過一首英語詩，引入本節(jié)課主題，激活學(xué)生的語言知識儲備。豐富學(xué)生背景知識，為聽力做鋪墊。5minActivity2Prelistening:1.Whenisthedeadlineforthepoetrycontest?2.WhatdoesNorameanbysayingthatsheneedstimetopolishherwriting?3.Whydoesn’tPittwanttoenterapoemcontest?4.WhatdoesGeorgeplantodo?Wherearethey?Theyareatschool.Whataretheytalkingabout?TheyaretalkingaboutaingEnglishPoetryContest.Activity3:ListenfordetailedinformationPart1:1stlistenListencarefullyandpayattentiontotimeandverbs.Whenisthedeadlineforthepoetrycontest?Thedeadlineforthepoetrycontestis__________.WhatdoesNorameanbysayingsheneedstimetopolishherwriting?Norameansit’snotfinishedandsheneedstimeto_________itand__________________.Whydoesn’tPittwanttoenterapoemcontest?Becausehe_____________________towriteabout.WhatdoesGeorgeplantodo?Heplanstowritehispoemonthisweekendbutonlyifhe_____________.24June;2.polish,makeitbetter;3.can’tthinkofanything;4.feelsinspiredThinkafterlisteningPart1:Howdotheyfeelabouttheingcontest?Andwhy?Theyneedtobeinspired.Deadline24

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somewhereconfidentListenforphrasesofpraiseandencouragementPart2:Listenagainandpayattentiontotheverbphrases.Part1:Teacher:Ijustwanttoremindyouallthatthedeadlineofthepoetrycontestis24June.Nora,areyougoingtoenter?Nora:I’vealreadywrittenapoem,butIneedmoretimetopolishmywriting.Teacher:Good._______________________,Nora.Now,whataboutyourpoem,Pitt?Pitt:Ican’tthinkofanythingtowriteabout.MaybeIshouldskipitthisyear.Teacher:Oh,no,Pitt._______________________!Whataboutyou,George?George:Ihaven’tbegunmineyet.IplantodoitthisweekendbutonlyifIfeelinspired.Keepupthegoodwork;GiveityourbestshotPart12T:TeacherG:GeorgeN:NoralP:PittT:OK,everybody,let’stalkabouthowtobeeinspiredtowritepoetry.George,howwillyoufindinspirationthisweekend?G:Iplantogoforahikeinthecountrysideandsitquietlysomewherebymyself.T:________________.Whatdoyouexpecttosee?G:IthinkIwillnoticealotmoreaninsectcarryingsomething,theshapesandcoloursofflowers,howthewindsounds,orthedifferentsmellsintheair.AsIlookaroundmeallsortsofinterestingthoughtsandwordsmayeintomymind.T:_______________!Wouldanyoneelseliketotellushowtheyfindinspiration?Yes,Nora?N:IusuallywritebestwhenIamsurroundedbyfamiliarthings,likeinmyownhouse.ButnowthatI’velistenedtoGeorge,IthinkI’lltryouthismethodsometimetoo.T:Andyou,Pitt?P:Actually,IworkbestonmyhomeworkwhenI’mlisteningtomyfavouritemusic.I’venevertrieditwithpoetrybeforebutI’mgoingtotryittonight.T:_______________,Pitt!Well,we’vehadsomegoodideasabouthowtofindinspiration.I’mreally__________________readingallofyourpoems.That’sagoodidea;Thatsoundsgreat;Whatagreatidea;lookingforwardtoThinkafterlisteningPart2:Whatdoestheteachersaytoencouragehisstudents?what

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it.通過提前瀏覽問題和尋找keywords，為正式聽力做準(zhǔn)備;學(xué)會通過已知信息對未知信息進(jìn)行推測，達(dá)到本節(jié)課教學(xué)目標(biāo)。學(xué)會應(yīng)用summarizetheinformation掌握概括聽力信息的技能。引導(dǎo)學(xué)生根據(jù)已有的背景知識和題干預(yù)測聽力內(nèi)容的主要內(nèi)容，并在聽的過程中進(jìn)行核對和修正。培養(yǎng)學(xué)生在聽力的時候抓問題的關(guān)鍵，從而在聽力的過程中能做到有的放矢，抓住核心詞匯。20minActivity4PostlisteningTHEARROWANDTHESONGH.W.LongfellowIshotanarrowintotheair,Itfelltoearth,Iknewnotwhere;For,soswiftlyitflew,thesightCouldnotfollowitinitsflight.Ibreathedasongintotheair,Itfelltoearth,Iknewnotwhere;Forwhohassightsokeenandstrong,Thatitcanfollowtheflightofsong?Long,longafterwards,inanoakIfoundthearrow,stillunbroke;Andthesong,frombeginningtoend,Ifoundagainintheheartofafriend.NIGHTWilliamBlakeThesundescendinginthewest,Theeveningstardoesshine;Thebirdsaresilentintheirnest,AndImustseekformine.Themoon,likeaflower,Inheaven’shighbower,Withsilentdelight,Sitsandsmilesonthenight.Farewell,greenfieldsandhappygroves,Whereflockshavetookdelight.Wherelambshavenibbled,silentmovesThefeetofangelsbright;Unseen,theypourblessing,Andjoywithoutceasing,Oneachbudandblossom,Andeachsleepingbosom.2.HowtoreadapoemOmyLuveislikeared,redroseThatsnewlysprunginJune;OmyLuveislikethemelodyThat’ssweetlyplayedintune.Sofairartthou,mybonnielass,SodeepinluveamI;AndIwillluvetheestill,mydear,Tilla’t