Unit2-Using-Language-名師教學(xué)設(shè)計

1/4Unit2UsingLanguage名師教學(xué)設(shè)計人教版新教材第六模塊，第二單元usinglanguage的教學(xué)設(shè)計教學(xué)課型：usinglanguage（45分鐘）綜合技能課是讓學(xué)生綜合運(yùn)用本單元所學(xué)的語法、詞匯和功能項目，通過讀，聽，說活動達(dá)到有效語言輸出和知識建構(gòu)的課型。教材分析本節(jié)課的原定教材內(nèi)容是講授一首詩歌“I’VESAVEDTHESUMMER”。感覺這首詩歌比較簡單，學(xué)生很容易掌握，故教師對教學(xué)內(nèi)容進(jìn)行了調(diào)整和擴(kuò)展。把詩歌換為著名蘇格蘭詩人羅本特.彭斯的代表作《紅玫瑰》。詩歌的語言是蘇格蘭方言，理解不容易，所以要求學(xué)生借助字典查找詞匯含義，借此擴(kuò)大學(xué)生學(xué)習(xí)語言的途徑和方法。教學(xué)目標(biāo)(1)知識目標(biāo)a能理解《紅玫瑰》的內(nèi)容，理解作者的用詞遣句。b.理解詩歌的意境。(2)能力目標(biāo)a.能從上下文中推斷詩歌的隱含意。b.培養(yǎng)學(xué)生理解能力，綜合概括能力。(3)情感目標(biāo)a.加深學(xué)生對英文詩歌的理解，增強(qiáng)對西方文化的理解。b.增強(qiáng)學(xué)生的合作意識。c.培養(yǎng)學(xué)生理解英文詩歌感受生活的美好。5．教學(xué)重點(diǎn)和難點(diǎn)切實理解英文詩歌《紅玫瑰》。6．教學(xué)設(shè)計（1）教學(xué)理念以學(xué)生為主體，培養(yǎng)學(xué)生的綜合語言運(yùn)用能力，發(fā)揮學(xué)生的主觀能動性，樂于探究。（2）總體思路本節(jié)課采用多媒體教學(xué)，以此來創(chuàng)設(shè)良好的教學(xué)情景，優(yōu)化教學(xué)過程，促進(jìn)學(xué)生思考，創(chuàng)設(shè)學(xué)習(xí)情景，設(shè)計層層推進(jìn)的教學(xué)任務(wù)，拓展了話題的深度和廣度，促進(jìn)師生之間，生生之間充分的交流和合作，使學(xué)生能主動學(xué)習(xí)、主動探究和主動構(gòu)建知識。采用教師指導(dǎo)下的小組合作學(xué)習(xí)的方法，啟發(fā)學(xué)生自主理解文本內(nèi)容，探究和領(lǐng)會作者的意圖和了解西方文化。最后在閱讀和聽力的語言輸入的基礎(chǔ)上讓學(xué)生將英文詩歌《紅玫瑰》的翻譯和意境圖匯報給全班。（3）教學(xué)過程SteponeLeadinginShowstudentsapictureofroseandaskthem“whatdothemthinkofwhentheyseethepicture?HavethestudentsexpresstheirideasSteptwoPresentation1.ListeningListentothepoemandanswerquestionsCanyouguesswhatisthepoemabout?Doesthepoemhavearhythmicpattern?Doesthepoemhavetherhymingwords.Whatdoyouthinkofthelanguage?Doyouthinkthespeakerisaboyoragirl?2.Groupwork–language1)Formagroupofsix.2)Fourofyouwillberesponsibleforlookinguptheunfamiliarwordsineachpartusingyourdictionaries.3)Explainyourfindingstotheothers.4)Onewritethemdownandonereportthemtoclass.3.Groupworkpoeticdevices（詩歌的手法）Whataretherhymingwordsineachpart?Howdoesrhythmicpatternofthepoemform4.Groupworkcomprehension1)Whatdoestheauthorcomparehisgirlfriendtoandwhy?2)Whatdoestheauthorwanttoconveyinthesecondandthirdpartandhow?3)Whatwillhappeninthelastpart?4)Poetsoftencreateimagesinthepoemsothatthereaderscanseepicturesintheirminds.Whatisthepictureofthepoem?5.ThebackgroundofRobertBurns.RobertBurns(1759–1796)wasaScottishpoetandalyricist.（歌詞作者）HeiswidelyregardedasthenationalpoetofScotland.HeisthebestknownofthepoetswhohavewrittenintheScotslanguage.StepThreeConsolidationGroupworktranslation1)TrytotranslatethepoemintoChinese.2)Drawthepicturethattheauthorwantstocreate.3)Makethepresentationtotheclass.【設(shè)計說明】該教學(xué)步驟旨在加深學(xué)生對該詩歌的理解。中文也有很多類似的愛情詩歌，讓學(xué)生把英文詩歌翻譯成中文能更好地理解該詩歌。同時每首詩歌就是一幅畫，故要求學(xué)生把詩歌的意境畫出來，通過圖文并茂的形式來加深對詩歌的理解和體會。每位學(xué)生各翻譯的一部分，然后請匯報者和畫圖者上臺展示。此處應(yīng)是課堂的高潮部分。StepThreeGroupworkassessmentEvaluatethepoem.Whydoyoulikethepoem?EvaluatetheteamworkDoyouthinkwhichgroupdidabetterjob?StepFourHomeworkassignmentTrytowritedownyourownpoem.原文ARed,RedRoseRobertBurnsOMYLuve'slikeared,redroseThat'snewlysprunginJune:OmyLuve'slikethemelodiesThat'ssweetlyplay'dintune!Asfairartthou,mybonnielass,SodeepinluveamI:AndIwillluvetheestill,mydear,Tilla'theseasgangdry:Tilla'theseasgangdry,mydear,Andtherocksmeltwi'thesun;Iwillluvetheestill,mydear,Whilethesandso'lifeshallrun.Andfaretheeweal,myonlyLuve,Andfaretheewealawhile!AndIwillcomeagain,myLuve,Tho'itweretenthousandmile.ARed,RedRoseRobertBurnsOMYLuve'slikeared,redroseThat'snewlysprunginJune:OmyLuve'slikethemelodieThat'ssweetlyplay'dintune!Asfairartthou,mybonnielass,SodeepinluveamI:AndIwillluvetheestill,mydear,Tilla'theseasgangdry:Tilla'theseasgangdry,mydear,Andtherocksmeltwi'thesun;Iwillluve