北师大版 (2019)选择性必修 第三册Lesson 2 Poetry教学设计

这是一份北师大版 (2019)选择性必修 第三册Lesson 2 Poetry教学设计，共21页。教案主要包含了 What，Wnder， Learn等内容，欢迎下载使用。

课程基本信息
学科
英语
年级
高二
学期
春季
课题
Unit 8 Literature Lessn 2 Petry
授课时长
40 分钟
课型
听说课
指导理论
The English curriculum standards advcate students t learn English thrugh a series f integ rated, relevant and practical theme based activities. Teachers need t adpt the activity-based apprach, which advcates that students learn English thrugh a series f integrated, relevant and practical theme-based activities, where they underg learning prcesses, such as perceiving and understanding, applying and practicing, and transferring and creating.
T achieve that gal in this listening and speaking class, it is necessary that we teachers set the hierarchy f learning bjectives in accrdance with taxnmy and since the bjectives are lca ted in students zne f prximal develpment, scafflding shuld be prvided.
教材分析
单元分析：
Centered n the tpic f "Literature" , this unit presents different types f literature thrugh texts in multiple frmats, guiding students t appreciate literature wrks, imprve literary literacy and develp culture awareness.
文本分析：
主题语境：人与社会
文章体裁：诗歌
【 What】 This lessn cntains tw pems. The first is "Stpping by Wds n a Snwy Evening" by Rbert Frest. When the pet stps by wds n a snwy evening, the wner f the frest des nt knw that smene is admiring the wds in the snw. The hrse wndered, “there is n farmhuse near here, why stp here? ”The pet did nt answer the hrse, and there was silence except fr the sund f the wind and the falling snw. Hwever, althugh the frest is lvely, dark and quiet, there are earthly respnsibilities and bligatins. And finally ratinal sense vercmes es. In the end, the pet repeatedly sings "And miles t g befre I sleep", shwing the pet's cntradictin in mind .
The secnd is William Wrdswrth's pem “The Daffdils” . In the pem, Wrdswrth cmpares himself t a clud swimming arund and lnging fr freedm. Once he saw a large daffdils by the lake,h e devted himself t the scene. He nt nly described the lvely psture f daffdils, but als expressed the lve fr nature and the jy at the bttm f the heart.
【Why】 By learning "Stpping by Wds n a Snwy Evening" and "The Daffdils", students can feel the beauty f rhyme and rhetric, grasp the linguistic characteristics f literary wrks f petry genre, and understand the emtin expressed by the authr. In this way, students can experience the charm f language and further explre the similarities and differences between Chinese and freign pems.
【Hw】 There are fur stanzas in Stpping by Wds n a Snwy Evening, fur lines in each stanza. There are tw reversals in the pem, "Whse wds these are l think l knw" and "his huse in the village thugh," bth fr rhyming effect. The pet hpes t use this quiet snwy night t express his desire t integrate with the beautiful nature as well as determinatin t mve n.
The Daffdils expresses the authr's lve fr nature. The pem is divided int fur stanzas f six lines, each line with fur feet, and mst f them are in iambic. The pet uses the phrase "wandered lnely as a clud, that flats n high ervales and hills" t describe himself as a lnely clud, flating alne in the sky. When describing daffdils, the use f persnificatin "fluttering and dancing", "tssing theirheads" and s n, shws the daffdils’ beauty and delight.
学情分析
【Knw】
Students have already gained a multifaceted understanding f literature by learning Tpic Talk and Lessn 1. Thrugh their previewing befre the class, they have grasped a certain amunt f vcabulary related t petry and the backgrund infrmatin f the pems. They als pssess a certain level f listening cmpetence and are able t grasp the missing wrds in the pems .
【Wnder】
When identifying the literary devices in the pems, students may encunter certain difficulties. Additinally, they may have sme challenges in understanding the meaning and theme f the pem.
【 Learn】
Students will learn t understand and aprreciate pems frm the aspect f rhyme, image and literary devices in rder t figure ut the theme.
教学目标
By the end f the class ，the students will be able t :
1. figure ut the main idea f the pems thrugh listening and reading;
2. analyze the linguistic and stylistic features f petry, including the rhythm, rhyme, literary device, image, theme and s n;
3. cmpare and differentiate English pems and Chinese pems in terms f language and structure;
4. execute a prject—— create a shrt pem themed n nature.
教学重难点
Key pints：
Figure ut the main idea f the pems thrugh listening and reading;
Analyze the linguistic and stylistic features f petry, including the rhythm, rhyme, literary device, image, theme and s n;
Difficult pints：
Cmpare and differentiate English pems and Chinese pems in terms f language and structure; Execute a prject—— create a shrt pem themed n nature.
教学方法
Prject-based apprach;
Activity-based apprach;
Multimdal teaching apprach
教学过程
Objective
Activity
Intentin
Level
Evaluati
n
Inter
a-
tin
Figure ut the main
idea f the
pems
thrugh listening and
reading.
Activate and Share
Activity 1
Ss discuss and learn abut
backgrund infrmatin
abut William Wrdswrth.
T prepare students fr
listening and
reading and
activate their
knwledge.
感知与注意
学生通过
预习和课
堂教师介
绍 ， 了解
诗人和诗
歌背景知
识 ，激活认识。
CW
2,
Listen fr
Understanding Activity 2
Ss scan the pem and
T guide
students t
predict and
understand the
感知与注意获取与梳理
概括与整合
学生通过
猜诗 、看诗、听诗、填诗 ，感
IW
CW
6’
chse the wrds belw t fill in the rhyming wrds based n their predictin.
Activity 3
Ss Watch the vide and check their predictins.
Activity 4
Ss read and summarize the main idea f each stanza.
main idea f the pem.
受诗歌的美 ，理解诗歌的主旨大意。
Analyze the linguistic
and stylistic
features f
petry,
including
the rhythm, rhyme,
literary
device,
image,
theme and
s n.
Activity 5
Ss read the pem alud,
appreciate the rhythms and rhymes and identify the
structure f the pem.
T instruct
students t
srt ut
stanza, line
and rhyme pattern.
感知与注意获取与梳理
学生通过朗读与梳理，认识诗歌的结构、押韵和节奏。
CW
2,
Activity 6
Ss analyze the literary
devices used in each f the fllwing line.
Ss summarize key factrs f a pem.
T instruct
students t
apply literary devices t
appreciating
pems.
分析与判断内化与运用
学生通过
运用诗歌
文学手法
知识，分
析诗歌含
义，赏析
诗歌。
PW
CW
4,
Activity 7
Listen fr thinking
Ss listen again and answer the questins:
T guide
students t
understand
and clarify the
描述与阐释分析与判断
学生通过
理解诗人
的情感变
化 ，分析
IW
CW
6,
1. Hw did the pet feel befre he saw the
daffdils?
Hw did he feel afterwards?
2. What wealth did the daffdils bring t the writer?
image and
theme f the pem.
意向的象
征意义和诗歌主题,引导学生热 爱 自
然 ，在自
然中寻求
心灵的宁静。
Execute a
prject——
create a
shrt pem themed n
nature.
Activity 8
Ss execute a grup prject t write a pem themed n nature.
T design and carry ut the
prject
acvitity and let students learn
t write a new
pem with their
imaginatin
and creativity.
描述与阐释内化与运用想象与创造
学生通过
开展小组
项目式学
习 ，按照
项目式学
习步骤，
有序开展
合作 ，通
过作诗与
画诗 ，实
现美育浸
润下的诗歌理解。
GW
CW
15,
Cmpare and
differentiate
English
pems and Chinese
pems in terms f
language and
structure.
Activity 8
Ss read Chinese pem
themed n flwer alud
and cmpare the
differences and
similarities f tw pems.
T guide students
analyze the
expressin f Chinese and
Western petry critcally and
develp
intercultural
awareness
.
分析与判断批判与评价
学生通过
辩证性分
析相同意
向在中西
方诗歌中
的含义，
感悟中西
方文化异
同，培养
跨文化交
际能力。
PW
3,
Activity 9
Make self-assessment
accrding t the checklist.
T help
students reflect
n their
perfrmance in
varius aspects f this class,
understand the
degree f
achievement in
their classrm
learning
prcess and
prvide
directinal
guidance fr
future learning
imprvement.
批判与评价
学生通过
反思自己
本节课的
表现，认
知自己在
诗歌课堂
学习过程
中目标的
达成度，
为后续的
学习提升
提供一定
的方向性指导。
IW
2 ,
作业分层设置
Optin 1. Search nline fr mre ways t appreciate pems;
Optin 2. Interpret the theme f Stpping by Wds n a Snwy Evening using the methd we learned tday.
板书设计
教学反思
Features
1. In this class sessin, prgressively structured teaching activities are designed t guide students t understand and analyze the textual infrmatin in tw pems frm the surface t the depth. Overall, the teaching activities are intercnnected and reflect the crrespnding characteristics f deep learning, which is cnducive t the cultivatin f students' cre literacy in the subject.
2. This class fcuses n leading students t dentify the stylistic and linguistic features f petry and analyze the literary devices, images and themes thrugh listening and speaking activities;
3. By rganizing the prject grup wrk, build a student-riented class and let students analyze a new pem in the grup by themselves with creativity and imaginatin.
4. Thrugh a chain f questins, guide students t cmpare and differentiate English pems and Chinese pems with the same tpic critically and develp intercultural awareness.
Reflectin
Overall, the teaching activities designed fr this lessn are centerd n students and prgressed smthly, but students still encuntered sme bstacles when analyzing the literary devices, images and themes fthe pems . In such cases, teachers can actively pint ut relevant details in the pems in cmbinatin with the backgrund infrmatin f the pets and pems. Additinally, in the prject activity,teachers shud give clear instructin, prvide scafflding and participate in their grup wrk in need.