人教版 (2019)Unit 5 Poems表格教案

这是一份人教版 (2019)Unit 5 Poems表格教案，共7页。
课程基本信息
学科
英语
年级
高二年级
学期
春季
课题
Unit 5 Pems Using language(2) Reading and Writing
教科书
书 名：人教版教材 选择性必修三
出版社：人民教育出版社 3月
教学目标
In this class, students will be able t
1. appreciate English pems frm different perspectives.
2. analyze an English pem and write an essay abut it.
3. write a pem based n what has been learnt.
4. evaluate and enjy thers' pems accrding t the learning checklist.
教学内容
教学重点：
Enable Ss t appreciate English pems frm different perspectives.
Enable Ss t write a pem based n what has been learnt.
教学难点：
Guide Ss t analyze an English pem and write an essay abut it n their wn.
Guide Ss t write their wn pems.
教学过程
Activity 1 Learn hw t appreciate a pem
Ask Ss t make a list f questins that the readers shuld cnsider while reading pems.
P Pssible questins:
￭ What's the title f the pem?
￭ What is the subject f the pem?
￭ Hw d sme sentences rhyme?
￭ What rhetrical devices are used in the pem?
￭ What images are used in the pem?
￭ What picture cmes t yur mind after yu read the pem?
￭ What is the tne f the pem?
T classifies thse questins int fur grups and intrduces fur aspects f pem appreciatin: identify petic frm, appreciate petic language, find petic imagery and feel petic meaning.
T uses the pem DREAM as an example t shw hw t appreciate a pem frm perspectives f petic frm, petic language, petic imagery and petic meaning.
T asks Ss t identify the title, the authr, lines f the pem.
T asks Ss t find ut vivid language f the pem. (rhyming wrds: die, fly, g, snw;
rhetrical devices: repetitin, metaphr)
T asks Ss t find images used in the pem.
T asks Ss t listen t a recrding f the pem t feel the pem better.
(feel the tne f the pem, the message it cnveyed)
T asks Ss t read a shrt essay abut the pem DREAM in textbk n page 57 and identify elements f the pem mentined in the essay.
T shws that the essay is develped by analyzing petic frm, petic language, petic imagery and petic meaning f the pem.
[设计意图] 达成目标一。该环节重点是教会学生从诗歌形式，诗歌语言，诗歌意象，诗歌意义这四个方面进行诗歌赏析。以让学生自主提问（如何赏析诗歌）开始，增加学生课堂参与感，激发学生的兴趣。同时检测学生对本单元前几个课时的掌握情况。教师将学生提出的问题进行分类， 对应提炼出诗歌赏析的四个维度：诗歌形式，诗歌语言，诗歌意象，诗歌意义，为接下来赏析诗歌搭好框架。教师以课本中诗歌“梦想”为例，带领学生进行诗歌鉴赏四个维度的分析，为活动二中学生自主分析诗歌做好示范。该环节中教师播放该诗歌的朗诵录音，让学生更加深刻感受该诗歌的节奏和表达的情感，体现诗歌赏析中的一个重要环节，使得学生对该诗歌及诗歌本身有了更加深刻的理解和认识。为活动四自主创作诗歌做好内容铺垫。阅读课文57页中关于“梦想”这首诗的短文分析，帮助学生将前面所得的碎片化信息进行整合化输出。通过成段的文字，巩固学生对诗歌赏析所涉及的四个维度的理解。再次为活动二学生自主分析诗歌做铺垫。以及为活动三的写作任务做好内容，结构和语言上的示范。
Activity 2 Read and analyze a pem
T asks Ss t read and analyze the pem WIND ON THE HILL by themselves.
T prvides several elements f pem fr their reference: title: authr, line,
rhyming wrds, rhetrical devices, images, subject, tne, feelings.
T asks Ss t listen t a recrding f the pem t feel the pem better.
[设计意图] 为达成目标二。本环节全程由学生自主完成，体现学生为主体及课堂的自主性。经过Activity 1 中五个环节的指导，学生对如何进行诗歌赏析有了一定的理解，在该环节中加以应用。该课时是本单元的第五课时。经过前几个课时关于诗歌形式，诗歌修辞等的学习，在该课时中学生具备相关知识和语言能力独立完成诗歌赏析。此外，高二的学生，拥有较高思维品质，为独立赏析诗歌创造条件。
Activity 3 Write a shrt essay abut a pem
T asks Ss t rganize their analyses abut the pem int an essay by fllwing the example in textbk n page 57.
T prvides essay structure and mre useful expressins fr their reference.
T asks Ss t present their essays t the class. (T presents ne essay frm her student.)
[设计意图] 为达成目标二。让学生将自己对该诗歌的赏析整理成文，是零散信息走向整合表达的过程,是知识结构化的过程。学生通过成段文字的输出，对诗歌这种文学形式有了更加深刻的认识，同时积累诗歌创作素材，为活动四自主创作诗歌做好铺垫。教师提供文章结构和语言支撑，为学生写作搭好脚手架，保证教学环节顺利进行。
Activity 4 Write a pem
1. T asks Ss t think abut hw t write a pem.
2. T shws five steps(crrespnding t fur aspects f the pem) t write a pem.
3. T shws an example f writing a pem step by step.
4. Ss write their wn pems step by step.
Step 1: What message d yu want t give t the reader? What is imprtant t yu?
Theme:
Feelings/ emtins:
Step 2: Make a list f wrds related t yur theme.
Rhyming wrds:
Descriptive wrds:
Step 3: Check hw well yur details paint a picture in yur mind.
Images:
Rhetrical devices:
Picture painted:
Step 4: Read the pem alud and listen t hw it sunds.

Step 5: Give it a title and yur pem is ready.
[设计意图] 达成目标三。让学生回答如何创作诗歌，旨在让学生梳理学过的知识，通过自己思考，形成创作期待。教师给出创作诗歌的五个步骤，为学生的创作搭建脚手架的同时，引导学生从创作的角度进一步理解诗歌形式，诗歌语言，诗歌意象和诗歌意义。教师以一位学生创作诗歌的过程为例，逐步向学生展示一首诗歌从立意，选词，构造意象，感受语调到拟定标题的全部环节，为后续学生自主创作提供可视性化模板。
Activity 5 Evaluate and enjy thers' pems
T invites several Ss t read ut their pems in frnt f class. (T presents ne pem frm her student.)
T shws the learning checklist (crrespnding t fur aspects f the pem) t Ss.

T, tgether with Ss, evaluates and enjys the pem she presents accrding t the learning checklist.
[设计意图] 达成目标四。让学生大声读出自己创作的诗歌可以更好地表达其作品的感情，同时给到学生丰富体验，增加自信。明确诗歌的评价项目，让学生对照评价项目，对同伴创作的诗歌进行评价,同时再次渗透关注诗歌四个维度的意识。实现从赏析到创作到评价使用一个标准。即一个标准贯穿一整节课。
Activity 6 Assingnment
1. Wrk in grups, evaluate and enjy thers' pems accrding t the learning checklist
and plish yur pems based n thers' advice .
Write a shrt essay abut the pem A MATCH n page 56.
[设计意图] 作业一深化学生对诗歌评价项目的认识， 结合诗歌四个维度产出高质量原创诗歌。作业二为整合性输出诗歌赏析短文提供更多操练机会。