英语人教版 (2019)Unit 5 Poems教案设计

Unit 5 Poems

Reading and Thinking  教学设计                                  

教材分析

本课是阅读课，主题是“欣赏不同形式的英文诗歌”（Appreciate different forms of English poems）。该阅读语篇是一篇说明文，语篇结构是“总—分—总”的模式。文章第一段简要概括了诗歌这种文学体裁的价值、意义及特点，点明该语篇的核心内容是介绍几种简单的诗歌形式。文章第二至第五段则分别描述了童谣、清单诗、五行诗、俳句的特点，同时还列举了相关的诗作供学生学习。第六段提及了唐诗英译，列举了我国唐代诗人王建的《望夫石》。最后的段落则鼓励学生模仿创作英文诗歌。

教学目标 

在本课学习结束时，学生能够：

1. 总结出阅读语篇的文本结构;

2. 抓住英文诗歌的特点，掌握赏析英文诗的方法；
3. 了解几种简单的诗歌形式，掌握诗歌的基本特征和语言特点。

教学重难点

【教学重点】

1. 引导学生通过理解文章内容，总结出阅读语篇的结构特点；

2. 指导学生学会识别几种简单的英文诗歌形式，概括和梳理不同诗歌的特点；

3. 指导学生学会利用表格梳理文本信息，对几种诗歌形式的名称、特点和相关诗作等信息进行整理和归纳。

【教学难点】

能梳理和概括不同诗歌的特点，学会辨别英文诗歌中的意象、韵律、节奏及修辞手法，启发学生赏析诗歌作品，表达对诗歌的感受。

教学过程

Step 1 Warming-up

1. Look at the picture and discuss the following questions.

(1) What can you see in the picture?

(2) If you were walking in a forest and came to a crossroad like this, what would you do? Why?

设计意图：引导学生观察并讨论主题图，并将学生代入场景思考自己的决策。

2. Understand the quote.

(1) Do you understand the poem lines in the photo? Can you use your own words to explain them?

(2) Why does the writer take the road less travelled by?

(3) What difference do you think it has made to the writer?

(4) What emotion or feeling do you think the poet wanted to convey?

设计意图：赏析引言中的诗歌，让学生谈论对这几句诗的理解，挖掘诗歌的深层含义。

3. Discuss the following questions with your partner.

(1) When you think of the words “poem” or “poetry”, what comes to mind?

(2) Can you think of any poems that you have learnt? What are the poems about?

(3) Can you name some famous Chinese poets and then recite their poems?

(4) How do you feel about poems?

设计意图：通过让学生讨论以上问题，让学生谈论自己对诗歌的理解，激活学生的背景知识，并引出本单元将要学习的主题。

Step 2 Pre-reading

1. Before you read, discuss these questions in groups.

(1) What are the different forms of literature that you already know about?

(2) Compared with other forms of literature such as the novel, drama, and the short story, what are the characteristics of poetry? The video below may help you.

(3) What is a poem?

设计意图：让学生列举出不同的文学体裁，并通过播放与诗歌有关的短视频，启示学生思考诗歌体裁的特点，能有效地激活学生已有的背景知识，为后续的阅读活动做准备。

2. Why do you think people write poems?

设计意图：让学生进行头脑风暴，讨论人们创作诗歌的原因，从而引导学生在赏析诗歌时从这些原因出发去体会和理解诗人的创作意图。

Step 3 While-reading

1. Read the passage quickly, and answer the following questions.

(1) What does the passage mainly discuss?

(2) How many types of poems are mentioned? What are they?

(3) How many parts can it be divided into? Draw a mind map to show the structure of the text.

设计意图：让学生快速阅读课文，引导学生通过回答以上问题获取文章大意、文本结构和关键信息，并让学生学会利用思维导图梳理文本信息。

2. Focus on the reading strategy: Poetry comprehension.

设计意图：让学生了解赏析诗歌的方法，为后续的阅读活动做好理论准备。

3. Read the poems mentioned in the text again. And match the main idea with each poem.

设计意图：引导学生关注语篇中提供的诗作，并运用前面介绍的方法理解诗歌的大意。

4. Work in groups. Complete the table below.

设计意图：引导学生学会利用表格梳理文本信息，对几种诗歌形式的名称、特点和相关诗作等信息进行整理和归纳。

5. Focus on the five types of poems mentioned in the text.

设计意图：引导学生通过视觉和听觉去感受诗歌，并根据所列出的问题更深入地理解文本中的诗作，让学生能根据范例中的诗歌进一步体会每种类型诗歌的特点。

6. Listen to the recording of the text and read aloud the poems.

设计意图：让学生边听课文录音边模仿朗读，引导学生学会有节奏、有感情地朗读课文和诗歌，感受英文诗歌的音韵美和节奏感。

Step 4 Post-reading

1. Discuss the questions below with your partner.

(1) Are poems good for our life? What can we get from poems?

(2) Which poem do you like best? Why?

(3) Does each of the poems we’ve read paint a picture in your mind? Which poem does? What is the picture?

设计意图：引导学生思考诗歌对人们的影响，并讨论自己所喜欢的诗歌，分享自己赏析诗歌的感受。

2. Can you tell which form the following poems belong to?

设计意图：判断所列出的诗歌属于哪种类型，巩固每种诗歌的特点。

Step 5 Assignment

1. Review the characteristics of each kind of poem.

2. Recite the poem The Road Not Taken on Page 94.

设计意图：让学生课后再次复习每种类型诗歌的特点，并要求学生背诵主题页的完整诗歌，提升英语文化素养。