Unit 5 Poems教案

Readingand Thinking: A Few Simple Forms Of English Poems

文本簡(jiǎn)析

本單元閱讀文本介紹了幾種簡(jiǎn)單的英語(yǔ)詩(shī)歌形式，旨在讓學(xué)生能理解和欣賞英語(yǔ)詩(shī)歌的美，包括形式美、內(nèi)容美、意義美，培養(yǎng)審美情趣，并從作品的意義美中獲得積極的人生態(tài)度和價(jià)值觀念啟示。

該文本是一則典型的說(shuō)明性文本，用簡(jiǎn)單易懂的語(yǔ)言向英語(yǔ)詩(shī)歌的初學(xué)者們介紹了五種比較簡(jiǎn)單的英語(yǔ)詩(shī)歌形式。文題“A Few Simple Forms of English Poems”是整個(gè)文本的核心話(huà)題。正文內(nèi)容共七段，按“總—分—總”建構(gòu)。第一段為總起段，概述了英語(yǔ)詩(shī)歌的創(chuàng)作原因以及主要特點(diǎn)，涉及了形式、內(nèi)容、意義等方面賞析英語(yǔ)詩(shī)歌的幾個(gè)主要維度；第二段至第六段分別介紹了童謠、清單詩(shī)、五行詩(shī)、俳句和唐詩(shī)五種英語(yǔ)詩(shī)歌形式；第七段收尾，鼓勵(lì)讀者嘗試英語(yǔ)詩(shī)歌創(chuàng)作。

在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，要引導(dǎo)學(xué)生梳理關(guān)于與詩(shī)歌要素和詩(shī)歌賞析有關(guān)的話(huà)題類(lèi)語(yǔ)言，既包括format、rhythm、subject、image等名詞，也包括have a strong rhythm、be made up of、contain、consist of、convey這樣的動(dòng)詞和動(dòng)詞短語(yǔ)。還要關(guān)注如some，usually，many，often，may等體現(xiàn)說(shuō)明文用詞準(zhǔn)確性的功能類(lèi)語(yǔ)言，同時(shí)詩(shī)歌語(yǔ)言的簡(jiǎn)潔、凝練、生動(dòng)，和詩(shī)歌中運(yùn)用的修辭手法也同樣值得關(guān)注。另外，對(duì)文本脈絡(luò)結(jié)構(gòu)的梳理，對(duì)零散信息點(diǎn)的整合，以及說(shuō)明方法的運(yùn)用，可以有效提升邏輯思維與批判性思維能力。最后，詩(shī)歌承載了豐富的文化內(nèi)涵，傳遞了積極的人生觀、價(jià)值觀，學(xué)生在閱讀詩(shī)歌時(shí)要體會(huì)其意義美，形成自己的價(jià)值建構(gòu)。

教學(xué)設(shè)計(jì)(共2課時(shí))

第1課時(shí)

一、教學(xué)內(nèi)容

理解全文，梳理詩(shī)歌賞析維度，明確文本的總分總結(jié)構(gòu)，尋找不同詩(shī)歌類(lèi)型的特點(diǎn)，并賞析童謠、清單詩(shī)的相關(guān)詩(shī)例。

二、課時(shí)目標(biāo)

1. 解讀介紹性文字，理解與詩(shī)歌有關(guān)的重要詞匯，提煉欣賞詩(shī)歌的幾個(gè)主要維度，提升概括能力。

2. 通過(guò)略讀獲取文章基本信息、文體特征，梳理文本結(jié)構(gòu)，查找不同詩(shī)歌類(lèi)型的特點(diǎn)，訓(xùn)練預(yù)測(cè)、提煉篇章結(jié)構(gòu)以及提取信息的能力。

3. 尋找相關(guān)詞匯，感受說(shuō)明文表述精準(zhǔn)這一特色，結(jié)合童謠的特點(diǎn)賞析詩(shī)例A，并通過(guò)填空鞏固相關(guān)語(yǔ)言。

4. 利用文中習(xí)得的相關(guān)詞匯和詩(shī)歌賞析的幾個(gè)維度，對(duì)文本中的詩(shī)例B和C進(jìn)行自主賞析并討論，內(nèi)化相關(guān)語(yǔ)言。

三、教學(xué)過(guò)程

Activity1: Activating background knowledge related to poems

本活動(dòng)為實(shí)現(xiàn)課時(shí)目標(biāo)1和2做鋪墊。

Studentstake a look at three short English poems and try giving a definition of “poem”.

Poem1:

Hush, littlebaby, don’t say a word,

Papa’s gonnabuy you a mockingbird.

If thatmockingbird won’t sing,

Papa’s gonnabuy you a diamond ring.

Poem2:

Snow havingmelted,

The wholevillage is brimful

of happychildren

Poem3:

Two roadsdiverged in a wood, and I

Took theone less travelled by

And thathas made all the difference.

(definitionfrom Macmillan English Dictionary: a piece of writing using beautiful or unusuallanguage arranged in fixed lines that have a particular beat and often rhyme)

【設(shè)計(jì)意圖】導(dǎo)入階段向?qū)W生展示三首優(yōu)美的英語(yǔ)小詩(shī)，教師不解讀，只讓學(xué)生自己感受，并讓學(xué)生試著給詩(shī)歌下個(gè)定義，激發(fā)學(xué)生的學(xué)習(xí)興趣，激活學(xué)生對(duì)英語(yǔ)詩(shī)歌的相關(guān)背景知識(shí)和部分話(huà)題詞匯。然后教師給出比較權(quán)威的“poem”英語(yǔ)釋義，再以第一首詩(shī)(文中童謠詩(shī)例的節(jié)選)為例解釋英語(yǔ)詩(shī)歌的部分基本特點(diǎn)和賞析維度subject/topic和sound(rhyme、syllable、rhythm)全班一起鼓掌打出節(jié)奏，為后文閱讀做詞匯和詩(shī)歌賞析上的準(zhǔn)備。

Activity2：Generalizing theaspects of poem appreciation.

本活動(dòng)旨在實(shí)現(xiàn)課時(shí)目標(biāo)1。

Studentsread the first paragraph.

Q1: Whatis the text type of the passage?

(exposition)

Q2: Whatare the two key words in the first paragraph?

(reasonsand characteristics)

Q3: Whydo people compose poetry?

(to tella story or describe a certain image in the reader’s mind; to convey certain feelings.Basically, to “express themselves”, which means to convey one’s message or one’sfeelings. )

Q4: Whatare the characteristics of English poetry?

(economicaluse of words, descriptive and vivid language, integrated imagery, literary devicessuch as similes and metaphors, and arrangement of words, lines, rhymes, and rhythm)

Q5: Fromwhat aspects can we appreciate an English poem?

【設(shè)計(jì)意圖】學(xué)生閱讀首段，找出文本關(guān)注的兩個(gè)關(guān)鍵點(diǎn)，即作詩(shī)原因和詩(shī)歌特點(diǎn)。學(xué)生根據(jù)這兩個(gè)關(guān)鍵點(diǎn)在第一段的閱讀中定位重要細(xì)節(jié)，理解生詞含義，挖掘詞匯內(nèi)涵，并在此基礎(chǔ)上歸納出賞析詩(shī)歌的三個(gè)方面即形式、內(nèi)容、意義和六個(gè)維度，即格式format、話(huà)題subject/topic、音律sound、語(yǔ)言language、畫(huà)面image/picture、情感/信息feeling/message – (theme)，為解讀后文的詩(shī)例做準(zhǔn)備。

Activity3: Predicting the text content and drawing the structure of the text.

該活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

Studentspredict what may be talked about in the rest of the text according to the titleand the first paragraph, and then present their predictions in the form of questions.

Q1: Whatmay be talked about in the rest of the text?

[1] Howmany forms are mentioned?

[2] Whatforms are they?

[3] Whatcharacteristics does each form have?

[4] Whatpoem examples are used to introduce each form?

...

Q2: Whatis the structure of the text?

Q3: What are the characteristics of the five formsof English poem?

【設(shè)計(jì)意圖】讓學(xué)生根據(jù)標(biāo)題和第一段最后一句以提問(wèn)題的形式預(yù)測(cè)后文內(nèi)容，然后快速閱讀文本，尋找剛才提出的問(wèn)題的答案。利用每段段首的含有本段主題的句子快速尋找本文所涉及的幾個(gè)詩(shī)歌類(lèi)別，并將詩(shī)歌類(lèi)型與詩(shī)例配對(duì)，在此過(guò)程中加工文本信息，梳理篇章脈絡(luò)，鍛煉學(xué)生預(yù)測(cè)能力和概括篇章結(jié)構(gòu)的能力。另外，查找不同詩(shī)歌類(lèi)型特點(diǎn)的任務(wù)也訓(xùn)練了學(xué)生定位、提取關(guān)鍵信息的能力。

Activity4：Learning aboutthe nursery rhyme

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。

1.Studentsread Paragraph 2.

Q1: Whatdoes “to the point”, “storyline”, “not make sense” mean?

Q2: Whichwords in this paragraph show the accuracy of exposition language?

(some, usually,many, often, may not)

2. Studentsread Poem A, clap the rhythm and answer some questions by filling in the form. (Wordsin italics are possible answers.)

Q1: Whatis the subject of the poem?

Q2: Whatare the rhyming words?

Q3: Whatliterary device is used?

Q4: Whatfeeling does the poem convey?

3. Studentsfill in the blanks to consolidate.

This nurseryrhyme is about a father’s words to put his son to sleep. the rhyming words include(1)____________________. the poem has a strong (2)_______. The language is concreteand (3)______________. (4) _________ is the main literary device in this poem. Besides,there is a storyline but it does not (5) _________________ since it’s impossiblefor a father to buy all those gifts for his baby. This poem conveys the feelingthat (6) _______________________________.

(1) word,bird, sing, ring, brass, glass, broke, goat, pull, bull (2) rhythm (3) to the point

(4) Repetition(5) make sense (6) the father has a deep love for his son

【設(shè)計(jì)意圖】在活動(dòng)3已經(jīng)找出了童謠這種詩(shī)歌類(lèi)型主要特點(diǎn)的基礎(chǔ)上，學(xué)習(xí)與這一詩(shī)歌類(lèi)型特點(diǎn)有關(guān)的若干重點(diǎn)詞匯和表達(dá)。另外學(xué)生在閱讀中尋找能夠體現(xiàn)說(shuō)明文語(yǔ)言準(zhǔn)確性的詞語(yǔ)，從而對(duì)說(shuō)明文講求用詞精準(zhǔn)的特點(diǎn)加深理解。接著利用閱讀中所獲取的信息和語(yǔ)言并結(jié)合六個(gè)詩(shī)歌賞析維度，在教師問(wèn)題引領(lǐng)下對(duì)詩(shī)例進(jìn)行簡(jiǎn)單解讀，鞏固所學(xué)的賞析技能和詞匯，加深對(duì)童謠詩(shī)歌的理解。

Activity5：Appreciating PoemB and Poem C.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)4。

Studentsread Poem B and Poem C and discuss in groups of four about how to appreciate thesetwo poems and write down some key words in the form. (Words in italics are possibleanswers.)

【設(shè)計(jì)意圖】給予學(xué)生充分的時(shí)間進(jìn)行無(wú)干擾閱讀，利用本課歸納出來(lái)的詩(shī)歌賞析維度，結(jié)合課本上的說(shuō)明性文字讓學(xué)生對(duì)詩(shī)例B和詩(shī)例C進(jìn)行自主賞析，然后分組討論、分享賞析成果，賞析過(guò)程中要求學(xué)生抓住清單詩(shī)的的主要特點(diǎn)，強(qiáng)化并靈活運(yùn)用所學(xué)的語(yǔ)言和詩(shī)歌賞析方法，并在表格中寫(xiě)下關(guān)鍵詞。然后在課堂上進(jìn)行口頭分享，為課后作為回家作業(yè)落實(shí)到書(shū)面做好鋪墊。

Assignment:

1. Imitatethe appreciation of Poem A, choose one from Poem B and Poem C, and write down theappreciation.

2. LearnPoem F by yourselves after class and write down the appreciation.

【設(shè)計(jì)意圖】書(shū)面表達(dá)對(duì)詩(shī)歌B或者C的賞析，將口頭表達(dá)落實(shí)到筆頭輸出，鞏固課堂所學(xué)的詞匯和相關(guān)語(yǔ)言結(jié)構(gòu)，復(fù)習(xí)詩(shī)歌賞析的幾個(gè)維度，提升詩(shī)歌賞析水平和書(shū)面表達(dá)能力。由于課時(shí)有限的關(guān)系，學(xué)生課后自己查找相關(guān)資料自學(xué)課本有關(guān)唐詩(shī)部分，針對(duì)詩(shī)歌F寫(xiě)下書(shū)面賞析，促進(jìn)所學(xué)的知識(shí)遷移。

第2課時(shí)

一、教學(xué)內(nèi)容

復(fù)習(xí)詩(shī)歌賞析維度，進(jìn)一步了解五行詩(shī)、俳句和唐詩(shī)的特點(diǎn)并賞析詩(shī)例，習(xí)得語(yǔ)言，遷移所學(xué)，歸納創(chuàng)作步驟，完成創(chuàng)作詩(shī)歌的任務(wù)。

二、課時(shí)目標(biāo)

1. 通過(guò)分享對(duì)詩(shī)例B、C、F的書(shū)面詩(shī)歌賞析，復(fù)習(xí)詩(shī)歌賞析維度和相關(guān)語(yǔ)言。

2. 通過(guò)自主閱讀，賞析五行詩(shī)詩(shī)例，習(xí)得相關(guān)語(yǔ)言，歸納五行詩(shī)創(chuàng)作規(guī)則，培養(yǎng)自主學(xué)習(xí)能力。

3. 通過(guò)閱讀自主賞析俳句詩(shī)例，體會(huì)俳句的特色，提高口頭表達(dá)能力和詩(shī)歌賞析能力。

4. 應(yīng)用詩(shī)歌創(chuàng)作流程進(jìn)行詩(shī)歌創(chuàng)作，體驗(yàn)創(chuàng)作過(guò)程，提升語(yǔ)言表達(dá)能力和創(chuàng)造性思維能力。

三、教學(xué)過(guò)程

Activity1: Reviewing what has been learnt

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

1. Shareseveral pieces of poem appreciation about Poem B, C and F with the whole class.

【設(shè)計(jì)意圖】此活動(dòng)是熱身環(huán)節(jié)，展示部分同學(xué)的詩(shī)歌賞析作業(yè)，教師進(jìn)行適當(dāng)點(diǎn)評(píng)，結(jié)合詩(shī)例F的賞析簡(jiǎn)單介紹唐詩(shī)，回顧了詩(shī)歌賞析的六個(gè)維度，激活并鞏固上節(jié)課所學(xué)的相關(guān)語(yǔ)言，為接下來(lái)學(xué)習(xí)新的詩(shī)歌類(lèi)型和詩(shī)歌創(chuàng)作做好鋪墊。

Activity2: Reading and appreciating Poem D.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

Studentsread and appreciate Poem D

Q: Whatadjectives can be used to describe the brother? (Students are encouraged not touse the same words in the poem.)

[1] Good-looking.

[2] Naughty.

[3] Noisy.

[4] Energetic.

...

Studentsput forward one or two questions they consider important while appreciating thepoem and give their own answers.

[1] Whatis the subject of the poem?

[2] Whatpicture does the poem convey?

[3] Whatmood does the poem convey?

[4] Whatmight be the rules of writing a cinquain?

...

(Words initalics are possible answers.)

(The firstline is a one-word subject. The second line contain two adjectives that describethe subject. The third line is three -ing verbs that describe actions relating tothe subject. The fourth line is a four-word phrase that describes a feeling relatingto the subject. The fifth line is one specific word that refers back to the line1.)

【設(shè)計(jì)意圖】引領(lǐng)學(xué)生通過(guò)自主探究的方式進(jìn)行無(wú)干擾閱讀，自主提問(wèn)并尋找問(wèn)題答案，感受五行詩(shī)魅力；同時(shí)觀察詩(shī)歌行文特征，找尋五行詩(shī)創(chuàng)作規(guī)律，鍛煉學(xué)生的觀察能力和歸納能力，為之后的詩(shī)歌創(chuàng)作打下堅(jiān)實(shí)的基礎(chǔ)。學(xué)生可以通過(guò)與同桌討論開(kāi)拓思路，相互分享、相互補(bǔ)充。

Activity3: Reading and appreciating Poem E.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。

Studentsread and appreciate poem E.

Q1: Howmany syllables does each line contain?

Q2: Whatis the subject of the poem?

Q3: Whatimpresses you most about the poem?

[1] Thepicture impresses me most.

[2] Thefeeling it conveys impresses me most.

[3] ...

...

Teacherask further questions according to the students’ answers:

What picturedoes the poem convey?

What feelingdoes the poem convey?