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牛津译林版 (2019)选择性必修 第一册Reading教学设计
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这是一份牛津译林版 (2019)选择性必修 第一册Reading教学设计，共7页。教案主要包含了Pre-reading，After-reading，Summary等内容，欢迎下载使用。
科目：英语 课题：Welcme t the unit & Reading 课时：1课时
教学目标与核心素养：
知识目标：获取与梳理出文章的主要内容。
能力目标：概括和整合文章内容；赏析语篇的文体特征。
情感目标：能够概括文章的主旨大意，了解读诗的四个技巧。
教学重难点
教学重点：获取与梳理出读诗的相关内容；赏析语篇的文体特征。
教学难点：能够理解文章的主旨大意，体会文章情感。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师引导学生阅读两首诗歌，并讨论下列问题。
(1) What is petry? What is the biggest difference between petry and ther genres f literature?
Petry is a literary wrk in which a pet expresses beautiful and elegant quality, and his r her feelings thrugh a distinctive style. Petry differs frm ther genres f literature in that it highlights the aesthetic and rhythmic qualities f language, such as the sund symblism represented by rhythms and rhymes, which are the actual sund effects created by the lines f petry.
(2) What is yur understanding f the qutatin n page 43?
Petry is an expressin f what ne feels r thinks in his/her heart r mind. When it is kept t neself inside, it is called "ne's will", but when it is expressed in wrds and shared with thers, it is called petry.
学生活动：阅读两首诗歌，完成下面问题。
(1) Hw d yu like the tw pems?
Bth pems are very descriptive. I like the first ne because it fcuses n the tpic f spring and clearly describes a spring mrning in a way that is easy t understand. The secnd ne is abut dreams and uses sme artistic techniques, such as metaphr and persnificatin. Even thugh it is a little bit mre difficult t understand, it is interesting t read.
(2) What ther pems r pets d yu knw abut?
Du Fu: He wrte pems abut the beauty f nature and his experiences while travelling. He had a great gift fr language. He met Li Bai n his travels and he admired the great pet very much. I knw his pem "On Yueyang Twer", which describes what he saw and hw he felt while he visited the great twer.
Bai Juyi: A pet frm the Tang Dynasty, he started writing petry frm a very yung age and mst f his pems were accessible and appealing t the masses. His pem "The Old Charcal Seller" tells f the peple's tugh life and the gvernment's crruptin during thse times.
Percy Bysshe Shelley: He is an English pet. I enjy reading his pem "Gd-Night". He uses language in a fun and creative way t shw the different meanings f the wrds "gd night".
Emily Dickinsn: A famus American pet, she wrte pems that are creative and encurage careful thught. I like her pem "Hpe Is the Thing with Feathers", which cmpares the feeling f hpefulness and expectatin t a bird.
活动目的：调动学生学习积极性，同时引入文章主题。
While-reading
1.教师活动：引导学生阅读前思考下列问题。
(1) Why d peple read pems?
Pems create vivid pictures and tell stries by using language creatively. Readers enjy the challenge f trying t understand the pet's intentin in writing a pem. A pem is a windw int the pet's ideas and feelings abut issues happening during the time when it was written. Readers can lk at the pem's frm and literary devices t see what the pet saw. By reading it alud, they can feel the rhythms and rhymes f the pem as well as the pet's emtins.
(2) What aspects f a pem d yu pay attentin t when yu read it?
I pay attentin t a pem's frm, its rhythm and rhyme, as well as the wrds used by the pet. The purpse f the pem is ften shwn by its frm. Fr example, pets use extremely lng frms fr narrating stries. A pem's rhythm and rhyme help me understand the pet's feelings thrugh sund. Wrd chice and literary devices enable me t understand the meaning f the pem better.
2. 学生活动：略读文章，完成P46活动A1。
参考答案： (1) Sund (2) Sense (3) Hw des it sund? (4) an explrer in an unfamiliar landscape (5) patient (6) fully understand a pem t appreciate it
3. 学生活动：仔细阅读文章，完成活动A2。
(1) Hw is petry different frm ther types f literature?
Mre than ther types f literature, it usually implies a deeper meaning beynd the wrds n the page.
(2) What aspects shuld yu pay special attentin t when yu read a pem alud?
The aspects f rhythm, repeated wrds, rhymes and ther special effects.
(3) What are the basic questins yu shuld ask t understand a pem?
Wh is talking? Wh is being talked t? What is being described? Is there a sense f place? Are there ther peple r bjects there?
(4) What des the lecturer think f pems that are easy t understand?
They are ften less interesting than thse that cnstantly reveal deeper and previusly unrecgnized meanings.
4.教师活动：教师让学生组成小组讨论下列问题。
(1) Fcus n Paragraph 2, read alud the stanza frm Sweet and Lw. Hw des it sund?
Firstly, the wrds "Wind f the western sea" are repeated.
Secndly, there are several rhyming wrds: "lw" rhyming with "blw" and "g", "sea" rhyming with "me".
(2) Fcus n Paragraph 3, read alud the stanza frm Caged Bird.
①What is being described?
The pet is talking abut a singing bird which is kept in a cage.
②What images cme int yur mind when reading it?
When we read it, we see in ur mind the images f a bird in a cage and a distant hill.
(3) Read paragraphs 4 and 5 and answer the fllwing questins.
①What shuld yu d when yu have difficulty in understanding a pem?
When we have difficulty in understanding a pem, we shuld set it aside and cme back t it later. With ur insight int life becming deeper, we may ne day find it nt s hard t understand at all.
②Accrding t the lecturer, what is mre imprtant in appreciating a pem?
Petry reading can make us feel smething r let us perceive anther level f meaning, which is mre imprtant and wrth ur effrt.
5.学生活动：思考并回答下列问题。
Chse ne f the pems in the lecture transcript and think abut the sund and sense f the pem. Hw des it make yu feel?
The pem by Maya Angelu describes the image f a caged bird wanting t be free. The lines are shrt and simple, which makes the message mre direct and pwerful. The shrt lines culd als imply the sense f being in a small cage with very little space t fly arund in. This des nt stp the bird frm singing thugh, and by repeating the sund f sme wrds: “trill”, “still” and “hill” I can imagine the sund that the bird makes as it sings its lnely sng. "Caged Bird" reminds me f the pssibilities we have in life, and that we shuld lk past ur current limitatins.
6.教师活动：让学生再次阅读文章，然后思考下列问题。
(1) What are the functins f the three pems quted in this transcript?
The first example (lines frm "Sweet and Lw" by Alfred Tennysn) sunds great with strng rhythm and it is written in rhyme. The lecturer uses it t supprt the tip f "fllw yur ears". The secnd example (lines frm "Caged Bird" by Maya Angelu) includes several images. By using it, the lecturer suggests paying attentin t images in pems when reading a pem. The third example (lines frm "Stpping by Wds n a Snwy Evening" by Rbert Frst) is nt easy t understand, which is suitable as an example t supprt the tip f "be patient when having truble in understanding a pem."
(2) Why desn't the lecturer qute a pem as an example t supprt the furth tip?
By giving the furth tip, the lecturer emphasizes that the imprtance f reading pems lies in what the pem can make us feel r perceive. Unlike the previus three tips, this tip is nt fcusing n the ways t understand a pem, but n what attitude and expectatins we shuld have when reading a pem. As a result, it is unnecessary t give an example f a pem t supprt this tip since it is nt related t the understanding f the cntent r meaning f a pem.
7.学生活动：学生再次阅读最后一段，然后回答下列问题。
Is the last paragraph a gd ending? Why r why nt?
The last paragraph is a gd ending. At the beginning f the lecture, the speaker pints ut that petry is a cmbinatin f "sund" and "sense". The last paragraph eches the beginning by mentining it again, which makes the lecture mre cherent.
8.教师活动：让学生分小组讨论下列问题，然后互相分享自己的观点。
Apart frm the fur tips given by the lecturer, what ther tips can yu give n hw t read a pem?
Frm my pint f view, t understand a pem better, we shuld als knw mre abut the pet and the backgrund in which the pem was created—the theme f a pem usually has a clse relatinship with the backgrund in which the pet wrte it.
三、After-reading
1. 教师活动：Have students finish B1 n page 33.
参考答案：(1) set aside (2) remte (3) rewarding (4) cntradictry (5) Cmplex (6) interpreting (7) cnstantly (8) dig up
学生活动：思考下列问题。
(1) What des the authr mean by "cntradictry pems"?
In sme pems, the pet starts with ne particular image, and then adds smething that seems nt t be in the crrect place. These lines, which stick ut, make the pems interesting.
(2) Interpreting petry can be difficult. Why des the authr still enjy it?
Because it makes the authr wnder-smetimes it is like a riddle t slve, r a questin t answer.
2.学生活动：完成B2。
3.教师活动：引导学生完成A3的第2个问题。
The lecturer says that ne des nt need t fully understand a pem t appreciate it. D yu agree? Supprt yur pinin with yur wn experience f reading petry.
Yes, I agree. There are ther aspects f petry that can be appreciated besides the pet's message. I recall reading "Snnet 18" by William Shakespeare. The language was quite difficult t understand, but because f the sund aspects, I appreciated its easy flwing rhythm and rhymes. It was very pleasant t read-like a sng. I hpe t understand its full message ne day.
3.教师活动：指导学生完成B3。
参考答案：
When I see the beautiful flwers
I can lk at them fr hurs
My heart feels glad
And I stp feeling bad
I lve their smell
And all is well
四、Summary
总结课上所学，梳理文章结构。
作业布置：
学生写一篇文章鉴赏自己喜欢的诗歌。
nun + verb-ing
painstaking, heartbreaking, time-cnsuming, eye-catching
nun + verb-ed
snw-cvered, handmade, tngue-tied, sun-dried
nun + adjective
lifelng, wrld-famus, hmesick, duty-free
adverb + verb-ing
everlasting, fast-flwing, bestselling, far-reaching
科目：英语 课题：Welcme t the unit & Reading 课时：1课时
教学目标与核心素养：
知识目标：获取与梳理出文章的主要内容。
能力目标：概括和整合文章内容；赏析语篇的文体特征。
情感目标：能够概括文章的主旨大意，了解读诗的四个技巧。
教学重难点
教学重点：获取与梳理出读诗的相关内容；赏析语篇的文体特征。
教学难点：能够理解文章的主旨大意，体会文章情感。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师引导学生阅读两首诗歌，并讨论下列问题。
(1) What is petry? What is the biggest difference between petry and ther genres f literature?
Petry is a literary wrk in which a pet expresses beautiful and elegant quality, and his r her feelings thrugh a distinctive style. Petry differs frm ther genres f literature in that it highlights the aesthetic and rhythmic qualities f language, such as the sund symblism represented by rhythms and rhymes, which are the actual sund effects created by the lines f petry.
(2) What is yur understanding f the qutatin n page 43?
Petry is an expressin f what ne feels r thinks in his/her heart r mind. When it is kept t neself inside, it is called "ne's will", but when it is expressed in wrds and shared with thers, it is called petry.
学生活动：阅读两首诗歌，完成下面问题。
(1) Hw d yu like the tw pems?
Bth pems are very descriptive. I like the first ne because it fcuses n the tpic f spring and clearly describes a spring mrning in a way that is easy t understand. The secnd ne is abut dreams and uses sme artistic techniques, such as metaphr and persnificatin. Even thugh it is a little bit mre difficult t understand, it is interesting t read.
(2) What ther pems r pets d yu knw abut?
Du Fu: He wrte pems abut the beauty f nature and his experiences while travelling. He had a great gift fr language. He met Li Bai n his travels and he admired the great pet very much. I knw his pem "On Yueyang Twer", which describes what he saw and hw he felt while he visited the great twer.
Bai Juyi: A pet frm the Tang Dynasty, he started writing petry frm a very yung age and mst f his pems were accessible and appealing t the masses. His pem "The Old Charcal Seller" tells f the peple's tugh life and the gvernment's crruptin during thse times.
Percy Bysshe Shelley: He is an English pet. I enjy reading his pem "Gd-Night". He uses language in a fun and creative way t shw the different meanings f the wrds "gd night".
Emily Dickinsn: A famus American pet, she wrte pems that are creative and encurage careful thught. I like her pem "Hpe Is the Thing with Feathers", which cmpares the feeling f hpefulness and expectatin t a bird.
活动目的：调动学生学习积极性，同时引入文章主题。
While-reading
1.教师活动：引导学生阅读前思考下列问题。
(1) Why d peple read pems?
Pems create vivid pictures and tell stries by using language creatively. Readers enjy the challenge f trying t understand the pet's intentin in writing a pem. A pem is a windw int the pet's ideas and feelings abut issues happening during the time when it was written. Readers can lk at the pem's frm and literary devices t see what the pet saw. By reading it alud, they can feel the rhythms and rhymes f the pem as well as the pet's emtins.
(2) What aspects f a pem d yu pay attentin t when yu read it?
I pay attentin t a pem's frm, its rhythm and rhyme, as well as the wrds used by the pet. The purpse f the pem is ften shwn by its frm. Fr example, pets use extremely lng frms fr narrating stries. A pem's rhythm and rhyme help me understand the pet's feelings thrugh sund. Wrd chice and literary devices enable me t understand the meaning f the pem better.
2. 学生活动：略读文章，完成P46活动A1。
参考答案： (1) Sund (2) Sense (3) Hw des it sund? (4) an explrer in an unfamiliar landscape (5) patient (6) fully understand a pem t appreciate it
3. 学生活动：仔细阅读文章，完成活动A2。
(1) Hw is petry different frm ther types f literature?
Mre than ther types f literature, it usually implies a deeper meaning beynd the wrds n the page.
(2) What aspects shuld yu pay special attentin t when yu read a pem alud?
The aspects f rhythm, repeated wrds, rhymes and ther special effects.
(3) What are the basic questins yu shuld ask t understand a pem?
Wh is talking? Wh is being talked t? What is being described? Is there a sense f place? Are there ther peple r bjects there?
(4) What des the lecturer think f pems that are easy t understand?
They are ften less interesting than thse that cnstantly reveal deeper and previusly unrecgnized meanings.
4.教师活动：教师让学生组成小组讨论下列问题。
(1) Fcus n Paragraph 2, read alud the stanza frm Sweet and Lw. Hw des it sund?
Firstly, the wrds "Wind f the western sea" are repeated.
Secndly, there are several rhyming wrds: "lw" rhyming with "blw" and "g", "sea" rhyming with "me".
(2) Fcus n Paragraph 3, read alud the stanza frm Caged Bird.
①What is being described?
The pet is talking abut a singing bird which is kept in a cage.
②What images cme int yur mind when reading it?
When we read it, we see in ur mind the images f a bird in a cage and a distant hill.
(3) Read paragraphs 4 and 5 and answer the fllwing questins.
①What shuld yu d when yu have difficulty in understanding a pem?
When we have difficulty in understanding a pem, we shuld set it aside and cme back t it later. With ur insight int life becming deeper, we may ne day find it nt s hard t understand at all.
②Accrding t the lecturer, what is mre imprtant in appreciating a pem?
Petry reading can make us feel smething r let us perceive anther level f meaning, which is mre imprtant and wrth ur effrt.
5.学生活动：思考并回答下列问题。
Chse ne f the pems in the lecture transcript and think abut the sund and sense f the pem. Hw des it make yu feel?
The pem by Maya Angelu describes the image f a caged bird wanting t be free. The lines are shrt and simple, which makes the message mre direct and pwerful. The shrt lines culd als imply the sense f being in a small cage with very little space t fly arund in. This des nt stp the bird frm singing thugh, and by repeating the sund f sme wrds: “trill”, “still” and “hill” I can imagine the sund that the bird makes as it sings its lnely sng. "Caged Bird" reminds me f the pssibilities we have in life, and that we shuld lk past ur current limitatins.
6.教师活动：让学生再次阅读文章，然后思考下列问题。
(1) What are the functins f the three pems quted in this transcript?
The first example (lines frm "Sweet and Lw" by Alfred Tennysn) sunds great with strng rhythm and it is written in rhyme. The lecturer uses it t supprt the tip f "fllw yur ears". The secnd example (lines frm "Caged Bird" by Maya Angelu) includes several images. By using it, the lecturer suggests paying attentin t images in pems when reading a pem. The third example (lines frm "Stpping by Wds n a Snwy Evening" by Rbert Frst) is nt easy t understand, which is suitable as an example t supprt the tip f "be patient when having truble in understanding a pem."
(2) Why desn't the lecturer qute a pem as an example t supprt the furth tip?
By giving the furth tip, the lecturer emphasizes that the imprtance f reading pems lies in what the pem can make us feel r perceive. Unlike the previus three tips, this tip is nt fcusing n the ways t understand a pem, but n what attitude and expectatins we shuld have when reading a pem. As a result, it is unnecessary t give an example f a pem t supprt this tip since it is nt related t the understanding f the cntent r meaning f a pem.
7.学生活动：学生再次阅读最后一段，然后回答下列问题。
Is the last paragraph a gd ending? Why r why nt?
The last paragraph is a gd ending. At the beginning f the lecture, the speaker pints ut that petry is a cmbinatin f "sund" and "sense". The last paragraph eches the beginning by mentining it again, which makes the lecture mre cherent.
8.教师活动：让学生分小组讨论下列问题，然后互相分享自己的观点。
Apart frm the fur tips given by the lecturer, what ther tips can yu give n hw t read a pem?
Frm my pint f view, t understand a pem better, we shuld als knw mre abut the pet and the backgrund in which the pem was created—the theme f a pem usually has a clse relatinship with the backgrund in which the pet wrte it.
三、After-reading
1. 教师活动：Have students finish B1 n page 33.
参考答案：(1) set aside (2) remte (3) rewarding (4) cntradictry (5) Cmplex (6) interpreting (7) cnstantly (8) dig up
学生活动：思考下列问题。
(1) What des the authr mean by "cntradictry pems"?
In sme pems, the pet starts with ne particular image, and then adds smething that seems nt t be in the crrect place. These lines, which stick ut, make the pems interesting.
(2) Interpreting petry can be difficult. Why des the authr still enjy it?
Because it makes the authr wnder-smetimes it is like a riddle t slve, r a questin t answer.
2.学生活动：完成B2。
3.教师活动：引导学生完成A3的第2个问题。
The lecturer says that ne des nt need t fully understand a pem t appreciate it. D yu agree? Supprt yur pinin with yur wn experience f reading petry.
Yes, I agree. There are ther aspects f petry that can be appreciated besides the pet's message. I recall reading "Snnet 18" by William Shakespeare. The language was quite difficult t understand, but because f the sund aspects, I appreciated its easy flwing rhythm and rhymes. It was very pleasant t read-like a sng. I hpe t understand its full message ne day.
3.教师活动：指导学生完成B3。
参考答案：
When I see the beautiful flwers
I can lk at them fr hurs
My heart feels glad
And I stp feeling bad
I lve their smell
And all is well
四、Summary
总结课上所学，梳理文章结构。
作业布置：
学生写一篇文章鉴赏自己喜欢的诗歌。
nun + verb-ing
painstaking, heartbreaking, time-cnsuming, eye-catching
nun + verb-ed
snw-cvered, handmade, tngue-tied, sun-dried
nun + adjective
lifelng, wrld-famus, hmesick, duty-free
adverb + verb-ing
everlasting, fast-flwing, bestselling, far-reaching
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