高中英语Unit 5 Poems教学设计及反思

这是一份高中英语Unit 5 Poems教学设计及反思，共7页。
主题语境：人与社会
主题群：文学、艺术与体育
子主题：诗歌
语篇类型：诗
文本分析：
[What]本课有三首诗。第一首为英国编剧A.A.米尔恩创作的《山上的风》，主要描述了大自然的风给人带来的感受。第二首是美国诗人兰斯顿·休斯创作的《梦想》，讲述了梦想的重要性。第三首节选自英国诗人A.C.斯温伯恩的《佳偶》，主要表达了对爱情的忠诚与执着。
[Why]让学生学会赏析诗歌，进而学会自己写诗，表达自己的情感，深化对主题语境的理解。
[Hw]作者向学生介绍三首诗歌及诗的重要组成部分，然后从诗歌的主题﹑意象﹑韵律及修辞手法方面让学生学会赏析诗歌，进而学会自己写诗，表达自己的情感。
课时目标
1. 获取﹑梳理三首诗的主要内容。
2. 赏析这三首诗表达的情感。
3. 获取诗歌的主要组成部分并尝试自己写诗。
4. 通过小组合作，对组内成员写的诗进行批判性评价与相互学习，培养学生的批判性思维及与他人合作学习的能力。
重点难点
重点：
1. 获取三首诗的主要内容。
2. 赏析这三首诗表达的情感。
难点：
获取诗歌的主要组成部分并尝试自己写诗。
教学准备
教师准备：
诗歌的组成部分。
学生准备：
预习新词汇。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students t bserve the fllwing pem and discuss hw t understand it with their partner.
2. Ask students t make a list f questins that the readers shuld cnsider while reading pems.
3. Instruct students t refer t the fllwing pints.
【设计意图】先通过给学生看第一首诗，让学生尝试理解，激活他们已有的赏析诗歌的背景知识，为后面的学习搭建支架。
活动二：获取与梳理
1. Ask students t read the pems belw and then cmplete the table.
Suggested answers:
2. Chse and write.
(1) Ask students t chse ne f the pems and write a shrt essay abut it.
(2) Instruct students t bserve the essay example belw.
【设计意图】通过获取诗的主题、意象﹑韵律及修辞手法，帮助学生理解诗以及了解诗的写作要素，为后面的写作作铺垫。
Step II 应用实践
活动三：内化与应用
Write a pem.
(1) Learning strategy.
G thrugh the writing steps with students and if necessary, make sme explanatin.
·Start with the theme first. Ask yurself, “What message d I want t give t the reader? What is imprtant t me?”
·Next, think abut the wrds and phrases yu wuld like t use. Make a list f wrds related t yur theme.
·Then check hw well yur details paint a picture in yur head. Nw write the pem. Read it alud and listen t hw it sunds.
·Finally, give it a title. Nw yur pem is ready!
(2) Brainstrm.
Ask students t wrk in grups and think f a theme by the questins “What message d I want t give t the reader? What is imprtant t me?”
(3) Have students think abut the wrds and phrases they wuld like t use and make a list f wrds related t their theme.
(4) Have students write the pem.
(5) Have students read the pem alud and listen t hw it sunds.
(6) Have students give the pem a title.
【设计意图】本活动为写作实践。首先让学生获取写诗的主要步骤；然后，引导学生讨论写作内容并按照步骤写作，降低写作难度，增强写作的信心。
Step Ⅲ 迁移创新
活动四：批判与评价
1. Ask students t wrk in grups and take turns t read alud their pems and then have a discussin n what they think they mean. Let students give their persnal pinin r advice based n what they have learnt frm this unit.
2. Inspire students t read alud their pems t the class.
【设计意图】通过小组评价、探讨等方式，加深对主题意义的理解和批判思维及多元思维的培养，实现深度学习。
板书设计
WIND ON THE HILL
N ne can me
Nbdy knws,
Where the wind cmes frm,
Where the wind ges.
It’s flying frm smewhere
As fast as it can,
I culdn’t keep up with it,
Nt if I ran.
But if I stpped hlding
The string f my kite
It wuld blw with the wind
Fr a day and a night.
And then when I fund it,
Wherever it blew,
shuld knw that the wind
Had been ging there t.
S then I culd tell them
Where the wind ges...
But where the wind cmes frm
Nbdy knws.
AA. Milne
·Subject
·Rhythm and sunds
·Images
·Feelings and emtins
·Tne
·Rhetrical devices
Suggested answers:
·What is the subject f the pem?
·What is the pem abut?
·What images des the pet use?
·What is the tne f the pem?
·What feelings and emtins des the pet try t make the reader feel?
·Hw des the pem make yu feel?
·Which emtins is the pet trying t cnvey t the reader?
·Hw des the pem make yu feel?
·Des the pet use rhyming wrds?
·Which rhetrical devices are used in the pem?
·Des the pet use alliteratin? Metaphr r simile? Repetitin f wrds r phrases?
Wind n the Hill
Dream
A match
Subject
Images
Rhyming wrds
Rhetrical device
Wind n the Hill
Dream
A match
Subject
the wind
the wind
the wind
Images
kite, persn
brken-winged
bird, barren
field frzen
with snw
rse,
leaf,
fields
Rhyming wrds
knws/ ges
can/ ran
kite/night
blew/ t
ges/ knws
die/ fly
g/ snw
tgether/
weather
clses/ is
grief/ leaf
Rhetrical device
repetitin
alliteratin
repetitin
metaphr
repetitin
metaphr,
simile
The pem Dream by Langstn Hughes is very shrt with nly 8 lines. When I read the pem alud I can hear that the ends f the secnd and furth sentences rhyme— “die” and “fly”. The last wrd frm the sixth and eighth sentences als rhyme— “g” and “snw”. These rhyming wrds sund nice and make the pem pleasing t read.
When I clse my eyes, I can see different images frm the pem. Fr example, I can see tw hands being held. I can see a bird flying in the sky. I can see a field and I can imagine what it lks like with lts f snw. I start t feel cld when I read these lines!
I learnt a new phrase, “hld fast”, which means t hld nt smething. “Barren” is als a new wrd t me, which means empty.
I think the pet is giving us advice. He wants us t keep dreaming, because life is much better when we dream and have smething t lk frward t.
Unit 5 Pems
Perid V Using Language (2)
Ⅰ. 学习理解
活动一：感知与注意
活动二：获取与梳理
1. Read and cmplete.
2. Chse and write.
Ⅱ. 应用实践
活动三：内化与应用
Write a pem.
Ⅲ. 迁移创新
活动四：批判与评价