英语选择性必修 第三册Unit 5 Poems教学设计

Unit 5 Poems

Assessing Your Progress & Project  教学设计                               

教材分析

该板块由四部分组成，包括语言知识检测活动（活动1和活动2）、自我反思活动和项目活动。第一部分旨在检测学生对本单元重点课标词汇及核心语法项目的掌握情况，包括两个活动；第二部分自我反思部分要求学生归纳本单元谈及的不同诗歌形式、诗歌表现手法，描述自己喜欢的诗歌，分析本单元学习过程中的困难，总结创作诗歌的感受等；第三部分项目活动的主题是“组织一次诗歌比赛”（Organise a poetry contest）, 要求学生借助网络搜索了解更多更丰富的诗歌形式，并从中找到自己喜爱的诗歌类型，尝试仿写，然后全班诵读诗歌并评选最佳作品；第四部分中的短片主题是“诗人苏轼”（The Poet Su Shi）。视频简要介绍了我国北宋时期著名文学家、书法家、画家苏轼的生平经历及其代表作品，同时也描绘了他豁达的人生态度。

教学目标 

在本课学习结束时，学生能够：

1. 把握句子语境，掌握本单元重点词汇；

2. 准确用定语从句将较为繁琐的对话改写成完整的句子或文段；

3. 借助网络搜索了解更多更丰富的诗歌形式，并尝试进行仿写，进一步理解英文诗；

4. 初步获取与我国古代词作相关的英语语言知识，为跨文化交际奠定语言基础。

教学重难点

【教学重点】

1. 能够准确把握单词释义和用法，并在语境中掌握常用的词语搭配；

2. 准确把握句与句之间的逻辑关系，选择合适的关系词进行连接；

3. 体会中英文诗歌的历史、结构、种类，引导学生将不同文化结合起来学习。

【教学难点】

1. 教师要注意引导学生在选词填空时运用句与句之间的逻辑关系，掌握解题技巧；

2. 学生准确提取对话中的主句，其他相关信息用从句表达，正确选择关系代词；

3. 小组根据所查资料仿写英文诗歌。

教学过程

Step 1 Assessing Your Progress

1. Complete the passage using the correct forms of the words in the box.

2. After completing the passage, please think about the following questions.

(1) What is the short passage mainly about?

(2) What is the meaning of the words in bold type?

3. Guess the meaning of the words in bold type.

设计意图：在语境中用单词的正确形式填空，检测学生对本单元重点词汇的掌握情况，引导学生在填空时运用句与句之间的逻辑关系；引导学生进一步总结语篇大意，提高学生语篇意识；结合上下文猜测词义，锻炼学生阅读能力。

4. Read the conversations below and write a short description about the poetry or the poet they are talking about. Use relative clauses to connect your sentences.

设计意图：锻炼学生提取主题句、选择关系代词、运用从句的能力。在具体语境中，让学生体会用定语从句表达达到的简练效果。

Step 2 Reflecting

Finish the study report and share it with the class.

设计意图：引导学生回顾并思考本单元内容，进行自我评价、自我反思、自我改进，并进行分享表达以培养学生批判性思维能力、情感态度和价值观等。

Step 3 Project

1. Work in groups. Surf the Internet to research different forms of poetry and discover their formats. Find examples of three forms of poetry that you can imitate. Here are the names of some poem types and examples to get you started.

2. Now think of the common themes that go with the three types of poems. For example, a limerick should usually be silly, a haiku is often about nature, and a sonnet is often about love.

3. Brainstorm ideas and make a mind map related to your theme.

4. Optional activity: Write an acrostic poem for your friends!

设计意图：通过小组合作搜集资料使学生了解更多种类英文诗歌的行文特征，丰富学生语言文化知识；根据提示，学生绘制思维导图进行诗歌创作，同时使学生掌握思维导图这一学习工具；在展示诗歌时，学生能够锻炼展示及口语能力；介绍藏头诗，与学生生活联系紧密，学生可以写藏头诗送给朋友，激发他们对英文诗歌的兴趣。

Step 4 Viewing

1. Read the introduction and think about the questions.

(1) Can you name some and recite (in Chinese) one of Su Shi’s poems?

(2) What do you know about his life story?

(3) What do you think are some of his contributions to painting and calligraphy?

2. Watch the video.

3. Match each word or phrase with the correct definition. You may use a dictionary to help you.

4. Watch the video again.

5. There are three of Su Shi’s works that are mentioned in the video clip. Take notes about what Su Shi wanted to convey or express through his works and how important these works are.

设计意图：第一遍播放视频，师生核对答案，学生清楚提取到“词牌”、“地方法官”、“寒食帖”、“行书”等词语所对应的英文释义，构建跨文化交际的基础。第二遍播放视频，引导学生关注苏轼的主要作品所传递的思想以及他们的重要性，锻炼学生提取信息以及快速记笔记的能力。

6. Discuss the following questions in groups.

(1) What else do you know about Su Shi and his works??

(2) Based on what you have learnt about Fan Zhongyan and Su Shi from this book, what do you think they have in common?

(3) What do you think are the basic values that influenced these two Chinese scholars in ancient times?

设计意图：通过小组讨论，跨学科将汉语与英语课程结合起来，让学生在浅层理解视频的基础上深入思考，鼓励学生发表自己的见解，拓展学生思维。

Step 5 Assignment

Polish your poems and present them to the class.

设计意图：在本单元学习结束后，回扣本单元主题“诗歌”，鼓励学生打磨自己所作的诗歌并展示，提高学生的文学素养。