Unit 5 Poems教案

Readingand Thinking: A Few Simple Forms Of English Poems

文本簡析

本單元閱讀文本介紹了幾種簡單的英語詩歌形式，旨在讓學(xué)生能理解和欣賞英語詩歌的美，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)度和價值觀念啟示。

該文本是一則典型的說明性文本，用簡單易懂的語言向英語詩歌的初學(xué)者們介紹了五種比較簡單的英語詩歌形式。文題“A Few Simple Forms of English Poems”是整個文本的核心話題。正文內(nèi)容共七段，按“總—分—總”建構(gòu)。第一段為總起段，概述了英語詩歌的創(chuàng)作原因以及主要特點，涉及了形式、內(nèi)容、意義等方面賞析英語詩歌的幾個主要維度；第二段至第六段分別介紹了童謠、清單詩、五行詩、俳句和唐詩五種英語詩歌形式；第七段收尾，鼓勵讀者嘗試英語詩歌創(chuàng)作。

在進(jìn)行文本教學(xué)設(shè)計時，要引導(dǎo)學(xué)生梳理關(guān)于與詩歌要素和詩歌賞析有關(guān)的話題類語言，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這樣的動詞和動詞短語。還要關(guān)注如some，usually，many，often，may等體現(xiàn)說明文用詞準(zhǔn)確性的功能類語言，同時詩歌語言的簡潔、凝練、生動，和詩歌中運(yùn)用的修辭手法也同樣值得關(guān)注。另外，對文本脈絡(luò)結(jié)構(gòu)的梳理，對零散信息點的整合，以及說明方法的運(yùn)用，可以有效提升邏輯思維與批判性思維能力。最后，詩歌承載了豐富的文化內(nèi)涵，傳遞了積極的人生觀、價值觀，學(xué)生在閱讀詩歌時要體會其意義美，形成自己的價值建構(gòu)。

教學(xué)設(shè)計(共2課時)

第1課時

一、教學(xué)內(nèi)容

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

二、課時目標(biāo)

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

2. 通過略讀獲取文章基本信息、文體特征，梳理文本結(jié)構(gòu)，查找不同詩歌類型的特點，訓(xùn)練預(yù)測、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，感受說明文表述精準(zhǔn)這一特色，結(jié)合童謠的特點賞析詩例A，并通過填空鞏固相關(guān)語言。

4. 利用文中習(xí)得的相關(guān)詞匯和詩歌賞析的幾個維度，對文本中的詩例B和C進(jìn)行自主賞析并討論，內(nèi)化相關(guān)語言。

三、教學(xué)過程

Activity1: Activating background knowledge related to poems

本活動為實現(xiàn)課時目標(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)計意圖】導(dǎo)入階段向?qū)W生展示三首優(yōu)美的英語小詩，教師不解讀，只讓學(xué)生自己感受，并讓學(xué)生試著給詩歌下個定義，激發(fā)學(xué)生的學(xué)習(xí)興趣，激活學(xué)生對英語詩歌的相關(guān)背景知識和部分話題詞匯。然后教師給出比較權(quán)威的“poem”英語釋義，再以第一首詩(文中童謠詩例的節(jié)選)為例解釋英語詩歌的部分基本特點和賞析維度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歌賞析上的準(zhǔn)備。

Activity2：Generalizing theaspects of poem appreciation.

本活動旨在實現(xiàn)課時目標(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)計意圖】學(xué)生閱讀首段，找出文本關(guān)注的兩個關(guān)鍵點，即作詩原因和詩歌特點。學(xué)生根據(jù)這兩個關(guān)鍵點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)上歸納出賞析詩歌的三個方面即形式、內(nèi)容、意義和六個維度，即格式format、話題subject/topic、音律sound、語言language、畫面image/picture、情感/信息feeling/message – (theme)，為解讀后文的詩例做準(zhǔn)備。

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

該活動旨在落實課時目標(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)計意圖】讓學(xué)生根據(jù)標(biāo)題和第一段最后一句以提問題的形式預(yù)測后文內(nèi)容，然后快速閱讀文本，尋找剛才提出的問題的答案。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詩歌類別，并將詩歌類型與詩例配對，在此過程中加工文本信息，梳理篇章脈絡(luò)，鍛煉學(xué)生預(yù)測能力和概括篇章結(jié)構(gòu)的能力。另外，查找不同詩歌類型特點的任務(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

本活動旨在落實課時目標(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)計意圖】在活動3已經(jīng)找出了童謠這種詩歌類型主要特點的基礎(chǔ)上，學(xué)習(xí)與這一詩歌類型特點有關(guān)的若干重點詞匯和表達(dá)。另外學(xué)生在閱讀中尋找能夠體現(xiàn)說明文語言準(zhǔn)確性的詞語，從而對說明文講求用詞精準(zhǔn)的特點加深理解。接著利用閱讀中所獲取的信息和語言并結(jié)合六個詩歌賞析維度，在教師問題引領(lǐng)下對詩例進(jìn)行簡單解讀，鞏固所學(xué)的賞析技能和詞匯，加深對童謠詩歌的理解。

Activity5：Appreciating PoemB and Poem C.

本活動旨在落實課時目標(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)計意圖】給予學(xué)生充分的時間進(jìn)行無干擾閱讀，利用本課歸納出來的詩歌賞析維度，結(jié)合課本上的說明性文字讓學(xué)生對詩例B和詩例C進(jìn)行自主賞析，然后分組討論、分享賞析成果，賞析過程中要求學(xué)生抓住清單詩的的主要特點，強(qiáng)化并靈活運(yùn)用所學(xué)的語言和詩歌賞析方法，并在表格中寫下關(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)落實到書面做好鋪墊。

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)計意圖】書面表達(dá)對詩歌B或者C的賞析，將口頭表達(dá)落實到筆頭輸出，鞏固課堂所學(xué)的詞匯和相關(guān)語言結(jié)構(gòu)，復(fù)習(xí)詩歌賞析的幾個維度，提升詩歌賞析水平和書面表達(dá)能力。由于課時有限的關(guān)系，學(xué)生課后自己查找相關(guān)資料自學(xué)課本有關(guān)唐詩部分，針對詩歌F寫下書面賞析，促進(jìn)所學(xué)的知識遷移。

第2課時

一、教學(xué)內(nèi)容

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

二、課時目標(biāo)

1. 通過分享對詩例B、C、F的書面詩歌賞析，復(fù)習(xí)詩歌賞析維度和相關(guān)語言。

2. 通過自主閱讀，賞析五行詩詩例，習(xí)得相關(guān)語言，歸納五行詩創(chuàng)作規(guī)則，培養(yǎng)自主學(xué)習(xí)能力。

3. 通過閱讀自主賞析俳句詩例，體會俳句的特色，提高口頭表達(dá)能力和詩歌賞析能力。

4. 應(yīng)用詩歌創(chuàng)作流程進(jìn)行詩歌創(chuàng)作，體驗創(chuàng)作過程，提升語言表達(dá)能力和創(chuàng)造性思維能力。

三、教學(xué)過程

Activity1: Reviewing what has been learnt

本活動旨在落實課時目標(biāo)1。

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

【設(shè)計意圖】此活動是熱身環(huán)節(jié)，展示部分同學(xué)的詩歌賞析作業(yè)，教師進(jìn)行適當(dāng)點評，結(jié)合詩例F的賞析簡單介紹唐詩，回顧了詩歌賞析的六個維度，激活并鞏固上節(jié)課所學(xué)的相關(guān)語言，為接下來學(xué)習(xí)新的詩歌類型和詩歌創(chuàng)作做好鋪墊。

Activity2: Reading and appreciating Poem D.

本活動旨在落實課時目標(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)計意圖】引領(lǐng)學(xué)生通過自主探究的方式進(jìn)行無干擾閱讀，自主提問并尋找問題答案，感受五行詩魅力；同時觀察詩歌行文特征，找尋五行詩創(chuàng)作規(guī)律，鍛煉學(xué)生的觀察能力和歸納能力，為之后的詩歌創(chuàng)作打下堅實的基礎(chǔ)。學(xué)生可以通過與同桌討論開拓思路，相互分享、相互補(bǔ)充。

Activity3: Reading and appreciating Poem E.

本活動旨在落實課時目標(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?