高中英语说课稿-《Unit4Agardenofpoems》经典说课稿范例.doc

高中英语说课稿-Unit4Agardenofpoems经典说课稿范例Englishpoetry一、课型：阅读课本单元中心话题是“英文诗歌”具体涉及英文诗歌的种类、英国诗人、英文诗歌的发展史等。语言技能和语言知识几乎都围绕介绍“英文诗歌”这一中心话题设计的。阅读部分是一篇典型的说明文，文章段落清晰，每一段落都围绕一个主题逐步详细描述。通过本单元阅读课的教学，使学生了解英文诗的、不同时期英文诗的特点、不同时期的英文诗人及其在文学殿堂中的作用。同时，锻炼学生学会欣赏并朗读英文诗，为他们的文学修养打下一定的基础。二、教材1.教学内容EnglishPoetryReadingpoetrybringspeoplefromdifferentplacesanddifferenttimestogether.Morethananyotherformofliterature,poetryplayswithsounds,wordsandgrammar.Thatmakespoetrydifficulttowrite,butveryinterestingtoread.Poetryalsocallsupallthecolours,feelings,experiencesandcuriousimagesofadreamworld.Chinahasalonghistoryduringwhichmanyoftheworldsgreatestpoetswereactive.PoemsbyDuFu,LiBaiandWangWeiamongothersstandoutinthehallsofglory.WhenyouhavereadsomeChinesepoems,youwillhaveseenandheardsomeofthefeaturesthatallgoodpoetryshares.Theformisveryimportant:thenumberoflinesandthenumberofcharactersineachline.Poetryoftenfollowsspecialpatternsofrhyme.Despiteitsshorthistory,thereisalotofgoodEnglishpoetryaround.TheearliestEnglishpoetrywaswritteninakindofEnglishthatisnowdifficulttounderstand.ModernEnglishstartedaroundthetimeofWilliamShakespeare,towardstheendofthesixteenthcentury.TheseventeenthcenturywasagreattimeforEnglishpoetry.Shakespeareisfamousforhisplays.Hissonnets,however,belongtothebestEnglishpoetry.InthenextgenerationofgreatEnglishpoetswemeetJohnDonne.ChinesereadersadmirehisworksbecauseofhisuseofsurprisingimagesthatremindsthemoftheworksofpoetssuchasSuDongpo.Beforetheendofthecentury,therewasanotherfamouswriter,JohnMilton.Oncepublished,hisworksbecamefamousfortheabsenceofrhymeattheendofeachline.IntheeighteenthcenturyitwasAlexanderPopewhowrotethefinestpoetryinEngland.Thenextperiodthatproducedagreatnumberoffinepoetswasthenineteenthcentury.GreatlylovedinChinaaretheEnglishRomanticpoets.Althoughtheywereallbornintheeighteenthcentury,theywrotetheirmajorworksintheearlyyearsofthenineteenthcentury.JohnKeatsdiedataveryyoungagein1821;whileWilliamWordsworth,whospentmushofhistimeintheEnglishLakeDistrict,livedtotheageof80anddiedin1850.ThenaturepoemsbyWilliamWordsworth,GeorgeGordonByronsIslesofGreeceandthesonnetsandlongpoemsbyJohnKeatshavelongbeenfavourites.ThestyleandatmosphereintheirpoemshasoftenledtocomparisonswithpoetssuchasDuFuandLiBai.Finally,modernpoetshavetheirspecialattractionbecausetheystandclosettousbothinthelanguageandimagestheyuse.AmongthemwefindtheAmericanpoetRobertFrost.TheintroductionofEnglishpoetrytoChinacamelate.TowardstheendofthenineteenthcenturyChinesewritersstartedreadingmoreforeignpoetry.ThegreatmomentforEuropeanliteraturetocometoChinaisbetween1910andthelate1930swhenfamouswriterssuchasLuXunandGuoMoruotranslatedbothpoetryandnovelsintoChinese.MoreandmorepeopleareinterestedtoreadmodernpoetryinEnglish.Translationscanbegood,butbeingabletoreadinEnglishgivesyoumuchmorechoice.Besides,nomatterhowwellapoemistranslated,somethingofthespiritoftheoriginalworkislost.ReadingpoetryinEnglishalsoopensthedoortofindingnewwaysofexpressingyourselfinChinese.Finally,poemsandliteraturecanbebridgesbetweentheEastandtheWest.Theycanhelpustounderstandeachotherbetter,orasMuDanwrote:Quietly,weembraceInaworldlitupbywords.2.教材处理：笔者将Pre-reading、Reading和Post-Reading三部分进行适当地删减和补充设计为一节阅读课。在本节阅读课前，笔者要求学生通过预习课文，完成Post-reading中的第一和第二部分的细节性问题。并自觉主动通过网络查找资料，了解不同时期的英国着名诗人和英文诗的特点，为能更好地展开该节阅读课做好充分地准备。Pre-reading是Reading的热身活动。通过组织学生对这些问题的讨论，回答，激活他们头脑中相关的内容模式，为下一步“阅读”做好铺垫。在处理阅读文章的过程中，要求学生在对文章的各段主旨大意进行概括，帮助学生整体把握文章的脉络。其次要求学生逐段阅读文章，旨在使学生了解英文诗，英文诗的历史和不同时期的英文诗人及其在文学殿堂中的作用。同时，锻炼学生对英文诗的欣赏；并让学生深刻到poemsandliteraturecanbebridgesbetweentheEastandtheWest的含义。笔者根据学生的认知水平和实际情况，在处理阅读文章的过程中，还适当穿插了一些中英文诗歌让学生欣赏。目的在于进一步增加学生的语言体验和文化、情感的熏陶。3学习目标a.知识目标：ToreadfortheinformationofthehistoryofEnglishPoetry&thecharacteristicsofEnglishPoetryindifferenttimes.b能力目标：Enablethestudentstogivetheirideasaboutpoetsandpoemstoothergroupmembers,usingthetargetlanguage.c.情感目标：ToletSsexperiencethespiritofthepoemsandencouragetheSstolearntoappreciatepoems.d.学习策略：Tosomeextend,studentsdeveloptheabilitiesofstudy,effectivecommunication,dealingwithinformationandthinkingandexpressinginEnglish.e.Teachingimportant&difficultpoints：1.Helpthestudentslearntoappreciatepoemsandknowaboutpoemsandpoets.2.Todevelopsomebasicreadingskills.三、教学设计【总体思路】本节阅读课在多媒体技术的辅助下，增加了信息密度。在学生阅读过程中，笔者通过设计多种多样的活动，使学生能多方位地感受英文诗歌，了解英文诗歌，更好地激发了学生学习欣赏诗歌的兴趣。整堂课通过整体阅读、分层阅读、整体感受来设计，整个教学过程体现了交互性及能力的发展性。.整堂课师生，生生互动性强，活动形式多样化。在自主，互动，探究的方式中展开课堂教学，充分挖掘课文内容的内涵和外延，激发学生对学习诗歌的兴趣。【教学过程】整个过程以“激趣-阅读-体验-活用-自主学习”为设计线索Step1:Lead-in师生活动：Activity1:1.用realplay播放一首王维的诗（绝句）Activity2:2.MatchtheauthorinColumnAwiththeirpoemsinColumnB.Activity3:展示英国着名诗人的肖像以及简单介绍他们的诗歌特点1).DoyouknowsomefamousEnglishpoets?2)Whataretheyfamousfor?设计意图：以让学生欣赏中文诗歌导入，不仅使课堂充满轻松和愉悦的气氛，还可激发学生旧有的知识，而且有助吸引学生的注意力，使其自然地进入主题学习。同时通过具体语境解决部分生词：absence,image,glory,sonnet,standout.。Step2:Reading师生活动：Activity4:Skimming1.Dividethetextinto4parts.2.Findoutthemainideaorthetopicsentenceofeachpart.教师用电子板书内容：Part1(Para._1_)BriefintroductiontopoetryPart2(Para._2_)ThefeatureofChinesepoetryandsomefamouspoetsPart3(Para._3-5_)ThehistoryofEnglishpoetryintimeorder&theirstylesPart4(Para.6-7_)IntroductionofEnglishpoetryintoChina设计意图：划分文章的段落旨在帮助学生整体把握文章的脉络。不仅可培养学生概括文章各段大意的能力，并且可以让学生深刻体会文章的主旨。师生活动：Activity5:ScanningGettheSstocomprehendthepassagebyonePara&oneParacarefully&accuratelybyansweringthefollowingquestions.Q1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?(Para1)Q2:WhostandsoutinthehallsofgloryinChinesepoetryhistory?(Para2)Q3.Whatdofinepoemsshare?4.FillthechartofsomedetailsofEnglishpoetry.(Para3-5)TimecharacteristicspoetsearlyEnglishpoetry17thcenturyTtheendof17thcentury18thcentury19thcenturymodernpoetstheendof19thcenturyQ5.Whataretheadvantages&disadvantageofreadingthetranslation:Q6.Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?Meanwhile,GetsstoenjoyaChinesepoem&itstranslation.设计意图：以上问题设计分别是针对文章的各个段落的内容所进行设问的，通过回答问题，可以使学生有目的地进行阅读，了解文章的特定信息。在真实的交流活动中提高学生有目的获取信息和处理信息的能力。同时在学生回答Q6之前，为使学生对诗歌的译文和原文作个比较(呈现王维的一首相思以及其译文)。通过拓展外延有利于培养学生的自主学习能力与探究能力。师生活动：Activity6：Readthetextagaintomatchthewritingtechniqueswitheachpart.Part1:para1Part2:para2Part3:Para3.4.5Part4:para6.7设计意图：让学生再次阅读文章，找出作者在各个段落所使用的表现手法。可为学生以后在写作中能恰当地使用一些写作手法作适当地指导和铺垫。学生完成这项任务有一定的难度。在老师的帮助和指导下，学生可找出各段作者所使用的写作手法。之后并着重分析“poemsandliteraturecanbebridgesbetweentheEastandtheWest”这句作者使用的写作手法，再拓展和延伸，要求学生发挥想象力，用类似的比喻表达同样的句子。.Step3:Further-understanding师生活动：Activity7（Pairwork）:EnjoytheshortpoemwrittenbyMuDan&getSstoexplainitintheirownwords.设计意图：该问题的设置基于课文的内容，但又不局限于课文的范畴。让学生进行同伴讨论，旨在培养学生的精神并发散他们的思维。并通过讨论和回答该问题，让学生真正体会课文中那句“Poems&literaturecanbebridgesbetweentheEast&theWest”Step4:Extension师生活动：Activity8(Groupwork):EnjoyanEnglishpoem“DustofSnow”writtenbyRobertFrost.DustofSnowThewayacrow，Shookdownonme.Thedustofsnow，Fromahemlocktree.Hasgivenmyheart,Achangeofmood.Andsavedsomepart,OfadayIhadrued1)Whatisthepatternofrhythmofthispoem?2)WhatthingsdoesRobertFrostwriteinthepoem?3)Think:Whatfeelings