Unit2 Using Language 教学设计 高中英语人教新课标选修六

高中英语人教版选修六第二单元UsingLanguage教学设计教学课题：Book6Unit2Usinglanguage课程类型：Reading&writing教学内容：诗歌I'vesavedthesummer阅读理解、初级的诗歌创作教学方法：任务教学法、交际教学法学情分析

高二年级的学生已经具备了较强的阅读理解能力，但是诗歌阅读因其凝练的语言、抽象的意境、深刻的情感，对于学生来说，要理解英语诗歌还是一个相当大的挑战。因此，教师应该充分考虑到本节课教学设计中的任务探究是否能为学生搭好梯子，是否形成合适的认知梯度，是否开展鼓励学生参与的小组活动和个体探究任务，是否达成本节课的教学目标。教学目标1.知识目标：通过阅读诗歌，能找出诗歌韵脚。2.能力目标：通过阅读诗歌，体会诗歌韵律、充分理解诗歌意象蕴含的厚重的父母对子女拳拳之爱。3.学习策略目标：通过设置任务探究和开展课堂交际活动，培养学生的合作学习策略和探究意识，增强团队精神。4.

情感目标：通过诗歌阅读，引导学生关注生活本身，勉励学生感恩父母。教学重点和难点1.理解诗歌意象，挖掘诗歌中父母对子女深厚的情感。2.

引导学生进行简单的诗歌创作。教学过程设计Step1.Lead-inT:What’sthedatefortoday?T:Howaboutthedayaftertomorrow?Ss:Maythe14th.

Mother’sDay.T:Yousaidit.Itisaspecialday.Whatwillyoudoforyourmotherorsaytoher?Ss:Answersvary.T:Canyouimaginewhatyourmotherwillsaytoyouwhenhearingyourwords?T:Let’srereadthesesentencesonthescreen.Ss:(readaloud)T:Itiscleartousthatweloveourmotherverydeeplyandsodoesourmother.Isuggestthatyouconsiderexpressingyourloveforyourmotherinapoem.Beforeyoutrywritingapoemforyourmother,let’senjoyapoembyacoolguy.设计说明：以Mother’sDay为话题，引导学生展开freetalk，自然过渡到主题词love和阅读任务poemreading。Step2.Pre-reading—asimpleintroductiontothePoet—RodMckuenName

RodMckuenBirthyear

1933Nationality

AmericaBackground

lefthomeyoungtoescapefromstepfather

Occupation

poet,singer,songwriter,musicianWorksknowntotheworld

Ifyougoaway;Seasonsinthesun;I’vesavedthesummerT:Paymoreattentiontothepoet’sbackground.设计说明：简要介绍诗人的背景信息，为学生提供理解这首诗歌情感的背景。Step3.FastReadingT:let’senjoythepoem“I’vesavedthesummer”.Pleasereaditwithmuchemotionandthenanswertwoquestions:1.Whoam“I”probably?

A.Lover

B.Friend

C.Parent

D.Colleague2.Whatdo“I”expressinthepoem?“I”express_____for“my”_________.Ss:givetheiranswers.T:Canyoufindanyevidencesothatyouknow“I”amaparent?S1:AndformyselfI’vekeptyoursmilewhenyouwerebutnineteenT:Quitegood.Iwonderwhat“but”means?Ss:only,just.Ss:I’llgiveyouallIown.设计说明：设计两个问题引导学生正确把握整首诗的情感基调，在学生寻找依据的过程中共同探究诗中的难句，为接下来的“意象”分析作铺垫。Step4.Enjoythepoem▄IndividualworkT:Inapoemsomespecialmethodsareusedtoexpressfeelings.Let’sfindthemouttogether.Youcanpaymoreattentiontothelastwordofeachline.T:Haveyoufoundoutanythingspecialabouttheendofeachline?Ss:Therearerhymingwords:you,new;need,feed;….T:Youdidanicejob.Thisisonecommonmethodusedinapoemtoexpressaparent’sdeeploveforhiskid.Canyoufindrhymingwordsinanotherpoem?•

FromFathertoSon•

Irememberthedaywhenyouwereborn,•

Outsidewascold,butIfeltwarm.•

IrememberwhenItouchedyouandyoubegantocry,•

IwassortoffrightenedandIdon’tknowwhy.•

Youreyeswereteary,butyetsocute,•

Youweresotiny,

Ididn’tknowwhattodo.•

Eventhoughyou’vegrownthroughouttheyears,•

IwantyoutoknowthatIloveyouandI’llalwaysbehere.设计说明：引导学生在诗歌朗诵中发现rhymingwords，并在其它诗歌中体验这种诗歌写作手法，使学生经历感性体验、理性总结、实际操练，增加学生的成就感，亲身感受英语诗歌的语言之美。T:Whenitcomestoapoem,wetendtothinkofasong.Apoemdoeshavesomethingincommonwithasong.Whatisit?Let’slistentothepoemandfillinthemissingwordssothatwecanfinditout.T:Thisisnoeasyjob.Solet’slistentothetapeandwritedownthosemissingwords.T:Thisistherhythmicpatternofthispoemjustlikethatofasong,helping“I”toexpressmystrongloveformykid.设计说明：探寻这首诗歌中的格律是理解、欣赏诗歌的一个要点，目的是引导学生初步体验诗歌中的音乐之美。▄Groupwork1T:Poetsoftenputtheirfeelingsandemotionsintothingslikemountains,lakes,favoritepets.SodoesRodMcquen.Let’sfindoutsuchthingsinthispoemandwhatfeelings“I”expressinthem.Pleasedoitasagroupoffour.T:Inthefirsttwostrophes,whataresuchthings?Ss:“summer”,“wintermornings”,“sunlight”,“darkness”T:Anicejob!Whatfeelingsdo“I”expressinthesethings?Ss:“I”expresswarmthandhope.T:Welldone.Theyarecalledimageusedtoexpressapoet’semotions.“I”compare“summer”with“winter,snow”,“sunlight”with“darkness”toshowthat“I”cangiveyouw_______,b________andh______topullyouthroughdifficulty.T:Let’sgoaheadanddiscoverthe“images”inthenextthreestrophes.“I”havesavedthebestthingsforyouandexpectnothingelseinr_____butyour___________smiles,forIwantyoutobeasb_____andc________asyouwereyoung.“I”can’t____youallthewayandmoreimportantly,youneedtolearntos____problemsi___________becauseyourlifeistobeexperiencedby_______.However,“I”willgiveyour__________ifyouneedit.Conclusion1.Inthepoem“I”havebeengivingunconditional_____tomykidwhenheisinneedofw_______,h_____,c________andcourage.Sohaveourparents!Itdoesn’tmatterwhoyoulove,orhowyoulove,butthatyoulove.

---RodMckuen2.WeenjoyanEnglishpoeminthreefollowingways:Rhymingwords,Rhythmicpattern;Image;Feelings/Emotions设计说明：探寻并发现诗歌中的images是本节课教学的重点环节，是引导学生充分理解诗歌蕴含的深刻意义和厚重情感的关键。因此，设计小组合作活动指导学生发现这些意象，在此过程中理解诗歌的寓意、挖掘意象蕴含的丰富的父爱和母爱，从而激荡出学生内心对父母感恩。在这个环节中，学生通过感性体验、理性总结欣赏英文诗歌的三个层次。Step5.EnjoywritingpoemsT:Apoemisindeedagoodwaytoexpressfeelings.It’stimeforustowritesomethingtoourmotherasaspecialgiftforher.Groupwork2T:Hereisapoemtoamotherwithsomemissingwords.Canyouhaveatryandfillinthemostprobablewordsyouthink.IfIcouldgiveyoudiamonds,foreachtearyoucriedfor_____IfIcouldgiveyousapphires,foreachtruthyou’vehelpedmeseeIfIcouldgiveyourubies,fortheheartachethatyou’veknownIfIcouldgiveyoupearls,forthewisdomthatyou’ve_______Thenyou’llhaveatreasure,motherThatwouldriseuptotheskiesThatwouldalmostmatchthesparkleinyourkindandloving______ButIhavenopearls,nodiamondsasI’msureyou’rewellawareSoI’llgiveyougiftsmoreprecious,mydevotion,loveand______设计说明：这是学生开展诗歌书信创作之前的热身练习，以一首挖空的半控制型的诗歌，给学生操练、体验英文诗歌韵脚、重复的写作手法，为接下来的开放式的初步的诗歌创作作准备。Groupwork3T:It’stimeforustopreparethegiftforourmotherinagroupoffourstudents.DearMom,

Everydayyoublessmewithyourgreatlove.I’mgratefultoyoufromthebottomofmyheart.Iamgratefultoyouwhen__________Iamgratefultoyouwhen__________Iamgratefultoyouwhen__________…

Yoursweetie设计说明：练习诗歌创作是本节课的重点和两点，在这个操练的过程中体验欣赏诗歌的三个层次，增强学生“学有所成”的感受，激发学生感恩父母，鼓励他们大声对父母说爱。Step6SummaryandHomework1.WeenjoyanEnglishpoeminthefollowingways.•Rhymingwords,

Rhythmicpattern•Repeatedwords•Image•Feelings/Emotions2.AlwaysbethankfultoMotherandFatherforbothcareandworry,bothencouragementandscold,bothexpectationanddisappointment,aboveall,bothcareandlove!3.Extrapoem

M-O-T-H-E-R

“M”isforthemillionthingsshegaveme,

“O”meansonlythatsheisgrowi