高中英语人教版Unit2Poems 应常伟教学设计简案

M6U2.AfewsimpleformsofEnglishpoems教学设计宁波市镇海中学应常伟本课教学(M6U2)改编后教材：AFEWSIMPLEFORMSOFENGLISHPOEMSTherearevariousreasonswhypeoplewritepoetry.Somepoemstellastoryordescribesomethinginawaythatwillgivethereaderastrongimpression.Otherstrytoconveycertainemotions.Poetsusemanydifferentformsofpoetrytoexpressthemselves.Inthistext,however,wewilllookatafewofthesimplerforms.SomeofthefirstpoetryayoungchildlearnsinEnglishisnurseryrhymes.Theserhymesarestillacommontypeofchildren'spoetry.Thelanguageisconcretebutimaginative,andtheydelightsmallchildrenbecausetheyrhyme,havestrongrhythmandalotofrepetition.Thepoemsmaynotmakesenseandevenseemcontradictory,buttheyareeasytolearnandrecite.Byplayingwiththewordsinnurseryrhymes,childrenlearnaboutlanguage.Oneofthesimplestkindsofpoemsistheonethatlistthings.Listpoemshaveaflexiblelinelengthandrepeatedphraseswhichgivebothapatternandarhythmtothepoem.Somerhymewhileothersdonot.Anothersimpleformofpoemthatstudentscaneasilywriteisthecinquain,apoemmadeupoffivelines.Withthese,studentscanconveyastrongpictureinjustafewwords.HaikuisaJapaneseformofpoetrythatismadeupof17syllables.ItisnotatraditionalformofEnglishpoetry,butisverypopularwithEnglishwriters.Itiseasytowriteandcangiveaclearpictureandcreateaspecialfeelingusingtheminimumofwords.ManyhaikupoemsaretranslationsfromtheJapanese.DidyouknowthatEnglishspeakersalsoenjoyotherformsofAsianpoetry-TangpoemsfromChinainparticular?AlotofTangpoetryhasbeentranslatedintoEnglish.Withsomanydifferentformsofpoetrytochoosefrom,studentsmayeventuallywanttowritepoemsoftheirown.Itiseasierthanyoumightthinkandcertainlyworthatry!(324words)教材改编理由和意图：在新课改新高考背景下，按照本堂阅读课的要求（体现新高考的趋势和精神），本人将文章进行整合，关于诗歌介绍的阅读形成一篇350词左右完整的说明文，为了不分散学生对阅读文本的持续注意力，原本分散在文中的诗歌范例单独在课件中呈现。同时为培养学生对分散信息的整合能力和用简单语言迅速掌握原文内容梗概,不加主观评论和解释,但简明、确切地表述原文重要内容的能力，保留了课本的说明文原文，去除了一些指令性语言如：“Lookattheexamplesonthetopofthenextpage.”等，确保阅读课summary写作的可操作性。特此说明。Teachinggoals:1.Languagecompetence:Studentswillbeabletolearnthenewwordsandphrasesinsituationsandtrytousetheminthemainoutputpart:rhyme,rhythm,repetition,pattern,concrete,flexible,contradictory,translation,imaginative,bemadeupof,bepopularwith,inparticular.formabasicideaoftheproceduresofwritingasummary.2.Learningcompetence:Studentswillbeabletoshareinformationwithothersandgettheinformationneeded.3.Cognitivequalities:Studentswillbeabletoviewphenomenacriticallyanduniquelyandformarightattitudetowardsthetranslationofpoems.Difficultpointsandimportantpoints:Studentsmayfinditdifficulttocatchthemainpointsandkeywordsoftheexamples.Studentsmayhavedifficultyusingtheirownwordsfortheoutputpart.Teachingprocedures:Warmingup:Greetings:theteacherwillletthestudentsenjoyapieceofnurseryrhyme.(readbyoneofthestudents)andletthemthinkaboutthefollowingquestions:Whoisthispoemwrittenfor?Whywillchildrenloveit?(Focusonthepattern,thelanguageandtheimage.)Whatkindofpicturewillcomeintoyourmind?(Focusonthepurpose.)【设计说明】：通过日常的师生对话，学生课前读一首充满童趣的英语童谣，让学生关注本课的话题，同时简单的英语童谣让学生不会恐惧本课教学内容，具备较强代入感。课件上关于重复，押韵，节奏等信息通过字体颜色突显，帮助学生发现。通过师生互动和追问的方式，引导学生关注童谣这一诗歌形式的语言特点，诗歌的写作目的，为阅读文章做好内容铺垫，过程中呈现目标词汇：nurseryrhyme,rhythm,concrete,imaginative,convey,inparticular,bemadeupof等。ReadingFindthetopicsentencesofthefirstandthelastparagraphsandthekeywordsoftheexamples.Fillinthetableofthestructureofthetext.2.ThebestworkoftheHaikucontestinJapanandatranslationofChineseTangpoemareshowntothestudentsandletthemenjoyandarousetheirquestioning.Studentswillgivetheirfeedbackandreasons.Isitnecessaryandpossibletotranslatepoemsintodifferentlanguages?Howcanweenjoythem?【设计说明】：1.）引导学生通过借助主题句概括首尾两端段落大意，借助核心词汇查找，掌握文章例子的特点，最后形成文章结构。同时借助童谣，清单诗，五行诗，俳句和英译唐诗的案例帮助学生找出这几种主要简单诗歌的特点并巩固。2.）分析俳句时向学生展示日本俳句大赛第一的作品《古池》，引发学生思考：为何看似简单甚至幼稚的一首俳句能获得第一？使学生了解要欣赏诗歌这种语言形式，哪怕再简单也需要有文化理解的支持。同时分析唐诗时，通过中英对比，让学生思考是否有必要翻译原作？翻出原作的神韵了吗？诗歌的翻译需要译者有强大的跨文化交际能力，只有掌握了语言和语言背后的文化才能够真正领略诗歌的魅力。Postreading:Comparethesimilaritiesanddifferencesofthepointsandtrytocombinethepointsintoaparagraphwiththehelpofthekeywords.【设计说明】：学生在概括出大意后进一步提炼内容，对比事例之间的异同，帮助学生整合信息进行一个段落的概要写作。Thestudentswilltrytouse