Unit4ExploringPoetryWeletotheunitReading教案高中英语译林版（2020）选择性

Unit4ExploringpoetryWele+Reading内容分析：本单元的话题是“诗歌”，教学活动通过两首短诗—唐朝诗人孟浩然的《春晓》（许渊冲先生的英译本）和美国诗人兰斯顿·休斯的《梦想》—引入单元话题。学生通过朗诵这两首诗歌，体会其语言特点和主题内涵，可以激发进一步探究本单元话题的兴趣，为单元后续板块的学习做好准备。教学目标：Bytheendofthelesson,thestudentswillbeableto:1.readaloudthepoemsandenjoythebeautyofpoetry;2.illustratetheirfeelingswhenreadinghetwopoems;3.sharewithpeerstheirfavorite教学重难点：1.Analyzeandunderstandthelanguageofanewsreport.2.Writeanewsreportaboutascientist.教学过程：Step1LeadinLet’sappreciateapoemtogether:Whenyouareold.Poetryisanexpressionofone’swill.Whatiskeptintheheartisthewill,butwhenexpressedinwords,itispoetry.—“PrefacetoTheBookofSongs”诗者，志之所之也。在心为志，发言为诗。ASpringMorningByMengHaoranThisspringmorninginbedI’mlying,Nottoawaketillbirdsarecrying.Afteronenightofwindandshowers,Howmanyarethefallenflowers!TranslatedbyXuYuanchongDreamsByLangstonHughesHoldfasttodreamsForifdreamsdieLifeisabrokenwingedbirdThatcannotflyHoldfasttodreamsForwhendreamsgoLifeisabarrenfieldFrozenwithsnow【设计意图：紧扣主题，用学生熟悉的诗歌作为预设教学目标的情境载体导入，激活学生已有的知识和经验，引入主题。】Step2WeletotheunitHowdoyoulikethetwopoems?Bothpoemsareverydescriptive.Ilikethefirstonebecauseitfocusesonthetopicofspringandclearlydescribesaspringmorninginawaythatiseasytounderstand.Thesecondoneisaboutdreamsandusessomeartistictechniques,suchasmetaphorandpersonification.Eventhoughitisalittlebitmoredifficulttounderstand,itisinterestingtoread.Whatotherpoemsorpoetsdoyouknowabout?DuFu:Hewrotepoemsaboutthebeautyofnatureandhisexperienceswhiletraveling.Hehadagreatgiftforlanguage.HemetLiBaionhistravelsandheadmiredthegreatpoetverymuch.Iknowhispoem“OnYueyangTower”,whichdescribeswhathesawandhowhefelthevisitedthegreattower.EmilyDickinson:AfamousAmericanpoet,shewrotepoemsthatarecreativeandencouragecarefulthought.Ilikeherpoem“‘Hope’IstheThingwithFeathers”，whichparedthefeelingofhopefulnessandexpectationtoabird.【设计意图：解析诗歌、介绍诗人,吸引学生的的兴趣。】Step3:PrereadingWhydopeoplereadpoems?Poemscreatevividpicturesandtellstoriesbyusinglanguagecreatively.Readersenjoythechallengeoftryingtounderstandthepoet’sintentioninwritingahappeningduringthetimewhenitwaswritten.Readerscanlookatthepoem’sformandliterarydevicestoseewhatthepoetsaw.Byreadingitaloud,theycanfeeltherhythmsandrhymesofthepoemaswellasthepoet’semotions.DreamsByLangstonHughesHoldfasttodreamsForifdreamsdieLifeisabrokenwingedbirdThatcannotflyHoldfasttodreamsForwhendreamsgoLifeisabarrenfieldFrozenwithsnowStep4:FastreadingGlobalReading:Readthelecturetranscriptandpletethechartbelow.Readforstructure.【设计意图：指导学生通过快速阅读快速获取段落主旨，培养学生概括段落大意的能力。】Step5:DetailedreadingDetailedReading:readPa.1&2andthefirstpoemandanswerthequestions.Howispoetrydifferentfromothertypesofliterature?Morethanothertypesofliterature,itusuallyimpliesadeepermeaningbeyondthewordsonthepage.Whataspectshouldyoupayspecialattentiontowhenyoureadapoemaloud?Theaspectofrhythm,repeatedwords,rhymesandotherspecialeffects.Whatcharacteristicscanyoufindwhenyouanalyseitssound?Firstly,thewords“Windofthewesternsea”arerepeated.Secondly,thereareseveralrhymingwords:“low”rhymingwith“blow”and“go”,“sea”rhymingwith“me”.Alfred,LordTennyson(1809–1892)MorethananyotherVictorianerawriter,Tennysonhasseemedtherepresentativeofhisage.Inhisowndayhewassaidtobe—withQueenVictoriaandPrimeMinisterWilliamGladstone—oneofthethreemostfamouslivingpersons,areputationnootherpoetwritinginEnglishhaseverhad.Sweetandlow,sweetandlow,Windofthewesternsea,Low,low,breatheandblow,Windofthewesternsea.Overtherollingwatersgo;efromthedyingmoon,andblow,Blowhimagaintome,Whilemylittleone,whilemyprettyonesleeps.(From“SweetandLow”byAlfredTennyson)Q:Whatimageseintoyourmindwhenyouarereadingit?A:WhenIreadit,Icanseeinmymindtheimageofabirdinacage,whichisdesperatelysingingforfreedom.DetailedReading:readPara.3andthesecondpoemandfinishthechart.AnacclaimedAmericanpoet,storyteller,activist,andautobiographer,AngelouworkedforDr.MartinLutherKingJr.andwasalsoaneducatorwhoservedasaprofessorintheuniversity.Thecagedbirdsings

withafearfultrill

ofthingsunknown

butlongedforstill

andhistuneisheard

onthedistanthill

forthecagedbird

singsoffreedom.(From“CagedBird”byMayaAngelou)DetailedReading:readPa.46andthethirdpoemandanswerthequestions.Whatdoesthelecturerthinkofpoemsthatareeasytounderstand?Theyareoftenlessinterestingthanthosethatconstantlyrevealdeeperandpreviouslyunrecognizedmeanings.Whatshouldyoudowhenyouhavedifficultyinunderstandingapoem?Weshouldsetitasideandebacktoitlater.Withourinsightintolifebeingdeeper,wemayonedayfinditnotsohardtounderstandatall.Accordingtothelecturer,whatismoreimportantinappreciatingapoem?Poetryreadingcanmakeusfeelsomethingorletusperceiveanotherlevelofmeaning,whichismoreimportantandworthoureffort.WhatisthefunctionofthepoemquotedafterPara.4?Thispoemisnoteasytounderstandandissuitableasanexampletosupportthetipof“bepatientwhenhavingtroubleinunderstandingapoem”.RobertFrost(18741963)wasanAmericanpoetwhowasmuchadmiredforhisdescriptionoftherurallifeofNewEngland,andhisrealisticverseportrayingordinarypeopleineverydaysituations.Hisfamouspoemsinclude:StoppingbyWoodsonaSnowyEveningandTheRoadNotTaken.【设计意图：帮助学生梳理文章的关键信息要素。接下来通过完成一些问题，引导学生学会自主阅读、归纳信息、提炼要点。】Step6:PostreadingPleasechooseoneofthepoemsinthelecturetranscriptandthinkaboutthesoundandsenseofthepoem.ThepoembyMayaAngeloudescribestheimageofacagedbirdwantingtobefree.Thelinesareshortandsimple,whichmakesthemessagemoredirectandpowerful.Theshortlinescouldalsoimplythesenseofbeinginasmallcagewithverylittlespacetoflyaroundin.Thisdoesnotstopthebirdfromsing