Unit5 Using Language(2) 名师教学设计

2/2Unit5UsingLanguage(2)名师教学设计课时内容Writeapoem主题语境：人与社会主题群：文学、艺术与体育子主题：诗歌语篇类型：诗文本分析：[What]本课有三首诗。第一首为英国编剧A.A.米尔恩创作的《山上的风》，主要描述了大自然的风给人带来的感受。第二首是美国诗人兰斯顿·休斯创作的《梦想》，讲述了梦想的重要性。第三首节选自英国诗人A.C.斯温伯恩的《佳偶》，主要表达了对爱情的忠诚与执着。[Why]让学生学会赏析诗歌，进而学会自己写诗，表达自己的情感，深化对主题语境的理解。[How]作者向学生介绍三首诗歌及诗的重要组成部分，然后从诗歌的主题﹑意象﹑韵律及修辞手法方面让学生学会赏析诗歌，进而学会自己写诗，表达自己的情感。课时目标1.获取﹑梳理三首诗的主要内容。2.赏析这三首诗表达的情感。3.获取诗歌的主要组成部分并尝试自己写诗。4.通过小组合作，对组内成员写的诗进行批判性评价与相互学习，培养学生的批判性思维及与他人合作学习的能力。重点难点重点：1.获取三首诗的主要内容。2.赏析这三首诗表达的情感。难点：获取诗歌的主要组成部分并尝试自己写诗。教学准备教师准备：诗歌的组成部分。学生准备：预习新词汇。教学过程StepI学习理解活动一：感知与注意1.Askstudentstoobservethefollowingpoemanddiscusshowtounderstanditwiththeirpartner.WINDONTHEHILLNoonecanmeNobodyknows,Wherethewindcomesfrom,Wherethewindgoes.It’sflyingfromsomewhereAsfastasitcan,Icouldn’tkeepupwithit,NotifIran.ButifIstoppedholdingThestringofmykiteItwouldblowwiththewindForadayandanight.AndthenwhenIfoundit,Whereveritblew,shouldknowthatthewindHadbeengoingtheretoo.SothenIcouldtellthemWherethewindgoes...ButwherethewindcomesfromNobodyknows.AA.Milne2.Askstudentstomakealistofquestionsthatthereadersshouldconsiderwhilereadingpoems.3.Instructstudentstorefertothefollowingpoints.·Subject·Rhythmandsounds·Images·Feelingsandemotions·Tone·RhetoricaldevicesSuggestedanswers:·Whatisthesubjectofthepoem?·Whatisthepoemabout?·Whatimagesdoesthepoetuse?·Whatisthetoneofthepoem?·Whatfeelingsandemotionsdoesthepoettrytomakethereaderfeel?·Howdoesthepoemmakeyoufeel?·Whichemotionsisthepoettryingtoconveytothereader?·Howdoesthepoemmakeyoufeel?·Doesthepoetuserhymingwords?·Whichrhetoricaldevicesareusedinthepoem?·Doesthepoetusealliteration?Metaphororsimile?Repetitionofwordsorphrases?【设计意图】先通过给学生看第一首诗，让学生尝试理解，激活他们已有的赏析诗歌的背景知识，为后面的学习搭建支架。活动二：获取与梳理1.Askstudentstoreadthepoemsbelowandthencompletethetable.WindontheHillDreamAmatchSubjectImagesRhymingwordsRhetoricaldeviceSuggestedanswers:WindontheHillDreamAmatchSubjectthewindthewindthewindImageskite,personbroken-wingedbird,barrenfieldfrozenwithsnowrose,leaf,fieldsRhymingwordsknows/goescan/rankite/nightblew/toogoes/knowsdie/flygo/snowtogether/weathercloses/isgrief/leafRhetoricaldevicerepetitionalliterationrepetitionmetaphorrepetitionmetaphor,simile2.Chooseandwrite.(1)Askstudentstochooseoneofthepoemsandwriteashortessayaboutit.(2)Instructstudentstoobservetheessayexamplebelow.ThepoemDreambyLangstonHughesisveryshortwithonly8lines.WhenIreadthepoemaloudIcanhearthattheendsofthesecondandfourthsentencesrhyme—“die”and“fly”.Thelastwordfromthesixthandeighthsentencesalsorhyme—“go”and“snow”.Theserhymingwordssoundniceandmakethepoempleasingtoread.WhenIclosemyeyes,Icanseedifferentimagesfromthepoem.Forexample,Icanseetwohandsbeingheld.Icanseeabirdflyinginthesky.IcanseeafieldandIcanimaginewhatitlookslikewithlotsofsnow.IstarttofeelcoldwhenIreadtheselines!Ilearntanewphrase,“holdfast”,whichmeanstoholdontosomething.“Barren”isalsoanewwordtome,whichmeansempty.Ithinkthepoetisgivingusadvice.Hewantsustokeepdreaming,becauselifeismuchbetterwhenwedreamandhavesomethingtolookforwardto.【设计意图】通过获取诗的主题、意象﹑韵律及修辞手法，帮助学生理解诗以及了解诗的写作要素，为后面的写作作铺垫。StepII应用实践活动三：内化与应用Writeapoem.(1)Learningstrategy.Gothroughthewritingstepswithstudentsandifnecessary,makesomeexplanation.·Startwiththethemefirst.Askyourself,“WhatmessagedoIwanttogivetothereader?Whatisimportanttome?”·Next,thinkaboutthewordsandphrasesyouwouldliketouse.Makealistofwordsrelatedtoyourtheme.·Thencheckhowwellyourdetailspaintapictureinyourhead.Nowwritethepoem.Readitaloudandlistentohowitsounds.·Finally,giveitatitle.Nowyourpoemisready!(2)Brainstorm.Askstudentstoworkingroupsandthinkofathemebythequestions“WhatmessagedoIwanttogivetothereader?Whatisimportanttome?”(3)Havestudentsthinkaboutthewordsandphrasestheywouldliketouseandmakealistofwordsrelatedtotheirtheme.(4)Havestudentswritethepoem.(5)Havestudentsreadthepoemaloudandlistentohowitsounds.(6)Havestudentsgivethepoematitle.【设计意图】本活动为写作实践。首先让学生获取写诗的主要步骤；然后，引导学生讨论写作内容并按照步骤写作，降低写作难度，增强写作的信心。StepⅢ迁移创新活动四：批判与评价1.Askstudentstoworkingroupsandtaketurnstoreadaloudtheirpoemsandthenhaveadiscussiononwhattheythinktheymean.Letstudentsgivetheirpersonalopinionoradvicebasedonwhattheyhavelearntfromthisunit.2.Inspirestu