Unit5 Using Language(2) 名師教學(xué)設(shè)計(jì)VIP

2/2Unit5UsingLanguage(2)名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容Writeapoem主題語(yǔ)境：人與社會(huì)主題群：文學(xué)、藝術(shù)與體育子主題：詩(shī)歌語(yǔ)篇類型：詩(shī)文本分析：[What]本課有三首詩(shī)。第一首為英國(guó)編劇A.A.米爾恩創(chuàng)作的《山上的風(fēng)》，主要描述了大自然的風(fēng)給人帶來(lái)的感受。第二首是美國(guó)詩(shī)人蘭斯頓·休斯創(chuàng)作的《夢(mèng)想》，講述了夢(mèng)想的重要性。第三首節(jié)選自英國(guó)詩(shī)人A.C.斯溫伯恩的《佳偶》，主要表達(dá)了對(duì)愛(ài)情的忠誠(chéng)與執(zhí)著。[Why]讓學(xué)生學(xué)會(huì)賞析詩(shī)歌，進(jìn)而學(xué)會(huì)自己寫(xiě)詩(shī)，表達(dá)自己的情感，深化對(duì)主題語(yǔ)境的理解。[How]作者向?qū)W生介紹三首詩(shī)歌及詩(shī)的重要組成部分，然后從詩(shī)歌的主題﹑意象﹑韻律及修辭手法方面讓學(xué)生學(xué)會(huì)賞析詩(shī)歌，進(jìn)而學(xué)會(huì)自己寫(xiě)詩(shī)，表達(dá)自己的情感。課時(shí)目標(biāo)1.獲取﹑梳理三首詩(shī)的主要內(nèi)容。2.賞析這三首詩(shī)表達(dá)的情感。3.獲取詩(shī)歌的主要組成部分并嘗試自己寫(xiě)詩(shī)。4.通過(guò)小組合作，對(duì)組內(nèi)成員寫(xiě)的詩(shī)進(jìn)行批判性評(píng)價(jià)與相互學(xué)習(xí)，培養(yǎng)學(xué)生的批判性思維及與他人合作學(xué)習(xí)的能力。重點(diǎn)難點(diǎn)重點(diǎn)：1.獲取三首詩(shī)的主要內(nèi)容。2.賞析這三首詩(shī)表達(dá)的情感。難點(diǎn)：獲取詩(shī)歌的主要組成部分并嘗試自己寫(xiě)詩(shī)。教學(xué)準(zhǔn)備教師準(zhǔn)備：詩(shī)歌的組成部分。學(xué)生準(zhǔn)備：預(yù)習(xí)新詞匯。教學(xué)過(guò)程StepI學(xué)習(xí)理解活動(dòng)一：感知與注意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?【設(shè)計(jì)意圖】先通過(guò)給學(xué)生看第一首詩(shī)，讓學(xué)生嘗試?yán)斫猓せ钏麄円延械馁p析詩(shī)歌的背景知識(shí)，為后面的學(xué)習(xí)搭建支架?；顒?dòng)二：獲取與梳理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.【設(shè)計(jì)意圖】通過(guò)獲取詩(shī)的主題、意象﹑韻律及修辭手法，幫助學(xué)生理解詩(shī)以及了解詩(shī)的寫(xiě)作要素，為后面的寫(xiě)作作鋪墊。StepII應(yīng)用實(shí)踐活動(dòng)三：內(nèi)化與應(yīng)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.【設(shè)計(jì)意圖】本活動(dòng)為寫(xiě)作實(shí)踐。首先讓學(xué)生獲取寫(xiě)詩(shī)的主要步驟；然后，引導(dǎo)學(xué)生討論寫(xiě)作內(nèi)容并按照步驟寫(xiě)作，降低寫(xiě)作難度，增強(qiáng)寫(xiě)作的信心。StepⅢ遷移創(chuàng)新活動(dòng)四：批判與評(píng)價(jià)1.Askstudentstoworkingroupsandtaketurnstoreadaloudtheirpoemsandthenhaveadiscussiononwhattheythinktheymean.Letstudentsgivetheirpersonalopinionoradvicebasedonwhattheyhavelearntfromthisunit.2.Inspirestu