Unit5PoemsOpeningpageReadingandThinking教學(xué)設(shè)計(jì)-高二英語人教版選擇性

人教版選擇性必修三Unit5POEMS第一至二課時(shí)Openingpage,ReadingandThinking教學(xué)設(shè)計(jì)Ⅰ.Teachingcontent:StudentBook:OpeningPage+ReadingandThinkingⅡ.Contentanalysis:Topiccontext:humanandsocietySubtopic:literature,art,andcultureActivitytopic:AppreciatedifferentformsofEnglishpoemsTexttype:Expository(afewsimpleformsofEnglishpoems)Durationofteaching:TwoclassesⅢ.Textanalysis:Openingpage[What]:TheopeningpageoftheunitquotesthelastfewlinesofAmericanpoetRobertFrost'spoem"TheRoadNotTaken":"Tworoadsdivergedinayellowwood,andItooktheonelesstraveledby,andthathasmadeallthedifference."Thisisafamousphilosophicallyricalpoem,andthepoetusestheimageoftheforkinthewoodstoexplainhowtomakechoicesinlife.[How]:Thethememapofthisunitvividlyshowstworoadsextendingindifferentdirections,whichperfectlyechoesthedescriptioninthepoem.[Why]:Presentingthispictureandquotation,notonlyallowsstudentstobetterunderstandthecontentofthepoem,butalsoinspiresthemtothinkabouttheirownlifechoicesandfuturepaths.ReadingandThinking[What]:Thisreadingtextisanexpositorytextwithatypical"generaldivisiongeneral"structure.Thefirstparagraphbrieflysummarizesthevalue,meaning,andcharacteristicsofpoetry,indicatingthatthecorecontentofthisarticleistointroduceseveralsimpleformsofEnglishpoems.Thesecondtofifthparagraphsrespectivelydescribethecharacteristicsofnurseryrhymes,listpoems,fivelinepoems,andhaiku,whiletheparagraphsalsolistrelevantpoemsforstudentstoreadandrecite.ThesixthparagraphmentionsthetranslationofTangpoetry,andliststhepoem"WaitingforHusbandStone"bytheChineseTangdynastypoetWangJian.ThelastparagraphencouragesstudentstoimitateandcreateEnglishpoems.[How]:Thearticledemonstratesthelanguagestylesandrhythmsofdifferenttypesofpoemsthroughspecificexamplessuchasfolksongs,children'ssongs,andhumorouspoems.[Why]:UnderstandingthesebasicformsofpoetryhelpsstudentsappreciateandcreateEnglishpoemsbetter,cultivatingtheiraesthetictasteandcreativity.Ⅳ.Analysisofstudentlearningsituation:ThetargetaudienceofthisclassishighschoolstudentsinGrade12.Atthisstage,studentshaveacquiredcertainEnglishlanguageknowledgeandreadingability,buttheyhaverelativelylittleunderstandingofpoetryasaliteraryform.Moreover,students'interestandappreciationlevelforpoetryvarieswidely,soitisnecessarytostimulatetheirlearningenthusiasmandaestheticabilitythroughguidanceandinspiration.Inaddition,studentsstillhavesomedifficultiesinlanguageexpressionandwriting,whichrequiresthemtopracticeimitationandexercisestoimprovetheirlanguageproficiency.Ⅴ.Teachingobjectivesandqualityrequirements:1.Knowledgeability:AllowstudentstounderstandandmasterseveralsimpleformsofEnglishpoetry,includingtheircharacteristics,structures,andmonthemes.Developstudents'abilitytorecognizeanddistinguishdifferenttypesofEnglishpoetry.2.Learningability:Throughindependentreadingandgroupdiscussion,improvestudents'readingprehensionandinformationextractionabilities.GuidestudentstomastersimpletechniquesforcreatingEnglishpoetrythroughimitationandpractice.3.Culturalawareness:ThroughlearningandappreciatingdifferenttypesofEnglishpoetry,enhancestudents'understandingofEnglishnationalcultureandhistory.Developstudents'respectandappreciationformulticulturalism.4.Thinkingquality:Encouragestudentstousecriticalthinkingandcreativethinkingwhenreadingandanalyzingpoems.Fosterstudents'imaginationandinnovationspiritthroughpoetrycreationactivities.Ⅵ.Keypointsofteaching:Guidestudentstoobserveandmasterthecharacteristicsofthetext;Guidestudentstoquicklyandeffectivelyobtaininformationandorganizeandsummarizeinformationaboutseveraltypesofpoetryforms,names,characteristics,andrelevantpoems;Inspirestudentstoanalyzepoetryworksandexpresstheirfeelings.Ⅶ.Difficultiesinteaching:Howtoguidestudentstounderstandandappreciatethedeepmeaningandartisticcharmofpoetry.Howtostimulatestudents'creativeinspirationandhelpthempletesimplepoetrycreationtasks.Ⅷ.Teachingmethods:Explanatorymethod:Explainthebasicknowledgeandcharacteristicsofpoetry;Discussionmethod:Organizestudentstodiscusstheirunderstandingandfeelingsofpoetry;Practicalmethod:Guidestudentstocreatepoetry.Learningstrategies:Guidestudentstolearnthroughautonomousreading,cooperativeexploration,andpracticaloperations,cultivatetheirautonomyandcooperation.Ⅸ.TeachingProcedures:Part1OpeningpageStep1Leadin1.ShowthephotoontheOpeningpageandaskstudentstoobserveanddescribeitintheirownwords.2.Showthequoteonthephoto,andguidestudentstodiscussthefollowingquestions:●Whydidthepoettaketheroadlesstravelledby?●Whatdifferencedoyouthinkithadmadetothepoet?●Whatemotionorfeelingdoyouthinkthepoetwantedtoconvey?DesignIntention:Tostimulatestudents'interestinlearningbydisplayingphotosandquotingtexts,guidingthemintoastateoflearningpoetry.Throughdescribingthephotosanddiscussingthepoet'schoices,students'observationalandimaginativeskillsaredeveloped,whilesimultaneouslypromptingthemtoconsidertheimportanceoflifechoicesanddecisionmaking.Step2PresentationPresentthephotoofthepoetRobertFrostandtheexplanationofthequote.DesignIntention:ThroughpresentingaphotoofpoetRobertFrostandexplainingthequote,studentsarehelpedtobetterunderstandthepoetandthebackgroundofthepoem,layingthefoundationforsubsequentlearningandprehension.Step3WatchandAdmireShowabeautifulvideoabouttherecitationthethepoem《TheRoadnotTaken》andletstudentsadmirethebeautyofthispoem.DesignIntentionion:Throughpresentingabeautifulvideo,studentsareallowedtoappreciatetherhythmandbeautyofpoetry,sparkingtheirinterestandloveforpoetry.Meanwhile,studentsexperiencetheemotionsandimageryofthepoem,improvingtheiraestheticabilityandimagination.Part2ReadingandThinkingStep1WarmupActivity1:GuidestudentstotakeaquizebyrecitingtheChinesetraditionalpoemsaccordingtotheirEnglishtranslation.Activity2:Showthelinesofthepoemsandletstudentsobservethesimilaritiesofthewordsunderlinedaswellastheirmeanings,themes,etc..Activity3:Checkandsumuptogether.DesignIntention:Throughaseriesofactivities,studentsreviewpreviousknowledgeandgetreadyforsubsequentlearning.Meanwhile,byusinggroupcooperationandpetition,students'learninginterestandenthusiasmarestimulated.Step2PrereadingTask1Discussionparedwithotherformsofliteraturesuchasthenovel,drama,andtheshortstory,whatarethecharacteristicsofpoetry?Task2BraintormWhydoyouthinkpeoplewritepoems?DesignIntention:Throughdiscussionandbrainstorming,thisstepaimstoguidestudentsincontemplatingthecharacteristicsandsignificanceofpoetry.Italsohelpsstudentsunderstandbasicconceptsandcategoriesofpoetry,layingthegroundworkforsubsequentlearning.Step3SkimmingTask1Readforthemainideaofthetext.Task2Readforthestructureofthetext.Task3Readforinformation.HowmanytypesofEnglishpoemsarementioned?Whatarethey?DesignIntention:Byreadingthetextquicklyandansweringquestions,thisstepassistsstudentsingraspingthemaincontentandstructureofthetext.Italsocultivatesstudents'readingspeedandaccuracy.Step4ScanningTask1Readandanswer●Whatarethetwoimportantpointsmentionedinparagraph1?●Whatraesonsarementioned?●Accordingtothetext,whatarethecharacteristicsofpoetry?Task2Readandfill1.Readparagraph26andfillinthechartbelow.2.ChecktheanswersDesignIntention:Throughcarefulreadingofthetextandansweringquestions,thisstephelpsstudentsgainadeeperunderstandingofthetext'sdetailsandmeanings,whilealsoenhancingtheirreadingprecisionanddepth.Step5prehensionActivity1TipsonpoetryprehensionActivity2PresentationShowthepoemsandplaytherecordingsofthesepoemsonebyone.Guidestudentstoprehendthepoemsthroughsometasks.ShowtheTangPoemandtheChineseversionforstudentstoadmireandpare,andthenaksstudentstosharetheiropinionsontheirtheonetheyprefer.DesignIntention:Throughaseriesofactivities,thisstepaimstohelpstudentstesttheirunderstandingofpoetryandprovidethemwithusefulpoetryappreciationtechniques.Additionally,bypresentingTangpoetryanditsEnglishversions,andparingandanalyzingthem,itcultivatesstudents'crossculturalmunicationskillsandliteraryattainment.Step6RecitationpetitionGivestudentssometipsonhowtoreciteapoemwellandthenallowthemtopracticeinthelimitedtime.DesignIntention:Througharecitationcontest,studentshavetheopportunity