Unit2-Reading名師教學(xué)設(shè)計

1/1Unit2Reading名師教學(xué)設(shè)計Book6Unit2:poemSection1閱讀課框架單教材版本：人教版冊數(shù)：Book6單元：Unit2課型（課時）：閱讀課-Section1教材分析本課的話題是圍繞“詩歌”展開的，介紹了幾種簡單的不同內(nèi)容和形式的詩歌。閱讀課共分為熱身（Warmingup）、讀前活動（Pre-reading）、閱讀（Reading）、理解（Comprehending）四個環(huán)節(jié)。熱身部分圍繞詩歌這一話題設(shè)置了兩個練習(xí)。第一個練習(xí)引導(dǎo)學(xué)生回顧兒時所接觸的詩歌；第二個練習(xí)引導(dǎo)學(xué)生探討寫詩的目的；讀前部分主要讓學(xué)生認(rèn)識詩歌的種類和不同國家所賦詩歌的文化差異。該部分也設(shè)置了兩個練習(xí)，第一個練習(xí)讓學(xué)生交流所喜愛的詩歌；第二個練習(xí)就閱讀課文設(shè)計圖標(biāo)，讓學(xué)生從內(nèi)容到寫作風(fēng)格兩個方面認(rèn)識閱讀課文中的詩歌。閱讀部分介紹了幾種簡單的英語詩歌。第一段統(tǒng)領(lǐng)全文，闡述寫詩的目的：加深印象或表達(dá)情感。由此自然地引導(dǎo)到下文：詩歌的種類。從第二段開始分析不同種類的詩歌并舉例說明。理解部分的重點放在文中的幾首兒歌上。首先要求學(xué)生欣賞詩歌，找出最喜愛的詩歌并闡明理由。然后要求學(xué)生找出文章的主題，列舉文中介紹的五種詩歌形式；找出兩首節(jié)奏感強的詩歌，擊掌誦讀，找出押韻的兩首詩，并圈出押韻的詞。還有一個練習(xí)是要學(xué)生去感悟這幾首所表達(dá)的內(nèi)涵。最后就詩歌的內(nèi)容本身提出了11個問題，引導(dǎo)學(xué)生理解各個詩歌的內(nèi)容。通過對本課文的理解，要求學(xué)生用簡單的詩歌表達(dá)自己的某些真情實感。由于詩歌創(chuàng)作的素材源于生活，因此，只要學(xué)生們留心觀察、感悟人生，就會產(chǎn)生創(chuàng)作的靈感，把學(xué)習(xí)與學(xué)生的日常生活結(jié)合起來，以提高學(xué)生的書面表達(dá)能力。教學(xué)目標(biāo)語言目標(biāo)：能運用以下詞匯、短語和句型進(jìn)行聽說讀寫四會：Poetryaspectconveynurserydiamondcottageballoonsparrowteasesaltyendlesstranslatetranslationbranchtransformflexibleangersorrowtakeiteasyrunoutofmakeupof語義目標(biāo)：1.能理解詩歌表達(dá)的內(nèi)容和文化意義；2.能體會詩人在詩歌中表達(dá)的不同目的和不同內(nèi)涵。語用目標(biāo)：1.能談?wù)撛姼璧姆N類；2.能欣賞詩歌并就喜愛的詩歌闡明理由；3.能夠找出文章的主題，列舉文中介紹的五種詩歌形式。文化意識：1.能簡要了解中西方詩歌的類型和形式；2.能知道中西方具有代表性的詩歌種類和風(fēng)格特征；3.能理解不同國家所賦詩歌的文化差異。策略目標(biāo)：1.學(xué)生能學(xué)會留心觀察生活，在生活中尋找創(chuàng)作的靈感；2.能運用精讀策略體會詩人在詩中表達(dá)的內(nèi)涵；3.能通過擊掌誦讀和反復(fù)閱讀詩歌了解詩歌的節(jié)奏和韻律。教學(xué)重難點教學(xué)重點：1.通過詩歌朗誦和詩歌鑒賞，了解詩歌表達(dá)的內(nèi)涵和意境；2.引導(dǎo)學(xué)生區(qū)分并掌握不同國家詩歌的種類和形式。教學(xué)難點：1.學(xué)生能結(jié)合生活用簡單的詩歌表達(dá)自己的某些真情實感；2.引導(dǎo)學(xué)生從詩歌的韻律、內(nèi)涵及意境等方面剖析和鑒賞詩歌。建議教法（一）任務(wù)型教學(xué)法在閱讀中的教學(xué)活動時，每個段落布置不同的閱讀任務(wù)，多維度，多層次地引導(dǎo)學(xué)生思考和學(xué)習(xí)，以真正培養(yǎng)學(xué)生的閱讀理解能力。（二）情景交際法在閱讀前的熱身活動中，從學(xué)生熟悉的詩歌入手，讓學(xué)生進(jìn)行分析和討論詩人和詩歌的類別、特征等。利用學(xué)生熟悉的場景激活其先期知識，更能建立有效圖示，更便于和后面獲取的新知識建立聯(lián)結(jié)。教學(xué)流程（詳見附后的教學(xué)設(shè)計）教學(xué)評價1.本課時的目標(biāo)設(shè)計清晰可操作，活動的設(shè)計緊扣目標(biāo)要求并與目標(biāo)達(dá)成一致；2.閱讀課的活動環(huán)節(jié)設(shè)計遵循語言規(guī)律，自上而下逐層遞進(jìn)，注重培養(yǎng)學(xué)生的閱讀理解能力；3.閱讀課后的活動設(shè)計體現(xiàn)對文本內(nèi)容的深度挖掘和文本再構(gòu)，體現(xiàn)了對學(xué)生思維品格的訓(xùn)練與文化鑒賞力的培養(yǎng)。Section1閱讀課教學(xué)設(shè)計步驟過程措施（教師活動與學(xué)生活動）目的持續(xù)性評價DELC1預(yù)備與激活先期知識Step1Leadingin（導(dǎo)入活動）(5mins)1.Teacherasksstudentstolookatthepicturesandidentifythepoetswiththeirdynastiesorcountries.（2mins）T:Doyourememberanylittlepoemsorsongsyoulearntwhenyouwereachild?Thoselittlepoemsandsongsmighthavebeensomeofthefirstpoetryyoulearned.S:Sharetheirideasinclass.T:Doyourememberanypoemsyouhavereadinhighschool,eitherinChineseorinEnglish?Lookatthepicturesandtrytomatchthepoetswiththeirdynastiesandcountries.S:Lookatthepicturesanddothematchwork..1.XuZhimo2.LiBai3.LiQingzhao4.Pushikin5.P.B.Shelley6.GeotheA．EnglandB．TangDynastyC．SongDynastyD．RussiaE．ChinaF．Germany2.TeacherwritesdownanEnglishversionofTangpoetryonthewhiteboardandaskstudentstoguesswhomthepoetisandtranslateitintoChinese.1.通過討論兒時記憶中的詩歌引出有關(guān)詩歌主題，并就談?wù)撛娙艘甑椒治鲈姼璧膬?nèi)涵。Suggestedanswers:1.E2.B3.C4.D5.A6.F2.通過翻譯熟知的古詩，激發(fā)學(xué)生學(xué)習(xí)詩歌的興趣，增強學(xué)生學(xué)習(xí)自信。1.通過學(xué)生討論了解學(xué)生是否了解中西方具有代表性的詩人。2.學(xué)生是否能按照詩歌的押韻的原則進(jìn)行翻譯。DELC2獲取新知識Step2Warmingup(熱身活動)(5mins)1.Askstudentstoskimthepoemsandanalyzethereasonswhypoetswritethepoems.T:DoyouhaveafavoritepoeminChineseorinEnglish?Whyisityourfavoritepoem?S:Sharetheirideas.T:Therearemanyreasonswhypeoplelikeandwritepoems.Trytomakealistofthesereasonsingroups.S:Haveadiscussionandsharetheirideas.T:Skimthepoemsonpage10andtickthecorrectboxforeachquestiononpage9.S:Skimthetextanddotheexercises.1.通過小組討論,談?wù)撛娙藙?chuàng)作詩歌的原因。引導(dǎo)學(xué)生分析詩歌內(nèi)容和創(chuàng)作意圖。1.學(xué)生是否了解有關(guān)詩歌的一些術(shù)語。Step3Pre-reading(讀前閱讀)1.Checktheanswersandanalyzethecharacteristicsofthepoemsandintroducesometermsrelatedtopoems.T:Whatarethecharacteristicsofthepoems?S:Poemshavebeats.Theymayrhymeormaynotrhyme—buttheyhavetohaverhythms.Thisbeatisnotalwaysobvious,butit’susuallythere.T:Rhymeandrhythmareessentialtopoetry.Withoutrhythm,therewouldn’tbepoems.Let’ssingthesongtogetherandtrytotellthenurseryrhymes.Twinkletwinklelittlestar強弱強弱強弱強HowIwonderwhatyouare,UpabovetheworldsohighLikeadiamondinthesky.詩歌：poem詩人：poet詩歌（總稱）：poetry韻詞：rhyme節(jié)奏：rhythm有節(jié)奏的：rhythmic1.通過分析詩歌特征和吟唱兒歌，引導(dǎo)學(xué)生體會詩歌韻律及掌握分析詩歌的相關(guān)術(shù)語。1.學(xué)生是否能體會詩歌的韻律并總結(jié)出一些規(guī)律。DELC3深度加工知識Step4While-reading(讀中活動)（25mins）1.Scanthetextfordetailedinformationaboutkindsofpoems.T:Scanthetexttofindoutmoredetailsaboutdifferentkindsofpoemsinthetext.S:Readfordetailsandcompletetheblanksonworksheets.2.Readthepoemsonebyoneandanalyzethepoemsbymeansofquestions.A.Hush,littlebaby,don’tsayaword,Papa’sgoingtobuyyouamockingbird.Ifthatmockingbirdwon’tsing,Papa’sgoingtobuyyouadiamondring.Ifthatdiamondringturnstobrass,Papa’sgoingtobuyyoualooking-grass.Questionsandanswers:1.Whatisthebaby’sfathergoingtobuyifthemirrorgetsbroken?Ifthemirrorgetsbroken,thebaby’sfatherwillbuyabilly-goatinstead.2.Whatisthebaby’sfathergoingtodoifthegoatrunsaway?He’sgoingtobuythebabyanotherbilly-goat.3.WhatisthepoemAabout?Useyourownwordstoexplainit.PoemAisanurserythymethatillustratesafather’sloveforhisbaby.BIsawafish-pondallonfireIsawafish-pondallonfire,Isawahousebowtoasquire,Isawapersontwelve-feethigh,Isawacottageinthesky,Isawaballoonmadeoflead,Isawacoffindropdowndead,Isawtwosparrowsrunarace,Isawtwohorsesmakinglace,Isawagirljustlikeacat,Isawakittenwearahat,Isawamanwhosawthesetoo,Andsaidthoughstrangetheyallweretrue.Questions:WhatisthepoemBabout?PoemBisanamusingnonsensepoemwhichdescribesimagesofsomeridiculousthings.C.OurfirstfootballmatchWeshouldhavewon…IfJackhadscoredthatgoal,Ifwe’dhadjustafewmoreminutes,Ifwehadtrainedharder,IfBenhadpassedtheballtoJoe,Ifwe’dhadthousandsoffansscreaming,IfIhadn’ttakenmyeyeofftheball,Ifwehadn’tstayedupsolatethenightbefore,Ifwehadn’ttakeiteasy,Ifwehadn’trunoutofenergy.Weshouldhavewon…Ifwe’dbeenbetter!Questionsandanswers:1.WhatisthepoemCabout?PoemCisaboutlosingafootballmatchandthewriterlistsalotofexcusesfortheirfailure.2.Whydidn’ttheplayerswinthematch?Theydidn’twinbecausetheydidn’thaveenoughtime;theydidn’thavethousandsoffansscreaming;theystayeduptoolatethenightbefore;theyranoutofenergy.3.Doestheauthorreallybelievehisorherexcuses?Howdoyouknow?No.Theauthordoesn’tbelievehisexcuses,becauseattheendofthepoemthespeakeradmitsthattheyjustdidnotplaywellenoughtowin…D.BrotherBeautiful,athleticTeasing,shouting,laughingFriendandenemytooMineE.SummerSleepy,saltyDrying,drooping,dreadingWeekin,weekoutEndless1.Whatarethepoemsabout?PoemDisadescriptionofalovelybrother.PoemEisadescriptionofhotandboringsummer.2.Dotheauthorslikethesubjects?Giveyourreasons.PoemD:Yes,theauthorlikeshissubject.Althoughthespeakerdescribesacoupleofnegativeaspectsofhis/herbrother,thereadercanfeeltheaffectionthatthespeakerfeelsforhis/herbrother.PoemE:No,theauthordoesn’tlikehissubject.Thereadergetsthefeelingthatthespeakercannotwaituntilthesummerisover.Thewordsdrooping,dreading,weekin,weekoutandendlessconveythisfeeling.F.AfallenblossomIscomingbacktothebranch.Look,abutterfly!G.Snowhavingmelted.ThewholevillageisbrimfulOfhappychildren.Whatarethepoemsabout?PoemFdescribeshowabutterflyrestsonatree.PoemGdescribesthattheweatheriswarmerandthevillageisfullofhappychildren.H.Wheresheawaitsherhusbandonandontheriverflows.Neverlookingback,transformedintostone.Daybydayuponthemountaintop,windandrainrevolve.Shouldthejourneyerreturn,thisstonewouldutterspeech.《望夫石》望夫處，江悠悠,化為石，不回頭。山頭日日風(fēng)復(fù)雨，行人歸來石應(yīng)語。Questions:1.Whatisthestorythatthepoemtells?Tellthestoryinyourownwords.Awoman’shusbandhasgoneaway.Thewomanwaitsforhimbytheriverwhereshelastsawhim.Shewaitsandwaits,nevermovingfromthatspotandneverspeaking,whiletherivercontinuestoflowandthewindandraincomeandgo.2.Circleoneormoreofthefeelingsbelowthatyouthinkthewomanhas.Givereasonsforyouranswers:lonelinessjoylovetrustangerhatesorrowThewomanhasthefeelingsof:Loneliness:shewasalonewatchingherhusbandonthemountaintop.Love:shewaitedyearafteryeardespitewindandrain.Trust:shebelievedherhusbandwouldcomebackoneday.Sorrow:yearafteryear,shewaitedandwaitedwithoutseeinganyhopeofherhusband’scomingback,shewasverysad.3.Thirdreading:Skimthetextandreinforcetheunderstandingofthepoems.1.Whatisthebaby’sfathergoingtobuyifthemockingbirdwon’tsi