高中英語(yǔ)人教版Unit2Poems 應(yīng)常偉教學(xué)設(shè)計(jì)簡(jiǎn)案

M6U2.AfewsimpleformsofEnglishpoems教學(xué)設(shè)計(jì)寧波市鎮(zhèn)海中學(xué)應(yīng)常偉本課教學(xué)(M6U2)改編后教材：AFEWSIMPLEFORMSOFENGLISHPOEMSTherearevariousreasonswhypeoplewritepoetry.Somepoemstellastoryordescribesomethinginawaythatwillgivethereaderastrongimpression.Otherstrytoconveycertainemotions.Poetsusemanydifferentformsofpoetrytoexpressthemselves.Inthistext,however,wewilllookatafewofthesimplerforms.SomeofthefirstpoetryayoungchildlearnsinEnglishisnurseryrhymes.Theserhymesarestillacommontypeofchildren'spoetry.Thelanguageisconcretebutimaginative,andtheydelightsmallchildrenbecausetheyrhyme,havestrongrhythmandalotofrepetition.Thepoemsmaynotmakesenseandevenseemcontradictory,buttheyareeasytolearnandrecite.Byplayingwiththewordsinnurseryrhymes,childrenlearnaboutlanguage.Oneofthesimplestkindsofpoemsistheonethatlistthings.Listpoemshaveaflexiblelinelengthandrepeatedphraseswhichgivebothapatternandarhythmtothepoem.Somerhymewhileothersdonot.Anothersimpleformofpoemthatstudentscaneasilywriteisthecinquain,apoemmadeupoffivelines.Withthese,studentscanconveyastrongpictureinjustafewwords.HaikuisaJapaneseformofpoetrythatismadeupof17syllables.ItisnotatraditionalformofEnglishpoetry,butisverypopularwithEnglishwriters.Itiseasytowriteandcangiveaclearpictureandcreateaspecialfeelingusingtheminimumofwords.ManyhaikupoemsaretranslationsfromtheJapanese.DidyouknowthatEnglishspeakersalsoenjoyotherformsofAsianpoetry-TangpoemsfromChinainparticular?AlotofTangpoetryhasbeentranslatedintoEnglish.Withsomanydifferentformsofpoetrytochoosefrom,studentsmayeventuallywanttowritepoemsoftheirown.Itiseasierthanyoumightthinkandcertainlyworthatry!(324words)教材改編理由和意圖：在新課改新高考背景下，按照本堂閱讀課的要求（體現(xiàn)新高考的趨勢(shì)和精神），本人將文章進(jìn)行整合，關(guān)于詩(shī)歌介紹的閱讀形成一篇350詞左右完整的說(shuō)明文，為了不分散學(xué)生對(duì)閱讀文本的持續(xù)注意力，原本分散在文中的詩(shī)歌范例單獨(dú)在課件中呈現(xiàn)。同時(shí)為培養(yǎng)學(xué)生對(duì)分散信息的整合能力和用簡(jiǎn)單語(yǔ)言迅速掌握原文內(nèi)容梗概,不加主觀評(píng)論和解釋,但簡(jiǎn)明、確切地表述原文重要內(nèi)容的能力，保留了課本的說(shuō)明文原文，去除了一些指令性語(yǔ)言如：“Lookattheexamplesonthetopofthenextpage.”等，確保閱讀課summary寫(xiě)作的可操作性。特此說(shuō)明。Teachinggoals:1.Languagecompetence:Studentswillbeabletolearnthenewwordsandphrasesinsituationsandtrytousetheminthemainoutputpart:rhyme,rhythm,repetition,pattern,concrete,flexible,contradictory,translation,imaginative,bemadeupof,bepopularwith,inparticular.formabasicideaoftheproceduresofwritingasummary.2.Learningcompetence:Studentswillbeabletoshareinformationwithothersandgettheinformationneeded.3.Cognitivequalities:Studentswillbeabletoviewphenomenacriticallyanduniquelyandformarightattitudetowardsthetranslationofpoems.Difficultpointsandimportantpoints:Studentsmayfinditdifficulttocatchthemainpointsandkeywordsoftheexamples.Studentsmayhavedifficultyusingtheirownwordsfortheoutputpart.Teachingprocedures:Warmingup:Greetings:theteacherwillletthestudentsenjoyapieceofnurseryrhyme.(readbyoneofthestudents)andletthemthinkaboutthefollowingquestions:Whoisthispoemwrittenfor?Whywillchildrenloveit?(Focusonthepattern,thelanguageandtheimage.)Whatkindofpicturewillcomeintoyourmind?(Focusonthepurpose.)【設(shè)計(jì)說(shuō)明】：通過(guò)日常的師生對(duì)話，學(xué)生課前讀一首充滿童趣的英語(yǔ)童謠，讓學(xué)生關(guān)注本課的話題，同時(shí)簡(jiǎn)單的英語(yǔ)童謠讓學(xué)生不會(huì)恐懼本課教學(xué)內(nèi)容，具備較強(qiáng)代入感。課件上關(guān)于重復(fù)，押韻，節(jié)奏等信息通過(guò)字體顏色突顯，幫助學(xué)生發(fā)現(xiàn)。通過(guò)師生互動(dòng)和追問(wèn)的方式，引導(dǎo)學(xué)生關(guān)注童謠這一詩(shī)歌形式的語(yǔ)言特點(diǎn)，詩(shī)歌的寫(xiě)作目的，為閱讀文章做好內(nèi)容鋪墊，過(guò)程中呈現(xiàn)目標(biāo)詞匯：nurseryrhyme,rhythm,concrete,imaginative,convey,inparticular,bemadeupof等。ReadingFindthetopicsentencesofthefirstandthelastparagraphsandthekeywordsoftheexamples.Fillinthetableofthestructureofthetext.2.ThebestworkoftheHaikucontestinJapanandatranslationofChineseTangpoemareshowntothestudentsandletthemenjoyandarousetheirquestioning.Studentswillgivetheirfeedbackandreasons.Isitnecessaryandpossibletotranslatepoemsintodifferentlanguages?Howcanweenjoythem?【設(shè)計(jì)說(shuō)明】：1.）引導(dǎo)學(xué)生通過(guò)借助主題句概括首尾兩端段落大意，借助核心詞匯查找，掌握文章例子的特點(diǎn)，最后形成文章結(jié)構(gòu)。同時(shí)借助童謠，清單詩(shī)，五行詩(shī)，俳句和英譯唐詩(shī)的案例幫助學(xué)生找出這幾種主要簡(jiǎn)單詩(shī)歌的特點(diǎn)并鞏固。2.）分析俳句時(shí)向?qū)W生展示日本俳句大賽第一的作品《古池》，引發(fā)學(xué)生思考：為何看似簡(jiǎn)單甚至幼稚的一首俳句能獲得第一？使學(xué)生了解要欣賞詩(shī)歌這種語(yǔ)言形式，哪怕再簡(jiǎn)單也需要有文化理解的支持。同時(shí)分析唐詩(shī)時(shí)，通過(guò)中英對(duì)比，讓學(xué)生思考是否有必要翻譯原作？翻出原作的神韻了嗎？詩(shī)歌的翻譯需要譯者有強(qiáng)大的跨文化交際能力，只有掌握了語(yǔ)言和語(yǔ)言背后的文化才能夠真正領(lǐng)略詩(shī)歌的魅力。Postreading:Comparethesimilaritiesanddifferencesofthepointsandtrytocombinethepointsintoaparagraphwiththehelpofthekeywords.【設(shè)計(jì)說(shuō)明】：學(xué)生在概括出大意后進(jìn)一步提煉內(nèi)容，對(duì)比事例之間的異同，幫助學(xué)生整合信息進(jìn)行一個(gè)段落的概要寫(xiě)作。Thestudentswilltrytouse