Unit2-Reading-公開(kāi)課教學(xué)設(shè)計(jì)（二）

6/6Unit2Reading公開(kāi)課教學(xué)設(shè)計(jì)（二）人教版高中英語(yǔ)選修六Unit2Poems教學(xué)設(shè)計(jì)朱彥濤（沙河市第一中學(xué)）ⅠAnalysisoftheteachingmaterial:Thefocusofthislessonisonthereadingcomprehensionofthepassage,withEnglishpoemsasitsmaintopic.Bystudyingthislesson,studentscanimprovetheirreadingability,learnsomesimpleformsofEnglishpoems,appreciatethebeautyoflanguageusedinthepoemsandtrytocreatetheirownEnglishpoems.ⅡAnalysisofthestudents:StudentsparticipatinginthislessonarefromClass2,Grade2.Class2isanadvancedclassofthisgrade,soEnglishlevelofthestudentsismuchhigher.Besides,thestudentsareactiveandpassionateinclass.Theycanalsocooperatewellwitheachotherandtheteacher.Meanwhile,withagoodunderstandingofChinesepoetry,theyshowgreatinterestinlearningEnglishpoems.ⅢTeachingaims:1.Knowledgeaim:TolearnaboutthecharacteristicsoffivesimpleformsofEnglishpoems;Todevelopsomebasicreadingskills;Tomastersomekeyvocabulary.2.Abilityaim:TolearntofindouttherhymesandrhythmsoftheEnglishpoetryandtrytocreatetheirownEnglishpoems.3.Emotionaim:ToarouseSs’interestinappreciatingEnglishpoemsandEnglishculture;ThroughenjoyingtheEnglishpoems,cultivateSs’lovefornatureandlife.ⅣTeachingimportant&difficultpoints:TogetSstoknowthesimpleformsofEnglishpoetry;ToenableSstohaveabetterunderstandingofpoems;ToguideSstocreateEnglishpoems;ToimproveSsspeakingandreadingabilities.ⅤTeachingmethodsandaids:1.Teachingmethods:Task-basedteachingmethod;watch-listen-practiceactivity;question-and-answeractivity;pairworkorindividualworkmethod;freediscussionmethod.2.Teachingaids:Theblackboard,themultimedia,theprojector.ⅥTeachingprocedure:Step1GreetingsStep2Lead-inSincelanguageusedinpoemsisbeautifulandinspiring,showtwopoemstothestudentstoappreciate,withoneofthepoemsanEnglishtranslationofaChinesepoemYouziyinandtheotheranoriginalEnglishpoems.Throughthisactivity,studentscanappreciatethepoemsandlearntodiscoversomedifferencesandsimilaritiesbetweenChinesepoetryandEnglishpoetry.Meanwhile,guidetheirattentiontotherhymesofthepoems.Thetwopoemsare:ASongoftheTravellingSonAthreadinamother'slovinghand,Makesuptheclothesforhertravellingson.Knittingallheraffectionintoeverystitch,She'sworryinghe'dbeawayfortoolong.--HowcouldthegratefulhumblegrassEverrepaythekindnessofthegeneroussun?DreamsHoldfasttodreamsForifdreamsdieLifeisabroken-wingedbirdThatcannotflyHoldfasttodreamsForwhendreamsgoLifeisabarren(貧瘠的)fieldFrozenwithsnowAfterwards,getthestudentstorecallthepoemstheyhaveread,eitheranEnglishpoemoraChineseone,toarousetheirinterestinlearningpoems.Andasksomestudentstorecitetheirpoemsinfrontofallthestudents.Step3FastreadingAskthestudentstoskimthepassageandtrytofinishthefollowingtwotasks:Task1:Findtheanswertothequestion:Howmanykindsofpoemsarementionedinthetext?Whatarethey?Task2:GroupworkReadthe8poemsandfinishthechartwithyourpartnerbytickingthecorrectbox(es)onP.9Thepurposeofthesetasksisgettingthestudentstounderstandthegeneralstructureandmainideaofthetextandimprovingtheirreadingability,especiallytheskimmingandscanningabilities.Step4IntensiveReadingReadandenjoythefollowingfivepoemsandaccomplishsometasks:PoemA:Listentoanurseryrhyme,andwhilelistening,askthestudentstoclapouttherhythmofthepoem.Hush,littlebaby,don’tsayaword,Papa’sgoingtobuyyouamockingbird.Ifthatmockingbirdwon’tsing,Papa’sgoingtobuyyouadiamondring.Ifthatdiamondringturnstobrass,Papa’sgoingtobuyyoualookingglass.Ifthatlooking-glassgetsbroke,Papa’sgoingtobuyyouabilly-goat.Ifthatbilly-goatrunsaway,Papaisgoingtobuyyouanothertoday.Thenanswerthisquestion:WhatarethecharacteristicsofNurseryRhymes?(Suggestedanswer:Theyrhyme,havestrongrhythm,alotofrepetition,andtheyareeasytolearnandrecite.)Fromdoingthistask,studentslearnsomethingaboutthesimplestformofpoemnurseryrhyme.Theyknowpoemshaverhyme,rhythm,andsometimespoemsarejustlikethesongweenjoylistening.Soanadditionaltaskisdesigned:asongRightHereWaitingisplayed.Whenlisteningtothesong,studentsneedtofillintherhymingwordsofthesongtostrengthentheirknowledgeofrhymesandrhythms.PoemB&C:LetthestudentstoreadPoemBtogetherandfindtherhymesinit.Isawafish-pondallonfire,Isawahousebowtoasquire,Isawapersontwelve-feethigh,Isawacottageinthesky,Isawaballoonmadeoflead,Isawacoffindropdowndead,Isawtwosparrowsrunarace,Isawtwohorsesmakinglace,Isawagirljustlikeacat,Isawakittenwearahat,Isawamanwhosawthesetoo,AndsaidthoughstrangetheyallweretruePoemBisalistpoem,whichhasrepeatedphrasesthatgivebothapatternandrhythmofthepoem.Thoughthispoemisanamusingnonsensepoemwhichlistssomeridiculousthings,itcanimmediatelyattractthestudents’attentionandtheyshowgreatinterestinit.PoemD&E:Cinquainpoemisafive-linepoem,easytounderstandandeasytowrite,whichoftenconveyastrongpictureinjustafewwords.AccordingtothesecharacteristicsofCinquainpoem,sometasksareset.First,askthestudentstoreadpoemDandEandanalyzethefeaturesofthiskindofpoem.Afterthegroupdiscussionandtheirteamwork,thecharacteristicsaregivenasfollows:Line1:anounthatnamesthesubjectofthepoem;Line2:twoadjectivesthatdescribethesubject;Line3:threeverbsendingwith–ingthatdescribethesubject’saction;Line4:fourwordsthatgivethewriter’sopinionoffeelingsofthesubject;Line5:awordthatgivesanothernameforthesubject.Then,tosatisfythestudents’desiretocreatetheirownEnglishpoems,askthemtowriteacinquainbythemselves,withanytopictheylike,andthensharetheirpoemsinclass.PoemF&G:Haikupoemhasclearsyllablesineachline,soaskthestudentstocountthenumberofsyllablesinthelines.Everyhaikuhas17syllables.Bydoingthis,thefeaturesoftheJapanesepoemhaikuareexposedtothestudents.Afallenblossomiscomingbacktothebranch.look,abutterfly!PoemH:thisisatranslationofawell-knownTangpoem,tellingastoryofawomanwhowaitedforherhusbandtoreturnandfinallytransformedintostone.Wheresheawaitsherhusband,OnandontheriverflowsNeverlookingback,Transformedintostone.Daybydayuponthemountaintop,windandrainrevolve.Shouldthejourneyreturn,thisstonewouldutterspeech.Studentsandteacherreadthepoemtogether,andtastethefeelingsinlines.Thendiscussthemainideaofthepoemandwhatfeelingsofthewomancanbelearnedfromthepoem.Byappreciatingthispoem,studentscanknowthatpoemscanconveyfeelings,soinspirethemtowritetheirfeelingsandemotionsintopoemstocreatemarvelouspoemsoftheirown.Step5summaryAfterenjoyingthefivetypesofpoems,askthestudentstosummarizethefeaturesofthepoems.Step6HomeworkLet’sappreciat