Unit2 PoemsPeriod1教学设计.docx
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Unit2 PoemsPeriod1教学设计.docx
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Unit2PoemsPeriod1教学设计
Unit2 PoemsPeriod1教学设计
Unit2 Poes
单元要览
本单元的中心话题是诗歌。
阅读中涉及诗歌的韵律和节奏,并介绍了几种不同内容和形式的简单诗歌。
本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。
本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识,让学生了解诗歌的一些基本特征和写作方法,从而学会欣赏这些优美的文学作品,最终能够自己尝试写简单的诗歌。
本单元的主要教学内容如下表所示:
类别
课程标准要求掌握的内容
话题
Differenttypesofpoes;reading,ritingandlisteningtopoetry词
汇
transfor
v.转化;转换;改造;变换
sorro
n.悲伤;懊悔;悲痛
exchange
n.&v.交换;交流;调换
librarian
n.图书馆长;图书管理员
sponsor
v.&n.发起;主办;倡议
section
n.部分;切下的块;节
concrete
ad具体的
diploa
n.毕业文凭;学位证书
flexible
ad灵活的;可弯曲的
blan
n.&ad空白;空白的;茫然的
appropriate
ad适当的;正当的
pass
n.指南针;罗盘
eventuall
adv.最后;终于
bride
n.新娘
tic
v.给……标记号
bridegroo
n.新郎
conve
v.传达;运送
chapionship
n.冠军称号
tease
v.取笑;招惹;戏弄
darness
n.黑暗;漆黑
rhye
n.&v.韵;押韵
arth
n.暖和;温暖
nurser
n.托儿所
scholarship
n.奖学金;学问;学术成就
diaond
n.钻石;菱形
pianist
n.钢琴家;钢琴演奏者
pattern
n.模式;式样;图案
violinist
n.小提琴演奏者
cottage
n.村舍;小屋
load
n.负担;负荷物
sparro
n.麻雀
contradictor
ad引起矛盾的;好反驳的
iniu
n.最低限度;最少量;最小数
salt
ad含盐的;咸的
translation
n.翻译;译
endless
ad无穷的;无止境的
branch
n.枝条;支流;部门
forever
adv.永远词
汇
taeiteasy轻松;不紧张;从容
bepopularith很受欢迎
runoutof用完
translate...into...把……翻译成……
beadeupof由……构成
stay/situp熬夜
tryout测试;试验
belielytodosth.有可能……
letout发出;放走
looforardto盼望
inparticular尤其;特别
bychance/accident碰巧
句
型
Listpoeshaveaflexiblelinelengthandrepeatedphraseshich_give_both_a_pattern_and_a_rhyth_to_the_poe.
eould_have_onifjachad_scoredthatgoal.
Anothersipleforofpoethatstudentscaneasilyriteisthecinquain,apoeade_up_of_five_lines.
henIasababy,yotherused_toreadenurseryrhyes.
ith_so_any_different_fors_of_poetry_to_choose_fro,studentsayeventuallyanttoritepoesoftheiron.
功
能
语
法
虚拟语气
IfRobhadn'tinjuredhiself,eouldhaveon.
Ifshehadstudiedharder,sheouldhavegotthediploa.
教
学
重
点
Getstudentstonoaboutdifferenttypesofpoes,soepoeticdeviceslierhyth,rhye,repetition,soundpatternsandiagery.
.Havestudentslearnsoeusefulneordsandexpressionsaboutpoetryandletthelearneffectiveaystoasterthe.
.Enablestudentstograspandusetheexpressionsofintentionandplans.
.Letstudentslearnthenegraarite:
thesubjunctiveood.
.Developstudents'listening,speaing,readingandritingability.
教学
难点
Enablestudentstoastertheuseofthesubjunctiveood.
.Letstudentslearntocreatetheironpoes.
.Developstudents'integrativesills.
时
安
排
Periodsneeded:
6
Period1 aringUp,Pre-reading,Readingandprehending
Period2 LanguageStud
Period3 Graar—theSubjunctiveood
Period4 ListeningandSpeaing
Period5 Readingandriting
Period6 SuingUp,LearningTipandAssessent
Period1 aringUp,Pre-reading,
Readingandprehending
整体设计
教学内容分析
Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassageiththenaeofAFeSipleForsofEnglishPoesshoingthestudentsafeindsofsipleEnglishpoes.
aringUpgivesthreequestionsforstudentstodiscusssothattheycanrecallanypoestheyhaveeverlearnedandthinaboutdifferentreasonshypeopleritepoes.
Pre-readingprovidesonequestionforstudentstothinaboutandatableforstudentstofillinsoastohelpstudentsfocusonthetopicofthereadingpassageandleadthestudentstosithepoesonthefolloingpagesandnoaboutthegeneralideaofthetext.
ReadingainlyexplainsthereasonshypeopleritepoetryandintroducesfivesipleforsofEnglishpoes.Nurseryrhyesarethefirstpoesthatchildrenillhear.Thesepoesaynotaeanysensebuttheyareeasytolearnandrecite.Itisagoodayforchildrentolearnaboutlanguage.Listpoesoftenlistthings,usuallyhavinganylines.Theyhaverepetitionintheandsoetiestheyhaveordsthatrhye.cinquainsarealladeupoffivelinesandhavethefixedstructure.Haiuisajapaneseforofpoetrythatisadeupof17syllables.Itisalostlieaphotoorpaintingasitcreatesastrongiageusingveryfeords.TangpoesarefaouspoesfroAncientchina.Theyhavestrongiageryandareoftenaboutthebringingtogetherofopposites.
prehendingconsistsofthreegroupsofexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext,thatistosay,tohelptheteachertochechouchthestudentshaveunderstoodthetext.
三维目标设计
noledgeandsills
.Tonotheeaningsofthefolloingneordsandphrases:
tic,rhye,convey,nursery,concrete,contradictory,diaond,flexible,pattern,cottage,sparro,taeiteasy,runoutof,beadeupof,tease,salty,endless,iniu,translation,branch,inparticular
.TolearnaboutsoesipleforsofEnglishpoes.
.Todevelopthestudents'readingabilitybysiingandscanningthepassage.
.Todevelopthestudents'speaingabilitybytalingaboutsoefeaturesofsoesipleforsofEnglishpoes.
Processandethods
.hiledoingaringUptheteachercanasthestudentstothinbacandtrytoreeberpoesfroboththeirearlychildhoodandorerecentyears.AsstudentstopleteExercise1ingroups.Asthehattheynoticeaboutthesepoes,thengetstudentstoreciteanypoesorpartsofpoestheycanreebersoastoarousetheirinterestinstudyingtheholeunit.
.DuringPre-readingtheteachercangoaroundtheclassrooanddiscussthequestionsithseveralstudents.Thisdiscussionshouldbestudent-centeredandarousestudents'interestinEnglishpoetry.TheteachershouldalsoasthestudentstosithetextsoastoletthehaveageneralnoledgeofsoesipleforsofEnglishpoes.
.hiledoingReadingandprehending,theteacherayfirsthavethestudentsclosetheirboosandlistentothetextiththeireyesclosed.Thisgivesthestudentstheopportunitytolistentothesoundsor“usic”ofthepoesbeforereadingtheinoredetail.Thenasthestudentstoreadthetextquiclytogetthegeneralideaofthepassage.Afterdetailedreadingofthepassage,studentsareencouragedtoansersoequestionsanddiscussthefeaturesofeachindofthepoes.
.Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthefiveindsofpoesintheironordsattheendoftheclass.
Eotion,attitudeandvalue
.Tocultivatestudents'appreciationofpoetryandtheabilityofunderstanding,enjoyingandritingpoes.
.Todevelopstudents'senseofcooperativelearning.
教学重、难点
.ToenablethestudentstolearnaboutsoesipleforsofEnglishpoetryandtodeveloptheirreadingability.
.Toenablethestudentstoritetheironpoes.
教学过程
Step1 aringup
.VocabularyinReading
atchtheordsandphrasesiththeirpropereanings.
.convey
A.saenessofsoundbeteenordsorsyllables,esp.intheendoflines
.cottageB.astrongfeelingsuchaslove,fearoranger
.teasec.aefunofsoebodyinanuninda
.rhyeD.aplacehereyoungchildrenarecaredfor
.translateE.aenontoanotherperson
.endlessF.useup
.nurseryG.sallsiplehouse,esp.inthecountr
.eotionH.relax
.taeiteasyI.expresssth.inadifferentlanguage
0.runoutofithoutend
Suggestedansers:
1.E 2.G 3.c 4.A 5.I 6.j 7.D 8.B 9.H 10.F
.aringupbyasingstudentstopleteExercise1ingroups.Getthestudentstorecitethelittlepoesandsongstheycanreeber.Asthehattheynoticeaboutthesepoes.Forexaple,perhapstheyhaveastrongbeat,ortheyrhye,ortheyplayithordsandsounds,orperhapssoeofthearefunnybecausetheyaenosense.
.aringupbydoingExercise2ithstudents.Thengettheintogroupsasthisightpropttheireories.Getthestudentstoreciteanypoesorpartsofpoestheycanreeber.
.Tellstudentsthatthereareanyreasonshypeopleritepoetry.GivetheexaplesinExercise3.Asstudentsthereasonstheythinthepoetsrotethepoestheyhavejustrecited.ritetheirsuggestionsontheblacboard.
Step2 Pre-reading
.atchthefolloinginforation.
DuFu
TangDynast
FanZhongyanSongDynast
engHaoranodern
Guooruoodern
XuZhioTangDynast
ByronAerica
ShellyEngland
hitanEngland
TagoreIndia
Suggestedansers:
DuFu:
TangDynasty;FanZhongyan:
SongDynasty;engHaoran:
TangDynasty;Guooruo:
odern;XuZhio:
odern;Byron:
England;Shelly:
England;hitan:
Aerica;Tagore:
India
.AsstudentstodoExercise1ingroups.Getthetotelltheclasstheirfavouritepoesandthereasons.Thisightbesoethingtheyfindhardtoarticulateasthepoeightjustgivetheaspecialfeelingthat'shardtotalabout.ortheyightsaythingslie:
Itaesefeelsad.Iliethesoundsinit.Ilieitslanguage,it'sfunny,andyotherusedtoreciteittoe...
.ThepurposeofExercise2istopracticeaniportantreadingsill:
scanningatext,thatis,looingthroughatextquiclytofindspecificinforation.
Suggestedansers:
hichpoe
A
B
c
D
E
F
G
H
describesaperson?
√
tellsastory?
√
describesanaspectofaseason?
√
√
√isaboutsport?
√isaboutthingsthatdon'taesense?
√
isrecitedtoababy?
√describesariverscene?
√
hasrhyingordsattheendoflines?
√
√
repeatsordsorphrases?
√
√
√Step3 Readingandprehending
.Fast-reading:
Readthereadingpassagequicly,trytogetitsgeneralideaandanserthefolloingquestions.
hatistheainideaofthereadingpassage?
________________________________________________________________________
Hoanyindsofpoesdoesthereadingpassagetalabout?
Andhichofthefolloingisnotentioned?
A.Nurseryrhyes. B.Tangpoes. c.Haiu. D.Adverbpoes. E.Listpoes. F.cinquain.
Suggestedansers:
AbriefintroductionofafesipleforsofEnglishpoes.
Five.Disnotentioned.
.Detailed-reading:
Readthetextthoroughlyanddothefolloingexercises.
Giveoutthenaesoftheforsofpoesaccordingtothedescriptions.
①______arethefirstpoesthatchildrenillhear.Theyareoftensung.childrenlovetooveanddancetothebecausetheyhavestrongregularrhyths.Theyenjoytherhyesandtheaytheyplayithsounds.
②______isadeupoffivelinesandhasthefolloingstructure:
Line1:
anounthatnaesthesubjectofthepoe
Line2:
toadjectivesthatdescribethesubject
Line3:
threeverbsendingith-ingthatdescribethesubject'sactions
Line4:
fourordsthatgivetheriter'sopinionsorfeelingsaboutthesubject
Line5:
aordthatgivesanothernaeforthesubject
③______isacenturies-oldforofjapanesepoetry.Itisadeupof17syllablesandhasthefolloingstructure:
Line1:
5syllables
Line2:
7syllables
Line3:
5syllables
④______arealistofthings.Theycanhaveasanylinesastheriterlies.Soetiestheyhaverepetitionintheandsoetiestheyhaveordsthatrhye.henalistpoehasrhyingords,italsohasaregularrhyth.
⑤hentranslatedintoEnglish,______haveafreeforanddonotrhye.Theyhavestrongiageryandareoftenaboutthebringingtogetherofopposites.
FindthestrongrhythandrhyeinPoeA
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