Unit 5 Poems教案

Readingand Thinking: A Few Simple Forms Of English Poems

文本简析

本单元阅读文本介绍了几种简单的英语诗歌形式，旨在让学生能理解和欣赏英语诗歌的美，包括形式美、内容美、意义美，培养审美情趣，并从作品的意义美中获得积极的人生态度和价值观念启示。

该文本是一则典型的说明性文本，用简单易懂的语言向英语诗歌的初学者们介绍了五种比较简单的英语诗歌形式。文题“A Few Simple Forms of English Poems”是整个文本的核心话题。正文内容共七段，按“总—分—总”建构。第一段为总起段，概述了英语诗歌的创作原因以及主要特点，涉及了形式、内容、意义等方面赏析英语诗歌的几个主要维度；第二段至第六段分别介绍了童谣、清单诗、五行诗、俳句和唐诗五种英语诗歌形式；第七段收尾，鼓励读者尝试英语诗歌创作。

在进行文本教学设计时，要引导学生梳理关于与诗歌要素和诗歌赏析有关的话题类语言，既包括format、rhythm、subject、image等名词，也包括have a strong rhythm、be made up of、contain、consist of、convey这样的动词和动词短语。还要关注如some，usually，many，often，may等体现说明文用词准确性的功能类语言，同时诗歌语言的简洁、凝练、生动，和诗歌中运用的修辞手法也同样值得关注。另外，对文本脉络结构的梳理，对零散信息点的整合，以及说明方法的运用，可以有效提升逻辑思维与批判性思维能力。最后，诗歌承载了丰富的文化内涵，传递了积极的人生观、价值观，学生在阅读诗歌时要体会其意义美，形成自己的价值建构。

教学设计(共2课时)

第1课时

一、教学内容

理解全文，梳理诗歌赏析维度，明确文本的总分总结构，寻找不同诗歌类型的特点，并赏析童谣、清单诗的相关诗例。

二、课时目标

1. 解读介绍性文字，理解与诗歌有关的重要词汇，提炼欣赏诗歌的几个主要维度，提升概括能力。

2. 通过略读获取文章基本信息、文体特征，梳理文本结构，查找不同诗歌类型的特点，训练预测、提炼篇章结构以及提取信息的能力。

3. 寻找相关词汇，感受说明文表述精准这一特色，结合童谣的特点赏析诗例A，并通过填空巩固相关语言。

4. 利用文中习得的相关词汇和诗歌赏析的几个维度，对文本中的诗例B和C进行自主赏析并讨论，内化相关语言。

三、教学过程

Activity1: Activating background knowledge related to poems

本活动为实现课时目标1和2做铺垫。

Studentstake a look at three short English poems and try giving a definition of “poem”.

Poem1:

Hush, littlebaby, don’t say a word,

Papa’s gonnabuy you a mockingbird.

If thatmockingbird won’t sing,

Papa’s gonnabuy you a diamond ring.

Poem2:

Snow havingmelted,

The wholevillage is brimful

of happychildren

Poem3:

Two roadsdiverged in a wood, and I

Took theone less travelled by

And thathas made all the difference.

(definitionfrom Macmillan English Dictionary: a piece of writing using beautiful or unusuallanguage arranged in fixed lines that have a particular beat and often rhyme)

【设计意图】导入阶段向学生展示三首优美的英语小诗，教师不解读，只让学生自己感受，并让学生试着给诗歌下个定义，激发学生的学习兴趣，激活学生对英语诗歌的相关背景知识和部分话题词汇。然后教师给出比较权威的“poem”英语释义，再以第一首诗(文中童谣诗例的节选)为例解释英语诗歌的部分基本特点和赏析维度subject/topic和sound(rhyme、syllable、rhythm)全班一起鼓掌打出节奏，为后文阅读做词汇和诗歌赏析上的准备。

Activity2：Generalizing theaspects of poem appreciation.

本活动旨在实现课时目标1。

Studentsread the first paragraph.

Q1: Whatis the text type of the passage?

(exposition)

Q2: Whatare the two key words in the first paragraph?

(reasonsand characteristics)

Q3: Whydo people compose poetry?

(to tella story or describe a certain image in the reader’s mind; to convey certain feelings.Basically, to “express themselves”, which means to convey one’s message or one’sfeelings. )

Q4: Whatare the characteristics of English poetry?

(economicaluse of words, descriptive and vivid language, integrated imagery, literary devicessuch as similes and metaphors, and arrangement of words, lines, rhymes, and rhythm)

Q5: Fromwhat aspects can we appreciate an English poem?

【设计意图】学生阅读首段，找出文本关注的两个关键点，即作诗原因和诗歌特点。学生根据这两个关键点在第一段的阅读中定位重要细节，理解生词含义，挖掘词汇内涵，并在此基础上归纳出赏析诗歌的三个方面即形式、内容、意义和六个维度，即格式format、话题subject/topic、音律sound、语言language、画面image/picture、情感/信息feeling/message – (theme)，为解读后文的诗例做准备。

Activity3: Predicting the text content and drawing the structure of the text.

该活动旨在落实课时目标2。

Studentspredict what may be talked about in the rest of the text according to the titleand the first paragraph, and then present their predictions in the form of questions.

Q1: Whatmay be talked about in the rest of the text?

[1] Howmany forms are mentioned?

[2] Whatforms are they?

[3] Whatcharacteristics does each form have?

[4] Whatpoem examples are used to introduce each form?

...

Q2: Whatis the structure of the text?

Q3: What are the characteristics of the five formsof English poem?

【设计意图】让学生根据标题和第一段最后一句以提问题的形式预测后文内容，然后快速阅读文本，寻找刚才提出的问题的答案。利用每段段首的含有本段主题的句子快速寻找本文所涉及的几个诗歌类别，并将诗歌类型与诗例配对，在此过程中加工文本信息，梳理篇章脉络，锻炼学生预测能力和概括篇章结构的能力。另外，查找不同诗歌类型特点的任务也训练了学生定位、提取关键信息的能力。

Activity4：Learning aboutthe nursery rhyme

本活动旨在落实课时目标3。

1.Studentsread Paragraph 2.

Q1: Whatdoes “to the point”, “storyline”, “not make sense” mean?

Q2: Whichwords in this paragraph show the accuracy of exposition language?

(some, usually,many, often, may not)

2. Studentsread Poem A, clap the rhythm and answer some questions by filling in the form. (Wordsin italics are possible answers.)

Q1: Whatis the subject of the poem?

Q2: Whatare the rhyming words?

Q3: Whatliterary device is used?

Q4: Whatfeeling does the poem convey?

3. Studentsfill in the blanks to consolidate.

This nurseryrhyme is about a father’s words to put his son to sleep. the rhyming words include(1)____________________. the poem has a strong (2)_______. The language is concreteand (3)______________. (4) _________ is the main literary device in this poem. Besides,there is a storyline but it does not (5) _________________ since it’s impossiblefor a father to buy all those gifts for his baby. This poem conveys the feelingthat (6) _______________________________.

(1) word,bird, sing, ring, brass, glass, broke, goat, pull, bull (2) rhythm (3) to the point

(4) Repetition(5) make sense (6) the father has a deep love for his son

【设计意图】在活动3已经找出了童谣这种诗歌类型主要特点的基础上，学习与这一诗歌类型特点有关的若干重点词汇和表达。另外学生在阅读中寻找能够体现说明文语言准确性的词语，从而对说明文讲求用词精准的特点加深理解。接着利用阅读中所获取的信息和语言并结合六个诗歌赏析维度，在教师问题引领下对诗例进行简单解读，巩固所学的赏析技能和词汇，加深对童谣诗歌的理解。

Activity5：Appreciating PoemB and Poem C.

本活动旨在落实课时目标4。

Studentsread Poem B and Poem C and discuss in groups of four about how to appreciate thesetwo poems and write down some key words in the form. (Words in italics are possibleanswers.)

【设计意图】给予学生充分的时间进行无干扰阅读，利用本课归纳出来的诗歌赏析维度，结合课本上的说明性文字让学生对诗例B和诗例C进行自主赏析，然后分组讨论、分享赏析成果，赏析过程中要求学生抓住清单诗的的主要特点，强化并灵活运用所学的语言和诗歌赏析方法，并在表格中写下关键词。然后在课堂上进行口头分享，为课后作为回家作业落实到书面做好铺垫。

Assignment:

1. Imitatethe appreciation of Poem A, choose one from Poem B and Poem C, and write down theappreciation.

2. LearnPoem F by yourselves after class and write down the appreciation.

【设计意图】书面表达对诗歌B或者C的赏析，将口头表达落实到笔头输出，巩固课堂所学的词汇和相关语言结构，复习诗歌赏析的几个维度，提升诗歌赏析水平和书面表达能力。由于课时有限的关系，学生课后自己查找相关资料自学课本有关唐诗部分，针对诗歌F写下书面赏析，促进所学的知识迁移。

第2课时

一、教学内容

复习诗歌赏析维度，进一步了解五行诗、俳句和唐诗的特点并赏析诗例，习得语言，迁移所学，归纳创作步骤，完成创作诗歌的任务。

二、课时目标

1. 通过分享对诗例B、C、F的书面诗歌赏析，复习诗歌赏析维度和相关语言。

2. 通过自主阅读，赏析五行诗诗例，习得相关语言，归纳五行诗创作规则，培养自主学习能力。

3. 通过阅读自主赏析俳句诗例，体会俳句的特色，提高口头表达能力和诗歌赏析能力。

4. 应用诗歌创作流程进行诗歌创作，体验创作过程，提升语言表达能力和创造性思维能力。

三、教学过程

Activity1: Reviewing what has been learnt

本活动旨在落实课时目标1。

1. Shareseveral pieces of poem appreciation about Poem B, C and F with the whole class.

【设计意图】此活动是热身环节，展示部分同学的诗歌赏析作业，教师进行适当点评，结合诗例F的赏析简单介绍唐诗，回顾了诗歌赏析的六个维度，激活并巩固上节课所学的相关语言，为接下来学习新的诗歌类型和诗歌创作做好铺垫。

Activity2: Reading and appreciating Poem D.

本活动旨在落实课时目标2。

Studentsread and appreciate Poem D

Q: Whatadjectives can be used to describe the brother? (Students are encouraged not touse the same words in the poem.)

[1] Good-looking.

[2] Naughty.

[3] Noisy.

[4] Energetic.

...

Studentsput forward one or two questions they consider important while appreciating thepoem and give their own answers.

[1] Whatis the subject of the poem?

[2] Whatpicture does the poem convey?

[3] Whatmood does the poem convey?

[4] Whatmight be the rules of writing a cinquain?

...

(Words initalics are possible answers.)

(The firstline is a one-word subject. The second line contain two adjectives that describethe subject. The third line is three -ing verbs that describe actions relating tothe subject. The fourth line is a four-word phrase that describes a feeling relatingto the subject. The fifth line is one specific word that refers back to the line1.)

【设计意图】引领学生通过自主探究的方式进行无干扰阅读，自主提问并寻找问题答案，感受五行诗魅力；同时观察诗歌行文特征，找寻五行诗创作规律，锻炼学生的观察能力和归纳能力，为之后的诗歌创作打下坚实的基础。学生可以通过与同桌讨论开拓思路，相互分享、相互补充。

Activity3: Reading and appreciating Poem E.

本活动旨在落实课时目标3。

Studentsread and appreciate poem E.

Q1: Howmany syllables does each line contain?

Q2: Whatis the subject of the poem?

Q3: Whatimpresses you most about the poem?

[1] Thepicture impresses me most.

[2] Thefeeling it conveys impresses me most.

[3] ...

...

Teacherask further questions according to the students’ answers:

What picturedoes the poem convey?

What feelingdoes the poem convey?