Unit+5+Poems+Using+Language+(II)+课件+【知识精讲精研】高二英语人教版（2019）选择性必修第三册

人教选择性必修第三册Unit5UsingLanguage(II)Writeapoem教学目

Lead-inWhat

is

the

rhymingwordsofthepoem?DREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,ForwhendreamsgoLifeisabarrenfieldFrozenwithsnow.

LangstonHughes12Tograspthecharacteristicsofpoetry,andmasterthemethodofappreciatingpoetryTowriteapoem目标一：Tograspthecharacteristicsofpoetry,andmasterthemethodofappreciatingpoetryActivity1:Beforeyouread,discusshowtounderstandapoemwithyourpartner.Makealistofquestionsthatthereadersshouldconsiderwhilereadingpoems.Thefollowingpointsmayhelpyou.SubjectImagesToneRhythmandsoundsFeelingsandemotionsRhetoricaldevicesSuggestedAnswers

Whatisthesubjectofthepoem?Whatisthepoemabout?Whatimagesdoesthepoetuse?Whatisthetoneofthepoem?Whatfeelingsandemotionsdoesthepoettrytomakethereaderfeel?Howdoesthepoemmakeyoufeel?Whichemotionsisthepoettryingtoconveytothereader?Howdoesthepoemmakeyoufeel?Doesthepoetuserhymingwords?Whichrhetoricaldevicesareusedinthepoem?Doesthepoetusealliteration?

Metaphororsimile?Repetitionofwordsorphrases?Activity2:Readthepoemsbelowandthencompletethetable.WINDONTHEHILLNoonecantellme,Nobodyknows,Wherethewindcomesfrom,Wherethewindgoes.It'sflyingfromsomewhereAsfastasitcan,Icouldn'tkeepupwithit,NotifIran.ButifIstoppedholdingThestringofmykite,ItwouldblowwiththewindForadayandanight.AndthenwhenIfoundit,Whereveritblew,IshouldknowthatthewindHadbeengoingtheretoo.SothenIcouldtellthemWherethewindgoes...ButwherethewindcomesfromNobodyknows.

A.A.MilneDREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,ForwhendreamsgoLifeisabarrenfieldFrozenwithsnow.LangstonHughesAMATCHIflovewerewhattheroseis,AndIweretheleaf,OurliveswouldgrowtogetherInsadorsingingweather,Brownfieldsorflowerfulcloses,Greenpleasureorgreygrief;Iflovewerewhattheroseis,AndIwereliketheleaf.

A.C.SwinburneWindontheHillDreamAMatchSubjectImagesRhymingwordsRhetoricaldevicesrepetitionalliterationthewindkite,personrepetitionmetaphor,similerose;leaf;fieldsdie/flygo/snowlovebroken-wingedbird,barrenfieldfrozenwithsnowrepetitionmetaphorknows/goescan/rankite/nightblew/toogoes/knowsdreamstogether/weathercloses/isgrief/leafActivity3:Chooseoneofthepoemsandwriteashortessayaboutit.Thefollowingexamplemayhelpyou.ThepoemDreambyLangstonHughesisveryshortwithonly8lines.WhenIreadthepoemaloudIcanhearthattheendsofthesecondandforthsentencesrhyme—“die”and“fly”.Thelastwordfromthesixthandeighthsentencesalsorhyme—“go”and“snow”.

Theserhymingwordssoundniceandmakethepoempleasingtoread.WhenIclosemyeyes,Icanseedifferentimagesfromthepoem.Forexample,Icanseetwohandsbeingheld.Icanseeabirdflyinginthesky.IcanseeafieldandIcanimaginewhatitlookslikewithlotsofsnow.IstarttofeelcoldwhenIreadtheselines!Ilearntanewphrase,

“holdfast”,

whichmeanstoholdonsomething.“Barren”isalsoanewwordtome,whichmeansempty.Ithinkthepoetisgivingusadvice.Hewantsustokeepdreaming,becauselifeismuchbetterwhenwedreamandhavesomethingtolookforwardto.How

to

writeashortessayaboutapoem?写法一:一篇较完整的诗歌赏析类文章包含如下内容

1.作者简介2.作品写作背景简介3.作品意向分析（诗句的解释或翻译，诗句所表达的情感、

思想和意境）4.作品的艺术手法分析（通常结合在作品意向分析之中）5.作品艺术特点的综合评价（常带有总结的意味）写法二：采用这种写法时，作者只需要抓住其中一个方面，如意境、语言表达、某一手法等。对于其他方面则可不提及，因而采用这种写法的文章篇幅一般较短小。体裁人称时态要点结构图开头点题提炼出诗歌中所包含的信息。议论文第三人称为主1.一般现在时2.一般过去时主体段落多种方式表达，层次分明，结构清晰，过渡自然。结尾针对诗歌中所提供的信息，发表自己的观点。写作布局Nowit’syourshowtime!Activity4:Identifylanguagepointsthatyouwanttosharewithyourpartner.Discussingroupsandthensharewiththeclass.1.Thestringofmykite,…我的风筝线……string

n.细绳;线;一串

vt.悬挂;系

adj.

弦乐器的;线织的【归纳拓展】①astringof一系列,一串

apiece/lengthofstring 一根/一段细绳

②stringtogether 使……连贯起来

stringsth.on/along/in... 把……悬挂在……上stringsth.withsth. 用……系住……③astringplayer 弦乐器演奏者【易混辨析】string普通用词,指捆绑小件物品的细绳或细带子rope指用于捆绑大物件的粗壮而坚固的绳子cord比string粗,比rope细,较牢固,通常用于捆扎较小物品的线或绳thread指用棉、毛、丝或纤维等拧成的很细的线,通常用于缝纫、纺织等2.ButifIstoppedholdingThestringofmykite,ItwouldblowwiththewindForadayandanight.但如果我停下来，

不再紧握我手中的风筝线，它将随风飘走，一天一夜。【句式分析】此句是if引导的虚拟条件句，此处表示与现在事实相反的假设。主句谓语用“would+动词原形”，从句谓语用过去式。虚拟情况if从句（谓语动词形式）主句（谓语动词形式）对现在情况的虚拟过去式（be动词用were）would/should/could/might+动词原形对过去情况的虚拟

haddonewould/should/could/might+havedone对将来情况的虚拟过去式（be动词用were）/should+动词原形/wereto+动词原形would/should/could/might+动词原形3.AndthenwhenIfoundit,Whereveritblew,IshouldknowthatthewindHadbeengoingtheretoo.

后来当我找到它时，无论它飘到哪儿，

我会知道风，也曾经去过那里。【句式分析】在本句中，whereveritblew是wherever引导的让步状语从句，wherever意为“无论哪里”，相当于nomatterwhere。【归纳拓展】①

wherever还可引导地点状语从句。e.g.Youcan’tcampwherever(where/anywhere)youlikethesedays.②

whenever，however，whoever，whatever，whichever也可引导让步状语从句，通常可以转换为“nomatter+疑问词”结构。目标二：TowriteapoemActivity1:Writeyourownpoembyfollowingthesesteps.Startwiththethemefirst.Askyourself,“WhatmessagedoIwanttogivetothereader?Whatisimportanttome?”Next,thinkaboutthewordsandphrasesyouwouldliketouse.Makealistofwordsrelatedtoyourtheme.Thencheckhowwellyourdetailspaintapictureinyourneed.Nowwritethepoem.Readitaloudandlistentohowitsounds.Finally,giveitatitle.Nowyourpoemisready!Activity2:Workingroups.Discusshowtowriteapoemwithyourpartners.

诗歌是高度概括、反映社会生活的文学体裁，也是最富有激情和感情色彩的体裁。诗歌往往用高度凝练的语言来表达诗人的喜怒哀乐，诗人把自己对生活和客观世界的理解和感悟融入诗中。诗歌可以以其特有的节奏与方式影响人们的精神世界，饱含着作者丰富的思想感情。如何写英文诗歌1.

目的明确。人们写诗歌出于各种各样的目的，有的是为了讲述一个故事，有的是为了表达感情，有的是为了描述事物等等。2.

内容充实。诗歌要言之有物，传达出作者对外在世界的独特感受，所表现的题材要有深刻丰富的内心体验。3.

形式适当。在写诗歌时要注意选择一种既能实现写作目的又能驾驭的形式。五行诗。第一行：一