Unit2-Reading名师教学设计

1/1Unit2Reading名师教学设计Book6Unit2:poemSection1阅读课框架单教材版本：人教版册数：Book6单元：Unit2课型（课时）：阅读课-Section1教材分析本课的话题是围绕“诗歌”展开的，介绍了几种简单的不同内容和形式的诗歌。阅读课共分为热身（Warmingup）、读前活动（Pre-reading）、阅读（Reading）、理解（Comprehending）四个环节。热身部分围绕诗歌这一话题设置了两个练习。第一个练习引导学生回顾儿时所接触的诗歌；第二个练习引导学生探讨写诗的目的；读前部分主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。该部分也设置了两个练习，第一个练习让学生交流所喜爱的诗歌；第二个练习就阅读课文设计图标，让学生从内容到写作风格两个方面认识阅读课文中的诗歌。阅读部分介绍了几种简单的英语诗歌。第一段统领全文，阐述写诗的目的：加深印象或表达情感。由此自然地引导到下文：诗歌的种类。从第二段开始分析不同种类的诗歌并举例说明。理解部分的重点放在文中的几首儿歌上。首先要求学生欣赏诗歌，找出最喜爱的诗歌并阐明理由。然后要求学生找出文章的主题，列举文中介绍的五种诗歌形式；找出两首节奏感强的诗歌，击掌诵读，找出押韵的两首诗，并圈出押韵的词。还有一个练习是要学生去感悟这几首所表达的内涵。最后就诗歌的内容本身提出了11个问题，引导学生理解各个诗歌的内容。通过对本课文的理解，要求学生用简单的诗歌表达自己的某些真情实感。由于诗歌创作的素材源于生活，因此，只要学生们留心观察、感悟人生，就会产生创作的灵感，把学习与学生的日常生活结合起来，以提高学生的书面表达能力。教学目标语言目标：能运用以下词汇、短语和句型进行听说读写四会：Poetryaspectconveynurserydiamondcottageballoonsparrowteasesaltyendlesstranslatetranslationbranchtransformflexibleangersorrowtakeiteasyrunoutofmakeupof语义目标：1.能理解诗歌表达的内容和文化意义；2.能体会诗人在诗歌中表达的不同目的和不同内涵。语用目标：1.能谈论诗歌的种类；2.能欣赏诗歌并就喜爱的诗歌阐明理由；3.能够找出文章的主题，列举文中介绍的五种诗歌形式。文化意识：1.能简要了解中西方诗歌的类型和形式；2.能知道中西方具有代表性的诗歌种类和风格特征；3.能理解不同国家所赋诗歌的文化差异。策略目标：1.学生能学会留心观察生活，在生活中寻找创作的灵感；2.能运用精读策略体会诗人在诗中表达的内涵；3.能通过击掌诵读和反复阅读诗歌了解诗歌的节奏和韵律。教学重难点教学重点：1.通过诗歌朗诵和诗歌鉴赏，了解诗歌表达的内涵和意境；2.引导学生区分并掌握不同国家诗歌的种类和形式。教学难点：1.学生能结合生活用简单的诗歌表达自己的某些真情实感；2.引导学生从诗歌的韵律、内涵及意境等方面剖析和鉴赏诗歌。建议教法（一）任务型教学法在阅读中的教学活动时，每个段落布置不同的阅读任务，多维度，多层次地引导学生思考和学习，以真正培养学生的阅读理解能力。（二）情景交际法在阅读前的热身活动中，从学生熟悉的诗歌入手，让学生进行分析和讨论诗人和诗歌的类别、特征等。利用学生熟悉的场景激活其先期知识，更能建立有效图示，更便于和后面获取的新知识建立联结。教学流程（详见附后的教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；2.阅读课的活动环节设计遵循语言规律，自上而下逐层递进，注重培养学生的阅读理解能力；3.阅读课后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与文化鉴赏力的培养。Section1阅读课教学设计步骤过程措施（教师活动与学生活动）目的持续性评价DELC1预备与激活先期知识Step1Leadingin（导入活动）(5mins)1.Teacherasksstudentstolookatthepicturesandidentifythepoetswiththeirdynastiesorcountries.（2mins）T:Doyourememberanylittlepoemsorsongsyoulearntwhenyouwereachild?Thoselittlepoemsandsongsmighthavebeensomeofthefirstpoetryyoulearned.S:Sharetheirideasinclass.T:Doyourememberanypoemsyouhavereadinhighschool,eitherinChineseorinEnglish?Lookatthepicturesandtrytomatchthepoetswiththeirdynastiesandcountries.S:Lookatthepicturesanddothematchwork..1.XuZhimo2.LiBai3.LiQingzhao4.Pushikin5.P.B.Shelley6.GeotheA．EnglandB．TangDynastyC．SongDynastyD．RussiaE．ChinaF．Germany2.TeacherwritesdownanEnglishversionofTangpoetryonthewhiteboardandaskstudentstoguesswhomthepoetisandtranslateitintoChinese.1.通过讨论儿时记忆中的诗歌引出有关诗歌主题，并就谈论诗人引申到分析诗歌的内涵。Suggestedanswers:1.E2.B3.C4.D5.A6.F2.通过翻译熟知的古诗，激发学生学习诗歌的兴趣，增强学生学习自信。1.通过学生讨论了解学生是否了解中西方具有代表性的诗人。2.学生是否能按照诗歌的押韵的原则进行翻译。DELC2获取新知识Step2Warmingup(热身活动)(5mins)1.Askstudentstoskimthepoemsandanalyzethereasonswhypoetswritethepoems.T:DoyouhaveafavoritepoeminChineseorinEnglish?Whyisityourfavoritepoem?S:Sharetheirideas.T:Therearemanyreasonswhypeoplelikeandwritepoems.Trytomakealistofthesereasonsingroups.S:Haveadiscussionandsharetheirideas.T:Skimthepoemsonpage10andtickthecorrectboxforeachquestiononpage9.S:Skimthetextanddotheexercises.1.通过小组讨论,谈论诗人创作诗歌的原因。引导学生分析诗歌内容和创作意图。1.学生是否了解有关诗歌的一些术语。Step3Pre-reading(读前阅读)1.Checktheanswersandanalyzethecharacteristicsofthepoemsandintroducesometermsrelatedtopoems.T:Whatarethecharacteristicsofthepoems?S:Poemshavebeats.Theymayrhymeormaynotrhyme—buttheyhavetohaverhythms.Thisbeatisnotalwaysobvious,butit’susuallythere.T:Rhymeandrhythmareessentialtopoetry.Withoutrhythm,therewouldn’tbepoems.Let’ssingthesongtogetherandtrytotellthenurseryrhymes.Twinkletwinklelittlestar强弱强弱强弱强HowIwonderwhatyouare,UpabovetheworldsohighLikeadiamondinthesky.诗歌：poem诗人：poet诗歌（总称）：poetry韵词：rhyme节奏：rhythm有节奏的：rhythmic1.通过分析诗歌特征和吟唱儿歌，引导学生体会诗歌韵律及掌握分析诗歌的相关术语。1.学生是否能体会诗歌的韵律并总结出一些规律。DELC3深度加工知识Step4While-reading(读中活动)（25mins）1.Scanthetextfordetailedinformationaboutkindsofpoems.T:Scanthetexttofindoutmoredetailsaboutdifferentkindsofpoemsinthetext.S:Readfordetailsandcompletetheblanksonworksheets.2.Readthepoemsonebyoneandanalyzethepoemsbymeansofquestions.A.Hush,littlebaby,don’tsayaword,Papa’sgoingtobuyyouamockingbird.Ifthatmockingbirdwon’tsing,Papa’sgoingtobuyyouadiamondring.Ifthatdiamondringturnstobrass,Papa’sgoingtobuyyoualooking-grass.Questionsandanswers:1.Whatisthebaby’sfathergoingtobuyifthemirrorgetsbroken?Ifthemirrorgetsbroken,thebaby’sfatherwillbuyabilly-goatinstead.2.Whatisthebaby’sfathergoingtodoifthegoatrunsaway?He’sgoingtobuythebabyanotherbilly-goat.3.WhatisthepoemAabout?Useyourownwordstoexplainit.PoemAisanurserythymethatillustratesafather’sloveforhisbaby.BIsawafish-pondallonfireIsawafish-pondallonfire,Isawahousebowtoasquire,Isawapersontwelve-feethigh,Isawacottageinthesky,Isawaballoonmadeoflead,Isawacoffindropdowndead,Isawtwosparrowsrunarace,Isawtwohorsesmakinglace,Isawagirljustlikeacat,Isawakittenwearahat,Isawamanwhosawthesetoo,Andsaidthoughstrangetheyallweretrue.Questions:WhatisthepoemBabout?PoemBisanamusingnonsensepoemwhichdescribesimagesofsomeridiculousthings.C.OurfirstfootballmatchWeshouldhavewon…IfJackhadscoredthatgoal,Ifwe’dhadjustafewmoreminutes,Ifwehadtrainedharder,IfBenhadpassedtheballtoJoe,Ifwe’dhadthousandsoffansscreaming,IfIhadn’ttakenmyeyeofftheball,Ifwehadn’tstayedupsolatethenightbefore,Ifwehadn’ttakeiteasy,Ifwehadn’trunoutofenergy.Weshouldhavewon…Ifwe’dbeenbetter!Questionsandanswers:1.WhatisthepoemCabout?PoemCisaboutlosingafootballmatchandthewriterlistsalotofexcusesfortheirfailure.2.Whydidn’ttheplayerswinthematch?Theydidn’twinbecausetheydidn’thaveenoughtime;theydidn’thavethousandsoffansscreaming;theystayeduptoolatethenightbefore;theyranoutofenergy.3.Doestheauthorreallybelievehisorherexcuses?Howdoyouknow?No.Theauthordoesn’tbelievehisexcuses,becauseattheendofthepoemthespeakeradmitsthattheyjustdidnotplaywellenoughtowin…D.BrotherBeautiful,athleticTeasing,shouting,laughingFriendandenemytooMineE.SummerSleepy,saltyDrying,drooping,dreadingWeekin,weekoutEndless1.Whatarethepoemsabout?PoemDisadescriptionofalovelybrother.PoemEisadescriptionofhotandboringsummer.2.Dotheauthorslikethesubjects?Giveyourreasons.PoemD:Yes,theauthorlikeshissubject.Althoughthespeakerdescribesacoupleofnegativeaspectsofhis/herbrother,thereadercanfeeltheaffectionthatthespeakerfeelsforhis/herbrother.PoemE:No,theauthordoesn’tlikehissubject.Thereadergetsthefeelingthatthespeakercannotwaituntilthesummerisover.Thewordsdrooping,dreading,weekin,weekoutandendlessconveythisfeeling.F.AfallenblossomIscomingbacktothebranch.Look,abutterfly!G.Snowhavingmelted.ThewholevillageisbrimfulOfhappychildren.Whatarethepoemsabout?PoemFdescribeshowabutterflyrestsonatree.PoemGdescribesthattheweatheriswarmerandthevillageisfullofhappychildren.H.Wheresheawaitsherhusbandonandontheriverflows.Neverlookingback,transformedintostone.Daybydayuponthemountaintop,windandrainrevolve.Shouldthejourneyerreturn,thisstonewouldutterspeech.《望夫石》望夫处，江悠悠,化为石，不回头。山头日日风复雨，行人归来石应语。Questions:1.Whatisthestorythatthepoemtells?Tellthestoryinyourownwords.Awoman’shusbandhasgoneaway.Thewomanwaitsforhimbytheriverwhereshelastsawhim.Shewaitsandwaits,nevermovingfromthatspotandneverspeaking,whiletherivercontinuestoflowandthewindandraincomeandgo.2.Circleoneormoreofthefeelingsbelowthatyouthinkthewomanhas.Givereasonsforyouranswers:lonelinessjoylovetrustangerhatesorrowThewomanhasthefeelingsof:Loneliness:shewasalonewatchingherhusbandonthemountaintop.Love:shewaitedyearafteryeardespitewindandrain.Trust:shebelievedherhusbandwouldcomebackoneday.Sorrow:yearafteryear,shewaitedandwaitedwithoutseeinganyhopeofherhusband’scomingback,shewasverysad.3.Thirdreading:Skimthetextandreinforcetheunderstandingofthepoems.1.Whatisthebaby’sfathergoingtobuyifthemockingbirdwon’tsi