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高二英语教学设计:《Poetry》

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  失败不过是离成功差一步,成功不过是比别人多一份努力。下面是课件范文网小编为您推荐高二英语教学设计:《Poetry》。

高二英语教学设计:《Poetry》
 

  教材分析

  本课是第18单元第3 课,经过前面两课的学习,学生对美与审美的话题已经有一定的认识。本课课文由两首英文诗组成,而学生在日常生活中很少接触英文诗歌,加上诗歌欣赏需要运用想象力,本身是很复杂的审美活动,所以要欣赏英文诗歌之美难度较大。本课的重点是首先在阅读中获取主要信息:两首诗的大意、各自所使用的语气和表达的基本情感;然后,通过在诗句中寻找意象来进一步理解所表达的情感,并欣赏从鲜明的意象和和谐的韵脚中传递出的诗歌独有之美感。

  本课计划分两课时进行,第一课时通过捕捉动作、场景的细节描写和理顺诗句中字词顺序等阅读策略来获取两首诗的主要信息,并能够表达这些信息;学习重点词汇的意义和用法。第二课时简单了解何为意象, 体验意象是怎样构成,找出诗句中的意象,进而体会两位诗人借助不同的意象所传达出的不同情感;然后用自己的语言说出两首诗的异同之处;尝试自己运用意象来描述日常生活。

  教学内容

  话题:某个特殊的夜晚:思乡之夜、圣诞前夜

  课型:阅读课

  词汇:重点词汇 :bend, bound, bow, Christian, endless, freezing, oval, poetry,precious,

  romantic, scenic, settle,stout, vague, vivid

  相关词汇*:chimney, drown, hoarfrost, homesickness, hoof, jerk, sleigh, thistle, tranquil

  第一课时

  First Period

  教学目标

  在本课结束时,学生能够:

  1识别与认读重要词汇

  2通过捕捉动作描写和理顺诗句中字词顺序来获取两首诗的大意、语气和基本情感;

  3在对提取的信息进行组织和内化后,用自己的语言表达这些信息;

  4在情感上与诗人产生一定的共鸣。

  教学过程

  教学活动Activities设计意图Intentions互动模式&时间IP & timeLead-in:5 minStep 1T asks ss what famous Chinese poets they know and who is their favourite;[slide 2]T presents the 3 words "poetry", "poem", and "poet";

  激活学生的背景知识,引出本课话题。CW2'Step 2Ss read out the key words in Ex.2;

  T explains the words "vivid", "precious" and "scenic", associating "scenic" with "scene" and "scenery";[slide 3]Ss look at the two pictures of Santa and the moon on the book and in pairs discuss which of the key words they will use to describe the pictures.

  利用描述图片为下面的诗歌阅读活动热身,同时复习学过的词汇、熟悉新词汇。IW,PW3'

  Pre-reading:8 minStep 3T presents two groups of pictures for each poem and elicits from ss the following words.

  For Li Bai picture: tranquil, hoarfrost, bend, homesickness;

  For Santa picture:chimney, sleigh, hoof, stout, oval eyes, like a bow.

  [slide 4-5]

  After all the words have been elicited, T helps Ss learn the pronunciations of the expressions, if necessary.[slide 6]T goes over the pictures again and asks ss to say the words from their memory.

  在图片语境中呈现单词,帮助学生理解、记忆词义;

  再次呈现新单词,帮助学生有效利用课上时间记忆单词CW,8'

  While-reading: 25minStep 4First reading:

  Ss read the two poems and answer questions about the two poem's general feelings;

  T presents reading strategy 1;[slide 7]

  Ss complete table 1 in groups by listing the words or phrases related to the weather and the time of day or year;[slide 8][ 培养学生体会诗歌大意和捕捉诗歌细节信息的能力;IW, GW7'Step 5Second reading:

  T presents reading strategy 3;

  Ss read the two poems again; in pairs identify sentences in unusual order, reorder them in regular ways.

  T explains the verbal phrases:

  settle (oneself), be drowned in,pull in (one's head)

  [slide 9-10]

  帮助学生了解诗歌创作的特点,为下一步提取诗句中的信息作准备;

  分步处理生词和短语的用法CW, PW10'Step 6Third reading:

  T presents reading strategy 2;

  Ss read the poems again and complete table 2 by identifying what people in the poems do and how they feel.

  [slide 11-12

  培养学生提取主要信息的能力IW,5 'Step 7Ss listen to the tape and read after it.[slide 13]有声输入,整体感知诗歌的美感;CW,3'

  Post-reading: 7 minStep 8Ss do Ex.4[slide 14]检测学生是否准确获取两首诗的主要信息;IW,3'Step 9Ss in pairs retell what happened in poem B according to Table 2, with s1 retelling the first 6 stanzas and s 2 dealing with the last half.[slide 14]培养学生把提取的信息变成自己的语言;把poem B 分成两部分来复述,降低输出的难度。PW'4'HomeworkLanguage Power p. 84,Ex.2 Vocabulary

  p 91, Ex.5 Synonyms[slide 15]

  第二课时

  Second Period

  教学目标:学生能够

  1. 发现诗歌中韵脚的使用;

  2. 找到诗句中塑造的意象;

  3. 总结两首诗的从内容到情感等方面的异同之处;

  4. 在日常描写中尝试使用意象。

  教学活动Activities设计意图Intentions互动模式&时间IP & timeReview:6 minStep 1Ss review the vocabulary they have learned with a spider map and blanks filling; and do Ex.1 on p. 84;

  [Slide 2-3]

  激活已学的词汇;CW4'Step 2Ss recall the main ideas of each poem by Table 2.[slide 4]

  利用第一课时中的Table2,激活课文信

  息,并为本课学习意象与描写做铺垫;IW,2'

  Read to learn:22 minStep 3Ss read poem A aloud and observe the last words in each line; generalize the regularity of the sounds of these words. T presents the term for the regularity, rhyme.

  Ss read poem B and in pairs generalize the regular sound pattern within and across the stanzas: it is rhymed too.

  T elicits from ss why both poets put words in poem in disorderly manner.

  [slide 5-7]

  引导学生自己发现、归纳英文诗歌押韵这一形式特点;

  引导学生对诗歌中字词顺序异于常态话语这一现象做出结论。IW, PW, CW8'Step 3T presents Reading strategy 4, exemplifies what an image is and explains the function of images;

  [slide 8-11]

  T presents two more examples from poem B and asks ss to think about how the two work on the reader's mind; Ss present their ideas.

  T explains it: images work by means of descriptions, e.g. adj., comparison.[slide 12]培养学生发掘诗句中的意象的能力。CW,8'Step 4Ss work in groups and complete Table 3.

  [slide13-14]

  让学生实践这种能力。PW6'

  Comprehensive practice:8 minStep 5T elicits from ss how poem A and B are similar in the following ways: topic, time, image and rhyme.

  Ss in pairs list differences between the two; present their list orally.

  [slide 15-16]

  调动学生在已有的知识和信息基础上自主归纳、总结,锻炼口头表达;IW, PW,8'

  Application: 8 minStep 7Ss work in groups to complete Ex.8 and present the group work result.[slide 17

  综合运用已有的知识,在书面表达的实践中锻炼使用意象的能力。PW8'

  Homework:1 min

  Language Power p. 86-87,Ex.1 Focus on Reading (with Culture Corner on p. 44 as reference)[slide 18]

 

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