资源简介

Unit
5
POEMS
Reading
and
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?
　　Activity
1:
Activating
background
knowledge
related
to
poems?
　　本活动为实现课时目标1和2做铺垫。?
　　Students
take
a
look
at
three
short
English
poems
and
try
giving
a
definition
of
“poem”.?
　　Poem
1:?
　　Hush,
little
baby,
don’t
say
a
word,?
　　Papa’s
gonna
buy
you
a
mockingbird.?
　　If
that
mockingbird
won’t
sing,?
　　Papa’s
gonna
buy
you
a
diamond
ring.?
　　Poem
2:?
　　Snow
having
melted,?
　　The
whole
village
is
brimful?
　　of
happy
children?
　　Poem
3:?
　　Two
roads
diverged
in
a
wood,
and
I?
　　Took
the
one
less
travelled
by?
　　And
that
has
made
all
the
difference.?
　　(definition
from
Macmillan
English
Dictionary:
a
piece
of
writing
using
beautiful
or
unusual
language
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。?
　　Activity
2：Generalizing
the
aspects
of
poem
appreciation.?
　　本活动旨在实现课时目标1。?
　　Students
read
the
first
paragraph.?
　　Q1:
What
is
the
text
type
of
the
passage??
　　(exposition)?
　　Q2:
What
are
the
two
key
words
in
the
first
paragraph??
　　(reasons
and
characteristics)?
　　Q3:
Why
do
people
compose
poetry??
　　(to
tell
a
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’s
feelings.
)?
　　Q4:
What
are
the
characteristics
of
English
poetry??
　　(economical
use
of
words,
descriptive
and
vivid
language,
integrated
imagery,
literary
devices
such
as
similes
and
metaphors,
and
arrangement
of
words,
lines,
rhymes,
and
rhythm)?
　　Q5:
From
what
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。?
　　Activity
3:
Predicting
the
text
content
and
drawing
the
structure
of
the
text.?
　　该活动旨在落实课时目标2。?
　　Students
predict
what
may
be
talked
about
in
the
rest
of
the
text
according
to
the
title
and
the
first
paragraph,
and
then
present
their
predictions
in
the
form
of
questions.?
　　Q1:
What
may
be
talked
about
in
the
rest
of
the
text??
　　[1]
How
many
forms
are
mentioned??
　　[2]
What
forms
are
they??
　　[3]
What
characteristics
does
each
form
have??
　　[4]
What
poem
examples
are
used
to
introduce
each
form??
　　...?
　　Q2:
What
is
the
structure
of
the
text?
?
　　Q3:
What
are
the
characteristics
of
the
five
forms
of
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。?
　　Activity
4：Learning
about
the
nursery
rhyme?
　　本活动旨在落实课时目标3。?
　　1.Students
read
Paragraph
2.?
　　Q1:
What
does
“to
the
point”,
“storyline”,
“not
make
sense”
mean??
　　Q2:
Which
words
in
this
paragraph
show
the
accuracy
of
exposition
language??
　　(some,
usually,
many,
often,
may
not)?
　　2.
Students
read
Poem
A,
clap
the
rhythm
and
answer
some
questions
by
filling
in
the
form.
(Words
in
italics
are
possible
answers.)?
　　Q1:
What
is
the
subject
of
the
poem??
　　Q2:
What
are
the
rhyming
words??
　　Q3:
What
literary
device
is
used??
　　Q4:
What
feeling
does
the
poem
convey?
?
　　3.
Students
fill
in
the
blanks
to
consolidate.?
　　This
nursery
rhyme
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
concrete
and
(3)______________.
(4)
_________
is
the
main
literary
device
in
this
poem.
Besides,
there
is
a
storyline
but
it
does
not
(5)
_________________
since
it’s
impossible
for
a
father
to
buy
all
those
gifts
for
his
baby.
This
poem
conveys
the
feeling
that
(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。?
　　Activity
5：Appreciating
Poem
B
and
Poem
C.?
　　本活动旨在落实课时目标4。?
　　Students
read
Poem
B
and
Poem
C
and
discuss
in
groups
of
four
about
how
to
appreciate
these
two
poems
and
write
down
some
key
words
in
the
form.
(Words
in
italics
are
possible
answers.)
　　【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.
Imitate
the
appreciation
of
Poem
A,
choose
one
from
Poem
B
and
Poem
C,
and
write
down
the
appreciation.?
　　2.
Learn
Poem
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?
　　Activity
1:
Reviewing
what
has
been
learnt?
　　本活动旨在落实课时目标1。?
　　1.
Share
several
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。?
　　Activity
2:
Reading
and
appreciating
Poem
D.?
　　本活动旨在落实课时目标2。?
　　Students
read
and
appreciate
Poem
D?
　　Q:
What
adjectives
can
be
used
to
describe
the
brother?
(Students
are
encouraged
not
to
use
the
same
words
in
the
poem.)?
　　[1]
Good-looking.?
　　[2]
Naughty.?
　　[3]
Noisy.?
　　[4]
Energetic.?
　　...?
　　Students
put
forward
one
or
two
questions
they
consider
important
while
appreciating
the
poem
and
give
their
own
answers.
　　[1]
What
is
the
subject
of
the
poem??
　　[2]
What
picture
does
the
poem
convey??
　　[3]
What
mood
does
the
poem
convey??
　　[4]
What
might
be
the
rules
of
writing
a
cinquain??
　　...?
　　(Words
in
italics
are
possible
answers.)
　　(The
first
line
is
a
one-word
subject.
The
second
line
contain
two
adjectives
that
describe
the
subject.
The
third
line
is
three
-ing
verbs
that
describe
actions
relating
to
the
subject.
The
fourth
line
is
a
four-word
phrase
that
describes
a
feeling
relating
to
the
subject.
The
fifth
line
is
one
specific
word
that
refers
back
to
the
line
1.)?
　　【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。?
　　Activity
3:
Reading
and
appreciating
Poem
E.?
　　本活动旨在落实课时目标3。?
　　Students
read
and
appreciate
poem
E.?
　　Q1:
How
many
syllables
does
each
line
contain??
　　Q2:
What
is
the
subject
of
the
poem??
　　Q3:
What
impresses
you
most
about
the
poem??
　　[1]
The
picture
impresses
me
most.?
　　[2]
The
feeling
it
conveys
impresses
me
most.?
　　[3]
...?
　　...?
　　Teacher
ask
further
questions
according
to
the
students’
answers:?
　　What
picture
does
the
poem
convey??
　　What
feeling
does
the
poem
convey??
　　...?
　　(Words
in
italics
are
possible
answers.)
　　Teacher
supplies
some
extra
information
about
Haiku.?
　　T:
Haiku
contains
concrete
images
and
descriptions,
written
in
the
present
tense.
A
good
haiku
usually
ends
with
a
surprising
last
line.?
　　【设计意图】通过问题链的设置，先引导学生明确俳句在音节方面的固定要求，再结合诗歌赏析维度，引领学生自主感受俳句鲜明强烈的画面感以及传递出的细腻丰富的情感等突出特点，并将赏析内容进行口头表达。适当添加俳句的背景信息，拓展学生相关知识储备，为之后的诗歌创作打下坚实的基础。?
　　Activity
4：Practicing
poem
writing.?
　　本活动旨在落实课时目标4。?
　　Teacher
shows
the
steps
of
writing
a
poem.?
　　(1)
Decide
on
a
subject/topic
and
make
sure
what
message
or
feeling
you
want
to
convey.?
　　(2)
Choose
a
form
and
think
of
the
format.?
　　(3)
Think
about
the
words,
phrases,
literary
devices
you
would
like
to
use.
Make
your
poem
rhyme
and
give
it
a
rhythm
if
you
want.?
　　(4)
Check
how
well
the
details
paint
a
picture
in
your
head
and
write
it
down.?
　　(5)
Read
it
aloud
to
yourself
or
your
friends
and
make
some
improvement.?
　　Students
write
a
poem
about
“snow
&
children”
with
any
form
of
poems
in
this
unit
and
share
poems
in
the
group.
Some
students
share
their
poems
with
the
class.?
　　Teacher’s
example:?
　　Snow
having
melted,?
　　The
whole
village
is
brimful?
　　of
happy
children?
　　Possible
version
one:?
　　Heavy
snow
falls
down?
　　Children’s
hearts
can’t
help
pounding?
　　A
battle
is
coming?
　　Possible
version
two:?
　　The
north
wind
begins
to
blow?
　　A
heavy
snow?
　　Will
come
tomorrow?
　　Children’s
faces
glow?
　　Oh,
time,
please
don’t
run
so
slow?
　　【设计意图】学生根据教师给出的snow
&
children这个话题选择本单元所学的任意一种诗歌形式创作一首诗歌。在这一过程中学生根据已经确定的话题，思考诗歌想要表达的主题思想和情感，选择诗歌类型，建构意象，遣词造句，自主创作，然后相互分享。在此过程中将所学的相关知识应用于实践，深入理解诗歌诸要素，体验诗歌的创作过程。?
　　Assignment:?
　　1.
Polish
the
poem
you’ve
composed
in
class.?
　　2.
Write
a
poem
of
any
form
you
have
learned
with
any
subject
that
you
are
interested
in.?
　　【设计意图】学生及时巩固交流成果，进一步完善课堂上所写的诗歌，通过对语言的打磨更深刻地理解诗歌语言的魅力。然后学生用所学的任意一种诗歌类型，自主选择自己感兴趣的话题创作一首诗歌，教师对学生的创作不加任何限制，有利于充分激发学生的创作热情和想象力。学生独立完整地创作诗歌，将诗歌文化与语言知识、写作技能相结合，锻炼思维品质和语言表达等能力。?

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