资源简介

Unit5 Using Language (2)
课时内容
Write a poem
主题语境：人与社会 主题群：文学、艺术与体育
子主题：诗歌 语篇类型：诗
文本分析：
【What】阅读文本是三首短诗。第一首是由英国编剧A.A.米尔恩创作的儿童格律诗《山上 的风》,主要描述大自然的风带给人的感受。全诗可分为五个小节，每节四行，每小节第二 行与第四行押韵(knows,goes,can.ran,kite,night,blew,too,goes,knows), 属于隔 行押韵模式。第二首《梦想》由美国著名诗人兰斯顿 ·休斯创作.主要描写梦想的重要性。 这首短诗仅有两小节，每节四行，也是隔行押韵模式(die,fly·go,snow) 。 诗人使用了暗 喻的修辞手法，将没有梦想的人生比喻成“断翅的鸟”与“冰封的荒野”;在诗人看来，没 有梦想的人生是没有意义的，只有抓住梦想才能有明天的进步。第三首是英国诗人 A.C.斯温 伯恩创作的爱情诗、佳偶》的节选片段，主要表达了对爱情的忠贞与执着。由于原诗较长， 教材只选取了第一节内容供学生学习和理解。这一节共八行，押韵模式为 abccabab 。另外， 诗人还使用了比喻、反复等修辞手法。
【Why】让学生学会赏析诗歌，进而学会自己写诗，表达自己的情感，深化对主题语境的理 解。
【How】作者向学生介绍三首诗歌及诗的重要组成部分，然后从诗歌的主题、意象、韵律以 及修辞手法方面让学生学会赏析诗歌，进而学会自己写诗，表达自己的情感。
课时目标
学完本课后，学生能够：
1.从不同维度赏析诗歌，包括诗歌体裁、诗歌结构、诗歌运用的修辞手法和诗歌所传递的 思想感情和作品的内涵等。
2.学会写对一首诗歌的理解的文章，包括文章的结构、各段落内容、词汇和句型等。 重点难点
重点
1.引导学生从不同维度赏析诗歌作品，领会作者的思想感情和作品内涵。 2.开阔学生思路，引导他们运用所学语言表达内心对诗歌的理解。
难点
1. 引导学生鉴赏诗歌，从诗歌的不同维度理解诗歌。
2.搭建写作框架，引导学生理解诗歌，帮助学生形成语篇结构性认知和语言体系认知，从 而产出“如何写对诗歌的理解”的文章。
教学准备
教师准备：多媒体课件。
学生准备：预习课本内容，复习表达情感的相关词汇。
精彩课堂
Stepl 学习理解
活动一：感知与注意 1.Enjoy poems.
Provide two poems for students and ask them to read aloud.
Poetry
What is poetry Who knows
Not a rose,but the scent of the rose; Not the sky,but the lighting the sky; Not the fly,but the gleam of the fly; Not the sea,but the sound of the sea; Not myself,but what makes me
See,hear,and feel something that prose Cannot:and what is it,who knows
Eleanor Farjeon Spring Morning
This spring morning in bed I'm lying, Not to awake till birds are crying.
After one night of wind and showers, How many are the fallen flowers
(translated by Xu Yuanchong) Meng Haoran
2.Discuss.
Before the reading,ask students to discuss how to understand a poem with their partner.Have them make a list of questions that the readers should consider while reading poems.Tell them
that the following points may help them.
·Subject ·Rhythm and sounds ·Images ·Feelings and emotions
·Tone ·Rhetorical devices
Suggested answers:
·What is the subject of the poem ·What is the poem about
·What images does the poet use ·What is the tone of the poem
·What feelings and emotions does the poet try to make the reader feel ·How does the poem make you feel
·Which emotions is the poet trying to convey to the reader ·Does the poet use rhyming words
·Which rhetorical devices are used in the poem
·Does the poet use alliteration Repetition of words or phrases
【设计意图】首先依据单元主题语境，创设情境，让学生朗读两首英文诗歌，感受诗歌的韵 偶有所得律。然后通过头脑风暴，给学生提供支架，引导学生讨论如何欣赏诗歌，提高学生 欣赏诗歌的能力，为接下来的教学作铺垫。
活动二：获取与梳理
1.Ask students to read the poems and complete the table.(Activity 2)
Information Wind on the Hill Dream A Match
Subject the wind dreams love
Images kite,person broken-winged bird,barren field frozen with snow rose,leaf,fields
Rhyming words knows/goes can/ran kite/night blew/too goes/knows die/fly go/snow together/weather closes/is grief/leaf
Rhetorical repetition repetition repetition
devices metaphor metaphor,simile
2.Ask students to answer the questions.
·What do you think of the language of WIND ON THE HILL ·What does the poem A MATCH imply
What does the author compare the life without dreams to
·When you are faced with difficulties,which poem can motivate you most
Suggested answers:
·Descriptive and vivid.
·The love between lovers.
·A bird with a broken wing and frozen wilderness. ·DREAM.
【设计意图】通过引导学生获取每首诗的大意，培养学生通过略读策略迅速获取必要信息的 能力。然后引导学生通过细读和回答问题，梳理相关信息。
活动三：概括与整合
Ask students to fill in the blanks.
When I close my eyes,I can see different ④ (image)from the poem.For example,I can see two hands being held.I can see a bird flying in the sky.I can see a field and I can imagine ⑤ _it looks like with lots of snow.I start to feel cold when I read these lines!
I learnt ⑥ new phrase,“hold fast”,which⑦ (mean)to hold onto something."“Barren"is also a new word to me,which means empty.
I think the poet is giving us ⑧ advise).He wants us to keep dreaming, because life is much ⑨ (good)when we dream and have something ⑩ (look)forward to.
Suggested answers:
①by ②eighth ③rhyming④images ⑤what ⑥a⑦means ⑧advice
⑨better ⑩to look
【设计意图】通过完成一段赏析诗歌Dream的短文，拓宽学生对主题的理解，提 高学生的语言运用能力。
SteplⅡ 应 用实 践
活动四：分析与判断
Ask students to work in groups and make a summary of the steps to write a poem.
Steps:
①Start with the theme first.Ask yourself,“What message do I want to give to the reader What is important to me ”
②Next,think about the words and phrases you would like to use.Make a list of words related to your theme.
③Then check how well your details paint a picture in your head.Now write the poem.Read it aloud and listen to how it sounds.
④Finally,give it a title.Now your poem is ready!
【设计意图】写作之前必须明确文章的结构。本部分引导学生基于所给写诗步骤，形 成自己新的知识结构，为真实写作做有效铺垫。
活动五：内化与运用
1.Ask students to choose a topic and write a poem of their own.
2.Ask students to polish their poem to make it more concise and meaningful.
3.Ask students to share their poem with their group members.Then have them make some adjustments.
【设计意图】学生完成自己的诗歌，并对诗歌进行润色、修改，丰富语境，增强表达 效果。然后，在小组成员之间进行诗歌的分享，根据小组成员的建议，对自己的诗歌 再一次进行调整，使其不断完 美。
StepⅢI 迁移创新
活动六：批判与评价
1.Ask students to work in groups and take turns to read aloud their poems.Then tel l students to have a discussion on what they think their poems mean.Let students give their personal opinion or advice based on what they have learnt from this unit.
2.Inspire students to read aloud their poems to the class.
【设计意图】学生对同伴的诗歌作出评价，进面不断完善同伴的诗歌，也反思改 进自己的诗歌，评价的过程中需要学生具备创新思维、批判思维和逻辑思维，以此促 进学生商阶思维的发展，真正实现学生是知识的主人，实现深度学习。

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