资源简介

Unit5 Reading and Thinking
课时内容
Appreciate different forms of English poems
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：音频、诗歌、说明文
文本分析：
【What】阅读语篇是一篇说明文，文章介绍了几种简单的英文诗歌形式，旨在让学生能够 理解和欣赏英文诗歌的美，包括形式美、内容美、意义美，培养审美情趣，并从作品的意义 中获得积极的人生态度和价值观念启示。
【Why】这一板块主要让学生了解几种简单的英文诗歌形式，学习具有代表性的相关诗作， 掌握这几种诗歌形式的基本特点，体会诗歌的魅力，感悟诗人表达的思想感情，从而学会欣 赏英文诗歌。
【How】阅读语篇的结构是典型的“总一分-总”模式。文章第一段简要概括了诗歌这种文 学体裁的价值、意义及特点，点明该语篇的核心内容是介绍几种简单的诗歌形式。文章的第 二至第五段则分别描述了童谣、清单诗、五行诗、俳句的特点，同时文段旁列举了相关诗作 供学生学习和诵读。第六段提及了唐诗英译，列举了我国唐代诗人王建的《望夫石》。最后 的段落则是鼓励学生模仿创作英文诗歌。另外，文本所选取的诗歌作品融入了常见的诗歌主 题，包括父母之爱、兄弟之情、自然之美、思念之情、人生之曲折等，体现了对学生的人文 关怀与情感教育。
课时目标
学完本课后，学生能够：
1. 通过自主阅读文本，了解诗人创作诗歌的原因，掌握几种简单的英文诗歌形式及其基本 特征。
2. 通过小组合作学习，梳理和概括不同诗歌的特点，辨别诗歌中的韵律及修辞手法。
3. 通过学习具有代表性的诗作，体会诗歌的魅力，感悟诗人表达的思想感情，从而学会赏 析英文诗歌。
4. 通过小组合作，模仿阅读文本中的某一种诗歌形式进行创作。 重点难点
重点
如何引导学生掌握几种简单的英文诗歌形式及其基本特征与语言特点。 难点
如何引导学生进行诗歌创作。
教学准备 教师准备
1.了解英文诗歌的相关知识。 2.音频、视频和播放设备。
学生准备：
1.预习本课的相关词汇。
2. 利用网络了解英文诗歌的信息。
精彩课堂
Stepl 学习理解
活动一：感知与注意 1.Read and discuss.
Ask students to read the poem lines on the Opening Page and answer the questions.
·How do you understand the poem lines Can you use your own words to explain them ·When you think of the words“poem"or "poetry”,what comes to mind
Suggested answers
·I think the words in the poem do not mean actual roads in a wood,but mean two choices in the poet's life.He felt he had made a different and decisive choice.一片树林里分出两条路-而我 选了人迹更少的一条，从此决定了我一生的道路。
-罗伯特 · 弗罗斯特
·When I think of "poem"or "poetry",I think of books and calligraphy.I also think about love poems and poems about nature,and I think about funny poems and serious poems.
【设计意图】单元开篇页引用了美国诗人罗伯特 · 弗罗斯特的著名哲理抒情诗《未选择的路》 中的几句，单元主题图直观地展示了朝着不同方向延伸的两条分岔路，恰如其分地呼应了诗 句中的情景描写。通过呈现诗句和画面既让学生更好地理解诗句的内容，又能够启发他们思 考自己未来的人生选择和道路。
2.Watch and answer.
Ask students to watch the video Twinkle Twinkle Little Star and answer the questions.
·What do you know about the song (One form of English poems) ·What makes a poem
Suggested answers: ·A nursery rhyme.
(
·
)Rhythm,rhyme,simile,imagery,...
【设计意图】通过观看视频，让学生感受英文诗歌的魅力，激发他们了解和探索英文诗歌的
欲望，并形成阅读期待。 3.Discuss.
Ask students to discuss the following question,using a mind map. ·Why do you think people write poems
【设计意图】通过思维导图，让学生了解诗歌创作的原因。 4.Brainstorm
Ask students to think of different forms of poetry.
【设计意图】通过对诗歌形式的讨论，形成阅读期待，提高阅读效率，有利于提高学生的阅 读能力。
活动二：获取与梳理
1.Recognise the text type.
Ask students to look through the text quickly for the title,poems A~F,pictures,and any other information that might tell them what type of textitis.
Suggested answer:
This text is an exposition which introduces a few simple forms of English poems.
2.Learn a strategy
Ask students to read the strategy and learn how to comprehend the poems.
Poetry comprehension
Poems paint pictures with words through the use of figures of speech and metaphors,so to understand a poem fully,you have to imagine in your mind the picture the poem is painting. Further,the sounds,rhythm,and rhymes in a poem give it a musical quality.Poems often have to be read aloud,and with feeling,to be really understood and enjoyed.
3.Read and choose.
Ask students to read through the text quickly and decide what the text intends to convey.
A.To encourage us to write our own English poems.
B.To introduce some simple forms of English poetry. C.To compare poetry with other forms of literature. D.To show various themes in different kinds of poems.
4.Skim and tick.
Ask students to skim the poems in the text and tick the correct box(es)for each question.
Which poem(s) A B C D E F
describe(s)a person
describe(s)a picture/a love story
is/are about life
is/arc recited to a baby
has/have rhyming words
repeat(s)words or phrases
Which poem(s) A B C D E F
describe(s)a person √ √
describe(s)a picture/a love story √ √
is/are about life
is/are recited to a baby
has/have rhyming words √ √
repeat(s)words or phrases √
【设计意图】该环节的主要目的是获取和梳理信息，引导学生识别文章的体裁、作者的写作 意图，获取几种诗歌的内容，加深对文本的理解。
活动三：概括与整合
1.Read for basic information.
Ask students to read the text and fill in the blanks.
2.Read for specific information.
Ask students to read the text and complete the table. (Activity 2)
Type of poem Characteristics Example Topics and poetic devices
Nursery rhyme ·concrete but creative language A · love between father and baby ·rhymes,repetition
List poem · lists of things,people,ideas, or descriptions of a particular theme ·flexible line length ·repeated phrases for patterns and rhythm B ·nature ·repetition
C · life ·repetition
Cinquain · simple form ·five lines D ·brother · strong picture or mood
Haiku ·17 syllables ·three lines containing 5,7,and 5 syllables respectively E ·nature
Tang poem structured F ·waiting
【设计意图】表格可以帮助学生将阅读中获取到的信息进行结构化和条理化处理，从而形成
关于语篇的结构化知识，加深对文本的理解，增强记忆。 Step ll 应用实践
活动四：描述与阐释
Ask students to think why people write poems according to the text.
【设计意图】在阅读之后，使用课文的信息和所学的知识，分析和判断诗人写作的意图和原 因，有助于学生内化所学语言知识和文化知识，形成对诗歌新的知识结构，促进语言运用的 计化，助力学生将知识转化为能力。
活动五：内化与运用 1.Fill and retell.
Ask students to fill in the blanks according to the text,and then have them retell the text.
There are various reasons① _people write poetry.Some poems give the reader a strong ② (impress).Others try to convey certain emotions.In this text,some simple
forms of English poems ③ _(introduce),such④=nursery rhymes,which may seem ⑤ _(contradict).Butthey are easy to learn and recite.List poems have a flexible line length and ⑥ _(repeat)phrases.Students can also write the cinquain,a form of poem ⑦ _(make)up of five lines.Haiku is ⑧ Japanese form of poetry with 17 syllables English speakers also enjoy Tang poetry.With so many different forms of poetry ⑨ (choose)from,students may ⑩ (eventual)want to write poems of their own.
【设计意图】通过完成与课文相关的词汇练习，可以帮助学生复习与巩固所学的词汇，提高 学生的语言运用能力。
2.Read and tell.
Ask students to read the following poems and tell which form of poem they belong to.
①Rain,rain,go away. ②Life is beauty,admire e again another day; Life is bliss,taste it.
Little Johnny wants to play. Life is a dream,realise it. Life is a challenge,meet it.
Lily Life is a duty,complete it. out of the water Life is a game,play it. out of itself Life is a promise,fulfill it. Life is sorrow,overcome it.
Spaghetti ⑤A Farewell Poem to the Old Meadow
Messy,spicy Grass is spreading over the meadow,
Slurping,sliding,falling Life or death will yearly come,yearly go.
Between my plate and mouth The bale-fire can burn away the green, Delicious Spring breeze will help it survive again.
Suggested answers:
①nursery rhyme②list poem ③haiku ④cinquain⑤Tang poem
【设计意图】通过朗读几首诗歌，体会诗歌的写作特征，对诗歌的类型进行判断，提高学生 对诗歌的认识。
Step lll 迁移创新
活动六：想象与创造 Writing.
Ask students to try to create a cinquain and tell them that they can give a clear picture or create a special feeling using the minimum of words.
Line 1:one word (subject or noun)
Line 2:two words (adjectives)that describe Line 1
Line 3:three words (action verbs)that relate to Line 1
Line 4:four words (feelings or a complete sentence)that relate to Line 1 Line 5:one word (synonym of Line 1 or a word that sums it up)
【设计意图】让学生根据本课所学内容创作一首五行诗，目的是让学生用简单的诗歌表达自 己的观点、抒发自己的情感等，加深对文本内容的理解，实现深度学习，促进能力向素养的 转化。

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