高二英語(yǔ)教案：《Poetry》教學(xué)設計(2)

　　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][學(xué)案Ex.Ⅱ（2）]　培養學(xué)生體會(huì )詩(shī)歌大意和捕捉詩(shī)歌細節信息的能力；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]

　　幫助學(xué)生了解詩(shī)歌創(chuàng )作的特點(diǎn)，為下一步提取詩(shī)句中的信息作準備；

　　分步處理生詞和短語(yǔ)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]

　　[學(xué)案Ex.Ⅲ]

　　培養學(xué)生提取主要信息的能力IW,5 'Step 7Ss listen to the tape and read after it.[slide 13]有聲輸入，整體感知詩(shī)歌的美感；CW,3'

　　Post-reading: 7 minStep 8Ss do Ex.4[slide 14]檢測學(xué)生是否準確獲取兩首詩(shī)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]培養學(xué)生把提取的信息變成自己的語(yǔ)言；把poem B 分成兩部分來(lái)復述，降低輸出的難度。PW'4'HomeworkLanguage Power p. 84，Ex.2 Vocabulary

　　p 91, Ex.5 Synonyms[slide 15]第二課時(shí)

　　Second Period

　　教學(xué)目標：學(xué)生能夠

　　1. 發(fā)現詩(shī)歌中韻腳的使用；

　　2. 找到詩(shī)句中塑造的意象；

　　3. 總結兩首詩(shī)的從內容到情感等方面的異同之處；

　　4. 在日常描寫(xiě)中嘗試使用意象。

　　教學(xué)活動(dòng)Activities設計意圖Intentions互動(dòng)模式&時(shí)間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]

　　[學(xué)案Ex.Ⅰ]

　　激活已學(xué)的詞匯;CW4'Step 2Ss recall the main ideas of each poem by Table 2.[slide 4][學(xué)案Ex.Ⅱ]

　　利用第一課時(shí)中的Table2，激活課文信

　　息，并為本課學(xué)習意象與描寫(xiě)做鋪墊；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]

　　[學(xué)案Ex.Ⅲ]

　　引導學(xué)生自己發(fā)現、歸納英文詩(shī)歌押韻這一形式特點(diǎn)；

　　引導學(xué)生對詩(shī)歌中字詞順序異于常態(tài)話(huà)語(yǔ)這一現象做出結論。IW, PW, CW8'Step 3T presents Reading strategy 4, exemplifies what an image is and explains the function of images;

　　[slide 8-11]

　　[學(xué)案Ex.Ⅳ(1)]

　　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]培養學(xué)生發(fā)掘詩(shī)句中的意象的能力。CW,8'Step 4Ss work in groups and complete Table 3.

　　[slide13-14]

　　[學(xué)案Ex.Ⅳ(2)]

　　讓學(xué)生實(shí)踐這種能力。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]

　　調動(dòng)學(xué)生在已有的知識和信息基礎上自主歸納、總結，鍛煉口頭表達；IW, PW,8'

　　Application: 8 minStep 7Ss work in groups to complete Ex.8 and present the group work result.[slide 17][學(xué)案Ex.Ⅴ]

　　綜合運用已有的知識，在書(shū)面表達的實(shí)踐中鍛煉使用意象的能力。PW8'

　　Homework：1 min

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