本單元的中心話題是詩(shī)歌。閱讀文章中涉及詩(shī)歌的韻律和節(jié)奏，并介紹了幾種不同內(nèi)容和形式的簡(jiǎn)單詩(shī)歌。本單元語(yǔ)言知識(shí)的選擇和聽說讀寫等語(yǔ)言技能的訓(xùn)練主要圍繞“詩(shī)歌”這一主題進(jìn)行。本單元的目的在于幫助學(xué)生掌握與“詩(shī)歌”這一主題有關(guān)的詞匯知識(shí)，讓學(xué)生了解詩(shī)歌的一些基本特征和寫作方法，從而學(xué)會(huì)欣賞這些優(yōu)美的文學(xué)作品，最終能夠自己嘗試寫簡(jiǎn)單的詩(shī)歌。
本單元的主要教學(xué)內(nèi)容如下表所示：
Perid 1 Warming Up，Pre－reading，Reading and Cmprehending
eq \(\s\up7(),\s\d5(整體設(shè)計(jì)))
教學(xué)內(nèi)容分析
This is the first teaching perid f this unit.The central part f this perid is the reading passage with the name f A Few Simple Frms f English Pems shwing the students a few kinds f simple English pems.
Warming Up gives three questins fr students t discuss s that they can recall any pems they have ever learned and think abut different reasns why peple write pems.
Pre－reading prvides ne questin fr students t think abut and a table fr students t fill in s as t help students fcus n the tpic f the reading passage and lead the students t skim the pems n the fllwing pages and knw abut the general idea f the text.
Reading mainly explains the reasns why peple write petry and intrduces five simple frms f English pems.Nursery rhymes are the first pems that children will hear.These pems may nt make any sense but they are easy t learn and recite.It is a gd way fr children t learn abut language.List pems ften list things，usually having many lines.They have repetitin in them and smetimes they have wrds that rhyme.Cinquains are all made up f five lines and have the fixed structure.Haiku is a Japanese frm f petry that is made up f 17 syllables.It is almst like a pht r painting as it creates a strng image using very few wrds.Tang pems are famus pems frm Ancient China.They have strng imagery and are ften abut the bringing tgether f ppsites.
Cmprehending cnsists f three grups f exercises fr the students t d s as t help the students t get a better understanding f the text，that is t say，t help the teacher t check hw much the students have understd the text.
三維目標(biāo)設(shè)計(jì)
Knwledge and skills
1．T knw the meanings f the fllwing new wrds and phrases：
tick(給……標(biāo)記號(hào))，rhyme(韻；押韻)，cnvey(傳達(dá)；運(yùn)送)，nursery(托兒所)，cncrete(具體的)，cntradictry(引起矛盾的；好反駁的)，diamnd(鉆石；菱形)，flexible(靈活的；可彎曲的)，pattern(模式；式樣；圖案)，cttage(村舍；小屋)，sparrw(麻雀)，take it easy(輕松；不緊張；從容)，run ut f(用完)，be made up f(由……構(gòu)成)，tease(取笑；招惹；戲弄)，salty(含鹽的；咸的)，endless(無窮的；無止境的)，minimum(最低限度；最少量)，translatin(翻譯；譯文)，branch(枝條；支流；部門)，in particular(尤其；特別)
2．T learn abut sme simple frms f English pems.
3．T develp the students' reading ability by skimming and scanning the passage.
4．T develp the students' speaking ability by talking abut sme features f sme simple frms f English pems.
Prcess and methds
1．While ding Warming Up the teacher can ask the students t think back and try t remember pems frm bth their early childhd and mre recent years.Ask students t cmplete Exercise 1 in grups.Ask them what they ntice abut these pems，then get students t recite any pems r parts f pems they can remember s as t aruse their interest in studying the whle unit.
2．During Pre－reading the teacher can g arund the classrm and discuss the questins with several students.This discussin shuld be student－centered and aruse students' interest in English petry.The teacher shuld als ask the students t skim the text s as t let them have a general knwledge f sme simple frms f English pems.
3．While ding Reading and Cmprehending，the teacher may first have the students clse their bks and listen t the text with their eyes clsed.This gives the students the pprtunity t listen t the sunds r “music” f the pems befre reading them in mre detail.Then ask the students t read the text quickly t get the general idea f the passage.After detailed reading f the passage，students are encuraged t answer sme questins and discuss the features f each kind f the pems.
4．T cnslidate the cntents f the reading passage，the students shuld be required t retell the five kinds f pems in their wn wrds at the end f the class.
Emtin，attitude and value
1．T cultivate students' appreciatin f petry and the ability f understanding，enjying and writing pems.
2．T develp students' sense f cperative learning.
教學(xué)重、難點(diǎn)
1．T enable the students t learn abut sme simple frms f English petry and t develp their reading ability.
2．T enable the students t write their wn pems.
eq \(\s\up7(),\s\d5(教學(xué)過程))
Step 1 Warming up
1．Vcabulary in Reading
Match the wrds and phrases with their prper meanings.
1．cnvey ( )A.sameness f sund between wrds r syllables，esp.in the end f lines
2．cttage ( )B.a strng feeling such as lve，fear r anger
3．tease ( )C.make fun f smebdy in an unkind way
4．rhyme ( )D.a place where yung children are cared fr
5．translate ( )E.make(ideas，feelings，etc.)knwn t anther persn
6．endless ( )F.use up
7．nursery ( )G.small simple huse，esp.in the cuntry
8．emtin ( )H.relax
9．take it easy ( )I.express sth.in a different language
10．run ut f ( )J.withut end
Suggested answers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F
2．Warming up by asking students t cmplete Exercise 1 in grups.Get the students t recite the little pems and sngs they can remember.Ask them what they ntice abut these pems.Fr example，perhaps they have a strng beat，r they rhyme，r they play with wrds and sunds，r perhaps sme f them are funny because they make n sense.
3．Warming up by ding Exercise 2 with students.Then get them int grups as this might prmpt their memries.Get the students t recite any pems r parts f pems they can remember.(If the students can't recite any pems r parts f pems，prepare a cuple f pems that they wuld knw，in Chinese r English.)
4．Tell students that there are many reasns why peple write petry.Give the examples in Exercise 3.Ask students the reasns they think the pets wrte the pems they have just recited.Write their suggestins n the blackbard.
Step 2 Pre－reading
1．Match the fllwing infrmatin.
Du Fu Tang Dynasty
Fan Zhngyan Sng Dynasty
Meng Haran Mdern
Gu Mru Mdern
Xu Zhim Tang Dynasty
Byrn America
Shelly England
Whitman England
Tagre India
Suggested answers：Du Fu：Tang Dynasty；Fan Zhngyan：Sng Dynasty；Meng Haran：Tang Dynasty；Gu Mru：Mdern；Xu Zhim：Mdern；Byrn：England；Shelly：England；Whitman：America；Tagre：India
2．Ask students t d Exercise 1 in grups.Get them t tell the class their favurite pems and the reasns.This might be smething they find hard t articulate as the pem might just give them a special feeling that's hard t talk abut.Or they might say things like：It makes me feel sad.I like the sunds in it.I like its language，it's funny，and my mther used t recite it t me...
3．The purpse f Exercise 2 is t practice an imprtant reading skill：scanning a text，that is，lking thrugh a text quickly t find specific infrmatin.
Suggested answers：
Step 3 Reading and cmprehending
1．Fast－reading：Read the reading passage quickly，try t get its general idea and answer the fllwing questins.
(1)What is the main idea f the reading passage?
________________________________________________________________________
(2)Hw many kinds f pems des the reading passage talk abut? And which f the fllwing is nt mentined?
A．Nursery rhymes. B．Tang pems. C．Haiku. D．Adverb pems. E．List pems. F．Cinquain.
Suggested answers：
(1)A brief intrductin f a few simple frms f English pems.
(2)Five.D is nt mentined.
2．Detailed－reading：Read the text thrughly and d the fllwing exercises.(Yu may d sme searching reading when necessary.)
(1)Give ut the names f the frms f pems accrding t the descriptins.
①______ are the first pems that children will hear.They are ften sung.Children lve t mve and dance t them because they have strng regular rhythms.They enjy the rhymes and the way they play with sunds.
②______ is made up f five lines and has the fllwing structure：
Line 1：a nun that names the subject f the pem
Line 2：tw adjectives that describe the subject
Line 3：three verbs ending with－ing that describe the subject's actins
Line 4：fur wrds that give the writer's pinins r feelings abut the subject
Line 5：a wrd that gives anther name fr the subject
③______ is a centuries－ld frm f Japanese petry.It is made up f 17 syllables and has the fllwing structure：
Line 1：5 syllables
Line 2：7 syllables
Line 3：5 syllables
④______ are a list f things.They can have as many lines as the writer likes.Smetimes they have repetitin in them and smetimes they have wrds that rhyme.When a list pem has rhyming wrds，it als has a regular rhythm.
⑤When translated int English，______ have a free frm(that is，withut a regular rhythm)and d nt rhyme.They have strng imagery and are ften abut the bringing tgether f ppsites.
(2)Find the strng rhythm and rhyme in Pem A.
e．g.In the first tw lines，there are wrd_&_mckingbird. S in the fllwing lines，there are ______；______；______；______.
(3)What's the difference between Pems B and C thugh they are bth list pems?
________________________________________________________________________
(4)Which f the pems in the reading passage can give yu a clear picture in yur mind?
________________________________________________________________________
(5)Can yu find ut the 17 syllables in Pem F?
e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blssm” has 2 syllables.
________________________________________________________________________.
(6)Can yu give a prper title t Pem H either in English r Chinese?
________________________________________________________________________
Suggested answers:
(1)①Nursery rhymes ②The cinquain ③Haiku ④List pems ⑤Tang pems
(2)sing & ring；brass & lking－glass；brke & billy－gat；away & tday
(3)Pem B repeats phrases and rhymes，while Pem C des nt.
(4)Mst prbably Pems D，F(xiàn)，G and H.
(5)A(1)；fallen(2)；blssm(2)；Is(1)；cming(2)；back(1)；t(1)；the(1)；branch(1)；Lk(1)；a(1)；butterfly(3)
(6)望夫石/A Lyal Wife
Step 4 Language study
Deal with language prblems if any(wrds r sentences students might nt understand)t help the students t have a better understanding f the text.
Step 5 Listening，reading alud and underlining
Ask students t read the passage alud t the tape and let them pay attentin t the prnunciatin f each wrd and the pauses within each sentence.Tell them t pick ut all the useful expressins r cllcatins frm the passage while reading and cpy them t the ntebk after class as hmewrk.
Cllcatins：make sense， strng impressin，n fire，take it easy，run ut f，make up f，be translated int，day by day，in particular.
Step 6 Structure analyzing
After reading，ask students t discuss the text structure.
Keys fr reference：
This passage is an intrductin f sme f the simple frms f English pems.The first paragraph intrduces the tpic and the theme f the text，explaining the purpse f petry writing，that is，t give readers a strng impressin r t cnvey certain emtins.Frm the secnd paragraph，the text analyses the different kinds f pems and gives examples fr reference.The last paragraph encurages students t have a try and write pems f their wn.
Step 7 Retelling
Ask students t talk abut the different kinds f pems in their wn wrds.Give them sme key wrds and expressins n the blackbard.Then let them try t retell the passage.
Step 8 Hmewrk
1．Learn the useful new wrds and expressins in this perid by heart.
2．Try t find sme selectins f pems and appreciate their beauty and eventually try t write sme pems f yur wn.
Step 9 Reflectin after teaching
________________________________________________________________________
________________________________________________________________________
Reading：A Few Simple Frms f English Pems
李東玲，海南省儋州市民族中學(xué)，本教案獲2008年度“教科杯”
海南省中小學(xué)教師教學(xué)論文和教學(xué)設(shè)計(jì)大賽二等獎(jiǎng)
教學(xué)過程設(shè)計(jì)
eq \(\s\up7(),\s\d5(教學(xué)參考))
Ⅰ.Famus petry in English
Reading petry brings peple frm different places and different times tgether.Mre than any ther frm f literature，petry plays with sunds，wrds and grammar.That makes petry difficult t write，but very interesting t read.Petry als calls up all the clrs，feelings，experiences and curius images f a dream wrld.
Thugh it has a shrt histry，there is a lt f gd English petry arund.The seventeenth century was a great time fr English petry.Shakespeare is mst famus fr his plays.His snnets，hwever，belng t the best English petry.In the next generatin f the English pets we meet Jhn Dnne.Chinese readers admire his wrks because f his use f surprising images that reminds them f the wrks f pets such as Su Dngp.
Befre the end f the century，there was anther famus writer，Jhn Miltn.Once published，his wrks became famus fr the absence rhyme at the end f each line.In the eighteenth century it was Alexander Ppe wh wrte the finest petry in England.
The next perid that prduced a great number f fine pets was the nineteenth century.Greatly lved in China are the English Rmantic pets.Jhn Keats died at a very yung age in 1821，while William Wrdswrth，wh spent much f his time in his English Lake District，lived t the age f the 80 and died in 1850.The nature pems by William Wrdswrth，Gerge Grdn Byrn's Isles f Greece and the snnets and lng pems by Jhn Keats have lng been favrites.The style in their pems has ften led t cmparisns with pets such as Du Fu and Li Bai.
Finally，mdern pets have their special attractin because they stand clsest t us bth in the language and images they use.Amng them we find the American pet Rbert Frst.
Mre and mre peple are interested t read mdern petry in English.Translatin can be gd，but being able t read English gives yu much chice.Besides，n matter hw well a pet is translated，smething f the spirit f the riginal wrk is lst.Reading petry in English als pens the dr t finding new ways f expressing yurself in Chinese.
Ⅱ.What is free verse?
Free verse is a mdern frm f petry which des nt fllw any specific rhyme r metrical scheme，althugh it des nt cmpletely abandn the basic petic precepts f heightened language and sngs.Free verse petry is said t have been ppularized by such ntable pets as Walt Whitman and Emily Dickinsn during the late 19th century，althugh earlier pets like the mystic William Blake were beginning t pull away frm the restrictins f the frmal petry f their day.Whitman's signature cllectin，Leaves f Grass，is almst entirely cmpsed f free verse petry.Dickinsn，hwever，still wrte much f her petry accrding t the metrics and rhyme f a favred hymn cmpser.
The free verse style f petry sn became ppular with rebellius yung pets such as the Frenchman Artur Rimbaud(阿圖爾·蘭波)，wh wrte many f his best free verse pems befre the age f 18.Other pets embraced free verse petry as a way t express raw emtins r unbridled passin nt generally fund in the frmal petry f their time.Whitman himself referred t this artistic awakening as the great YAWP，a call fr all artists t break free f scial cnventins and live life t its fullest.
Free verse petry cntinued t evlve thrughut the 20th century，beginning with pets such as Carl Sandburg(卡爾·桑博格)and Rbert Frst(羅伯特·弗羅斯特)，bth f whm were equally cmfrtable with frmal and free verse petry.Perhaps the mst admired free verse pet was the expatriate Ezra Pund，wh became a mentr t many f the 20th century's mst famus authrs and pets.
類別
課程標(biāo)準(zhǔn)要求掌握的內(nèi)容
話題
Different types f pems；reading，writing and listening t petry
[來源:Zxxk.Cm]
[來源:學(xué)。科。網(wǎng)Z。X。X。K]
詞
匯[來源:學(xué).科.網(wǎng)]
transfrm
v.轉(zhuǎn)化；轉(zhuǎn)換；改造；變換[來源:學(xué).科.網(wǎng)]
srrw
n.悲傷；懊悔；悲痛
exchange
n.& v．交換；交流；調(diào)換
librarian
n.圖書館長(zhǎng)；圖書管理員
spnsr
v.& n. 發(fā)起(人)；主辦(者)；倡議(者)
sectin
n.部分；切下的塊；節(jié)
cncrete
adj.具體的
diplma
n.畢業(yè)文憑；學(xué)位證書
flexible
adj. 靈活的；可彎曲的
blank
n.& adj.空白；空白的；茫然的
apprpriate
adj.適當(dāng)?shù)?；正?dāng)?shù)?br>cmpass
n.指南針；羅盤
eventually
adv. 最后；終于
bride
n.新娘
tick
v.給……標(biāo)記號(hào)
bridegrm
n.新郎
cnvey
v.傳達(dá)；運(yùn)送
champinship
n. 冠軍稱號(hào)
tease
v.取笑；招惹；戲弄
darkness
n.黑暗；漆黑
rhyme
n.& v．韻；(使)押韻
warmth
n.暖和；溫暖
nursery
n. 托兒所
schlarship
n.獎(jiǎng)學(xué)金；學(xué)問；學(xué)術(shù)成就
diamnd
n.鉆石；菱形
pianist
n. 鋼琴家；鋼琴演奏者
pattern
n.模式；式樣；圖案
vilinist
n.小提琴演奏者
cttage
n. 村舍；小屋
lad
n. 負(fù)擔(dān)；負(fù)荷物
sparrw
n. 麻雀
cntradictry
adj.引起矛盾的；好反駁的
minimum
n.最低限度；最少量；最小數(shù)
salty
adj.含鹽的；咸的
translatin
n.翻譯；譯文
endless
adj.無窮的；無止境的
branch
n. 枝條；支流；部門
frever
adv.永遠(yuǎn)
詞
匯
take it easy輕松；不緊張；從容
be ppular with很受歡迎
run ut f 用完
把……翻譯成……
be made up f由……構(gòu)成
stay/sit up 熬夜
try ut測(cè)試；試驗(yàn)
(sb./sth.)be likely t d sth.有可能……
let ut發(fā)出；放走
lk frward t盼望
in particular尤其；特別
by chance/accident 碰巧
句
型
1.List pems have a flexible line length and repeated phrases which_give_bth_a_pattern_and_a_rhythm_t_the_pem.(the attributive clause)
2.We wuld_have_wn if Jack had_scred that gal.(the subjunctive md)
3.Anther simple frm f pem that students can easily write is the cinquain，a pem made_up_f_five_lines.(past participle as the attributive)
4.When I was a baby，my mther used_t read me nursery rhymes.(used t d sth.)
5.With_s_many_different_frms_f_petry_t_chse_frm，students may eventually want t write pems f their wn.(with＋bject＋bjective cmplement)
功
能
語(yǔ)
法
虛擬語(yǔ)氣(Subjunctive Md)(2)
If Rb hadn't injured himself，we wuld have wn.
If she had studied harder，she wuld have gt the diplma.
教
學(xué)
重
點(diǎn)
1.Get students t knw abut different types f pems，sme petic devices like rhythm，rhyme，repetitin，sund patterns and imagery.
2．Have students learn sme useful new wrds and expressins abut petry and let them learn effective ways t master them.
3．Enable students t grasp and use the expressins f intentin and plans.
4．Let students learn the new grammar item：the subjunctive md(2)．
5．Develp students' listening，speaking，reading and writing ability.
教學(xué)
難點(diǎn)
1.Enable students t master the use f the subjunctive md.
2．Let students learn t create their wn pems.
3．Develp students' integrative skills.
課
時(shí)
安
排
Perids needed：6
Perid 1 Warming Up，Pre－reading，Reading and Cmprehending
Perid 2 Language Study
Perid 3 Grammar—the Subjunctive Md(2)
Perid 4 Listening and Speaking
Perid 5 Reading and Writing
Perid 6 Summing Up，Learning Tip and Assessment
Which pem
A
B
C
D
E
F
G
H
describes a persn？
√
tells a stry？
√
describes an aspect f a seasn？
√
√
√
is abut sprt？
√
is abut things that dn't make sense？
√
is recited t a baby？
√
describes a river scene？
√
has rhyming wrds at the end f lines？
√
√
repeats wrds r phrases？
√
√
√
教學(xué)
課題
Unit 2 Pems
A Few Simple Frms Of English Pems(Reading)
教學(xué)
設(shè)計(jì)
理論
依據(jù)
《基礎(chǔ)教育課程改革綱要(試行)》對(duì)于課程實(shí)施和教學(xué)過程有明確的要求：倡導(dǎo)學(xué)生主動(dòng)參與、樂于探究、勤于動(dòng)手，培養(yǎng)學(xué)生搜集和處理信息的能力、獲取新知識(shí)的能力、分析和解決問題的能力以及交流與合作的能力。教師在教學(xué)過程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展，要處理好傳授知識(shí)與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學(xué)生的獨(dú)立性和自主性，引導(dǎo)學(xué)生質(zhì)疑、調(diào)查、探究，在實(shí)踐中學(xué)習(xí)，促進(jìn)學(xué)生在教師指導(dǎo)下主動(dòng)地、富有個(gè)性地學(xué)習(xí)。
教材
分析
本課是新課標(biāo)高中英語(yǔ)選修6第二單元中的閱讀課，是一篇介紹詩(shī)歌基礎(chǔ)知識(shí)的文章。文章從詩(shī)歌創(chuàng)作的動(dòng)機(jī)、種類、特點(diǎn)及讀者對(duì)象等方面簡(jiǎn)要介紹了五種不同風(fēng)格、不同特色的詩(shī)歌。旨在通過本單元的學(xué)習(xí)，使學(xué)生在初步了解和掌握詩(shī)歌這一文學(xué)形式的基礎(chǔ)常識(shí)的基礎(chǔ)上，進(jìn)行簡(jiǎn)單的詩(shī)歌創(chuàng)作。
學(xué)情
分析
本節(jié)課的教學(xué)對(duì)象是高二學(xué)生，他們很了解中文詩(shī)歌的種類、風(fēng)格、特色，對(duì)英文詩(shī)歌的學(xué)習(xí)充滿了濃厚的興趣，想知道：中英文詩(shī)歌是否一樣？同時(shí)他們也有著豐富的想象力和活躍的思維，具有一定的分析和解決問題的能力，已掌握相關(guān)的認(rèn)知策略，如分析、想象、推理、歸類、總結(jié)、記憶等。大部分學(xué)生的基礎(chǔ)知識(shí)仍然較為薄弱，運(yùn)用英語(yǔ)進(jìn)行交際活動(dòng)的能力較差，但他們好勝心強(qiáng)，渴望在班集體里得到他人的承認(rèn)。個(gè)別學(xué)生基礎(chǔ)較好，能主動(dòng)配合老師，具有獨(dú)立、愛表現(xiàn)的特點(diǎn)。因此，只有設(shè)計(jì)使他們感興趣的活動(dòng)，因材施教，才能讓全班同學(xué)投入到課堂活動(dòng)中來。
教
學(xué)
目
標(biāo)
三維目標(biāo)：
1．知識(shí)目標(biāo)
Make the students master the fllwing wrds，phrases and sentence patterns.
★Imprtant wrds：
pem，petry，recite，aspect，cnvey，rhyme，rhythm，nursery，diamnd，cttage，balln，sparrw，tease，salty，endless，branch，translatin，transfrm
★Imprtant phrases：
take it easy，run ut f，make up f
★Imprtant sentence patterns：
delight small children because...
We wuld have Jack had scred that gal.
2．能力目標(biāo)
★T learn the main develping steps f the histry f English petry.
★T learn the characteristics f different frms f pems.
★T imprve students' reading ability.
★T practice writing simple pems.
教
學(xué)
目
標(biāo)
3.情感態(tài)度目標(biāo)
利用多媒體手段營(yíng)造積極、和諧的教學(xué)氣氛，使學(xué)生不自覺地進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，引起學(xué)生的共鳴。本部分旨在培養(yǎng)學(xué)生通過閱讀手段，獲取有關(guān)英國(guó)詩(shī)歌方面的知識(shí)，提高他們的素質(zhì)，擴(kuò)大他們的國(guó)際視野，提高閱讀能力，強(qiáng)化文化意識(shí)，激發(fā)他們熱愛我國(guó)瑰麗的詩(shī)歌文化寶庫(kù)的愛國(guó)熱情。
教學(xué)重點(diǎn)：
★Master the imprtant new wrds，phrases and sentence patterns.
★Cllect the reasns why the pets write pems.
★The similarities and differences between the Chinese and English pets and pems.
教學(xué)難點(diǎn)：
★Find ut the characteristics f each kind f pems.
★Practice writing simple pems.
教
學(xué)
策
略
★培養(yǎng)學(xué)生搜集與處理信息的能力(“有意義接受學(xué)習(xí)”教學(xué)法)
★培養(yǎng)學(xué)生獲取新知識(shí)的能力(探究式教學(xué)法)
★培養(yǎng)學(xué)生分析和解決問題的能力(問題式學(xué)習(xí)教學(xué)法、任務(wù)型教學(xué)法)
★培養(yǎng)學(xué)生交流與合作的能力(合作學(xué)習(xí)教學(xué)法)
教
學(xué)
用
具
★多媒體輔助：將本課所需要的動(dòng)畫、錄音、圖片、文字、圖表和音樂制成CAI軟件使抽象的語(yǔ)言變得直觀，為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際創(chuàng)設(shè)情景。
★黑板：展示本課的重點(diǎn)單詞、短語(yǔ)、句型。
教學(xué)步驟
活動(dòng)內(nèi)容
設(shè)計(jì)意圖
Task 1 Warming Up (4 minutes)
★Talk abut pets and pems the students learned befre.
★L(fēng)et sme students list the reasns why peple write pems n the blackbard.
運(yùn)用“有意義接受學(xué)習(xí)”教學(xué)法：
提示學(xué)生先回憶原有知識(shí)，獲得成就感，增強(qiáng)自信心，并總結(jié)出寫詩(shī)意圖，激發(fā)學(xué)生積極思考，領(lǐng)悟本課教學(xué)目標(biāo)。為學(xué)習(xí)英文詩(shī)歌作好鋪墊，闡明新舊知識(shí)的各種關(guān)系，促進(jìn)新知識(shí)的理解。
Task 2 Presentatin (5 minutes)
★L(fēng)isten t the tape abut the reading passage.
★After listening，tick the crrect bx(es) f each questin in the frm in Pre－reading.
運(yùn)用探究式教學(xué)法：
該任務(wù)鼓勵(lì)學(xué)生主動(dòng)參與、主動(dòng)探究、主動(dòng)思考，概括出每首詩(shī)歌的主題大意。
Task 3 Practice (15 minutes)
★Accrding t the Chinese meaning，fill in the crrect frm f the wrd.
e．g.The music is written in a ______(節(jié)奏)f three beats t a bar.
★Ask the students t answer the questins in Exercise 2 and Exercise 3 in Cmprehending accrding t the text.
★Find ut the infrmatin t cmplete
the fllwing frm.
Frms f pems
Characteristics
運(yùn)用問題式學(xué)習(xí)教學(xué)法、任務(wù)型教學(xué)法：
學(xué)生帶著問題再一次詳細(xì)閱讀并理解全文，解決問題，完成任務(wù)，做好語(yǔ)言輸入儲(chǔ)備工作。該任務(wù)提高了學(xué)生的探究能力，充分發(fā)揮學(xué)生的自主性。此過程中，還能體現(xiàn)師生、生生之間互相交流、互相探討的合作學(xué)習(xí)精神。
Task 4 Grup Wrk(15 minutes)
★Hld an English pem writing cmpetitin：
Fur students wrk as a grup.Practice writing simple pems.Then shw their pems t thers.
運(yùn)用合作學(xué)習(xí)教學(xué)法：
以競(jìng)賽為前提，喚起學(xué)生的好勝激情。小組成員各抒己見，培養(yǎng)學(xué)生交流與合作能力。把學(xué)生所學(xué)知識(shí)發(fā)散、擴(kuò)展、升華并輸出，學(xué)以致用，學(xué)生又獲得成就感。
Hmewrk(1 minute)
★Practice writing mre pems.
★Ask the students t cllect at least five English pems with different frms.
Yu can search the Internet if yu want t knw mre abut English pems.
運(yùn)用任務(wù)型教學(xué)法：
課外作業(yè)，課堂小組活動(dòng)延伸到課外，學(xué)生仍然可以互相合作完成該寫作任務(wù)。該環(huán)節(jié)是本課所有教學(xué)環(huán)節(jié)的延續(xù)。

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