教案by 展鑫磊A Few Simple Forms of English Poems.docx
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教案by展鑫磊AFewSimpleFormsofEnglishPoems
TeachingPlanforReadinginM6U2
byAndrew展鑫磊
课题
AFewSimpleFormsofEnglishPoems
基本信息
授课内容：
M6U2Reading
授课时间：
2012-11-19
授课班级：
高二22班
授课类型：
阅读鉴赏课
教学目标
▲知识与能力
1.Iwillbeabletotellthemajorcharacteristicsof5simpleformsofEnglishpoems.
2.Iwillbeabletoappreciate8simpleEnglishpoems.
3.IwillbeabletowriteanEnglishpoemfollowingoneofthe5forms.（60%ofthessfinishinclassand40%afterclass.）
▲过程与方法
LearningaboutEnglishpoemsthoughextractinginformation,analyzingthecharacteristicsoftheirforms,readingaloudandcomparison.
▲情感、态度与价值观
IwillDevelopmyloveforEnglishpoems.
教学分析
▲教材分析与重组
Thispassageisa718-wordreadingtextandacombinationofintroductiontopoetryformsand8examplepoems.ItwouldpossibleifwewanttoteachsseverycharacteristicofeachformofEnglishpoemsandappreciate8Englishpoemsin40minuteswithoutreorgnizingthelearningmaterial.Consequently,weseparatetheintroductionandthepoemsandgeta328-wordtextand8simplepoems（6ofthemareputintoanenvelopeforeachstudentandtheother2asextramaterials.）.（SeeAppendix1&2）Besides,weonlyfocusonthemajorcharacteristicsofeachform,thussavetimeinanalyzingthereadingpassage.
▲学生情况分析
Senior2sshavegotbetterskillsinreading.Mostofthemareabletoliterallyappreciateliteratureworks.HardlyhavessreadEnglishpoemsbefore,however,Chinesepoemsarequitefamiliartothem.
▲教学重点
1.Letsstellthemajorcharacteristicsof5simpleformsofEnglishpoems.
2.Helpssunderstandandappreciate8Englishpoems.
▲教学难点
1.Helpthessunderstandwhypeoplesayhaikuisspecial.
2.SswritetheirownEnglishpoemsinclasswithinlimitedtime.
教学过程
Teacher
Students
Comments
1.Lead-in
（2min）
T:
Yesterday,wehavelearnedaboutthebasicknowledgeofEnglishpoemsbycomparingthemwithChineseones.Today,wewilltalkaboutanotherimportantaspectofEnglishpoems.LookattheseChinesepoems.Whatarethedifferencesbetweenthem?
T:
（summarizess’answersinto“form”）Asyouallknow,ChinesePoemshaveavarietyofformstofollow.DoyouthinkthesamethingexistsinEnglishpoems?
T:
（collectss’opinions）Yesorno?
You’llfigureitoutafterthislesson..
ComparethepresentedChinesepoemsandfindoutthedifferences.
Knowwhatwe’regoingtolearnaboutinthislesson.
继续沿用上节Warming-up中使用的中英文诗歌对比学习的方法引导学生发现本课核心内容——英文诗歌的诗体。
2.
FastReading
（4min）
T:
（writethetitle—AFewSimpleFormsofEnglishPoemsdownontheblackboard）Nowyouhavetimetoquicklyglancethroughthispassageandanswerthequestionsonthescreen.Markoutthekeywordsifnecessary.You’vegotonly2minutes,solet’sdoitassoonaspassible.
T（collectss’answers）letsssgetfamiliarwiththenamesofthe5formsofEnglishpoems.
Ssquicklyreadthepassageandmarkouttheanswerstoteacher’squestions.
Ssanswerthequestionstogether.
引导学生略读课文了解大意和结构并标记主要信息。
3.
FocusonNurseryRhymes
（8min）
T:
Nowlet’sfocusonthefirstformofEnglishpoems.Pleasereadtheparagraphaboutnurseryrhymesandfill-intheblanks.AmIclear?
Goahead.
T:
（aftercheckingtheanswers）Whatwehaveputherearejustthemajorcharacteristicsofnurseryrhymes.Openyourenvelopes.Youhave6poemsineachenvelope.Onlyoneofthemisanurseryrhyme.Pleasepickitoutaccordingtothesekeywords!
（PoemD）
T:
WhydoyouthinkDisanurseryrhyme?
Children’spoetry!
Exactly!
Whatabouttheothercharacteristics?
Imean3“R”s.Nowlet’stakeapartofthispoemtothescreenandseeifithasallofthe3“R”s.（Tletsssnoticetherepetition,rhymeandrhythmofthepoem.）The3“R”smakethepoemveryeasytorecite.Buthowcanwereadthemout?
Hereisanexample.（Treadthefirst2linesoutwithbeats.）Let’strythistogether!
（Thewholeclassreadthepoemwithbeats.）Interesting?
Thebeautyofitisfarmorethanthis.Getyourhandsandfeetready!
（followthesong）
Ssrecognizeanurseryrhymeaccordingtothecharacteristicsofnurseryrhymesandappreciatethepoemfromthefollowingperspectives:
repetition,rhymeandrhythm.Ssbetterunderstandthebeautyofthepoembyreadingitoutwithbeatsandsingingit.
指导学生通过阅读提取关键信息，找出童谣这一诗体的主要特征，并能利用这些特征辨认具体诗例。
随后利用学生们发现的诗体特征着重了解例诗的音韵美，并通过打节拍阅读和歌唱的方式进行强化，给学生带来美的体验。
T:
The3“R”smakeapoemasbeautifyassongs.Totellyouthetruth.PoemDisnottheonlyonethathas3“R”s.Wehaveanotherone.Canyoupointitout?
（PoemA）
T:
DoyouthinkPoemAcanalsobereadoutinthesameway.Practicereadingitloudlywithyourneighbours!
Don’tforgettoclapyourhands.（askoneofthestudentstoreadpartofthepoemafterpracticing）
T:
Doyouthinkthe3“R”salsoworkwellinthispoem?
Isthereanyrepetition?
Doseitrhyme?
Is
4.
FocusonListPoems
（4min）
therhythmstrongorweek?
Allofthe3“R”s!
NowIwouldlikeyoutocompareantherpoemwithit.PleasetakeoutPoemB.Comparethe2poemsfromthe3perspectivesandfill-inthe3blankshere.30seconds!
T:
（aftercheckingtheanswers）AlthoughPomeAandBarequitedifferent,theybelongtothesamegroup.Theyarelistpoems.Thereasonwhywecallthemlistpoemsisthatthey...（arelikelistsorlistthings）ThemwhatarelistedinPoemA?
（thethings“I”saw）WhataboutPoemB?
（theexcusesforlosingthegame）
T:
Justnowwe’vecomparedtwolistpoems.Gotabetterunderstanding?
Comparisonisacommonmethodtoappreciatepoems.Wewilluseitagainlater.NowpleasegobacktothereadingpassageandcompleteParagraph3.（checkanswers）
SsfineoutasimilarpoemwithPoemD（bysimilarImeantheybothhavethe3“R”s）andpracticereadingit（PoemA）outinthesameway.SscomparePoemAandBandanalyzethedifferencesandsimilaritiesofthem.
Ssreadbothpoemstogettoknowwhatarelistedinbothpoems.
Sscompletetheintroductiontolistpoemsaccordingtotheirownresultsofthecomparison.
以3R这一特征为切入点帮助学生找到新的例诗，做到自然过渡。
如果说对童谣的处理采取了“从诗体介绍到例诗赏析”的正向处理方式，这步采取的正是“从例诗对比到诗体特征”的反向处理方式。
同时也向学生们渗透了“对比分析法”这一诗歌鉴赏的常用手段。
T:
Mostofthepoemsofthese2formsareasbeautifulassongs.Well,wealsohaveotherformsofpoemsthatareasbeautifulaspaintings?
Nowlet’smoveontocinquain.WhocanreadtheintroductionforcinquaininParagraph4forus.Canyousummarizethecharacteristicsofcinquain?
T:
Nowthatwehaveonly3poemsleft,whichonedoyouthinkisacinquain?
（PoemF）Cinquaindosenothave3“R”s.Howeverwecanstillreaditoutinapoeticway!
Whowouldliketotryit?
T:
（afterss’reading）Asyou’vementioned,cinquainconveysclearpictures.Canyouseeanypictureinthispoem?
Whoisinthepicture?
Who’sbrother?
Whatdoseyoubrotherlooklike?
Howabouthischaracter?
（Orwhatkindofpersondoyouthinkyourbrotheris?
）Howdoyouthinkofyourbrother?
Why?
T:
See,youcangetnotonlyaclearpicturebutalsomuchhiddeninformationfromthispoem.
Ssreadtheparagraphaboutcinquainandsummarizethecharacteristicsofit（conveyspicturesandhasonly5lines）.
Ssrecognizeacinquaininthepoems.（PoemF）
Ssdescribethepicturetheycanseefromthepoem.
前两类诗体注重音韵，而接下来的两类诗体注重意象。
教师在此对学生做出欣赏重心转变的指导（从asbeautifulassongs到asbeautifulaspaintings）。
处理方式采取“正向处理”。
作为第2个“正向处理”的段落，本段的阅读任务难度提高了，从填表变为总结。
5.
FocusonCinquain
（6min）
T:
Hereisanothercinquain.Whatisitabout?
Severalwordsaremissing.Let’strytogetthembacktogether.（letssreadouttheirownpoemaftercomposing）
T:
Yousucceededinfillinginthemissingwords.Thatmeansyoualreadybeganthinkingabouttheruleofits5lines.Actually,eachlineofacinquainhasitsowncharacteristics.Lookatthischart.Line1hasonenounandisthesubjectofthepoem?
WhataboutLine2...
T:
The5linesofcinquaingiveusacleardirectiontofollowifwewanttowriteone.What’smore,ithelpsthepoemachieveanotherkindofbeauty.Doyouagree?
Manycreativepoetshavetheirpoemswritteninspecialshapes.Look!
（Presentspictures）Youcanalsohaveatry!
Sstrytocompleteanothercinquainaboutbutterflyandnoticethefeaturesofeachlineofthe5.
Sstrytofill-inthechartaboutthefeaturesofthe5lines.
Ssappreciatethebeautyofpoems’shape.
虽然是画面感强的诗歌，教师仍提醒学生注意朗读（朗读法）的韵味。
追问环节让学生读出诗歌的画面和隐含信息。
同类诗歌的补写为写作埋下伏笔同时提示学生注意五个诗行的特征。
补全表格为学生创作这种诗歌提供有效指导。
特殊形状的诗歌展示扩展学生视野。
7.
FocusonHaiku
（3min）
T:
Youhavejustcompletedapoemaboutbutterfly.Ihavealsopreparedapoemaboutbutterflyforyouinyourenvelopes.Haveyounoticedit?
Whichpoem?
（PoemE）
T:
Let’sreadittogether.（afterreading）Thispoemistypicalhaiku—thefourformwe’regonnalearntoday.Arethereanysimilaritybetweencinquainandhaiku.（conveyclearpictures）
T:
Whatpicturescanyouseeinthispoem?
What’stheconnectionsbetweenabutterflyandafallenblossom?
Doyouthinkit’sspecial?
That’swherehaikuisdifferentfromcinquain.
T:
Anotherexample.Readittogether.Doyouthinitisspecial?
Why?
Hereisamissingwordinthefirstline.It’sawordforoneofthefourseasons.Canyoudecidewhichseason?
Why?
Ssreadtwotypicalpoemsofhaikuandappreciatethepicturesconveyedinthepoems.
Sstrytodiscoverwhypeoplesaythathaikuisspecial.
以“描写对象相同”为入手点切入到俳句这一诗体。
引导学生结合例诗比较两种诗体的相同点（画面感强）和不同点（俳句意象奇特），重点体会俳句诗的奇特意象，并通过为例诗填词的方式检验学生的理解程度。
T:
Doyoulikethisformofpoems?
Solet’sgobacktotheintroduction.Readandfill-intheblanks.（guessthemeaningof“minimum”）
6.
RoughlyAppreciateTangPoems
（3min）
T:
HaikuisnottheonlyAsianformofpoemsthatispopularwithEnglishwriters!
Amorepopularformis...?
（TangPoems）whichistranslatedform....?
（Chinese）
T:
TakeoutPoemCandlisten.（arecord）
T:
Whoknown
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