Unit 5 Poems Using Language 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第三册

Unit5 Using Language (1) 课时内容 Talk about attending a poetry contest 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：录音、诗 文本分析：本节课为听说课，学习“谈论参加诗歌比赛”。听力内容为一段师生谈论参加诗歌比赛的对话，要求学生听后获取如何获得诗歌创作灵感的细节信息并勾选出对话中用来表达赞美和鼓励的语言，从而内化本课时的语言点，深化学生对主题的理解。 课时目标 学完本课后，学生能够： 1．获取对话中学生写诗的灵感来源。 2．学会赞美和鼓励他人的用语。 3．在大声读诗的过程中注意节奏和韵律。 重点难点 重点 1．能够学会根据与听力内容有关的问题并结合自己已有的背景知识对听力内容进行预测。 2．能够在听的过程中关注并有效获取关键细节信息，学会记录关键词。 3．学会运用所学的语言描述诗歌创作的计划。 难点 鼓励学生谈论自己的诗歌创作经历和创作灵感，并引导学生正确运用本课所积累的关于赞美和鼓励的用语。 教学准备 教师准备：教学录音。 学生准备：预习与诗歌相关的知识。 精彩课堂 Step I 学习理解 活动一：感知与注意 1. Brainstorm. ·Can you recite the Chinese traditional poems according to their English translation? 2.Free talk. Before the listening, ask students to discuss the following questions with their partner.(Activity 1) ·Have you ever written a poem before? If so, what did you write about? ·What might inspire you to write poems? Suggested answers: ·I have written a poem before for my mother on her birthday to tell her how much I love and appreciate her. ·I might be inspired to write poems by seeing something beautiful or by being in love, but also by experiencing some sadness or seeing something bad. I think many different things could inspire me to write poems. 【设计意图】在听力之前，讨论与主题相关的问题，有助于激活学生已有的背景知识，扫除听力障碍，降低听力难度。 活动二：获取与梳理 1. Listen for the gist.(Part 1) (1)Before students listen to the conversation, ask them to look at the following questions and guess what will be talked about in Part 1. (Activity 2) ·When is the deadline for the poetry contest? ·What does Nora mean by saying that she needs time to polish her writing? ·Why doesn't Pitt want to enter a poem contest? ·What does George plan to do? (2)Go through the questions with students and make sure they understand their tasks.Then have students listen to the conversation and answer the questions. Suggested answers: ·The deadline for the poetry contest is 24 June. · Nora means it's not finished, and she needs some time to change it and make it better. ·Pitt doesn't want to enter a poem contest because he can't think of anything to write about. ·George plans to write his poem on the weekend but only if he feels inspired. 2. Take notes.(Part 2) Ask students to listen to Part 2 and find out how the students will inspire themselves to write poetry.(Activity 3) Suggested answers: George: plans to go for a hike in the countryside and sit quietly somewhere so he will notice a lot more to inspire interesting thoughts and words Nora: writes best when surrounded by familiar things and will try George's method 100 Pitt: listens to music while working and writing poetry 3. Listen and tick. Praising and encouraging OThat's a good idea. OI like that idea. OThat's a good effort. OYou are doing well. OWhat a great idea! OYour ideas sound very encouraging to me. OKeep up the good work. ODo your best. OI think that's a fantastic idea. OYou know what? That's a good idea. OCome on,you can do it. OGive it your best shot. Suggested answers: That's a good idea. What a great idea! Keep up the good work. Give it your best shot. 【设计意图】根据听力问题和自己的背景知识猜测听力内容，锻炼学生在听的过程中有效获取关键信息的能力；要求学生围绕主题和问题选择记录笔记的内容，培养学生边听边做笔记的能力；让学生听录音勾出所听到的句子，加深学生对表达“鼓励”和“赞美”的句子的印象，并让学生即学即用，运用所列出的句子与同伴编对话。 Step II 应用实践 活动三：分析与判断 Think and role-play. (1)Ask students to work in groups. Have them discuss entering a poem contest like the one in the listening section. TelI them that the expressions in Activity 4 and the following questions may help them. ·What kind of poem are you going to write? ·What are the topics you would love to write about? ·How will you inspire yourself to write the poem? ·Will you use rhyming words in your poem? Why? Suggested answers: ·I am going to write haiku. ·I would like to write about nature and wildlife. ·I will inspire myself to write the poem by visiting an ancient temple and forest in the countryside. ·I won't use rhyming words in my poem as haiku doesn't usually have rhyming words. (2)Role-play a conversation with a partner. Ask students to make a dialogue about entering a poem contest. One student acts as the teacher and the other student acts as the competitor. 【设计意图】引导学生以小组为单位，根据问题的提示对写诗的灵感进行讨论，并学会用简洁的语言概括小组讨论的内容，提高学生的口语表达能力。然后让学生在语境中进行角色扮演，引导学生学会正确地使用所积累的关于“赞美”和“鼓励”的相关表达，从而掌握相关句子的语用功能。 活动四：描述与阐释 Listen and practise. (Pronunciation) (1)Instruct students to read the learning strategy below and make sure they understand the short passage. (2)Play the poems for students and remind them to pay attention to the rhyming words and the rhythm of the poems. (3)Inspire volunteers to read the poems to the class. 【设计意图】聚焦读诗的技巧，让学生明确诵诗的重要性和技巧，为后面的读诗活动作准备。然后让学生运用前面介绍的读诗技巧，跟录音有感情、大声地朗读诗歌，要求学生理解诗歌的含义，并总结出这两首诗的押韵规律。 Step III 迁移创新 活动五：想象与创造 Pair work. (1)Ask students to find their favourite poems and read aloud. (2)Ask students to work in pairs. Have them use the expressions of “praising”and “encouraging" to comment on and encourage their partner. (3)Encourage some volunteers to present their work to the class. 【设计意图】在英语课堂教学中，设置特定的场景，给学生创造表达自己的机会，鼓励学生用赞美和鼓励的语言来评论和鼓励同伴，促进同伴间有效评价的形成，使学生在轻松、愉快的环境中学习，锻炼学生的语言运用能力。 学科网（北京）股份有限公司 $$