Unit 5 Poems-Using Language 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 5 Poems-Using Language 内容导航 This section integrates poem appreciation, language analysis and creative writing. It includes three classic short poems, guiding students to grasp poetic features like rhyme, imagery and emotion, and apply them to analyze and write simple English poems to express inner feelings. 教学目标和重难点 1. 教学目标 Language competence: Master poetic vocabulary, identify rhetorical devices and rhyme, and express thoughts clearly in English. Cultural awareness: Appreciate cross-cultural poetic beauty, understand Western poetic traditions and enhance aesthetic taste. Thinking quality: Cultivate logical and aesthetic thinking by analyzing poems and exploring emotional connotations. Learning ability: Develop independent and cooperative learning skills in appreciation, discussion and creative writing. 2. 教学重难点 Key points: Grasp basic poetic elements (rhyme, imagery, theme), analyze short poems from language and emotion perspectives, and master simple English poem writing steps. Difficult points: Deeply understand implied emotions in poems, use appropriate rhetorical devices and concise language to create original poems, and connect poetic appreciation with real-life emotional expression. 教学过程 Stage 1: Lead-in & Warm-up (Activation of Prior Knowledge) Activity 1: Poem-themed Brainstorming Teacher shows several vivid pictures related to poems, such as wind, dreams, love and nature, and asks students to share words, sentences or feelings that come to their minds. Students can speak freely in English or Chinese, and the teacher writes down key English words on the blackboard, such as wind, dream, love, hope, sadness, happiness. Then the teacher raises a guiding question: “What is a poem? Is it just beautiful words, or a way to express our deepest feelings?” Students discuss in pairs for 3 minutes, and then several volunteers share their opinions with the whole class. Design Intention: This activity activates students’ prior knowledge about poems and arouses their emotional resonance. By connecting visual images with vocabulary, it creates a relaxed poetic atmosphere, laying a emotional and cognitive foundation for the following poem appreciation and learning. It also encourages shy students to participate in class activities and builds their confidence in English expression. Activity 2: Recitation of Simple Poems The teacher recites a short and rhythmic English nursery rhyme slowly and emotionally, asking students to follow the rhythm and recite together. After recitation, the teacher asks: “What feelings did you get from this poem? What makes this poem different from ordinary sentences?” Students think independently and answer questions. The teacher summarizes that poems have unique rhythm, concise language and strong emotional expression, which leads to the theme of this class: appreciating and creating English poems. Design Intention: Recitation helps students perceive the rhythm and beauty of English poems intuitively. Guiding questions help students summarize the basic characteristics of poems, clarifying the learning objectives of this class and making students clear about what to learn and what abilities to improve. Stage 2: Pre-reading (Preparation for Poem Appreciation) Activity 1: Key Vocabulary & Poetic Terms Preview The teacher presents key vocabulary and poetic terms related to this section, including rhyme, imagery, theme, emotion, personification, metaphor. For each term, the teacher gives a simple definition and a short example sentence to help students understand. For example, “rhyme means words that end with the same sound, like ‘know’ and ‘go’; imagery refers to words that create pictures in our minds, like ‘frozen snow’”. Students read the words and examples aloud, and the teacher corrects their pronunciation. Then students do a quick matching exercise: connect poetic terms with their meanings to consolidate memory. Design Intention: Mastering key vocabulary and poetic terms is a prerequisite for poem appreciation. This activity removes language barriers in advance, ensuring students can smoothly understand and analyze poems in the while-reading stage. It also helps students build a systematic knowledge framework of poem analysis. Activity 2: Prediction Based on Poem Titles The teacher shows the titles of the three poems in this section: Wind on the Hill, Dreams, IF LOVE WERE WHAT THE ROSE IS. Students work in groups of four to predict: what might each poem be about? What emotions might the poet want to convey? Each group selects a representative to share their predictions, and the teacher does not judge right or wrong but encourages diverse ideas. Design Intention: Title prediction cultivates students’ logical thinking and imagination. It stimulates students’ curiosity about the poems and makes them take the initiative to read and verify their predictions, transforming passive learning into active exploration and improving reading efficiency. Stage 3: While-reading (In-depth Poem Appreciation & Language Analysis) Activity 1: Silent Reading & General Comprehension Students read the three poems silently and independently, trying to understand the general meaning of each poem. They are required to circle unfamiliar words and mark sentences that touch them most. After silent reading, students answer two basic questions: 1. What is the main theme of each poem? 2. What is the most impressive image in each poem? Students can discuss with deskmates if they have difficulties, and then the teacher checks answers with the whole class and gives brief explanations. Design Intention: Silent reading allows students to perceive poems at their own pace and form initial understanding. Marking and questioning help students develop good reading habits. Basic questions guide students to grasp the core information of poems, laying a foundation for in-depth analysis. Activity 2: Intensive Reading & Detailed Analysis of Wind on the Hill First, the teacher plays the audio of Wind on the Hill with soft background music, asking students to close their eyes and listen to feel the rhythm and emotion. Then students read the poem aloud sentence by sentence, and the teacher guides them to analyze step by step: (1) Rhyme: Ask students to find rhyming words in the poem, such as “knows” and “goes”, “can” and “ran”, explain the rhyme scheme and how it enhances the poem’s rhythm. (2) Imagery: Analyze the image of “wind” and “kite”, discuss what the wind and kite symbolize in the poem. (3) Emotion: Explore the poet’s curiosity about nature and childlike innocence. (4) Language features: Summarize the concise and vivid language style of the poem. The teacher raises interactive questions such as “Why does the poet use a kite to trace the wind?” and “What would you do if you wanted to find the wind?” to guide students to think deeply. Design Intention: Taking this poem as a breakthrough point, the teacher teaches students the method of poem analysis from rhyme, imagery, emotion and language. Audio reading creates an immersive atmosphere, and interactive questions stimulate students’ in-depth thinking, helping them master analysis skills rather than just memorize knowledge. Activity 3: Cooperative Analysis of Dreams & IF LOVE WERE WHAT THE ROSE IS Students are divided into two groups, each group responsible for analyzing one poem. The teacher provides an analysis outline for reference: 1. Find rhyming words and summarize the rhyme scheme. 2. Identify rhetorical devices (metaphor, personification, etc.) and analyze their effects. 3. Figure out the poet’s core emotion and life attitude conveyed. 4. Share your personal feelings after reading the poem. Groups discuss for 8 minutes, take notes carefully, and then select a spokesperson to present their analysis results to the whole class. The teacher comments on each group’s performance, supplements missing points and corrects misunderstandings. Design Intention: Cooperative learning cultivates students’ teamwork and communication skills. Letting students analyze poems independently applies the methods learned earlier, realizing the transformation from “teacher teaches” to “students learn”. Group presentation enhances students’ expression confidence and helps them learn from each other. Activity 4: Cross-poem Comparison & Summary The teacher guides students to compare the three poems from themes, language styles and emotional tones: What are the similarities and differences among them? For example, all three poems express pure emotions, but Wind on the Hill focuses on childlike curiosity, Dreams emphasizes the importance of hope, andIF LOVE WERE WHAT THE ROSE IS depicts gentle love. Students discuss in groups and then the teacher summarizes the common characteristics of short English poems: concise language, distinct imagery, strong rhythm and sincere emotions. Design Intention: Comparative analysis helps students form a systematic understanding of English short poems. Summarizing common characteristics consolidates students’ knowledge and provides a clear reference for their later poem creation. Stage 4: While-writing (Guided Poem Creation & Drafting) Activity 1: Analyze Poem Writing Steps & Models Based on the three poems analyzed, the teacher summarizes five steps of writing simple English poems: Step 1: Determine a clear theme (such as nature, friendship, dreams, family love). Step 2: Select vivid and related imagery. Step 3: Arrange appropriate rhythm and rhyme (optional for free verses). Step 4: Use simple rhetorical devices to enhance expressiveness. Step 5: Express sincere emotions concisely. The teacher takes one of the poems as a model to analyze how the poet follows these steps, and shows two other simple student works for reference. Design Intention: Clear writing steps reduce students’ anxiety about creation. Model analysis turns abstract writing skills into concrete operable steps, helping students understand how to apply appreciation knowledge to creation and building a bridge between input and output. Activity 2: Topic Selection & Idea Drafting Students choose a theme they are interested in and familiar with, such as “sunshine”, “friendship”, “childhood”, “hope”. They brainstorm related imagery and words, write down key points on the worksheet, and organize simple sentences. The teacher walks around the classroom, provides individualized guidance for students with difficulties, such as helping them select appropriate words and adjust sentence structures. Students can communicate with group members to improve their ideas. Design Intention: Letting students choose their own topics stimulates their creative enthusiasm and ensures their poems express real emotions. Individualized guidance meets diverse learning needs, and group communication helps students improve their ideas and accumulate creative inspiration. Activity 3: First Draft Writing & Peer Revision Students write their first poem draft independently according to their ideas, focusing on expressing emotions clearly and using appropriate imagery and rhyme. After finishing, students exchange drafts with deskmates for peer revision. The teacher provides a revision checklist: 1. Is the theme clear? 2. Are the images vivid? 3. Is the language concise? 4. Are there any grammar or spelling mistakes? 5. Does the poem have a certain rhythm? Students give constructive suggestions to each other, and then revise their drafts based on peer feedback. Design Intention: Independent writing exercises students’ language output ability. Peer revision cultivates students’ critical thinking and cooperative awareness, allowing them to find problems from a reader’s perspective and improve their works. The revision checklist makes revision targeted and efficient. Stage 5: Post-writing (Display, Evaluation & Extension) Activity 1: Poem Recitation & Display Several students volunteer to recite their poems emotionally in front of the class, sharing the inspiration and emotions behind their works. Other students listen carefully and give warm applause. The teacher selects a few representative works (excellent and improved ones) to display on the screen, and the authors briefly introduce their creation process. Design Intention: Recitation and display enhance students’ sense of achievement and confidence in English creation. Sharing creation stories deepens emotional resonance among students and creates a positive and inclusive class atmosphere. Activity 2: Multi-dimensional Evaluation & Feedback The teacher conducts multi-dimensional evaluation on students’ poems and performance: (1) Self-evaluation: Students reflect on their gains and shortcomings in creation. (2) Peer evaluation: Students vote for the most touching poem, most vivid imagery poem and most rhythmic poem. (3) Teacher evaluation: The teacher affirms each student’s efforts and progress, gives targeted suggestions for improvement, and praises innovative ideas and sincere expressions. The teacher emphasizes that the value of poems lies in sincere emotions rather than perfect language. Design Intention: Multi-dimensional evaluation is comprehensive and fair, focusing on both process and result. Affirming efforts protects students’ creative enthusiasm, and targeted feedback helps students clearly know how to improve. Correcting the creation concept helps students return to the essence of poems: expressing true feelings. Activity 3: Class Summary & Knowledge Consolidation The teacher leads students to review the whole class: what we have learned about poem appreciation, the skills of poem writing, and the gains in emotional and cultural awareness. Students take notes to consolidate key knowledge. The teacher concludes that poems are the treasure of human culture, and English poems are a window to understand Western culture and express our inner world. Design Intention: Review and summary help students sort out knowledge points, form a complete learning system. Emotional sublimation deepens students’ understanding of poems’ cultural value and enhances their cultural awareness and aesthetic taste. Activity 4: Homework Extension & In-depth Exploration The teacher assigns layered homework to meet different students’ needs: (1) Basic homework: Revise your poem carefully and copy it neatly, and recite the three poems in the textbook. (2) Improved homework: Collect another two English short poems, appreciate them and write a short comment (3-5 sentences). (3) Creative homework: Make a poem poster with your work and decorate the classroom, or cooperate with classmates to create a group poem about youth. Design Intention: Layered homework respects students’ individual differences, ensuring all students can consolidate knowledge and improve abilities. Extended homework connects classroom learning with after-class exploration, broadening students’ horizons and cultivating their sustained interest in English poems. Stage 6: Reflection & Follow-up Arrangement After class, the teacher reflects on the teaching process: whether the activities are arranged reasonably, whether students are fully engaged, whether the key and difficult points are broken through, and what improvements are needed. The teacher collects students’ poems and posts excellent works on the class bulletin board to build a poetic learning atmosphere. In the next class, the teacher will spend a few minutes sharing students’ extended homework and appreciating the collected poems, strengthening the connection between classes and sustaining students’ interest in poem learning. Design Intention: Teaching reflection helps teachers continuously optimize teaching design and improve teaching quality. Displaying after-class works and sharing homework enhance students’ sense of identity and belonging, forming a virtuous cycle of English poem learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $