Unit5 Poems Using Language 教学设计-2025-2026学年高中英语人教版选择性必修第三册

Unit 5 Poems Reading and Writing 一、课程标准 本任务契合《普通高中英语课程标准（2017年版2020年修订）》选择性必修阶段要求：在“文学赏析与创作”主题语境下，学生需能赏析、仿写文学作品，提升语言运用与审美能力。通过读诗、析诗到写诗的完整过程，落实核心素养培养：引导学生感知英语诗歌的韵律美与情感表达逻辑，学会用英语创造性传递个人思考，既训练语言精准性，也渗透跨文化文学审美，助力学生形成对英语文学的探究兴趣。 二、教材分析 1.[What]主题语境和主要内容 本语篇的主题语境为“文学与艺术”，核心内容是英语诗歌创作实践。先呈现诗歌创作的6大核心要素（韵律、情感、主题、意象、修辞、语气），再通过赏析A.A.Milne《Wind on the Hill》、Langston Hughes《Dream》等短诗，引导学生梳理诗歌的主题、意象、押韵方式与修辞特征，最终完成从“读析”到“自主创作”的落地任务，实现读写结合的能力迁移。 2.[Why]作者意图和价值取向 教材编写者意图打破学生对英语诗歌的畏难心理，激发文学兴趣，引导学生借助诗歌捕捉、表达细腻情感与独特思考，提升审美感知与创造性表达能力。价值取向兼顾语言训练与文化渗透：通过英美经典短诗，让学生感受不同文化的诗意表达，同时培养想象力与共情力，学会用诗意视角观察生活。 3.[How]文体特征和语言特点 范文以短小抒情诗为主，文体特征是结构简洁、节奏明快，贴近学生生活；语言上多用简单词汇、重复句式营造韵律感（如《Wind on the Hill》的句首重复），借助具体意象（风筝、断翅鸟）传递情感，运用设问、比喻等修辞，语气亲切自然，适配学生模仿学习。 三、学情分析 高二学生已具备扎实的英语语言基础，此前接触过简单英语诗歌，能读懂浅易文学文本，具备基本的文本分析能力，对文学创作任务有探索欲，可结合生活经验感知诗歌情感表达。 但学生缺乏英语诗歌创作的系统方法，对韵律、意象运用技巧陌生，难以精准用英语选取意象、借修辞传情；部分学生因语言表达顾虑对创作存畏难情绪，需借助范例引导与小组合作降低难度，逐步建立创作信心。 四、教学目标 1.语言能力：掌握英语诗歌创作核心要素，能运用押韵、比喻、重复等手法，独立创作5-10行英语短诗，清晰传递主题与情感；能赏析给定短诗，准确梳理其创作特点。 2.文化意识与思维品质：研读英美短诗，感受英语诗歌的文化内涵与审美特征，培养跨文化审美能力；创作中激发想象力，学会以诗意视角观察生活，提升创造性思维。 3.学习能力：通过自主研读、小组合作掌握诗歌创作方法，形成“读-析-写-评”的自主学习模式，提升文学类文本的读写探究能力。 五、教学重点和难点 1.教学重点 掌握英语诗歌创作的核心要素（主题、意象、韵律、修辞）；通过赏析范例梳理诗歌创作逻辑；模仿范文创作符合要求的英语短诗，清晰传递个人情感与主题。 2.教学难点 选取贴合主题的具体意象，用恰当韵律与修辞精准传递细腻情感；克服语言表达畏难情绪，实现创造性的诗意化英语表达。 六、教学方法 采用情境教学、读写结合法与小组合作法；学生以自主探究、合作交流的方式完成诗歌创作与互评。 七、教学准备 制作含诗歌赏析课件与短诗素材包；布置学生预习单元诗歌，梳理已知创作要素；准备小组互评表。 八、教学过程 教学环节 教师活动 学生活动 设计意图 1.Lead in Display vivid pictures of a kite dancing in wind, a kid clutching a dream catcher, and a leaf swirling in rain. Say, “Poems are just beautiful words for our tiny, warm daily moments. I wrote a short poem: ‘Kite string tugs, wind hums low; where it goes, only sky knows.’ Now, please share one small moment you think is poetic, using 1-2 simple but vivid sentences.” Observe the pictures and recall their own poetic experiences, such as watching snowflakes land on scarves or hearing birds sing at dawn. They take turns sharing oral descriptions like “When I sat by the lake, the waves whispered secrets only the reeds could hear.” They listen carefully to peers’ shares, nodding in agreement or adding related small details. 用贴合课文诗歌主题的图片与教师原创小诗，唤醒学生的诗意感知，鼓励他们用简洁语言表达日常感悟，消解对英语诗歌的陌生感，为后续的诗歌赏析与创作搭建情感与认知桥梁。 2.Fast reading Assign 5-minute fast reading of the three poems Wind on the Hill, Dream, and A Match. Hand out a simplified table with columns: Poem Title, Core Subject, Key Image, Rhyme Feature. Guide students to scan key lines (opening/closing sentences, repeated phrases) to grasp core information. After reading, invite 3 volunteers to present their table answers and summarize the poems’ basic features. Skim the poems swiftly, ignoring minor unknown words. They underline key sentences to identify the poem’s subject, pick out striking images (e.g., kite in Wind on the Hill, broken-winged bird in Dream), and note rhyming pairs. They discuss in pairs to confirm answers, then share their findings confidently with the whole class. 通过限时快速阅读与填表任务，帮助学生快速梳理三首诗歌的核心创作要素，熟悉英语短诗的主题呈现、意象运用与韵律特征，为后续深入赏析创作技巧、开展自主诗歌写作夯实认知基础。 3.Careful reading Project the detailed analysis guide, lead students in careful stanza-by-stanza reading of the three poems. Point out rhetorical devices like rhetorical questions in Wind on the Hill, extended metaphors in Dream, and parallel structures in A Match. Prompt students to extract and record writing patterns, such as "Hold fast to..., For if..., Life is..." and repeated interrogative structures. Organize 5-minute group talks to clarify these techniques. Engage in close reading of each poem, dissecting how images (kite, broken-winged bird, leaf) convey themes. Fill in the worksheet to map rhetorical devices, rhyming schemes, and core sentence patterns. Discuss in small groups to compare their findings, debate how repeated phrases build rhythm, and compile a list of adaptable writing structures. Share key takeaways with the class, focusing on patterns they can use in their own poems. 通过逐段细读与细节剖析，引导学生精准提炼英语诗歌的核心句式、修辞与意象运用技巧，将赏析所得转化为可模仿的写作支架，为后续自主创作筑牢基础，同时培养学生文本细读与语言迁移的能力。 4. Writing Host a 10-minute online check-in via video call. Present the sample outline, explain how each part aligns with the "topic introduction - emotion reinforcement - theme sublimation" emotional logic learned in class. Demonstrate filling the outline with a sample poem about "a cat curling on the windowsill", and answer students’ questions about adjusting the outline to their own moment. Join the online check-in, take notes on the outline requirements. They adapt the sample outline to their chosen moment, filling each stanza with key images and planned rhetorical devices (e.g., use repetition in Stanza 2 to emphasize the warmth of a friend’s note). They share their outline in groups and revise it based on peer feedback. 借助结构化写作框架，落实课中梳理的情感表达逻辑，帮助学生避免创作思路混乱；通过线上答疑与小组互评，进一步完善写作框架，确保诗歌结构清晰、情感层次分明，为完整创作搭建清晰的路径。 5. Summary Guide students to dissect core rhetorical devices, sentence patterns, and image-theme connections in three poems via detailed close reading. Organize group discussions to extract reusable writing scaffolds, hold online check-ins to clarify outline doubts, and provide a peer revision checklist. Finally, host a poetry sharing session, facilitating whole-class comments based on learned poetic elements, and assign a reflection task to consolidate learning gains. Engage in stanza-by-stanza analysis to mark rhetorical devices and core structures, collaborate in groups to compile a "usable writing pattern list" and explore image symbolic meanings. Independently create an 8-12 line lyric poem using class scaffolds, revise drafts with peer feedback based on the checklist, volunteer to share poems aloud, and write a 100-word reflection summarizing creation gains and improvement directions. 以“读-析-写-评-思”闭环落实读写结合，通过支架式教学降低诗歌创作难度，引导学生将赏析所得转化为创作能力，在实践中提升语言精准性、跨文化审美力与自主探究的学习能力。 6. Homework Write a 5-10 line lyric poem about a tiny warm daily moment (e.g., a parent’s late-night snack, a friend’s sticky note). Apply at least two poetic elements (image, rhyme, rhetorical device) learned in class, and attach a 30-word note explaining your core image and its symbolic meaning. Blackboard design 教学反思 学科网（北京）股份有限公司 $