Unit 5 Poems Reading and Thinking 教学设计-2025-2026学年高中英语人教版（2019）选择性必修第三册

Unit 5 Poems Reading and Thinking 教案 2026—2027学年 人教版（2019）高中英语选择性必修第三册（高二下学期） 课文：A Few Simple Forms of English Poems 一、教学目标 1. 学生能说出本文总—分结构，认出五种简单诗体（nursery rhyme、list poem、cinquain、haiku、Tang poem）各自的特点。 2. 能从 rhyme、rhythm、imagery 三个角度读出示例诗的情感，而不是只会说“很美”“有节奏感”。 3. 能聊一聊诗歌怎么当中西文化的桥梁；有兴趣的课后可以试写一首五行诗。 二、教材与学情分析 这篇课文短但信息密：六段，一段讲为什么写诗、一段讲诗歌是什么，中间五段各讲一种诗体。五个示例诗 A 到 F 是核心，学生要靠它们真正感受每种形式的声音。学生英文诗读得少，所以节奏要慢，从结构读到感受，最后留一点时间自己写。 学生情况（Student Analysis）： 我面对的是高二下学期学生。他们初中背过《静夜思》《赋得古原草送别》等唐诗，对押韵、分行有直觉，但英文诗几乎没读过。我预计三个卡点：一是 haiku 的 5—7—5 音节规则全新，学生容易按单词数而非音节数理解；二是 Poem B 与 C 都是 list poem，学生容易笼统说“两首都写爱、都写生活”，对比不出情感；三是 Poem F 英译与《望夫石》并排时，多数学生凭感觉说“中文好”，说不出依据。所以本课时我把 rhythm 变成可听可拍手的音节，把情感差异变成可圈可点的形容词，把翻译对比变成行数、押韵、意象三件可核对的事。 三、教学重难点 教学重点 Key Point ① 理清本文 Topic—Explanation—Conclusion 的“总—分”结构；② 掌握 nursery rhyme、list poem、cinquain、haiku、Tang poem 五种形式的特征，并与示例 Poem A 至 Poem F 一一对应。 教学难点 Difficult Point ① 说出 Poem B（母爱）与 Poem C（人生态度）的情感差别，读出 Poem D 中“Mine”一词的分量，体会 Poem F 思妇之情；② 从 rhyme、rhythm、imagery 三个角度评价诗歌，并在课后尝试按五行规则创作一首短诗。 四、教学过程 Step 1 读前导入 (约3分钟) 【教师手记】《静夜思》学生初中就背过，我先让他们齐读英文版，找到对应的原诗句，再问喜不喜欢这个英译——熟悉的月亮一出来，学生就放松了，顺势引出英语诗歌话题。 Teacher: Good morning, everyone. Please look at the short poem on the screen. It is the English translation of Li Bai's Quiet Night, which you learned by heart in junior high. Now let us read it together. Ready, go. Abed, I see a silver light, I wonder if it is frost around. Looking up, I find the moon bright; Bowing, in homesickness I am drowned. Teacher: Well read. Now work in pairs. The first question is: which Chinese poem is this, and do you like this English translation? The second question is: what do you know about English poems, and have you ever read one in English? You have two minutes. Students: 齐读译文；两人一组讨论两个问题，代表举手分享。 Step 2 读中活动 活动一 略读 (约5分钟) 【对应教学重点①】 【教师手记】Skimming 这一步我不让学生通读全文，只读每段首句、自己划主题句，自己发现总—分结构。我预计他们会翻字典，所以明确要求不查词，训练略读速度。 Teacher: Now we move to while-reading. Activity one is skimming. You have five minutes. Please read the first sentence of each paragraph, circle the topic sentence, and do not use your dictionaries. Then answer the four questions on your worksheet. Question 1: What is the text type of the passage? Question 2: What is the main idea of the passage? Question 3: How many forms of poems are mentioned? What are they? Question 4: How is the passage organized? Circle the right answer: Topic-Explanation-Conclusion pattern / time order / space order. Students: 独立略读，圈画主题句；完成四题；同桌互相对答案。 任务一 细读第一段 (约4分钟) 【教师手记】第一段是论点段，先让学生自己划出论点句再挖空，答案指向 reasons 和 distinctive characteristics，为后面填表铺垫。我预计第（2）空有人卡住，到时提示回看该段的形容词和名词。 Teacher: Please look at Paragraph 1. First, underline the topic sentence of this paragraph. Then complete the two blanks. The text mainly tells us the (1) ________ why people compose poetry and the (2) ________ of poetry. Teacher: After that, please think about two more questions: why do people compose poetry, and what are the characteristics of poetry? You may underline key phrases in the paragraph. Students: 划出论点句；补全两个空；在原文中划出原因与诗歌特征的短语。 任务二 细读第二至六段 and complete the table (约8分钟) 【落实教学重点②】 【教师手记】填表前先给4分钟独立阅读、划特征词，再小组核对；巡堂时我重点看 haiku 一行——学生容易按单词数填，到时纠正成音节数（5-7-5）。 Teacher: Now read Paragraphs two to six. While reading, underline the words that describe each form, and then finish the table on your worksheet. We will check the answers together. Type of poem Features Example Purpose of the example Nursery rhyme A List poem B and C Cinquain D Haiku E Tang poem F Students: 细读课文，划特征词；独立填表；完成后小组核对。 任务三 诗歌赏析 the poems one by one (约8分钟) 【突破教学难点①】 【教师手记】赏析这一步先范读、让学生标押韵词，把 rhythm 变成可听可指的东西。Poem E 我带全班拍手数 5-7-5，把音节规则从死记变成身体记忆。B/C 情感对比、D 的 Mine、F 的中英对比是三个落点，讨论时一律要求引用原句作证据。 Teacher: Now let us appreciate the example poems. First listen to my reading, and mark the rhyming words while listening. Then discuss the following questions in groups of four. Poem A: Do the stories in Poem A have special meaning? What is the purpose of them? Poem B and C: What feeling does each poem want to convey? What is the difference between B and C? Poem D: Which word best shows the writer's strong love for his brother? Poem E: What picture comes to your mind when you read Poem E? What do you think of the butterfly? Poem F: What is the Chinese title of Poem F? Which version do you prefer, the English or the Chinese? Why? Teacher: Before we discuss, let us try Poem E. Clap your hands as we count the syllables together: the first line has five, the second has seven, and the third has five. This 5-7-5 rule is what makes a haiku a haiku. Students: 跟着教师拍手数 Poem E 的音节，齐读两遍。 Students: 听范读并标押韵词；四人小组讨论；每组选代表汇报。 Step 3 读后拓展 活动一 辨体检测 the closest form of each poem below (约5分钟) 【当堂检测教学重点】 【教师手记】当堂检测只留两首，haiku 和 cinquain 规则性强、最易混淆，最能暴露问题。要求写一个理由词，倒逼学生回到行数、音节、押韵等特征，而不是凭感觉猜。错误率高就回读课文对应段落。 Teacher: Now we have learned five forms. Read the two short poems on the worksheet, decide which form each one is closest to, and write down one word as your reason. 1. Rain, rain, go away, Come again another day; Little Johnny wants to play. Form: ________ Reason (one word): ________ 2. A Farewell Poem to the Old Meadow Grass is spreading over the meadow, Life or death will yearly come, yearly go. The bale-fire can burn away the green, Spring breeze will help it survive again. Form: ________ Reason (one word): ________ Students: 朗读两首小诗；独立判断并写理由词；全班核对。 活动二 小组挑战（课后可选） — Write a Cinquain (课后可选，课内不单独计时) 【教师手记】仿写放课后作小组挑战，课内不计时。给出五行规则表，学生课后选做，下节课自愿分享。课内时间省下来多留在 Poem B/C 的情感对比上。 Teacher: Now it is your turn. Choose one form and write a short poem. If you choose the cinquain, follow the five-line rule in the table. After writing, exchange your poem with your deskmate and check the rhyme and the number of lines. Line Words Function Line 1 1 word (noun) announce the topic Line 2 2 words (adjectives) describe the topic Line 3 3 words (ending in -ing) express action Line 4 4 words (a phrase) express feelings Line 5 1 word rename the topic Students: 按规则创作五行诗；同桌互改；自愿展示朗读。 活动三 迁移讨论 (约3分钟) 【教师手记】这是读后深度思考。先给1分钟独立写一句观点，再分享；引导学生从“中文更好”的直觉，走向分行、押韵、意象的具体依据。 Teacher: Many foreigners enjoy Tang poems in translation. In what way can poems be a bridge between the East and the West? Please write down one idea and then share it with the class. Students: 写一句观点；全班分享。 Step 4 课堂小结 (约2分钟) 【教师手记】合上课本独立补全三点小结，当堂检测本课时收获。 Teacher: Close your books, and complete the three summary sentences on your own. 1. Today we have learned about ________ simple forms of English poems and their ________. 2. The passage follows a ________ (general to particular) pattern. 3. We can appreciate a poem from ________, ________, emotion and imagery. Students: 合上课本，独立补全小结。 五、作业布置 Teacher: Here is today's homework (optional). If you tried the cinquain challenge in class, polish it; otherwise just write three sentences on what you learned about reading poems today. Students: 课后选做：润色课堂习作或写三句阅读收获，次日上交。 六、板书设计 Unit 5 Poems — A Few Simple Forms of English Poems Why poetry? tell a story / describe an image / convey feelings Five forms: nursery rhyme (A) — list poem (B and C) — cinquain (D, 5 lines) — haiku (E, 17 syllables, 5-7-5) — Tang poem (F: 望夫石 / Wang Jian) Structure: Topic → Explanation → Conclusion We read poems from: rhyme · rhythm · imagery 七、教学反思 优点：导入用《静夜思》学生熟悉，开口不生；五种诗体一张表贯穿到底，重点看得见；辨体题只留两首，时间集中在B/C情感对比上，没浪费；仿写放课后，不占用读的时间。 不足：haiku 5-7-5 这个点，基础弱的班有一半人数不清音节，下次得提前在PPT上标数字；B/C对比容易浮在表面，要追问从哪个词看出来的；创作展示只请了两三个人，没轮到的有点失落，下次可以分小组先展示。 Teacher's Reference 教师参考答案（仅供教师使用） 活动一 略读: Question 1: It is an expository essay. Question 2: The passage introduces a few simple forms of English poems. Question 3: Five. They are nursery rhyme, list poem, cinquain, haiku and Tang poem. Question 4: Topic-Explanation-Conclusion pattern. Task 1: (1) reasons (2) distinctive characteristics. Why compose poetry: To tell a story; to describe a vivid image; to convey certain feelings; to express themselves. Characteristics: economical use of words; descriptive and vivid language; integrated imagery; literary devices such as simile and metaphor; careful arrangement of words, lines, rhymes and rhythm. Task 2: completed table Type of poem Features Example Purpose of the example Nursery rhyme rhymes; strong rhythm; often repeats the same words; easy to learn and recite A a father's love for his child; to put the kid to sleep List poem a list of things; flexible line length; repeated phrases; some rhyme, while others do not B and C B: feelings for one's mother; C: a point of view about life Cinquain simple; made up of five lines; conveys a strong picture or mood; easy for beginners D to convey strong feelings Haiku a Japanese form; 17 syllables; three lines (5—7—5) E to draw a clear picture in the reader's mind Tang poem structured F to convey deep feelings (love and waiting) Task 3: appreciation Poem A: No. The stories are told just to make the poem interesting and rhythmic, not for a deep meaning. Poem B: There are hundreds of things in life, but only one mother — mother is unique, so we should value her. Poem C: Life is full of uncertainty, and we should accept it calmly. Difference: Poem B rhymes and sounds soft, like a lullaby for one's mother — it says there are hundreds of things in life but only one mother, so motherhood is unique and precious; Poem C does not rhyme and reads like a calm list — it says life is full of uncertainty, and we should accept it matter-of-factly. In short, B sings of a mother's unique love; C reflects on life's ups and downs. Poem D: "Mine." — the word shows the brother is the writer's own, beloved family. Poem E: A butterfly is resting on a branch, as beautiful as a blossom. Poem F: 望夫石 (by Wang Jian). Open answer — students who prefer the Chinese version usually point to its brevity, regular rhyme and the deep feeling of a woman waiting for her husband's return. Activity 1: 1. Nursery rhyme (reason: rhymes and repeated words, easy to recite). 2. Tang poem (five-character regulated-verse style; regular rhyme, yearning feeling). Activity 2 (optional after-class challenge): Open. Refer to Poem D in the textbook as a model; students write on a topic of their own and check the five-line rule. Activity 3: Open. Poems in translation carry our feelings to people who do not speak Chinese, just as translated foreign poems help us see the world — poetry crosses language and culture. Summary: 1. five; features 2. general-to-particular / Topic-Explanation-Conclusion 3. rhyme; rhythm 学科网（北京）股份有限公司 $