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

2026—2027学年 高二下学期 人教版（2019）选择性必修第三册 Unit 5 Poems · Reading and Thinking 导学案 课文：A Few Simple Forms of English Poems 学习目标 1. 通过略读快速把握说明文话题与“总—分”结构（TEC pattern）； 2. 通过细读梳理 nursery rhyme、list poem、cinquain、haiku、Tang poem 五种简单诗歌形式的特点及对应示例（A—F）； 3. 通过朗读与赏析，体会诗歌情感，能从 rhyme、rhythm、imagery 等角度评价诗歌； 4. 通过 Poem F 与《望夫石》的对比，体会中英文诗歌翻译的异同，增强跨文化理解与文化自信。 学习重难点 学习重点 ① 通过略读把握说明文“总—分（TEC）”结构，能画出结构图；② 通过细读梳理 nursery rhyme / list poem / cinquain / haiku / Tang poem 五种诗体特征及其对应示例（A—F）。 学习难点 ① 从 rhyme、rhythm、imagery 三个角度赏析诗歌（以欣赏为主，不要求创作）；② 通过文本证据理解 Poem B 与 C 的情感差异；③ 体会中英文诗歌翻译的异同（Poem F 与《望夫石》）。 Part Ⅰ Pre-reading （3 min） 【教师手记】《静夜思》学生熟悉原诗，我会先让他们读英文版、找到对应的原诗句，再抛出 Q1—Q2，顺势引出“译诗”话题，为 Poem F 的中英对比做铺垫。 Read the translation aloud in pairs (2 min), then discuss Q1—Q2 in pairs. Abed, I see a silver light, I wonder if it's frost around. Looking up, I find the moon bright; Bowing, in homesickness I'm drowned. Q1: Which Chinese poem is this? Do you like this English translation? Why? Q2: What do you know about English poems today? Have you ever read one in English? Part Ⅱ While-reading Activity 1 Skimming （6 min）：读每段首句，划出主题句，不查词；再画出文章结构图（Topic → Explanations → Conclusion） 【教师手记】Skimming 环节，我会提醒学生重点看每段首句，因为说明文通常如此；画结构图时，我会示范用方框写 Topic、箭头连到各段 Explanation，避免学生把时间花在抄句子上。 Q1: What is the text type of the passage? Q2: What is the main idea of the passage? Q3: How many forms of poems are mentioned? What are they? Q4: How is the passage organized? Circle: TEC (Topic → Explanations → Conclusion) / time order / space order. Activity 2 Detailed reading Task 1 细读 Paragraph 1（4 min）：先划出本段论点句，再补全两个空 【教师手记】细读第一段时，我会先让学生划出论点句再填空，防止凭印象作答；若学生卡在第（2）空，我会提示他们回看该段中描述诗歌特征的形容词和名词。 The text mainly tells us the (1) ________ why people compose poetry and the (2) ________ of poetry. Then answer: Why do people compose poetry? What are the characteristics of poetry? Task 2 细读 Paragraphs 2—6（9 min）：先独立阅读并在原文划出五种诗体的特征词，再与同桌（小组）合作完成表格 【教师手记】填表前先给 4 分钟独立阅读并划特征词，再小组核对；巡堂时我重点看 haiku 一行是否按音节数（5—7—5）填写，而不是按单词数。 Type of poem Features Example Purpose of the example Nursery rhyme A List poem B & C Cinquain D Haiku E Tang poem F Task 3 朗读赏析（10 min）：先跟读录音/教师范读，标出押韵词，再小组讨论下列问题 【教师手记】细读 Poem B 和 C 时，我会让学生圈出表达情感的形容词，对比两首诗的情绪基调；Poem D 则引导他们找出体现兄弟情的动词，说说这些动作词描绘了怎样的相处画面。评价一律要求引用原句作证据。 Poem A: Do the stories in Poem A have special meaning? What is the purpose of them? Poem B & C: What feeling does each poem want to convey? What is the difference between B and C? Poem B & C: 对比两首诗的押韵模式，说说押韵如何影响情感表达。 Poem D: Which word best shows the writer's strong love for his brother? Poem D: 找出诗中体现兄弟情的动词，分析其表达效果。 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? Reflection（2 min）：Use ONE sentence to tell how to appreciate a poem from rhyme, rhythm and imagery. 用一句话总结：如何从 rhyme、rhythm、imagery 三个角度欣赏一首诗。 Part Ⅲ Post-reading Activity 1 辨体检测（4 min）：读出下面两首小诗，判断最接近本课哪种形式，并用一个词说明理由 【教师手记】当堂检测只留两首：haiku 与 cinquain 规则性强、最易混淆，最能暴露理解问题；若错误率高，我会回读课文对应段落，让学生用原文特征核对再订正。 说明：下面两首用于当堂检测，均选自公开教学示例。请先判断形式，再写理由。 1. Lily A lily in bloom, Rising out of still water, Beauty by itself. Form: ________ Reason (one word): ________ 2. Spaghetti Messy, spicy Slurping, sliding, falling Between my plate and mouth Delicious Form: ________ Reason (one word): ________ Activity 2 Challenge — Write a Cinquain（课后可选挑战，课内不作要求） This is an optional after-class challenge. If you would like to try, choose the cinquain and follow the rule below. You may share your poem in groups next class. Line Words Function Line 1 1 word (noun) announce the topic Line 2 2 words (adjectives) describe the topic Line 3 3 words (v-ing) express action Line 4 4 words (phrase) express feelings Line 5 1 word rename the topic Activity 3 迁移讨论（5 min）：写一句话观点，再全班分享 【教师手记】这是阅读后的深度思考。我会先给学生 1 分钟独立写一句话观点，再分享；引导他们从“中文更好”的直觉，走向分行、押韵、意象的具体依据。 Many foreigners enjoy Tang poems in translation. In what way can poems be a bridge between East and West? Write down one idea and share it. Part Ⅳ Summary（2 min）：合上课本，独立补全三点小结 1. Today we have learned about ________ simple forms of English poems and their ________. 2. The passage follows a ________ (general → particular) pattern. 3. We can appreciate a poem from ________, ________, emotion and imagery. Part Ⅴ Homework Optional challenge: write a cinquain by following the rules in the table above, and put it up on the wall if you like.（可选挑战：按表格中的五行规则仿写一首 cinquain，有兴趣的同学可贴到墙上分享。） 参考答案 Part Ⅰ Pre-reading：Q1.《静夜思》（Thoughts on a Tranquil Night），上文为其常见英译版本，可引导学生自由表达看法；Q2. 开放作答，鼓励学生联系已有阅读经验。 Part Ⅱ While-reading Activity 1: Q1: It is an expository essay. Q2: The passage introduces a few simple forms of English poems. Q3: Five. They are nursery rhyme, list poem, cinquain, haiku and Tang poem. Q4: TEC (Topic → Explanations → Conclusion). Activity 2: 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 & 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, while Poem C does not — rhyming makes Poem B sound softer and closer, like a lullaby for a mother; the unrhymed list in Poem C sounds calmer and more matter-of-fact, fit for a point of view about life. Poem D: "Mine." — the word shows the brother is the writer's own, beloved family. Verbs in Poem D: teasing, shouting, laughing — 三个动作词勾画出兄弟间亲密玩闹的画面，突出 friend and companion 的亲近感。 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. Reflection (open): 参考句式 — First, listen to the rhyme and rhythm; then picture the imagery; finally say how they work together to create the feeling. Part Ⅲ Post-reading Activity 1: 1. Haiku (three lines, 5-7-5 syllables). 2. Cinquain (five lines). Activity 2 (optional challenge): Open. Example (cinquain, teacher-written): Autumn Golden, crisp Dancing, swirling, falling Warm tea, cozy evenings October 评价要点：核对 Line 2 为两个形容词、Line 3 为三个 v-ing 词、Line 4 为四词短语，Line 5 用新词呼应主题。 Activity 3: Open. E.g.: 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. Part Ⅳ Summary 1. five; features 2. general-to-particular / TEC 3. rhyme; rhythm 学科网（北京）股份有限公司 $