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1、人教版高中英语Unit 4 A Garden of Poems (SEFC Book 2A)说课稿Intergrating Skills一、说教材(the analysis of the teaching material )本单元话题是英国诗歌。本课时的课型为综合技能课，要求学生1.阅读文章Songs and Poems,引导学生找出文章细节，以用学到的赏诗技巧赏析诗歌；2.深刻理解作者心境的转变，从而引导学生以积极向上的心态面对生活；3.学写诗歌论评，掌握诗歌论评的写作方法及步骤。本课时的教学有利于帮助学生在巨大的学习压力下，树立正确的价值观面对生活和挑战。这是高中学生第二次学习到涉及论评
2、的写作，由于话题较深奥，因此也是高中英语教学的难点。教育部2001年所颁布的课标将写作纳入基础教育阶段英语课程的任务之一，并在 “目标总体描述”和“语言技能”中对各级写作技能作了详尽的描述；其中要求学生学会自主收集资料，能写出常见体裁的短文。大纲和考纲都要求学生能就已学课文的内容，笔头回答简单的问题；能根据提示，仿照所学过的题材和体裁限时写作。写作成为提高英语成绩的涨分点。因此本课时在写作教学，尤其是论评写作教学方面，具有典范作用。二、说教学目标（the analysis of teaching goals）1、Knowledge Goals （知识目标）Read Songs and Poem
3、s and learn how to appreciate and analyze the poem.（阅读文章，学习怎样鉴赏及分析诗歌）2. Ability Goals （能力目标）Develop students interset in English poem and guide them to learn how to write poem reviews.（培养学生对英语诗歌的兴趣并引导他们写一篇诗歌论评。）3. Affective Goals （情感目标）Develop students love for life and encourage them face difficult
4、ies with the active mood.（促进学生热爱生活及鼓励他们用积极的心态面对困难。）4. Teaching Pionts (教学重点)1) Read Songs and Poems and learn how to appreciate and analyze poems.（阅读文章，学习怎样鉴赏及分析诗歌）2) Learn to write a poem review.（学习写作一篇诗歌论评）5. Teaching Difficult Point（教学难点）How to write a poem review with the knowledge learned today
5、.（如何学以致用，写作一篇诗歌论评）三、说学生(the analysis of the students)授课班级为高二理科平行班。该班大部分学生具有良好的学习习惯和有效的英语学习方法。但在在英语学习以下方面均较薄弱：1.对复杂的句子结构含糊不清；2.容易将各个时态和语态混淆；3.在阅读方面缺乏对整篇文章的理解和把握能力；4.词汇量明显不足；其中约三分之一学生英语基础犹为薄弱，主要体现在对单词短语的记忆还存在很大的困难，不能独立分析简单的句子结构等方面。四、说教法 (the analysis of teaching methods)1、写前信息输入阶段 （the in-put in pre-w
6、riting）1）阅读范文。写作离不开阅读，阅读是写作的前奏。认知心理学认为，阅读模仿是一个有意识的、积极主动的、摄取信息并建构图式的学习过程。通过阅读范文，可以强化学生的文体意识，使之熟悉该体裁的模式，滋生对该体裁的敏感性，进而形成知识网络以储存于大脑之中。2）范文分析。将语篇结构与语言形式相结合，进行语篇教学，从而培养其为写作而建立的体裁意识。2、写作中信息输出 ( the out-put in while-writing )1）模仿写作。教师设计有针对性的题目，引导学生运用恰当词汇、时态、句式以及语篇图式等，以建构特定语篇。2）独立写作。学生根据所学知识，独立成文。3）修改完善。发放写作
7、评价表，采用同级反馈、自我修改、教师反馈和课后完善的方式，强化学生的主体意识。3、写后反思阶段 （the reflection in post-writing）五、说学法 (the analysis of learning methods)1、话题预热。课前播放Right Here Waiting 视频，以创建良好的学习氛围。2、赏析诗歌。深层次理解诗歌，把握诗歌内涵。3、独立写作。学以致用。六、说教学手段及依据（the analysis of teaching aids & purposes）为更清晰而准确地呈现信息，外化思维，反馈矫正，有效激励，拟采用如下手段：黑板、粉笔、彩笔、多媒体、投
8、影仪、掌声。七、说教学程序（The analysis of the teaching procedures）Stepwarming up (2 minutes)（热身活动 2分钟） What to teach: Playing the song Right Here Wating and students should find out words that rhyme.（播放“此情可待”音乐电视,让学生找出押韵的单词）Why teach: Create a hot climate in the classroom. （创建良好的学习氛围，引出下文。）How to teach: Teacher
9、: 1. Play the song Right Here Wating.（播放“此情可待”音乐电视）2. Tell students its also a poem and ask them to find out the words that rhyme, then lead in the reading materials.（告诉学生这首歌同样是首诗并让学生找出押韵的单词,引出阅读文章）Students: Enjoy the song and try to find out the words that rhyme.（欣赏音乐电视并找出押韵的单词）Step Pre-writing (15
10、 minutes) （写前活动15分钟）What to teach: The reading material - Songs and PoemsThe poem - Dust of Snow（学习阅读材料及诗歌雪尘）Why teach:1. Practise students reading skill by getting detailed information of passage（通过获取文章信息训练学生阅读能力）2. Learn to appreciate and analyze the poem （学习鉴赏和分析诗歌）How to teach: Teacher: 1. Give
11、five minutes to read the passage and raise questions：（五分钟阅读文章并提出问题）Fast reading questions （快速阅读回答问题）1) What kind of songs does writer like? （作者喜欢哪一类歌？）2) What kind of poems does weiter like? (作者喜欢哪一类诗？)Careful reading questions （细读阅读问题）Read the last two paragraphs and find out the skills to read the
12、 poem （阅读最后两段，找出赏诗技巧）2. Help students to use the skills learned in the passage to enjoy the poem - Dust of Song （帮助学生用学到的赏诗技巧赏析诗歌雪尘）1) Ask the students to read aloud the poem - Dust of snow by themselves and try to find out the words that rhyme. (让学生朗读诗歌并找出押韵的单词)2) Put the poem into one sentence on
13、the Bb and analyze the structure. （将诗歌转换成一句话，通过分析其结构帮助学生更好的理解诗歌含义）3) Raise questions to help students to have a better understandingHow many things does the writer describe in his poem ? （问题：诗歌中描述了几件事物？）What does snow mean to the crow on such a cold day？（雪对乌鸦意味着什么？）Strategies when students can not f
14、ind out the answers（当学生不理解时的调控策略）With snow everywhere, can the crow find food easily? （当每个地方都铺满雪时，乌鸦能找到食物吗？）So snow mean cold, hunger, a hard time to live through.（所以雪意味着寒冷，饥饿及难度过的艰难时期）With snow everywhere, can the crow find a partner easily? （当每个地方都铺满雪时，乌鸦能找到同伴吗？）Snow means loneliness, sadness.（雪意味
15、着孤独，悲伤）With the snow on its back, can the crow walk or fly easily? （当每个地方都铺满雪时，乌鸦能轻易行走或者飞起来吗吗？）Snow means problems, burdens Trouble.（雪意味着问题，重担）Guide them to compare what snow means in this poem with snow in general meanings. Question for discussion: (引导学生比较诗歌里的雪和一般意义的雪)4) Discuss the following quest
16、ions in the same way:（同样方式讨论以下问题）Why did the writer say his mood has changed when seeing crow shaking down the dust of snow on its back?（当作者看到乌鸦抖落身上的雪时为什么心情变了？）5) Play the tape for the students to listen and repeat. Then read aloud, try to recite and understand the poem deeply. (After this show the
17、Chinese translation on the screen)（播放磁带让学生听，跟读并背诵，深层次理解诗歌）Students: 1. Skim the passage to find answers to the fast reading questions in two minutes.(两分钟快速浏览文章并回答快速阅读问题)2. Scan the last two paragraphs to find out the answer to careful reading questions in three minutes.(三分钟查读最后两段并回答快速阅读问题)3. read al
18、oud the poem Dust of snow by themselves and try to find out the words that rhyme.(朗读诗歌并找出押韵的单词)4. Try to get the better understanding by analyzing the structure and finding out the answers of questions. .（通过分析其结构和理解事物的真正含义，更深的理解诗歌）5. Listen to the tape and repeat, try to recite the poem.（听磁带并跟读，背诵诗歌
19、）Step III : While-writing ( 16 minutes )（写中活动16 分钟）What to teach: Write a poem review（写一篇诗歌论评）Why teach: Be able to write a poem review later.（今后能写诗歌论评）How to teach:Teacher: 1. Show the students a sample of poem review - A review on Dust of Snow（向学生展示诗歌“雪层”的评论）2. Ask them to read it aloud and try to
20、 find out what each paragraph is about.（学生大声朗读并找出段落大意）3. Help them to draw the conclusion and show the steps of writing the poem review. （帮助学生总结写作诗歌评论的步骤）4. Present the poem Right Here Waiting and ask students to writer a poem review with the steps just learned. （展示诗歌“此情可待”，并让学生根据刚才学到的步骤写一篇诗歌论评）5. D
21、ivide students into 3 groups,each group writes one paragraph in 10 minutes. Concept- check by asking “Which group are you in?” ”Which paragraph will you write?”“How many minutes do you have to finish the task?” Then start writing.（将学生分为三组，每组写一段话. 通过提问“你是哪组的？你们将写什么？你们有多少分钟进行写作?”以进行身份确认和任务认定。然后开始写作。）S
22、tudents: 1. read it aloud and try to find out what each paragraph is about.（大声朗读诗歌“雪层”的评论并找出段落大意）2. Study the steps of writing poem review（学习写作诗歌论评的步骤）3. Finish writing in about 10 minutes.（10分钟内完成写作）Step: Post-writing ( 5 minutes )What to teach: Writing assessment. （写作评价表）Why teach: Help students t
23、o write a better poem review（帮助学生写出更好的诗歌论评）How to teach: Teacher: 1. Firstly exchange their work between the partners and assess. Then get them to underline the good sentences.Finally Choose one passages in each group while going around the class.（同桌间先互换作品进行评价。如果有好的句子，请在句子上下划线。在巡视中每组选择一篇文章，注意错误的典型性。
24、）2. Present the chosen passages and comment by using a projector.（用投影仪展示所选文章，进行评议。）Students: 1. Exchange their work among group members and assess. Underline the good sentences. Recommend a good one to the teacher.（同桌间交换作品进行互评。如果有好的句子，请在句子上下划线。向老师推荐优秀作品。）2. Comment on the chosen passages together wi
25、th the teacher. （和老师一起点评所选习作。）Step V: Summary and homework ( 2 minutes )Purposes: Consolidate what we have learnt in this period and encourage the students to improve their writing after class.（巩固本课时所学内容，鼓励学生课后多写好的习作。）How to teach:Teacher: 1. Get students to reflect what they have learnt in this per
26、iod of lesson（让学生反思本课时所学内容。）2. Give a brief summary: From todays lesson, we know poems can be songs, poems can be pictures. Also poems can be life. (给出简短总结：今天这课我们学习了诗可以是歌，是画，同样可以是生活)3. Ask students to think: What spirit do you get from the poem we learned that can be used in life? （让学生思考：我们从雪尘这首诗里学到
27、了什么的精神，我们可以将其用到生活中？） 4. Assign homework: Find out an English poem you like and writer a poem review. （课后作业：写一篇你喜欢的英文诗的评论）Students: 1. Reflect what they have learnt in this period of lesson.（反思课堂所学内容） 2. Think what spirit do you get from the poem that can be use in life? (思考从雪尘中学到了什么样的精神) 八Blackboard design （板书设计）
