1/1Unit2寫作課名師教學設(shè)計Book6Unit2:PoemSection5寫作課框架單教材版本：人教版冊數(shù)：選修6單元：Unit2課型（課時）：寫作課（第5課時）教材分析本節(jié)寫作課是詩歌創(chuàng)作，要求學生模仿詩歌C以“IfI”開頭寫清單詩，或以slowly開頭寫詩。本節(jié)寫作課按照“以聽讀促寫”的方式逐層遞進學習清單詩的寫作方法。學生通過相應的閱讀訓練和聽說練習逐步學會英詩的節(jié)奏和韻律、尋找和確定詩歌的主題及清單詩的簡單規(guī)則。學生通過學習詩歌的創(chuàng)作，能學會留心觀察生活、注意積累寫作素材；能了解英詩的分類；能對詩歌進行簡單的賞析和評價。教學目標語言目標：1.通過語篇學習鞏固本單元話題詞匯和熟練使用寫建議信的相關(guān)詞匯和句型：詞匯：compassbridebridegroomchampionshipdarknesswarmthscholarshippianistviolinistload短語：nurseryrhymetakeiteasyrunoutofmakeupofinparticulartryoutletout句型：IfIweretodo…,woulddo…;語義目標：能夠禮貌地表達意愿和計劃及理解虛擬語氣表達的禮貌的情感意義。語用目標：1.通過聽-說-讀練習，能掌握詩歌的節(jié)奏和韻律；2.通過創(chuàng)設(shè)情境，能學會禮貌地談?wù)撘庠负陀媱?。策略目標?.通過分析語篇文本結(jié)構(gòu)，學生能養(yǎng)成分析歸納的習慣；2.通過創(chuàng)設(shè)情境和文本再構(gòu)，學生能學會用詩歌表達自己的情感，進行簡單的詩歌創(chuàng)作。文化目標：通過對英詩的了解和學習，學生能增進對英語詩歌的了解，增強文化修養(yǎng)和詩歌鑒賞力。教學重難點教學重點：1.掌握詩歌的節(jié)奏和韻律，特別是韻詞的擴展；2.學習在情景中禮貌地談?wù)撘庠负徒ㄗh；3.詩歌的仿寫與重構(gòu)。教學難點：1.學習用詩歌表達意愿和情感；2.學會做生活中的有心人，用不一樣的視角捕捉生活的美好。建議教法（一）體驗式教學法設(shè)置情景體驗，通過教師引導學生體驗詩歌的韻律和表達的意境，通過聽說讀的新聯(lián)引導學生進行詩歌創(chuàng)作。（二）結(jié)果定向?qū)懽髂Ｊ剑≒roduct-orientedmethod）設(shè)置控制性練習，運用所學詞匯和句型進行仿寫通過原文本的結(jié)構(gòu)分析，從仿寫到自由寫作教學流程（詳見相應教學設(shè)計）教學評價1.本課時的目標設(shè)計清晰可操作，活動的設(shè)計緊扣目標要求并與目標達成一致。2.寫作前的教學活動設(shè)計遵循語言規(guī)律，由詞到句到篇章逐層遞進，充分體現(xiàn)語言輸入到語言輸出的完整過程。3.寫作后的活動設(shè)計體現(xiàn)對文本內(nèi)容的深度挖掘和文本再構(gòu)，體現(xiàn)了對學生思維品格的訓練與培養(yǎng)。Section5寫作課教學設(shè)計步驟過程措施（教師活動與學生活動）目的持續(xù)性評價DELC1激活先期知識Step1Pre-writing（寫作前）(5mins)1.Tellstudentsthattheyaregoingtolistentoapoemcalled“I’vesavedthesummer”.T:(Greetings)Let’slistentothe“music”ofthepoem.Payattentiontohowitmakesyoufeelandwhatitmakesyouthinkabout?S:Sharetheirfeelings.2.Afterstudentshavelistened,askthemthefollowingquestion.T:Whenyoulistenedtoit,whatcameintoyourmind?Studentsmayhaveseencertainimages,feltcertainemotionsorhadcertainthoughts.3.GothroughExercise1quicklywithstudentsonpage14.AnswerkeyforExercise1:1.Students’answersmayvary.2.Yes(ithastwostrongbeatsperline).3.Yes.4.Students’answersmayvary.1.通過粗聽詩朗誦，讓學生感知詩歌的節(jié)奏和韻律。2.通過幫助學生在腦海勾勒詩歌表達的畫面，讓學生能直觀地感受詩歌內(nèi)容。3.通過問題討論了解詩歌的節(jié)奏和韻律的概念。1.學生是否能抓住詩歌中的韻詞。2.學生是否能聽懂詩歌大意。3.學生是否能正確感知詩歌表達的情感態(tài)度。DELC2獲取新知識Step2While-writing（寫作中）(10mins)1.Teacherasksstudentstofollowthepoemintheirbookswhilelisteningtothetape,especiallypayingattentiontoitsrhymeandrhythm.T:Listentothetapeagainandcirclethewordsthatrhymewhilelistening.Trytofigureoutwhatisunusualabouttherhymingwordsinthelastfourlines?S:Studentsworkinpairstoreadaloudandworkouttherhymingwords.2.Teacherwritesthefirstfourlinesontheboardandaskstudentstolistenforthestrongbeats.T:WhileIamplayingthefirstfourlinesagain,youhavetotapyourtableintimetothestrongbeats.S:Gothroughthestrongbeatsquicklyandunderlinethemontheirbooks.3.Askstudentstoreadtherestofthepoemaloudtogetherandtrytoworkoutthestrongbeats.T:PresentthewholepoemonPPTandwiththestudentstounderlinethestrongbeats.4.Askgroupsofstudentstodiscussthepoem’smeaninginmoredetail.T:Dividethestudentsintogroupsandaskeachgrouptochooseoneparagraphtopresenttheirviewsandideastotheclass.S:Sharetheirideasofthemeaningofthepoemindetails.1.通過跟讀感知詩歌的韻律。2.通過勾畫韻腳，掌握詩歌的節(jié)奏。3.通過大聲朗讀整首詩歌感知詩歌的節(jié)奏和韻律。4.通過小組討論，深層理解詩歌內(nèi)涵。1.學生是否能通過韻腳找準詩歌韻律。2.學生是否能準確把握詩歌節(jié)奏。3.學生是否能帶有情感朗讀。4.學生是否能理解詩人在詩歌中表達的情感和內(nèi)涵。DELC3深加工知識Step3While-writing（寫作中）(20mins)1.ReadPoemCtogetherandasktheclasstocompletealistpoemtogether.T:Let’sreadPoemCtogetherandpayattentiontoitsrhymeandbeats.S:Readandtelltheframeworkoflistpoem.T:PoemCisalistpoemstartingwith“IfI…”,whichcanbeseenthatthereisnorhythmbetweenlines.Therefore,itiseasytocompose.Thesimpleruletowrite“IfI…”poemwellistowriteaboutthethingsyouknowinacreativeandfunway.Forexample:Thinkofthethingsyouknowasafill-in-the-blankquestion,anduseyourimaginationtocomeupwiththeanswer.It’agrade-schoolerimagining,“IfIweretheruleroftheworld,Iwould________________”.Now,it’syourturn.2.Teacherwrites“IfI___________”onboardandaskstudentstofillintheblankwithwhatevercomestomind.T:HelpstudentstobrainstormsomeexamplesorchoicesonPPT.IfIwereinvisible…IfIknewhowtofly,…IfIhadamilliondollar…S:Finishthefirstlineandthinkaboutwhattheirlifewouldbelikewhatevertheyfilledintheblankscametrue.T:Justlettheideasflow.1..朗誦詩歌幫助學生掌握清單詩的框架結(jié)構(gòu)及和其他詩歌的不同之處。2.指導學生選擇詩歌主題和創(chuàng)作過程。1.學生是否察覺清單詩的韻律可有可無。2.學生是否能理解清單詩的寫作過程。DELC4學習評價Step4Post-writing（寫作后）(5mins)1.Askstudentstoreviseandpolishtheirpoemsingroupsandchoosethebesttoshareinclass.2.Askstudentstogivecommentswitheachotherafterreadingtheirpoems.Summaryandhomework:Todaywehavelearnthowtowritealistpoemfrompreparationtoconstruction.First，youshouldprepareyourselfforideasandinspirationsfromlife.Andthenyoushouldlearntosummarizetherulesfromthesamplepoemandimitatewritingyourownpoem.Today’shomeworkistowriteyourownpoemofeighttotenlinesstartingwith“Ifeelmiserablewhen…”.1.課后自評和小組互評能幫助學生彼此取長補短。1.學生是否能從詩歌的韻律和內(nèi)涵等方面進行評論和反思。SamplepoemIfeelmiserablewhen…IhaveabigmathtestcomingupsoIhavetostudyinsteadofwatching