设计题目

 Mudule8 Unit 1 Project Reciting a Poem Period 2 Poetry Sharing

教学内容

A Red, Red Rose

教学对象

高二年级下学期

教学目标

知识目标：学生感受英语诗歌及英语语言的优美，掌握英语诗歌中出现的感情基调、体裁、意象和韵脚等。

能力目标：能够正确理解和分析诗歌，完整表述诗歌内容。

情感目标：加强合作精神的培养及一定的诗歌鉴赏能力。

让学生感受爱的真谛。

Knowledge Aims:

Enjoy English poems and have a basic knowledge of poetry, such as images, rhyme and limericks.

Ability Aims:

Have a correct understanding about the poem and make a good analysis of the structure of the poem. Also retell the poem in students’ own words freely.

Moral Aims:

Improve the ability of appreciating a poem. Strengthen the cooperation with each other and have a sense of aesthetic judgement.

教学策略

1、多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。

2.任务型教学手法。各个环节均设置明确的目标和任务，以活动的形式进行，能够充分调动学生的积极性。

3.非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

教学过程

教学步骤

所

用

时

间

教 师 活 动

学 生 活 动

设计说明

Revision

5’

Ask ss three questions to

have a revision of

Last period.

1.Last period, we learned a text,

 What is it about?

2. When did The Romantic

Movement start and when did it end?

3.What’s the common

theme of ballads ?

给出作者的中文简介

Answer the teacher’s questions by reading the passage again.

Robert Burns and Poems.

It started in about 1750 and lasted until about 1870

Love and courage

阅读作者简介

通过复习了解诗歌的背景及相关知识，并引出诗歌。通过阅读作者的中文简介进一步了解作者及相关背景知识。

Lead-in

3’

Ask the students to deal with the new words and give some explanation.

Read the poetry,

Try to understand the new words and look up the news words in the reference book.

诗人以苏格兰方言来写诗，学生比较陌生，因此先认识这些生词才能进一步理解诗歌的含义。

Listening,

Reading and Practice

2’

1.Play the record of the poetry

Explain to students the main idea

of the poem.

1.Listen to the tape and try to understand the main idea of it.

听朗读带，让学生感受诗歌的优美，使学生对这首诗产生兴趣，并希望进一步学习。

9’

2.Deal with some questions.

What is the theme

 of this poem?

What are the two comparisons?

3. What does “sands o’ life” mean?

A.Time flies, so we should treasure time.

B. Love is great, but it has its limits.

C.Life consists of happiness and sadness.

D. Life is worthless like sands.

4. Who did Burns want to say goodbye to?

2.Read the poetry and try to find the main idea of the poem.

Answer some questions.

Answers:1. Love

2.The poet compared the idea of love to a red rose and a song.

3.B

4.He wanted to say goodbye to a certain way of life or maybe he wanted to say goodbye to a loved one.

让学生了解本诗歌的题材，结构和作者所用的一些比喻，让学生掌握浪漫主义诗歌的表现手法。此环节先个人阅读理解然后再小组讨论。

并请部分学生主动回答问题。

Reading strategy

8’

1.Ask students to divide the whole into three sections , and conclude the main idea of each section.

2.Explain to students the rhyme and syllables of the

Poetry.

v     O MY Luve ’s like a red, red rose  

v     That ’s newly sprung in June:  

v     O my Luve ’s like the melodie  

v     That’s sweetly play’d in tune!  

a    b   c   b 

v     As fair art thou, my bonnie lass,

v     So deep in luve am I:  

v     And I will luve thee still, my dear,  

v     Till a’ the seas gang dry

a  b  c  d

v     Till a’ the seas gang dry, my dear,  

v     And the rocks melt wi’ the sun;

v     I will luve thee still, my dear,  

v     While the sands o’ life shall run.

a  b  a  b

v     And fare thee weel, my only Luve,  

v     And fare thee weel a while!  

v     And I will come again, my Luve,  

v      Tho’ it were ten thousand mile.

a  b  a  b

Read the poetry

Again  

1. Divide the whole into three sections , and conclude the main idea of each section.

2.Analyze the rhyme and syllables of it . discuss in groups.

.Stanza 1: compare his sweet heart as a red rose and sweet music.

Stanza 2-3 : swear that he will love her for ever, and assure that he will never change his heart.

. Stanza 4: assure his lover that he will leave

for a short time but will come back no matter how far it is.

学生朗读诗歌，了解ballad的结构，总结每一个stanza的大意，把握诗歌的感情发展线索，体会诗歌的韵律。此环节鼓励学生相互讨论交流自己的观点，培养学生互助学习的能力。

Production

输出环节

Poem reading& Translation.

7’

1.Host the competition.

Divide the students into several groups, let them read the poetry emotionally, and tell who the winner is .

1.Practice the poetry first and then read it aloud to the whole class.

此环节学生已经掌握了该诗歌的大意和韵律，是对学生所学知识的一个输出环节。以比赛的形式进行诗歌朗诵可以很好的调动学生的

积极性。

7’

2. Let the students try to translate the poem, and give them some advice.let them read different editons of translation.

2.Translate the poem,and discuss in groups, and then give a presentation.

诗歌翻译是诗歌欣赏课上一个不可缺的环节，它有助与考察学生对诗歌的理解，并增强学生对诗歌的学习兴趣。

3’

1.      let the students read Robert Burn’s another two poems.

My Heart’s in the Highland                     我的心呀在高原

Auld lang syne(友谊地久天长)

Read the two poems and try to

Analyze them according to the methods learned before.

在学生读完了 “a red red rose ” 之后，让学生用刚刚学过欣赏英文诗歌的一些方法再去阅读相同题材的其它诗歌，让学生及时应用所学知识，巩固学习成果。

Homework

1’

1. Tr

v     1. Try to recite the poem.

v     2. Read Robert Burn’a other  poems.

诗歌背诵是巩固诗歌学习的一个很好的方法，同时再让学生去尝试阅读其它的诗歌，更好的巩固学习成果。

教学反思

本节课是一节诗歌赏析课，难度较大，我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，活动既有轻松有趣的诗歌朗读竞赛和翻译竞赛，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。

    由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。