人教版（2019） 选择性必修第三册 Unit 5 Poems Reading and Thinking教学设计

人教版选择性必修三Unit 5 POEMS第一至二课时 Opening page, Reading andThinking教学设计 Ⅰ. Teaching content: Student Book: Opening Page + Reading and Thinking Ⅱ. Content analysis: Topic context: human and society Sub-topic: literature, art, and culture Activity topic: Appreciate different forms of English poems Text type: Expository (a few simple forms of English poems) Duration of teaching: Two classes Ⅲ. Text analysis: Opening page [What]: The opening page of the unit quotes the last few lines of American poet Robert Frost's poem "The Road Not Taken": "Two roads diverged in a yellow wood, and I took the one less traveled by, and that has made all the difference." This is a famous philosophical lyrical poem, and the poet uses the image of the fork in the woods to explain how to make choices in life. [How]: The theme map of this unit vividly shows two roads extending in different directions, which perfectly echoes the description in the poem. [Why]: Presenting this picture and quotation, not only allows students to better understand the content of the poem, but also inspires them to think about their own life choices and future paths. Reading and Thinking [What]: This reading text is an expository text with a typical "general-division-general" structure. The first paragraph briefly summarizes the value, meaning, and characteristics of poetry, indicating that the core content of this article is to introduce several simple forms of English poems. The second to fifth paragraphs respectively describe the characteristics of nursery rhymes, list poems, five-line poems, and haiku, while the paragraphs also list relevant poems for students to read and recite. The sixth paragraph mentions the translation of Tang poetry, and lists the poem "Waiting for Husband Stone" by the Chinese Tang dynasty poet Wang Jian. The last paragraph encourages students to imitate and create English poems. [How]: The article demonstrates the language styles and rhythms of different types of poems through specific examples such as folk songs, children's songs, and humorous poems. [Why]: Understanding these basic forms of poetry helps students appreciate and create English poems better, cultivating their aesthetic taste and creativity. Ⅳ. Analysis of student learning situation: The target audience of this class is high school students in Grade 12. At this stage, students have acquired certain English language knowledge and reading ability, but they have relatively little understanding of poetry as a literary form. Moreover, students' interest and appreciation level for poetry varies widely, so it is necessary to stimulate their learning enthusiasm and aesthetic ability through guidance and inspiration. In addition, students still have some difficulties in language expression and writing, which requires them to practice imitation and exercises to improve their language proficiency. Ⅴ. Teaching objectives and quality requirements: 1. Knowledge ability: Allow students to understan ... ...