Unit 7 Seasons Reading 1 A poem about seasons 教案

Lesson plan of 8A Unit 7 A poem about the seasons
I. Teaching aims:
By the end of the lesson, students will be able to
1. enjoy the beauty of the rhyming and read with rhyming;
2. read between lines and form pictures in mind while reading the poem;
3. create simple poems to express their love for the seasons;
4. love nature and love life;
II. Teaching contents:
1. Rhyming of the poem;
2. Rhetoric expressions in the poem and the emotion they convey;
3. The poet’s feelings about the four seasons.
III. Focus of the lesson and predicted areas of difficulty:
1. Rhyming of the poem;
2. The poet’s feelings hidden between lines.
IV. Teaching procedures:
Step One : Pre-reading (about 2 mins)
Purpose of design: lead the students to think about the four seasons before reading the poem, stimulating their underlying memories about the seasons.
(enjoy a video about the four seasons)
Question: What is the video about
T: What is the video about
S: The seasons.
T: How many seasons are there in a year
S: Four.
T: Among the four, which one do you like best
T: What are the four seasons like in a poet’s eyes We can find the answer in a poem.
What is the title of the poem
S: Seasons of the year.
Step Two : While-reading (about 38 mins)
Part 1: Rhyming of the poem
Purpose of design: help the students enjoy the rhyming of the poem and read with rhyming, getting to know the importance of rhyming in a poem.
(Read the poem to the students.)
T: What does the poem sound like
S: Music.
T: Why does it sound like music
Activity 1: Lead the students to find out all the rhyming words and read them.
Activity 2: Read the poem with music and feel the beauty of rhyming words.
Activity 3: Choose some words to make a poem rhyme.
song again along long grain rain
The seasons——Robert Stevenson
Spring is gay with flower and ___________,
Summer is hot and days are ___________,
Autumn is rich with fruit and _____________,
Winter brings snow and the New Year __________.
Part 2: Comprehend the poem
Purpose of design: lead the students to form pictures in mind while reading the poem and dig out the hidden feelings between lines, enjoying the beauty of the four seasons.
1. Read the whole poem
Activity 1: Match the main idea of each part
Part 1: Winter
Part 2: Spring
Part 3: Summer
Part 4: Autumn
Activity 2 (Group work): Circle the objects and the activities in the poem.
Present the the objects and activities to other groups.
2. Winter:
(1) Think: Winter is ______________ and ______________.
(2) Activity 1: Find out supporting phrases.
full of snow (a sense of picture)
forget to grow (personification)
fly far away
a warm and sunny day
3. Spring
T: Winter is quiet. Is spring still very quiet
S: No.
T: Spring has a lot of interesting sounds.
(1) Think: What sounds can you hear while reading this part
(2) Complete a new piece of poem according to this part.
The days of spring are __________ and __________.
It’s a perfect time _________ a kite.
________ and _______________ fly _______________.
In ________, if there are __________, they will fly away.
(3) Activity 1: Find out the wonderful sentences in this part by contrasting.
(4) Activity 2: Use proper verbs to make the sentences vivid. (personification)
The flowers and grass ___________ to the gentle wind.
Swallows (燕子) ____________ the golden sunshine with their tails.
The streams ________ the bank and ________ along the way.
4. Summer
T: What is summer like in your eyes
S: Hot.
T: What is summer like in the poet’s eyes
S: Sweet.
Activity 1: Find the sweet memories in this part.
Activity 2: Imagine: What do people do in summer
5. Autumn
T: People tend to be lazy. Are people lazy in autumn
S: No.
T: Autumn is the season of harvesting, so people have a lot of things to do.
Activity 1: Find out verbs to describe autumn.
Activity 2: Complete the sentences according to the verbs.
6. Ending
Soon the snowy season will begin,
And it will be a new year once again.
T: Which season are the two sentences about
S: Winter.
Think: Why does the poet write about winter in the part of autumn
(The ending echoes the beginning.)
Part 3: Further thinking
Purpose of design: encourage the students to deal with the poem critically and dig out the main idea the poet wants to tell readers.
(1) Can we change the title from “Seasons of the year” into “Seasons”
(2) Why does the writer begins the year with “winter”
(3) How does the writer feel while writing this poem
Part 4: Read the poem aloud with emotion
Purpose of design: help the students understand the poem better by reading aloud and read better with deeper comprehension of the poet’s feelings.
Step Three : Post-reading (about 5mins)
Purpose of design: lead the students to talk about the objects and activities in the four seasons with the language of the poem, using rhyming and personification.
Group work: Write a poem
Title: What if there was no _________
Summary: Just as you said,
We cannot live without any season. Each season counts because of its
own beauty. Let’s enjoy the four seasons, enjoy nature and enjoy life.
Blackboard layout：
Unit 7 Seasons of the year
winter
autumn spring
summer
Reflection:
本节课虽然是Reading (I)课型，但它的体裁极其特殊，是一首诗歌，这就决定了老师的课堂设计不能拘泥于常规的文本处理方法，而应该根据诗歌自身的特点，量身定制诗歌专属课堂活动。本节课以“美”为总设计思路，从形式和内容两个方面带领学生充分领略了诗歌之美。
1. 韵律之美。
押韵是诗歌的最大特征，也是诗歌得以朗朗上口最重要的组成部分。本节课在最开始的时候，并没有急于带学生进入文本，而是先让学生听诗歌，找韵脚，读诗歌，通过朗诵这种最简单但也最直观的感受方式，带学生沉浸在韵律美之中，奠定了整节课的基调。
2. 画面之美
诗歌的文字并不多，言简意赅，要让学生在有限的文字中找寻信息，找寻四季，找寻美并非一件易事。本节课最大的亮点之处就在于通过画面感的构建，让学生脑补诗人没有明说，又暗含其中的部分，更好得帮助学生体会诗歌的意境，理解诗人的情感。例如，如在处理夏天部分的时候，老师问学生在读这个部分的时候都听到了哪些声音，学生在读放风筝这一句时听到了风的声音和孩童银铃般的笑声，在读花丛这句时听到了蜜蜂飞过的嗡嗡声，学生读四月这句时听到了阵雨的声音。通过这样的方式，一下子就将夏天的景象淋漓尽致地展现在学生面前了，老师无需解释，声音是最好的回答。
3. 语言之美
诗歌的语言之美不言而喻。精炼而生动的语言是诗歌区别于其他体裁最突出的特征。本节课根据诗歌内容的特殊性，重点跟学生剖析了拟人的表现手法，带领学生找“拟人”，品“拟人”和用“拟人”，不仅让诗歌活了，诗歌里的景物活了，学生的语言表达也跟着丰富起来。
本节课极具创造力的文本处理形式在诗歌体裁的客观要求下应运而生，灵动而朴实，新颖而深邃，让学生在不知不觉中感悟诗歌之美。