《 Reciting a poem 》教学实践报告
（指导思想，设计方法等说明）
课程分析：（本课的作用和学习本课的意义）
牛津高中英语8模块第一单元Project
本教学方案分为七个部分，分别为poems sharing（an English song）, fast-reading（scanning）, detailed-reading(Listening+ reading comprehension), poem understanding, discussion, homework 与after-class resources。
Poems sharing环节将发挥学生参与的主观能动性并在此基础上明确本课的学习方向。 在阅读阶段，教师将以多种形式开展教学，旨在为学生课题研究提供必要的信息铺垫。学生在完成阅读任务并对诗歌有所了解后，将在教师的指导与协助下，在网络环境中以合作的形式对相关问题进行自主探究。教师应鼓励学生发现问题并培养其分析解决问题的能力。最后学生将以交互表单的形式提交报告，完成课题研究任务。课后，教师将在对课程资源进行开发与整合的基础上提供“after-class resources”部分，旨在为学生自主学习提供一定的空间。
贯穿在教学中有两点目标。其一，在教学的过程中教师应注重对学生文学欣赏能力的培养，以进一步提高其文学素养；其二，在教学的过程中，教师也应注重对学生探究意识与能力的培养，以进一步提高其分析解决问题能力。
教学构想及目标:
首先由一首同学们耳熟能详的优美歌曲《Auld Lang Syne---“Friendship Everlasting”导入本课，熟悉的歌曲，唯美的画面，让学生听得如痴如醉，充分刺激了视觉，听觉。听唱英文歌曲本生也是一种资深教师常用的，更是深受中学生欢迎的提高英语听说读写全方位能力的学习方法。情浓意浓的莘莘学子更是对这位杰出的浪漫诗人的生平，其他代表作，创作风格等如饥似渴地，迫不及待地去阅读，去搜索，去讨论，去交流。交流他们的收获和感受，形成小组意见。然后针对各组问题请负责的小组汇报他们的讨论并形成的成果。利用网络资源信息和课本完善同学们讨论形成的成果，从而对本节课的知识有明晰的理解。
一．实践过程
一）首先通过听、读了解本文(project)阅读部分提供的著名诗人的相关信息（恋人的鼓励、成名、生平、成绩等）；诗人的创作的风格，诗歌的主题、语言特色；代表作“一朵火红的玫瑰”所表达的寓意、节奏、韵律；自然而然地了解诗歌吟诵和创作的方法和技巧。
二）利用学生对问题的讨论，展开project study.通过讨论，分工合作，上网搜索、交流：小组成员喜欢的诗人相关信息，诗人的创作风格、成名作；研究讨论所选诗歌的主题、寓意、节奏、韵律；借助多媒体图片、视频、背景音乐等汇报吟诵。
Step I: Lead-in
Get the students to enjoy a famous English song(Auld Lang Syne---“Friendship Everlasting”) to lead in this period.
(T: Are you familiar with the song? Can you sing it? Have you ever seen a film called : “"Waterloo Bridge", whose theme song is “Friendship Everlasting”?
听唱英文歌曲本生也是一种资深教师常用的，更是深受中学生欢迎的提高英语听说读写全方位能力的学习方法。
充分点击学生的兴趣和兴奋点，充分发挥学生的主体作用和主观能动性。
Now let’s get some background information related to the author and his poem “ A Red Red Rose” and some skills of reciting a poem.)
承上启下的过度步骤，为后面的课作一个很贴切的铺垫。
Step II: Scanning
Let’s scan and get the structure of the report by matching the following:
Part One (1-4) some information about a movement of poets called the Romantic Movement
Part Two (5-7) the poem‘A Red, Red Rose’ with its introduction and explanation
Part Three (8-9) introduction of Robert Burns
Scanning是阅读课常用的技巧，需要学生在很短的时间内快速，准确把握文章的脉络，总结出各个层次的段落大意，这种能力的养成应该贯穿英语阅读教学的始终。
Step III: Listening comprehension
Get the students to listen to the long text part by part and obtain the main idea /key word(s) for each part.
（I）Part One (1-4) Introduction of Robert Burns
(T: Let’s listen to the first part of the text to judge which key words are mentioned in this part : birth, death, education, life, popularity, works, thoughts, enemies, writing style, love…)
(II) Part Two (5-7) ________________.
(T: Let’s see what specific information is told in this part.)
(Some information about the movement of poets called the Romantic Movement)
(III) Part Three (8-9) The poem “A Red Red Rose” with it’s introduction and explanation
Let’s listen to this part to get some key words discussed about the poem:____________________
(theme, sections, syllables, sales, ballad, imagery, comparisons, explanation, popularity…)
学生通过flash 听读文章的各个段落，并就文章的细节信息通过关键词的形式记录下来。关键词是对所听的内容细节信息的考量；听读结合，有利于学生专注能力的培养和语感的提升。
Step IV. Second Reading (Task reading)
Read the text again and complete the form:
Robert Burns Year of birth 1759
Place of birth Alloway Scotland
Year of death 1._______
Main 2. ________ To a Mouse; The Holly Fair; A Red Red Rose
A Red Red Rose Language Scots 3.________
Imagery 4.______ the idea of love to a red rose
5._________ A farewell to a certain way of life or to say Goodbye to a loved one.
任务练习的设置，进一步考试查学生对于诗人的背景信息，创作风格，诗歌特点，诗歌主题，寓意，等知识有一个更为详实的理解；任务练习也是高考解题能力的培养。
Step V Group discussion
Do you like poetry? Why or why not?
What does the author introduce about Robert Burns and his poems ‘A Red, Red Rose’?
What poems will you chose to recite?
What kind of information about the poem and the poet will you need?
Where will you collect the information? Who will do this?
Who will recite the poem?
Who will give the class some background information about the poem and the poet?
Will you need props, pictures or costumes to make the poetry recital more interesting? Who will find them if needed?
通过小组活动能增强学生的学习兴趣，调动绝大多数同学的学习积极性，使他们参与到课堂活动中来。也给了学生展示自己的机会，从而增强了学生的自信心。
合作学习法能使同一小组的同学互帮互助，消除少数学习能力低，基础薄弱的同学的畏难心里，也给他们展示自己和吸收高一层次知识的机会。同学之间互帮互助，互相交流，能够促进呢他们友谊和学习的共同进步。）
Step VI Appreciate and read (sing) the poem
Follow the tape and read the poem emotionally. (We can also sing to the music!)
Tips for appreciating poems:
Poetry is a form of literature with the theme of love or other feelings.
In a poem , the emotions expressed are more important than the language used.
Also the rhythm and the stressed syllables are very important in reciting a poem.
Poem Understanding
Now we are looking at his poem. Anything you don’t understand? You can’t expect yourself to fully appreciate it before getting to know the difficult old English. Be free to take notes of the words you don’t know while reading. Taking notes of difficult words in the poem：
Old Scottish English Modern English
luve love
melodie melody
thou art you are
thee you
gang go
Till a’ the seas Till all the seas
wi’ the sun with the sun
the sands o’ life the sand of life
Tho’ it were Though it were
fare thee weel fare you well
百闻不如一见，百听不如一诵!诗歌是文学艺术的一种常见表现形式，牛津高中英语教材唯有本单元增设了此种体裁的文章；诗歌同时又朗朗上口，常常会被传唱，英文歌曲的聆听，又能提高学生的听力水平。
诗歌是诗人用来表达情感的，同学们在赏析时一定要首先准确把握诗歌的主题题，同时还要注重情感的投入。
诗歌朗诵时还要注重重读音节，节奏和韵律，才能朗朗上口，抑扬顿挫，体现诗歌语言独特的美感。
Burns在创作本诗歌时采用的是爱尔兰方言，一些单词的拼写和朗读与现代英语有些差异。词汇的解释会加深对诗歌主题的理解，更便于学生的朗诵，记忆。
Appreciate some Chinese poems in English:
这是对教材的进一步扩充，也是学以致用的体现。
这两首诗歌的中文大家耳熟能详，而且对其作者，诗歌的主题，背景知识都非常熟悉，所以朗诵起来很有情感。
Homework: Surf the internet to choose and recite at least one of your favorite poems ,or even write and recommend your own poem to your friends!
利用网络媒介，搜索、选择自己喜欢的诗人，诗歌；推销传唱英文诗歌也应该注重诗人诗歌相关背景资料的查询，诗歌主题的揭示。逐渐培养诗歌素养，热爱诗歌，创作诗歌，充分发挥自己的兴趣爱好，借助诗歌呈现和分享自己真挚美好感情，也是本课的情感目标所要达到的要求。
二、收获与体会
1）现代教学技术这种教学体系符合高中学生的认知规律。能够引导学生发现问题、解决问题、应用问题。
2）本节课通过视频等先进的多媒体给学生呈现了唯美的诗歌背景，丰富的诗歌信息和朗诵技巧；青年学生对于英文诗歌特有的热爱和激情被点燃。
3）通过这堂课的学习，学生在情感目标上认识到中西方文学的美感，欣赏诗歌创作诗歌的快乐；对人类美好情感的珍惜。
4）通过这样的课堂设计， 让同学们知道英语课原来是这样美好，快乐；英文歌曲可以进入紧张的高中英语课堂；甚至这样的体裁和题材可以作为英语阅读理解的材料。
三、问题与建议
1）在学习过程中学生对英文诗歌的节奏、韵律不太熟练。建议要学生多看，多练。在不同诗歌语境中体。
2）学生的学习兴趣浓厚，建议多给学生接触英文歌曲和诗歌方面的材料，或鼓励学生自己寻找感兴趣的诗歌学习朗诵或传唱，丰富学生的课余生活，激发英语学习兴趣，提高英语听力能力和英美文学素养。
3) 最后一个环节让学生课后利用网络搜索自己喜欢的诗人相关背景资料和作品，学生的积极性还比较高，建议作为课后作业，下节课呈现学生的成果；建议学校建立更多的电子教室，让学生在座位上搜素网页，寻找学习资源并展示。
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M8U1 Project《Reciting a poem》教学案
课程分析：（本课的作用和学习本课的意义）牛津高中英语8模块第一单元Project本教学方案分为七个部分，分别为poems sharing（an English song）, fast-reading（scanning）, detailed-reading(Listening+ reading comprehension), poem understanding, discussion, homework 与after-class resources。 Poems sharing环节将发挥学生参与的主观能动性并在此基础上明确本课的学习方向。 在阅读阶段，教师将以多种形式开展教学，旨在为学生课题研究提供必要的信息铺垫。学生在完成阅读任务并对诗歌有所了解后，将在教师的指导与协助下，在网络环境中以合作的形式对相关问题进行自主探究。教师应鼓励学生发现问题并培养其分析解决问题的能力。最后学生将以交互表单的形式提交报告，完成课题研究任务。课后，教师将在对课程资源进行开发与整合的基础上提供“after-class resources”部分，旨在为学生自主学习提供一定的空间。 贯穿在教学中有两点目标。其一，在教学的过程中教师应注重对学生文学欣赏能力的培养，以进一步提高其文学素养；其二，在教学的过程中，教师也应注重对学生探究意识与能力的培养，以进一步提高其分析解决问题能力。
问题设计 Are you familiar with the song? Can you sing it? Have you ever seen a film called : “"Waterloo Bridge", whose theme song is “Friendship Everlasting”?How can we divide the whole reading material into three parts? What does each part talk about? Can you find the key words in each part? Do you know how to recite/sing an English poem? Can you choose one to recite it to us?...
教学构想及目标: 首先由一首同学们耳熟能详的优美歌曲《Auld Lang Syne---“Friendship Everlasting”导入本课，熟悉的歌曲，唯美的画面，让学生听得如痴如醉，充分刺激了视觉，听觉。听唱英文歌曲本生也是一种资深教师常用的，更是深受中学生欢迎的提高英语听说读写全方位能力的学习方法。情浓意浓的莘莘学子更是对这位杰出的浪漫诗人的生平，其他代表作，创作风格等如饥似渴地，迫不及待地去阅读，去搜索，去讨论，去交流。交流他们的收获和感受，形成小组意见。然后针对各组问题请负责的小组汇报他们的讨论并形成的成果。利用网络资源信息和课本完善同学们讨论形成的成果，从而对本节课的知识有明晰的理解。 知识目标:了解一种文学形式诗歌的惯用主题：爱情或其他情感； 了解诗人相关信息。能力目标：1.了解朗诵英文诗歌的技巧； 2. 通过创设诗情画意的语言环境培养学生的听说能力； 3. 学会如何选择自己喜欢的诗人及其诗歌。情感目标： 通过对本课的学习，热爱文学，热爱英文诗歌，分享、珍爱人间一切美好的情感。
教学重点： 1诗人的背景资料； 2.诗人的创作风格； 3.赏析诗歌的技巧。
教学难点： 通过讨论，分工合作，确定，查询，汇报，朗诵自己喜欢的诗歌
教学方法： 任务型教学法，听说交际法，合作学习法；活动教学法。 （通过小组活动能增强学生的学习兴趣，调动绝大多数同学的学习积极性，使他们参与到课堂活动中来。也给了学生展示自己的机会，从而增强了学生的自信心。 合作学习法能使同一小组的同学互帮互助，消除少数学习能力低，基础薄弱的同学的畏难心里，也给他们展示自己和吸收高一层次知识的机会。同学之间互帮互助，互相交流，能够促进呢他们友谊和学习的共同进步。）
所需设备： 电脑多媒体辅助设备、网路资源、黑板
教师活动 学生活动 设计意图
Step I: Lead-in Get the students to enjoy a famous English song(Auld Lang Syne---“Friendship Everlasting”) to lead in this period. Are you familiar with the song? Can you sing it? Have you ever seen a film called : “"Waterloo Bridge", whose theme song is “Friendship Everlasting”? Now let’s get some background information related to the author and his poem “ A Red Red Rose” and some skills of reciting a poem.) Step II: ScanningLet’s scan and get the structure of the report by matching the following:Part One (1-4) some information about a movement of poets called the Romantic MovementPart Two (5-7) the poem‘A Red, Red Rose’ with its introduction and explanation Part Three (8-9) introduction of Robert BurnsStep III: Listening comprehensionGet the students to listen to the long text part by part and obtain the main idea /key word(s) for each part.（I）Part One (1-4) Introduction of Robert Burns (T: Let’s listen to the first part of the text to judge which key words are mentioned in this part : birth, death, education, life, popularity, works, thoughts, enemies, writing style, love…)(II) Part Two (5-7) ________________.(T: Let’s see what specific information is told in this part.) (Some information about the movement of poets called the Romantic Movement)(III) Part Three (8-9) The poem “A Red Red Rose” with it’s introduction and explanation Let’s listen to this part to get some key words discussed about the poem:____________________ (theme, sections, syllables, sales, ballad, imagery, comparisons, explanation, popularity…)Step IV. Second Reading (Task reading)Read the text again and complete the form: Robert Burns Year of birth 1759 Place of birth Alloway Scotland Year of death 1._______ Main 2. ________ To a Mouse; The Holly Fair; A Red Red Rose A Red Red Rose Language Scots 3.________ Imagery 4.______ the idea of love to a red rose 5._________ A farewell to a certain way of life or to say Goodbye to a loved one. (1.1796 2. works/ poems 3. dialect 4. Compare 5. Theme)Step V Group discussionDo you like poetry? Why or why not? What does the author introduce about Robert Burns and his poems ‘A Red, Red Rose’? What poems will you chose to recite? What kind of information about the poem and the poet will you need? Where will you collect the information? Who will do this? Who will recite the poem? Who will give the class some background information about the poem and the poet? Will you need props, pictures or costumes to make the poetry recital more interesting? Who will find them if needed? Step VI Appreciate and read (sing) the poem Follow the tape and read the poem emotionally. (We can also sing to the music!)Tips for appreciating poems:Poetry is a form of literature with the theme of love or other feelings. In a poem , the emotions expressed are more important than the language used. Also the rhythm and the stressed syllables are very important in reciting a poem. Poem UnderstandingNow we are looking at his poem. Anything you don’t understand? You can’t expect yourself to fully appreciate it before getting to know the difficult old English. Be free to take notes of the words you don’t know while reading. Taking notes of difficult words in the poem：Old Scottish English Modern English luve love melodie melody thou art you are thee you gang go Ti till a’ the seas Till all the seas wi’ the sun with the sun T sands o’ life sand of life Tho’ it were Though it were Fare thee weel fare you well Step VI Appreciate some famous Chinese poems in English. Homework: Surf the internet to choose and recite at least one of your favorite poems, or even write and recommend your own poem to your friends! 熟悉的歌曲，唯美的画面，让学生听得如痴如醉，充分刺激了视觉，听觉。 情浓意浓的莘莘学子定会对这位杰出的浪漫诗人的生平，其他代表作，创作风格等如饥似渴地，迫不及待地去阅读，去搜索，去讨论，去交流。 学生快速阅读全文，领略本文的篇章结构 合理划分层次，并给出正确的段落大意。 学生通过flash 听读，给出文章的各个段落关键词。 学生再次快速阅读全文，完成任务型阅读练习。 小组讨论，搜索，交流，汇报。 听，模仿，朗诵，吟唱《一朵火红的玫瑰》 记住诗歌赏析时的技巧。 弄清本诗歌的重读音节，节奏和韵律。 听读模仿时，划出生词，猜测其含意。 朗诵猜测中国人家喻户晓的诗歌的英文版。 上网搜索选择自己喜欢的诗人、诗歌，并传唱。亦或大胆创作并向朋友介绍自己的诗歌。 听唱英文歌曲本生也是一种资深教师常用的，更是深受中学生欢迎的提高英语听说读写全方位能力的学习方法。充分点击学生的兴趣和兴奋点，充分发挥学生的主体作用和主观能动性。 承上启下的过度步骤，为后面的课作一个很贴切的铺垫 Scanning是阅读课常用的技巧，需要学生在很短的时间内快速，准确把握文章的脉络，总结出各个层次的段落大意，这种能力的养成应该贯穿英语阅读教学的始终。 学生通过flash 听读文章的各个段落，并就文章的细节信息通过关键词的形式记录下来。关键词是对所听的内容细节信息的考量；听读结合，有利于学生专注能力的培养和语感的提升。 任务练习的设置，进一步考试查学生对于诗人的背景信息，创作风格，诗歌特点，诗歌主题，寓意，等知识有一个更为详实的理解； 任务练习也是高考解题能力的培养。 通过小组活动能增强学生的学习兴趣，调动绝大多数同学的学习积极性，使他们参与到课堂活动中来。也给了学生展示自己的机会，从而增强了学生的自信心。 合作学习法能使同一小组的同学互帮互助，消除少数学习能力低，基础薄弱的同学的畏难心里，也给他们展示自己和吸收高一层次知识的机会。同学之间互帮互助，互相交流，能够促进呢他们友谊和学习的共同进步。） 百闻不如一见，百听不如一诵!诗歌是文学艺术的一种常见表现形式，牛津高中英语教材唯有本单元增设了此种体裁的文章；诗歌同时又朗朗上口，常常会被传唱，英文歌曲的聆听，又能提高学生的听力水平。 诗歌是诗人用来表达情感的，同学们在赏析时一定要首先准确把握诗歌的主题题，同时还要注重情感的投入。 诗歌朗诵时还要注重重读音节，节奏和韵律，才能朗朗上口，抑扬顿挫，体现诗歌语言独特的美感。 Burns在创作本诗歌时采用的是爱尔兰方言，一些单词的拼写和朗读与现代英语有些差异。词汇的解释会加深对诗歌主题的理解，更便于学生的朗诵，记忆。 这是对教材的进一步扩充，也是学以致用的体现。 这两首诗歌的中文大家耳熟能详，而且对其作者，诗歌的主题，背景知识都非常熟悉，所以朗诵起来很有情感。 利用网络媒介，搜索、选择自己喜欢的诗人，诗歌；推销传唱英文诗歌也应该注重诗人诗歌相关背景资料的查询，诗歌主题的揭示。逐渐培养诗歌素养，热爱诗歌，创作诗歌，充分发挥自己的兴趣爱好，借助诗歌呈现和分享自己真挚美好感情，也是本课的情感目标所要达到的要求。
镇江市中小学中青年骨干教师现代教育技术
实践活动教学设计方案
课程分析：（本课的作用和学习本课的意义）牛津高中英语8模块第一单元Project本教学方案分为七个部分，分别为poems sharing（an English song）, fast-reading（scanning）, detailed-reading(Listening+ reading comprehension), poem understanding, discussion, homework 与after-class resources。 Poems sharing环节将发挥学生参与的主观能动性并在此基础上明确本课的学习方向。 在阅读阶段，教师将以多种形式开展教学，旨在为学生课题研究提供必要的信息铺垫。学生在完成阅读任务并对诗歌有所了解后，将在教师的指导与协助下，在网络环境中以合作的形式对相关问题进行自主探究。教师应鼓励学生发现问题并培养其分析解决问题的能力。最后学生将以交互表单的形式提交报告，完成课题研究任务。课后，教师将在对课程资源进行开发与整合的基础上提供“after-class resources”部分，旨在为学生自主学习提供一定的空间。 贯穿在教学中有两点目标。其一，在教学的过程中教师应注重对学生文学欣赏能力的培养，以进一步提高其文学素养；其二，在教学的过程中，教师也应注重对学生探究意识与能力的培养，以进一步提高其分析解决问题能力。教学构想及目标: 首先由一首同学们耳熟能详的优美歌曲《Auld Lang Syne---“Friendship Everlasting”导入本课，熟悉的歌曲，唯美的画面，让学生听得如痴如醉，充分刺激了视觉，听觉。听唱英文歌曲本生也是一种资深教师常用的，更是深受中学生欢迎的提高英语听说读写全方位能力的学习方法。情浓意浓的莘莘学子更是对这位杰出的浪漫诗人的生平，其他代表作，创作风格等如饥似渴地，迫不及待地去阅读，去搜索，去讨论，去交流。交流他们的收获和感受，形成小组意见。然后针对各组问题请负责的小组汇报他们的讨论并形成的成果。利用网络资源信息和课本完善同学们讨论形成的成果，从而对本节课的知识有明晰的理解。 知识目标:了解一种文学形式诗歌的惯用主题：爱情或其他情感； 了解诗人相关信息。了解诗歌的主题、寓意、节奏、韵律。能力目标：1.了解朗诵英文诗歌的技巧；2. 通过创设诗情画意的语言环境培养学生的听说能力； 3. 学会如何选择自己喜欢的诗人及其诗歌。情感目标： 通过对本课的学习，热爱文学，热爱英文诗歌，分享、珍爱人间一切美好的情感。
学习者特征分析（结合实际情况，从学生的学习习惯、心理特征、知识结构等方面进行描述）：高二的学生，从年龄特点来看，年少轻狂，感情丰富，善于并且敢于表达自己的情感。已经度过青少年危险期，是在认知方面从不成熟逐步走向成熟的年龄阶段，但仍然需要在对问题的分析、判断、以及处理方法等方面有一个正确的引导。刚刚过去的学业水平测试让他们有一次体验到久违的轻松，少年不知愁滋味。但高三高考的重负让他们欲罢不能。， 从知识基础来看，借助母语的力量，诗歌赏析的基本常识是有的。而高中阶段这里是第一次零距离接触并要求掌握英文诗歌的相关知识，并能吟诵。本课程选取的这样的主题和内容及任务，符合此年龄阶段学生的心理特征和知识结构的需要。 本节课的教学，试图通过分组讨论的方式，激发学生的兴趣和动机、提高学生发现问题、分析问题、解决问题的应用能力。培养良好的自主学习习惯，进而为夯实基础知识，逐步形成较为完善的知识体系打下基础。
教学过程（按照教学步骤和相应的活动序列进行描述，要注意说明各教学活动中所需的具体资源及环境）：一）首先通过听、读了解本文(project)阅读部分提供的著名诗人的相关信息（恋人的鼓励、成名、生平、成绩等）；诗人的创作的风格，诗歌的主题、语言特色；代表作“一朵火红的玫瑰”所表达的寓意、节奏、韵律；自然而然地了解诗歌吟诵和创作的方法和技巧。二）利用学生对问题的讨论，展开project study.通过讨论，分工合作，上网搜索、交流：小组成员喜欢的诗人相关信息，诗人的创作风格、成名作；研究讨论所选诗歌的主题、寓意、节奏、韵律；借助多媒体图片、视频、背景音乐等汇报吟诵。Step I: Lead-in Get the students to enjoy a famous English song(Auld Lang Syne---“Friendship Everlasting”) to lead in this period. (T: Are you familiar with the song? Can you sing it? Have you ever seen a film called : “"Waterloo Bridge", whose theme song is “Friendship Everlasting”?听唱英文歌曲本生也是一种资深教师常用的，更是深受中学生欢迎的提高英语听说读写全方位能力的学习方法。充分点击学生的兴趣和兴奋点，充分发挥学生的主体作用和主观能动性。Now let’s get some background information related to the author and his poem “ A Red Red Rose” and some skills of reciting a poem.)承上启下的过度步骤，为后面的课作一个很贴切的铺垫。Step II: ScanningLet’s scan and get the structure of the report by matching the following:Part One (1-4) some information about a movement of poets called the Romantic MovementPart Two (5-7) the poem‘A Red, Red Rose’ with its introduction and explanation Part Three (8-9) introduction of Robert BurnsScanning是阅读课常用的技巧，需要学生在很短的时间内快速，准确把握文章的脉络，总结出各个层次的段落大意，这种能力的养成应该贯穿英语阅读教学的始终。Step III: Listening comprehensionGet the students to listen to the long text part by part and obtain the main idea /key word(s) for each part.（I）Part One (1-4) Introduction of Robert Burns (T: Let’s listen to the first part of the text to judge which key words are mentioned in this part : birth, death, education, life, popularity, works, thoughts, enemies, writing style, love…)(II) Part Two (5-7) ________________.(T: Let’s see what specific information is told in this part.) (Some information about the movement of poets called the Romantic Movement)(III) Part Three (8-9) The poem “A Red Red Rose” with it’s introduction and explanation Let’s listen to this part to get some key words discussed about the poem:____________________(theme, sections, syllables, sales, ballad, imagery, comparisons, explanation, popularity…) 学生通过flash 听读文章的各个段落，并就文章的细节信息通过关键词的形式记录下来。关键词是对所听的内容细节信息的考量；听读结合，有利于学生专注能力的培养和语感的提升。Step IV. Second Reading (Task reading)Read the text again and complete the form:Robert Burns Year of birth 1759 Place of birth Alloway Scotland Year of death 1._______Main 2. ________ To a Mouse; The Holly Fair; A Red Red RoseA Red Red Rose Language Scots 3.________ Imagery 4.______ the idea of love to a red rose 5._________ A farewell to a certain way of life or to say Goodbye to a loved one.
任务练习的设置，进一步考试查学生对于诗人的背景信息，创作风格，诗歌特点，诗歌主题，寓意，等知识有一个更为详实的理解；任务练习也是高考解题能力的培养。Step V Group discussionDo you like poetry? Why or why not? What does the author introduce about Robert Burns and his poems ‘A Red, Red Rose’? What poems will you chose to recite? What kind of information about the poem and the poet will you need? Where will you collect the information? Who will do this? Who will recite the poem? Who will give the class some background information about the poem and the poet? Will you need props, pictures or costumes to make the poetry recital more interesting? Who will find them if needed? 通过小组活动能增强学生的学习兴趣，调动绝大多数同学的学习积极性，使他们参与到课堂活动中来。也给了学生展示自己的机会，从而增强了学生的自信心。合作学习法能使同一小组的同学互帮互助，消除少数学习能力低，基础薄弱的同学的畏难心里，也给他们展示自己和吸收高一层次知识的机会。同学之间互帮互助，互相交流，能够促进呢他们友谊和学习的共同进步。）Step VI Appreciate and read (sing) the poem Follow the tape and read the poem emotionally. (We can also sing to the music!)Tips for appreciating poems:Poetry is a form of literature with the theme of love or other feelings. In a poem , the emotions expressed are more important than the language used. Also the rhythm and the stressed syllables are very important in reciting a poem. Poem UnderstandingNow we are looking at his poem. Anything you don’t understand? You can’t expect yourself to fully appreciate it before getting to know the difficult old English. Be free to take notes of the words you don’t know while reading. Taking notes of difficult words in the poem：Old Scottish English Modern English luve love melodie melody thou art you are thee you gang go Till a’ the seas Till all the seas wi’ the sun with the sun the sands o’ life the sand of life Tho’ it were Though it were fare thee weel fare you well 百闻不如一见，百听不如一诵!诗歌是文学艺术的一种常见表现形式，牛津高中英语教材唯有本单元增设了此种体裁的文章；诗歌同时又朗朗上口，常常会被传唱，英文歌曲的聆听，又能提高学生的听力水平。 诗歌是诗人用来表达情感的，同学们在赏析时一定要首先准确把握诗歌的主题题，同时还要注重情感的投入。诗歌朗诵时还要注重重读音节，节奏和韵律，才能朗朗上口，抑扬顿挫，体现诗歌语言独特的美感。Burns在创作本诗歌时采用的是爱尔兰方言，一些单词的拼写和朗读与现代英语有些差异。词汇的解释会加深对诗歌主题的理解，更便于学生的朗诵，记忆。Appreciate some Chinese poems in English: 这是对教材的进一步扩充，也是学以致用的体现。这两首诗歌的中文大家耳熟能详，而且对其作者，诗歌的主题，背景知识都非常熟悉，所以朗诵起来很有情感。Homework: Surf the internet to choose and recite at least one of your favorite poems ,or even write and recommend your own poem to your friends!利用网络媒介，搜索、选择自己喜欢的诗人，诗歌；推销传唱英文诗歌也应该注重诗人诗歌相关背景资料的查询，诗歌主题的揭示。逐渐培养诗歌素养，热爱诗歌，创作诗歌，充分发挥自己的兴趣爱好，借助诗歌呈现和分享自己真挚美好感情，也是本课的情感目标所要达到的要求。四、综合运用给学生提供图片和视频，创设出一个声情并茂的诗歌语言环境，进行诗歌主题和寓意的准确理解。结合刚才所学到诗歌相关的知识，请学生交流吟诵所选择的诗歌。五、小结1、老师利用多媒体播放大家熟悉的优美歌曲导入新课的主题。引领点击学生对诗歌相关知识的兴趣和准确吟唱的激情，更有自己创作诗歌的灵感。2、同学们谈谈这节课有哪些收获，还有哪些疑惑。
教学资源（说明在教学中资源应用的思路、制作或搜集方法）：通过多媒体课件以及所设计的问题链接到相关教学资源（图片、视频、网站）。使学生能够更直观地了解知识、感受知识、掌握知识、应用知识。使课堂更加丰满、形象。对问题的理解更加准确、生动。
评价方法或工具（说明在教学过程中将用到哪些评价工具，如何评价以及目的是什么）： 评价表 对学生的评价 学生课堂学习积极性的评价由于不同于以往以老师讲授为主的课堂，本节课以学生的听，阅读，讨论、汇报、吟唱以及网络搜索为主，学生的积极性比较高。绝大部分同学都能参与到课堂中来，表现符合高二这个年龄层次的学生心理。在课堂过程中不断以激励性的语言和手势鼓励学生，学生的自信心得到加强。学生目标达成的评价通过本课时的学习，学生能准确理解诗人的背景知识、诗歌特点和主题掌握并灵活运用诗歌朗诵技巧。通过声情并茂的多媒体调动学生的积极性和兴趣。对问题的评价本节课所设计的共4块问题，前两块问题符合学生的知识基础和认知规律。问题设计恰当、合理，具有较大的启发性，能促进学生思维，培养问题能力，符合英语学科特点。但是后两个问题，通过老师的提示讲解后学生方能解决问题。 对课堂延伸过程评价 通过学习，学生能凭借查找的资料，利用课堂上学到的信息交流，汇报时技巧到位。 对教师的评价 对教师课堂表现的评价 教师对教材的理解深入浅出，重难点把握准确，教学方法使用恰当。 对教师三维目标的达成 立足于学生已有的知识基础，遵循学生自身从发现问题到解决问题整个过程中，获取知识的认知规律。通过对问题的分析、讨论、理解过程，潜移默化地达成能力和情感目标。
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(共35张PPT)
Auld Lang Syne???
??
Should auld acquanintance be forgot，
????And never brought to mind?
????Should auld acquaintance be forgot，
????And days of auld long syne?
????And here's a hand,my trusty friend
????And gie's a hand o' thine;
????We'll take a cup o' kindness yet.
????For auld lang syne.
????For auld lang syne my dear,
????For auld lang syne,
????We'll take a cup o' kindness yet
????For auld lang syne.
Robert Burns
Robert Burns
Birth Place: Alloway Scotland
Let’s scan and get the structure of the report by matching the following:
Part One (1-4)
Part Two (5-7)
Part Three (8-9)
some information about a movement of poets called the Romantic Movement
the poem ‘A Red, Red Rose’ with its introduction and explanation
introduction of Robert Burns
Scanning
Listen to the long text part
by part and obtain the main
idea /key word(s) for each part.
Part One (1-4) Introduction of Robert Burns
Listen to the first part of the text to judge which key words are mentioned about Robert Burns：
birth, death, education, life, popularity, works, thoughts, enemies, writing style(写作风格), love …
birth, death , education,
life, popularity, works,
thoughts, enemies,
writing style—写作风格 ,
love …
Part Two (5-7)
Q: What specific information is told in this part?
(Some information about the movement of poets called the Romantic Movement)
Some Specific information
related to the Romantic Movement:
1. When did the movement start?
and how many years did it last?
2. What are the specific themes the Romantic poets used in their works?
It started in about 1750.
And it lasted for 120 years.
love, dreams, nature etc.
Part Three (8-9) The poem “A Red Red
Rose” with it’s introduction and explanation
Let’s listen to this part to get some key words about the poem :
(Which ones are mentioned?)
(themes, sections, syllables, sales,
ballad, imagery, comparisons,
explanation, popularity…)
themes, sections, syllables,
sales, ballad, imagery,
comparisons, explanation,
popularity…
Second Reading (Task reading)
Read the text again and complete the form:
1796
Works/poems
Robert
Burns Year of birth 1759
Place of birth Alloway Scotland
Year of
death 1________
Main 2. ________ To a Mouse; The Holly Fair; A Red Red Rose
dialect
Compare
theme
A Red Red Rose Language Scots 3.________
Imagery 4.______ the idea of love to a red rose
5______ A farewell to a certain way of life or to say goodbye
to a loved one.
Group Discussion
1. Do you like poetry? Why or why not?
2. What does the author introduce about Robert Burns and his poems ‘A red, Red Rose’?
3.What poems will you chose to recite?
4.What kind of information about the poem and the poet will you need?
5.Where will you collect the information? Who will do this?
6.Who will recite the poem?
7.Who will give the class some background information about the poem and the poet?
8.Will you need props, pictures or costumes to make the poetry recital more interesting? Who will find them if needed?
Can you understand and read the poem “A Red, Red Rose”?
Tips for appreciating poems
Poetry is a form of literature with the theme of love or other feelings.
In a poem ,the emotions expressed are more important than the language used.
Also the rhythm(韵律) and the stressed syllables(重读音节） are very important in reciting a poem.
Old Scottish English Modern English
luve love
melodie melody
thou art you are
thee you
gang go
Till a’ the seas Till all the seas
wi’ the sun with the sun
the sands o’ life the sand of life
Tho’ it were Though it were
fare thee weel fare you well
A Red Red Rose ---By Robert Burns
一朵红红的玫瑰
O my love’s like a red red rose
啊，我的爱人像一朵红红的玫瑰
That’s newly sprung in June :
在六月里含苞绽开；
O my love’s like the melody
啊，我的爱人像一首乐曲
That’s sweetly play’d in tune!
演奏得甜美而合拍！
As fair are you, my boonie lass,
你是那么美丽，我的好姑娘,
So deep in love am I:
我爱你那么深切：
And I will love you still, my dear,
我会永远爱你，亲爱的，
Till all the seas gone dry:
直到四海枯竭：
Till all the seas gone dry, my dear,
直到四海枯竭，亲爱的，
And the rocks melt with the sun;
岩石被太阳溶解；
I will love you still, my dear,
亲爱的，我会永远爱你，
While the sands of life shall run.
只要生命永不停歇。
And fare you well, my only love,
再见吧，我惟一的爱人，
And fare you well a while!
我和你暂时别离！
And I will come again, my love,
我会回来的，我的爱人，
Though it were ten thousand mile.
即使相隔万里.
Like many of Burns’s poems,
this one was also intended to
be a song.
Let’s enjoy the song!
Do you know some famous Chinese poems in English?
A poem written in 7 steps
Cao Zhi
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“O, why since we sprang from the self-same root,
Should you kill me with anger hot?”
七步诗
曹植
煮豆燃豆萁,
豆在釜中泣。
本是同根生,
相煎何太急。
Thoughts in the Silent Night Beside my bed a good of light-
Is it boardfrost on the ground? I lift up my eyes and see the moon, I bend my head and think of home.
静夜思
床前明月光，
疑是地上霜；
举头望明月，
低头思故乡。
PROJECT STUDY
Now it’s your time to go!
1. Please download Project.PDF to your computer.
3. Be free to cooperate to do the research work!
You could choose a poem to recite!
HELPFUL POINTS
2. The Internet might benefit you.
less
time
more
time
PROJECT STUDY
Now it’s your time to go!
Anyone to share with us the poem you chose?
HOMEWORK:
to write your own poem
to learn a poem with your partners
the background of the poet
the contents of the poem
AFTER-CLASS RESOURCES
http://eserver.org/poetry
For more information on poetry,
please visit the following website
