高二英語五行詩寫作教學設計
課程名稱：Cinquain poems----enjoying & writing
內容來源：高中英語人教版Unit 2 Module 6
設計思路：
本節微課向學生展示五行詩，目的在于讓他們了解五行詩的基本特征和寫作方法，學會欣賞這些優美的文學作品，并自己嘗試寫一些簡單的詩歌.
教材分析：
本課來源于新課標高中英語選修6第二單元的閱讀課，是一篇介紹詩歌基礎知識的文章。五行詩是課文提及的詩歌形式的其中一種，它由五行組成，寥寥數語，言簡意賅，用詞形象靈活，畫面感極強。
教學目標：
1. To cultivate students’ appreciation of poetry and the ability of understanding, enjoying and writing poems.
2. To learn the characteristics of Cinquain poems.
教學重難點：
教學重點：To find out the characteristics of Cinquain poems.
教學難點：To enable students to write their own poems.
教學方法：
任務型教學 + 啟發式教學
教學過程
一、欣賞詩歌，引入課題
通過欣賞兩首詩歌，引出Cinquain poems.
師：Today, I will share an interesting topic with you – Cinquain poems. Our main tasks are enjoying and writing this kind of poetry.
First, let’s enjoy two pieces of poems .
Poem 1: poem 2:
Brother Summer
Beautiful, athletic Sleepy, salty
Teasing, shouting, laughing Drying,drooping, dreading
Friend and enemy too Week in, week out
Mine Endless
設計意圖：讓學生欣賞詩歌，并對五行詩的格式有一個大體的感受。
二、開動腦筋，分析特征
師: 1.what subjects are the speakers writing about? How about their feelings?
The first poem talks about a person’s brother and the second one is about the summer.
The first poem is about the love of brothers and the second one expresses that a person is tired of the summer.
2. what are the characteristics of cinquain poems?
The first one: it has five lines.
The second one: it conveys a strong picture in just a few words.
設計意圖：鼓勵學生主動參與、主動探究、主動思考，概括出每首詩歌的主題大意并在此基礎上分析出五行詩的特點，為下一小節的'寫作奠定基礎。、
三、 頭腦風暴，發散思維
師：Brainstorming for the reasons of writing poems, its topics and human feelings.
Q1:Do you know the reasons for people to write poems ?
The reasons are : to tell a story, to encourage others, to show one’s opinion, to express one’s feelings...
Q2:What kinds of topics do people mainly talk about?
They mainly talk about nature, peace, war, friendship, imagination, power...
Q3:What kinds of feelings do poets show in the poems?
They expresses fear, anger, trust, broken heart, love...
設計意圖：倡導學生發散思維，追根溯源，探索詩人寫詩的相似和共通之處，給學生寫詩提供靈感。
四、 詩歌填詞，牛刀小試
Poem1:
Students,
_______,________
Teasing, leaving, progressing,
Passion and creative too
__________
Poem2:
Linzhong
______,_______
Studying, laughing, struggling
_____________
Forever
設計意圖：給學生寫作提供模板，降低學生寫詩難度。
五、 確定主題，自由創作
師：we have learned the features of the two poems . Can you write a simple poem according to the given subjects?
Activity 1：Hold an English poem writing competition:
Four students work as a group and practice writing simple poems.
設計意圖：選定學生熟悉的題材，針對這一題材再次進行頭腦風暴，把學生所學知識發散、擴展、升華并輸出，根據五行詩的要求學以致用，分組競賽進行練習，并從中獲得成就感。
六、 習作展示，學生互評
Activity 2：Show poems for students
設計意圖:讓學生發現其他同學寫作的閃光點和問題之處，揚長避短，共同提高
寫作水平。
七、 教師總結，范文賞析。
師：Now, let’s summarize the advantages and disadvantages of our classmates’ poems.
設計意圖：通過教師言簡意賅的闡述，系統理解寫作過程中的優勢之處和問題所在，加以改進。
教學小結
在本節課中，我根據學生的實際情況出發，通過任務型教學方法和啟發式教學調動學生的求知的欲望，并運用圖片展示，使學生能夠掌握寫五行詩的技巧。再通過任務活動設計，使學生自己填詞并設計五行詩，進一步提高寫作能力。在講授的過程中我注重結合具體的情景來培養學生的自主合作學習能力，讓學生能運用詩歌來闡釋自己的情感。
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