English poetry
一、教學(xué)課型：閱讀課
本單元中心話題是“英文詩歌”具體涉及英文詩歌的種類、英國詩人、英文詩歌的發(fā)展史等。語言技能和語言知識幾乎都圍繞介紹“英文詩歌”這一中心話題設(shè)計的。閱讀部分是一篇典型的說明文，文章段落清晰，每一段落都圍繞一個主題逐步詳細(xì)描述。通過本單元閱讀課的教學(xué)，使學(xué)生了解英文詩的歷史、不同時期英文詩的特點、不同時期的英文詩人及其在文學(xué)殿堂中的作用。同時，鍛煉學(xué)生學(xué)會欣賞并朗讀英文詩，為他們的文學(xué)修養(yǎng)打下一定的基礎(chǔ)。
二、教材分析
1.教學(xué)內(nèi)容
English Poetry
Reading poetry brings people from different places and different times together. More than any other form of literature, poetry plays with sounds ,words and grammar. That makes poetry difficult to write, but very interesting to read . Poetry also calls up all the colours ,feelings, experiences and curious images of a dream world.
China has a long history during which many of the world’s greatest poets were active. Poems by DuFu, LiBai and WangWei among others stand out in the halls of glory. When you have read some Chinese poems , you will have seen and heard some of the features that all good poetry shares. The form is very  important : the number of lines and the number of characters in each line. Poetry often follows special patterns of rhyme.
Despite its short history ,there is a lot of good English poetry around .The earliest English poetry was written in a kind of English that is now difficult to  understand . Modern English started around the time of William Shakespeare, towards  the end of the sixteenth century .The seventeenth century was a great time for English poetry . Shakespeare is famous for his plays . His sonnets , however, belong to the best English poetry .In the next generation of great English poets  we meet John Donne. Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets  such as Su Dongpo. Before  the end of the century ,there was another famous writer, John Milton . Once published ,his works became famous for the absence of rhyme at the end of each line. In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.
The next period that produced a great number of fine poets was the nineteenth century . Greatly loved in China are the English Romantic poets . Although they were all born in the eighteenth century, they wrote their major works in the early years of the nineteenth century. John Keats died at a very young age in 1821; while William Wordsworth, who spent mush of his time in the English Lake District ,lived to the age of 80 and died in 1850. The nature poems by William Wordsworth, George Gordon Byron’s Isles of Greece and the sonnets and long poems by John Keats have long been favourites. The style and atmosphere in their poems has often led to comparisons with poets such as DuFu and LiBai.
Finally ,modern poets have their special attraction because they stand closet  to us both in the language and images they use . Among them we find the American poet Robert Frost.
The introduction of English poetry to China came late . Towards the end of the nineteenth century Chinese writers  started reading more foreign poetry. The great moment for European literature to come to China is between 1910 and the late 1930s when famous writers such as Lu Xun and Guo Moruo translated  both poetry and novels into Chinese.
More and more people are interested to read modern poetry in English .Translations can be good, but being able to read in English gives you much more choice. Besides , no matter how well a poem is translated, something of the spirit of the original work is lost. Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese. Finally, poems and literature can be bridges between the East and the West. They can help us to understand each other better, or as MuDan wrote:     Quietly , we embrace
In a world lit up by words.
2.教材處理：
筆者將Pre-reading、Reading和 Post-Reading三部分進行適當(dāng)?shù)貏h減和補充設(shè)計為一節(jié)閱讀課。在本節(jié)閱讀課前，筆者要求學(xué)生通過預(yù)習(xí)課文，完成Post-reading中的第一和第二部分的細(xì)節(jié)性問題。并自覺主動通過網(wǎng)絡(luò)查找資料，了解不同時期的英國著名詩人和英文詩的特點，為能更好地展開該節(jié)閱讀課學(xué)習(xí)做好充分地準(zhǔn)備。Pre-reading是Reading的熱身活動。通過組織學(xué)生對這些問題的討論，回答，激活他們頭腦中相關(guān)的內(nèi)容模式，為下一步“閱讀”做好鋪墊。在處理閱讀文章的過程中，要求學(xué)生在讀后對文章的各段主旨大意進行概括，幫助學(xué)生整體把握文章的脈絡(luò)。其次要求學(xué)生逐段閱讀文章，旨在使學(xué)生了解英文詩，英文詩的歷史和不同時期的英文詩人及其在文學(xué)殿堂中的作用。同時，鍛煉學(xué)生對英文詩的欣賞；并讓學(xué)生深刻體會到poems and literature can be bridges between the East and the West的含義。筆者根據(jù)學(xué)生的認(rèn)知水平和實際情況，在處理閱讀文章的過程中，還適當(dāng)穿插了一些中英文詩歌讓學(xué)生欣賞。目的在于進一步增加學(xué)生的語言體驗和文化、情感的熏陶。
3．學(xué)習(xí)目標(biāo)
a.知識目標(biāo)：To read for the information of the history of English Poetry & the characteristics of English Poetry in different times.
b．能力目標(biāo)：Enable the students to give their ideas about poets and poems to other group members, using the target language.
c.情感目標(biāo)：To let Ss experience the spirit of the poems and encourage the Ss to learn to appreciate poems.
d.學(xué)習(xí)策略：To some extend, students develop the abilities of study, effective communication, dealing with information and thinking and expressing in English.     e .Teaching important& difficult points：
1. Help the students learn to appreciate poems and know about poems and poets.
2.To develop some basic reading skills.
三、教學(xué)設(shè)計
【總體思路】本節(jié)閱讀課在多媒體技術(shù)的輔助下，增加了信息密度。在學(xué)生閱讀過程中，筆者通過設(shè)計多種多樣的活動，使學(xué)生能多方位地感受英文詩歌，了解英文詩歌，更好地激發(fā)了學(xué)生學(xué)習(xí)欣賞詩歌的興趣。整堂課通過整體閱讀、分層閱讀、整體感受來設(shè)計，整個教學(xué)過程體現(xiàn)了交互性及能力的發(fā)展性。.整堂課師生，生生互動性強，活動形式多樣化。在自主，互動，探究的方式中展開課堂教學(xué)，充分挖掘課文內(nèi)容的內(nèi)涵和外延，激發(fā)學(xué)生對學(xué)習(xí)詩歌的興趣。
【教學(xué)過程】
整個過程以“激趣-閱讀-體驗-活用-自主學(xué)習(xí)”為設(shè)計線索
Step1: Lead-in
師生活動：Activity1 :1.用real play播放一首王維的詩（絕句）
Activity2 :2.Match the author in Column A with their poems in Column B.
Activity3 : 展示英國著名詩人的肖像以及簡單介紹他們的詩歌特點
1).Do you know some famous English poets?
2) What are they famous for?
設(shè)計意圖：以讓學(xué)生欣賞中文詩歌導(dǎo)入，不僅使課堂充滿輕松和愉悅的氣氛，還可激發(fā)學(xué)生舊有的知識，而且有助吸引學(xué)生的注意力，使其自然地進入主題學(xué)習(xí)。同時通過具體語境解決部分生詞：absence, image, glory ,sonnet, stand out ….。
Step2:Reading
師生活動：Activity4 ::Skimming
1.Divide the text into 4 parts .
2.Find out the main idea or the topic sentence of each part.
教師用電子板書內(nèi)容：
Part 1 (Para . _1__)  Brief introduction to poetry
Part 2 (Para. _2__)  The feature of Chinese poetry and some famous poets
Part 3 (Para. _3-5__) The history of English poetry in time order &their styles
Part 4 (Para. 6-7___)  Introduction of English poetry into China

設(shè)計意圖：劃分文章的段落旨在幫助學(xué)生整體把握文章的脈絡(luò)。不僅可培養(yǎng)學(xué)生概括文章各段大意的能力，并且可以讓學(xué)生深刻體會文章的主旨。
師生活動：Activity5: Scanning
Get the Ss to comprehend the passage by one Para & one Para carefully & accurately by answering the following questions.
Q1. What are the differences between poetry and other forms of literature?( Para1)
Q2:Who stands out in the halls of glory in Chinese poetry history? (Para2)
Q3.What do fine poems share?
4.Fill the chart of some details of English poetry.(Para3-5)
Timecharacteristics   poets
early English poetry
17th century
T  the end of 17th century
18th century
19th century
modern poets
the end of 19th century
Q5. What are the advantages &disadvantage of reading the translation:
Q6.If a poem is translated into another language, is it still the same poem? What are some differences? Meanwhile, Get ss to enjoy a Chinese poem &its translation.
設(shè)計意圖：以上問題設(shè)計分別是針對文章的各個段落的內(nèi)容所進行設(shè)問的，通過回答問題，可以使學(xué)生有目的地進行閱讀，了解文章的特定信息。在真實的交流活動中提高學(xué)生有目的獲取信息和處理信息的能力。同時在學(xué)生回答Q6之前，為使學(xué)生對詩歌的譯文和原文作個比較(呈現(xiàn)王維的一首相思以及其譯文)。通過拓展外延有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)能力與探究能力。
師生活動：Activity6： Read the text again to match the writing techniques with each part.
Part 1:para1
Part 2:para2
Part 3:Para3.4.5
Part 4:para6.7
設(shè)計意圖：讓學(xué)生再次閱讀文章，找出作者在各個段落所使用的表現(xiàn)手法�？蔀閷W(xué)生以后在寫作中能恰當(dāng)?shù)厥褂靡恍�寫作手法作適當(dāng)?shù)刂笇?dǎo)和鋪墊。學(xué)生完成這項任務(wù)有一定的難度。在老師的幫助和指導(dǎo)下，學(xué)生可找出各段作者所使用的寫作手法。之后并著重分析“poems and literature can be bridges between the East and the West”這句作者使用的寫作手法，再拓展和延伸，要求學(xué)生發(fā)揮想象力，用類似的比喻表達同樣的句子。.
Step3 :Further -understanding
師生活動：Activity7（Pair work）:Enjoy the short poem written by MuDan &get Ss to explain it in their own words.
設(shè)計意圖：該問題的設(shè)置基于課文的內(nèi)容，但又不局限于課文的范疇。讓學(xué)生進行同伴討論，旨在培養(yǎng)學(xué)生的合作精神并發(fā)散他們的思維。并通過討論和回答該問題，讓學(xué)生真正體會課文中那句 “Poems & literature can be bridges between the East & the West”
Step4 : Extension
師生活動：Activity8(Group work ): Enjoy an English poem  “Dust of Snow” written by Robert Frost.
Dust of Snow
The way a crow，Shook down on me.
The dust of snow，F(xiàn)rom a hemlock tree.
Has given my heart, A change of mood.
And saved some part,Of a day I had rued
1)What is the pattern of rhythm of this poem?
2)What things does Robert Frost write in the poem?
3)Think: What feelings does the crow give the poet?
And what feelings does snow give him?
And the tree?
4)           A change of mood
from  what mood?        to what mood?
師生活動：Activity8(Group work) Discussion: What can you get from poems?
設(shè)計意圖：對這首詩歌通過設(shè)計以上不同的問題，旨在引導(dǎo)學(xué)生如何欣賞詩歌。并為后面的討論作鋪墊。并培養(yǎng)學(xué)生對學(xué)習(xí)英文詩歌的興趣。通過討論該話題，還可進一步增加學(xué)生的語言體驗和文化、情感的熏陶。
Step5 :Homework
1. Find out the five key sentences and recite them.
2. Compare the two poems one is written by Shelly titled “ Music, when soft voices die” and the other is written by Lishanying titled “無題” discuss with partners about the questions below.
Music, when soft voices die無題 李商隱
What is the topic of the poem?
Images used in the poem to express love
The mood of the poem
Find the words that rhyme
The similarity of the two poems
設(shè)計意圖：通過對文章的整體學(xué)習(xí)，學(xué)生完全有能力找出一些重要的句子，并背誦可以使學(xué)生產(chǎn)生輸出的愿望和具備輸出的條件。通過對同一主題的中英文詩歌的對比，繼續(xù)培養(yǎng)學(xué)生鑒賞詩歌的能力。并且進一步培養(yǎng)學(xué)生自主學(xué)習(xí)和探究的能力。