一、教學課型：綜合技能課

    綜合技能課是學生綜合運用本單元所學語法、詞匯和功能等知識，通過讀和寫等活動進行語言輸出的課型。

    本課的教學目標包括讀、聽和寫三種技能。教學任務有以下三項：

    1．閱讀文章Songs and Poems，體會作者對歌曲和詩歌的喜愛之情；

    2．領(lǐng)會文章提出的學習和欣賞詩歌的建議，并在此基礎上賞析Dust of Snow和R堙ht Here Waitin9兩首詩；

    3．任選上述兩首詩歌寫一篇詩歌評論(A Poem Review)。

    通過以上三個任務，訓練學生讀、聽和寫的綜合語言運用能力，提高其對英文詩歌的鑒賞水平及其自身的美學修養(yǎng)。

    二、教材分析

    1．教材內(nèi)容(教材內(nèi)容見課本)    2．教材處理

    新修訂的SEFC教材所選的文章不僅題材廣泛，而且體裁多樣，涵蓋了說明文、議論文、小說、戲劇和詩歌等，為學生學習語言提供了豐富多彩的素材。英語詩歌包含豐富的社會生活內(nèi)容和藝術(shù)內(nèi)涵，是極為精煉的語言藝術(shù)，也是語言學習不可或缺的部分。高二學生雖然積累了一定的英語基礎知識，掌握了運用英語的基本技能，但很少接觸英文詩歌，更談不上對其進行鑒賞和評論。引導學生初步分析、鑒賞和探究詩歌，不僅能提高學生學習語言的興趣和自信，還能使其欣賞英語語言之美，了解相關(guān)的文化背景，提升其文化修養(yǎng)和美學感悟能力。本課的教學設計就是對賞析和評論詩歌的一次嘗試。

    教材提供了兩首詩，即Dust of Snow和Right Here Waiting。相比而言，第二首詩的語句更簡單，更接近學生的英語水平，表意也更明顯，同時也是一首膾炙人口的英文歌曲，不少學生都能演唱。因此，教師可以先呈現(xiàn)并指導學生賞析這首詩，使學生消除對學習英文詩歌的畏難情緒，體味英語詩歌的優(yōu)美；然后再賞析第一首詩，這樣有利于調(diào)動學生的學習熱情。另外，在課問播放學生耳熟能詳?shù)母枨鶵ight Here Waiting，也可以為學生學習英文詩歌作鋪墊。

    3．教學目標

    (1)通過閱讀短文，了解英文歌曲和詩歌對人們生活的影響以及欣賞詩歌的方法；

    (2)通過聽錄音和大聲誦讀詩歌，理解其大意，并欣賞其中的語言及意象之美；

    (3)通過寫評論，從形式到內(nèi)容進一步加深對詩歌理解；

    (4)激發(fā)學生的想像力，提高其文化素養(yǎng)。    4．教學重點和難點

    (1)引導學生說出欣賞詩歌的四大要素：押韻、平仄、意象及其表達的情感；

    (2)引導學生找出文章中有關(guān)欣賞詩歌的具體方法；

    (3)指導學生讀懂詩歌的大意，體會詩歌的意象及其所表達的情感；

    (4)指導學生寫作詩歌評論。    三、教學設計

    (一)總體思路

    本節(jié)課是在多媒體教學環(huán)境下實施的大容量、快節(jié)奏的課堂教學。教師首先讓學生回憶本單元文章中關(guān)于詩歌與其他文學形式之區(qū)別的內(nèi)容，引導學生總結(jié)詩歌和歌曲對人們生活的影響，接著讓學生閱讀短文，感受作者對歌曲和詩歌的熱愛之情．并找出文中提到的閱讀

和鑒賞詩歌的正確方法；之后引導學生用此方法賞析第二首詩Right Here Waiting，體會其意象及情感；然后指導學生分析第一首詩Dust of Snow。理解其語言結(jié)構(gòu)、內(nèi)涵和意象；并呈現(xiàn)教材提供的詩歌評論的一般形式，鼓勵學生選取其中一首詩寫一篇評論；最后由學生互評詩歌評論，教師總結(jié)并呈現(xiàn)優(yōu)秀作品。

    通過以上由淺入深的引導，逐漸實現(xiàn)從語言的輸入和內(nèi)化到語言成果的輸出，提高學生運用語言的能力。

    (二)教學過程

      Step 1. Leading-in

      1. From the previous reading passage English Poetry, we know poetry plays with sounds, words and grammar more than other forms of literature and it also calls up all the colors, feelings, experiences and curious images of a dream world. So reading poetry is interesting and some people keep it as their hobby.

      2. Read the passage and find out the answers to the questions.

      (1) What are the writer's hobbies?

      (2) What does the writer think of good songs?

      (3) For what reason does the writer enjoy reading poetry?

    【設計說明】

    本單元主要的閱讀文章題為English Poetry。文章涉及英文詩歌的種類、發(fā)展史和詩人，還特別指出了詩歌作為一種長盛不衰的藝術(shù)形式與其他文學形式的不同之處。教師讓學生帶著問題快速閱讀短文，了解其大意，旨在讓學生回顧上節(jié)課所學的內(nèi)容，并自然地引出本課的話題。帶領(lǐng)學生進入一個夢幻般的詩歌世界。

      Step 2. Understanding the reading

      1. According to your own experience and understanding, what are the proper ways of appreciating poems? (引導學生說出以下關(guān)鍵詞: image, feelings, rhyme and rhythm。)

      2. Scan the passage and find out in which

paragraph the writer gives us advice on how to enjoy poems.

      3. Understand the guidance on how to appreciate songs and poems.

   【設計說明】

    該教學步驟的第一個環(huán)節(jié)采用Brainstorm的形式，既聯(lián)系學生的生活經(jīng)驗，又讓教師了解學生對該話題的認知水平，啟發(fā)學生思考并找出欣賞詩歌的基本要素：意象、情感、韻律、節(jié)奏和分行等；然后讓學生從短文中找出作者的建議，并與教師一道總結(jié)鑒賞詩歌的正確方法：朗讀、背誦、忽略生詞、注重押韻和平仄。

      Step 3. Appreciate the poem Right Here Waiting Now that you have known some tips on how to enjoy poems, why not have a try? Here are two poems: one is Right Here Waiting and the other is Dust of Snow.

      1. First, let's look at the one written by Richard Marx, which is also a very popular song. Please enjoy the song with your eyes closed and think of the image it can remind you of.

      2. (After listening) Please draw the image you have got in your mind on a piece of paper. If you are not good at drawing, just write down a few words about your feeling and the image.3. Share some interesting pictures and ideas with the whole class.

      4. Analyze the song to help the students know it better.

      (1) What information is revealed in the first four lines?

      (2) What attitude or feeling is expressed in the fifth and sixth lines?

      (3) What is the change of attitude in the last four lines?

【設計說明】

    該部分教學設計的總體目標是讓學生學會運用剛歸納出的方法讀詩、析詩和賞詩。首先從閉目聆聽開始，讓學生從優(yōu)美的音樂和動人的歌詞中體會作者(或歌手)的情感和所表達的意境；然后讓學生嘗試描述頭腦里出現(xiàn)的畫面，并與他人用英語交流彼此的感受；最后為了讓學生更清楚地把握作者對情感細致而獨特的感受，引導學生體會從“If I see you next to never．How can I say forever?”到“Wherever you go，whatever you do，1 will be right here waiting for you；Whatever it takes or how my heart breaks，1 will be right here waiting for you的情感變化，細細品味詩句的含意。

    教師在教學此詩時，應著重分析其內(nèi)在的藝術(shù)性，特別是對詩的意象的選擇和意境的建構(gòu)進行探索，啟發(fā)學生展開想像，使其心境與詩境相互交融，由此產(chǎn)生情感上的共鳴。

    Step 4．Appreciating the poem：Dust of Snow

    Here is another poem Dust of Snow written by Robert Frost．

    1．Read the poem aloud again and again．

    2．Try to find out the key sentence structure in the poem．(Actually there is only one sentence in this poem．)

    3．Group work：Analyze the poem together

by discussing the following questions：    (1)What is the poem about?

    (2)What feelings，experiences Or images does

this poem call up?

    (3)How does the author’s mood change? Is it from good to bad or from bad to good? Why?    4．Listen to the tape，focus on the rhythm and the rhyme of the poem and find out the pattern of it

【設計說明】

    教師首先讓學生大聲朗讀本詩，盡可能領(lǐng)會其意思。雖然全詩只有一句話，但由于生詞 Crow，hemlock tree，rue的干擾，加之句子結(jié)構(gòu)復雜，學生初讀之后幾乎不知所云。教師的引導旨在讓學生明白本詩的結(jié)構(gòu)，分析其句子成分，找出詩句的主干部分，即“The way has given my heart a change of mood and saved some part of a day I had rued”。修飾成分包括 the way的定語(a crow shook down on me the dust of snow from a hemlock tree)和a day的定語(I had rued)。這樣，學生才會清楚詩歌的結(jié)構(gòu)。

    然后，教師指導學生分析本詩所要表達的意象、情感以及詩人情感的變化：from bad to good及其緣由：a crow shook down on me the dust of snow from a hemlock tree。通過討論，學生對這首詩的大意會有更清晰的理解。

    欣賞詩歌的另一重要環(huán)節(jié)是讓學生體會詩歌的聲音、韻律、節(jié)奏和分行等語言特點，體味詩歌語言的藝術(shù)性，讓學生聆聽錄音，注意每句結(jié)尾單詞的發(fā)音。學生會發(fā)現(xiàn)這首詩的押韻落在crow，snow；me，tree；heart，part；mood， rued上，并總結(jié)出這首詩的韻律為：

The way a crow                               A

Shook down on me                             B

The dust of snow                             A

From a hemlock tree                          B

 

Has given my heart                           C

A change of mood                             D

And saved some part                          C

Of a day I had rued                          D

    Step 5．Writing a poem review

HOW do you like the two poems above? What are the reasons for your tikes or dislikes?   

1．1 would like you to write a review on either of the two poems we have just learned．Let  US see what should be included in your writing．

   2. Look at the chart in the book and make sure what should be dealt with in each paragraph.

 

Paragraph 1: Describe what the poem is about.                  

Paragraph 2: Describe feeling the what images gives you. See in your mind and what feelings the poem gives you?

Paragraph 3: Describe what you think the poem is about when you think about it more deeply. Also, give your opinions about the poem.                              

 3. Choose one poem from the two, and write a review about it in your exercise book within eight minutes.

    【設計說明】

    經(jīng)過以上步驟，學生逐步認識了英文詩歌、歌曲與人們生活的聯(lián)系；了解了閱讀和欣賞詩歌的正確方法；感知了詩歌語言簡潔和優(yōu)美的魅力。本環(huán)節(jié)讓學生根據(jù)上表提供的提綱寫出對其中一首詩歌的理解，包括作者描繪出的意象以及所表達的情感和思緒，并寫出自己對它的總體評價。學生將自己的思想和感受用文字表達出來，有利于鍛煉其想像力和創(chuàng)造力，體驗創(chuàng)造的喜悅，激發(fā)學習的積極性和自信心。教師讓學生按照所給的提綱思路，在7～8分鐘內(nèi)完成寫作任務，這也有利于訓練學生敏捷的思維能力，并養(yǎng)成良好的學習習慣。

      Step 6. Commenting on the writing

      It's time to enjoy your own creative writing now. You can assess your partner's writing by using the following recommended criteria:

                   criteria for a Poem Review

Organization  Is the writing well-organized? (It's best to follow the suggested format.)            

Language use        Are the ideas clearly stated?             

 Are there any errors of agreement, tense, number,articles, pronouns, etc?

              Are there any effective complex constructions?

            

    Basics   Are there any errors of spelling, punctuation or capitalization?

            

   Content   Does the writer tell us what the poem is mainly about?

Does the writer describe the image he sees in his her mind?

       Does the writer express his /her opinions about it?

      1. Pair work: Exchange your writing with your partner. Appreciate what he / she has writ- ten and at the same time help him / her to

Correct the errors in it.

      2. Let's share two reviews together, having the criteria in mind.    

 Review One:     

Title: Right Here Waiting

      Name of the poet:  Richard Marx

      After I read the poem Right Here Waiting, an image comes into my mind: A man standing on a cliff beside the sea in the wind is looking towards the other side across the ocean.  He seems to be seeking someone he loves. However, he is just waiting there for his beloved one. I am really moved by this scene. I can dearly feel the man's sadness and expectation, and also his deep love.

      This Poem is quite a success because it has very well shown us the love that will never fade. True love is the most precious emotion, and that's why this poem has touched millions of people and will move even more.

      Review Two:

      Title: Dust of Snow

      Name of the poet: Robert Frost           

The poem Dust of Snow is about how nature affects one's mood. It's written by Robert Frost., Reading the poem, I always Come up with, and an image in which there stands a man under a hemlock tree.  The world is all white with snow. Silent and tender, the snow fell down to the man's shoulders, comforting him with the' warmest kisses. For some reason, the man stood there, silent and depressed, thinking about his miserable experience or the wasted yesterday. Not having heard any comforting words, he was comforted by the crow, the snow, and the hem- lock tree. Gradually, his bad mood is replaced and his mind is filled with quietness and peace.       I can feel the poet's change of mood and that's what moves me most. This poem seems to express the message that when you face nature, unhappiness can be driven away.

 face nature, unhappiness can be driven away.