第二次校本研修----教学活动及反思

Unit 18  Beauty

Lesson 3  Poetry

Teaching Objectives

■ To practise strategies for reading poetry.

■ To study imagery, especially the use of metaphor and simile.

■ To practise using idiomatic language.

Resources used

Lexicon.

Possible problems

If students do not appreciate poetry and the use of imagery in Chinese, they may approach poetry in English with a negative attitude and find it difficult to think of imagery themselves.

Background

Li Bai (701.D.), a famous Chinese poet in Tang Dynasty, whose poems express enlightened thinking, attack dignitary in his time with intense patriotism, and the style of which is bold and unconstrained.

Routes through the material

. If you are short of time, set some of the exercises for homework (e.g. Exercise 9).

. If you have time, do the Options activities.

. If you have two periods for this lesson, a suitable natural break is after Exercise 4.

Language Power: pages 80-81.

Reading

Before you start

Exercise 1

■ Elicit from students as many as famous contemporary Chinese poets. Ask them who is their favourite and why.

■ Have individual students read out the Key Words to check pronunciation and give them time to check the meaning of the Key Words in the Vocabulary of the lesson.

Exercise 2

Key Wo r d s : Description

romantic, cheerful, breathtaking, colourful, peaceful,

magnificent, imposing, spectacular, fantastic, elegant,

graceful, exquisite

In pairs, students look at the pictures and discuss which of the Key Words they associate with the pictures.

■ The pairs exchange opinions as a class and see how much general agreement there is. If any of the pairs has chosen words different from others, ask them to give their reasons.

Exercise 3

■ Read the instruction to the class and remind students to list the adjectives that are used to describe the moon, the sky and the daffodils.

■ Students work individually, reading the poems and listing the Key Words used.

Exercise 4

■ In groups, students try to describe the beauty of the objects in poem 1-3 using their own words.

Exercise 5

■ Read out the strategies to the class.

■ Ask students what general feeling they got after reading the poems the first time.

■ Give students time to work in pairs reading the poems again and trying to work out the images. Tell them to use their dictionaries if they wish to look up new words.

■ Students then work in pairs, deciding if the statements are true or false.

■ When checking students’ answers, have them correct the false statements.

Exercise 6

■ Read out the example metaphors and similes to the class and draw their attention to the use of “as” or “like” in similes. Ask students how they would translate these sentences into Chinese.

■ Students work individually, matching the images with the meanings.

■ When checking students’ answers, ask them to say what links the image and the meaning.

Exercise 7

■ Read out the example item to the class and ask students if the image is a good one for a ship in a storm.

Students work in pairs, discussing and writing suitable images for the situations.

■ Students then tell the class their images and see how many different images they have thought of. Tell the class your own images too (e.g. baby trying to walk - newborn foal/lamb).

■ The class then vote for the best image for each situation.

■ Ask students how difficult they found it to think of images. Students can find out what school subjects are the best ones for those students who found it easy/difficult to think of images (e.g. Did the “scientists” in the class find it difficult?).

Vocabulary: Idiomatic Language

Exercise 8

■ Read the expressions to the class.

■ Students match the expressions with the pictures. Tell

students that they can refer to the Lexicon, if they wish.

■ Students then complete the sentences.

 Answers

1 bee in her bonnet 2 fish out of water 3 black sheep

4 bookworm 5 let the cat out of the bag 6 fly on the wall

7 rat race

■ Check students’ answers by having individuals read out the sentences.

 Answers

1 bookworm 2 fish out of water 3 fly on the wall

4 let the cat out of the bag 5 rat race 6 bee in her bonnet

7 black sheep

Options

Practice

Have students look back at the poems. Working in groups of four, students practise reading the poems aloud, each reads one sentence in Li Bai’s poems and one stanza of Daffodils. Then each reads a whole poem to the group.

Go round and monitor the activity. Correct students’ pronunciation where necessary.

Extension

Have students look back at the Key Words in Exercise 2. Students work individually, each writing a description of a certain scene and building, using some of the Key Words, and other descriptive vocabulary.

Tell students not to mention what scenes and buildings are in their description.

In groups, each student reads his/her description in the group and let the others guess the scene and building.

教学反思

在新课改背景下，高中英语课教材、教学设计、学生的学习方式等都发生了较大变化。而课程改革的核心是要从根本上改变教师的教学方式和学生的学习方式，提倡自主、实践、探索、合作等多样化的学习方式，让学生真正成为课堂的主人，学习的主人。面对新课程新教材，作为一名高中英语课教师，我们要转变观念，处理好教与学的关系，提高驾驭教材的能力，在教学设计和课堂教学中真正体现新课程的理念并付诸实践，我们还需积极探索，开拓创新。

一、设计理念：

新课程理念下的学生作为学习的主体，其学习的主动性和积极性需要得到充分的体现和提高。课堂已不再是教师一人的舞台，需要学生的积极参与，师生之间进行共同探究。所以，在导入上，教师采用心理测试的方法为学生创设学习情境，在这个环节中，通过学生动手归纳的方式，在学案上总结出四种不同消费心理的特点、评价和态度，之后再对学生归纳的结果进行展示和点评。

人们常说，一个好的开始意味着成功的一半。一个好的导入意味着教学成功的开始。导入是否简洁、新颖、别致，对调动学生学习探究欲望有着至关重要作用，一个好的导入可以为后面的教学开展做好铺垫。

在归纳、评价、态度的环节上，采用学生自主归纳方式，改变了以往教师讲、教师写、教师评一条龙的传统教学方式。在点评上，采取边展示学生归纳的结果边点评，使点与评有效地进行，达到了预期的教学效果和目标。

二、教师心得

学习中，学生才是主体，小组合作学习就极大的发挥和培养了学生的学习自主性、独立性、和创造性，在课堂中给学生留足了时间和空间，以此达到教与学的统一和教为学服务的目的，从而优化教学和学习过程。

1、科学地安排合作学习小组。

2、创设情境，提供合作的时空。

3、教师强化自身合作意识，担当管理与调控的双重职责。

4、激发兴趣，精心策划。

5、客观评价，及时引导。

6、合作学习的效果如何，教师要及时进行反馈。

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