1/4Unit2UsingLanguage名師教學設計人教版新教材第六模塊，第二單元usinglanguage的教學設計教學課型：usinglanguage（45分鐘）綜合技能課是讓學生綜合運用本單元所學的語法、詞匯和功能項目，通過讀，聽，說活動達到有效語言輸出和知識建構的課型。教材分析本節(jié)課的原定教材內容是講授一首詩歌“I’VESAVEDTHESUMMER”。感覺這首詩歌比較簡單，學生很容易掌握，故教師對教學內容進行了調整和擴展。把詩歌換為著名蘇格蘭詩人羅本特.彭斯的代表作《紅玫瑰》。詩歌的語言是蘇格蘭方言，理解不容易，所以要求學生借助字典查找詞匯含義，借此擴大學生學習語言的途徑和方法。教學目標(1)知識目標a能理解《紅玫瑰》的內容，理解作者的用詞遣句。b.理解詩歌的意境。(2)能力目標a.能從上下文中推斷詩歌的隱含意。b.培養(yǎng)學生理解能力，綜合概括能力。(3)情感目標a.加深學生對英文詩歌的理解，增強對西方文化的理解。b.增強學生的合作意識。c.培養(yǎng)學生理解英文詩歌感受生活的美好。5．教學重點和難點切實理解英文詩歌《紅玫瑰》。6．教學設計（1）教學理念以學生為主體，培養(yǎng)學生的綜合語言運用能力，發(fā)揮學生的主觀能動性，樂于探究。（2）總體思路本節(jié)課采用多媒體教學，以此來創(chuàng)設良好的教學情景，優(yōu)化教學過程，促進學生思考，創(chuàng)設學習情景，設計層層推進的教學任務，拓展了話題的深度和廣度，促進師生之間，生生之間充分的交流和合作，使學生能主動學習、主動探究和主動構建知識。采用教師指導下的小組合作學習的方法，啟發(fā)學生自主理解文本內容，探究和領會作者的意圖和了解西方文化。最后在閱讀和聽力的語言輸入的基礎上讓學生將英文詩歌《紅玫瑰》的翻譯和意境圖匯報給全班。（3）教學過程SteponeLeadinginShowstudentsapictureofroseandaskthem“whatdothemthinkofwhentheyseethepicture?HavethestudentsexpresstheirideasSteptwoPresentation1.ListeningListentothepoemandanswerquestionsCanyouguesswhatisthepoemabout?Doesthepoemhavearhythmicpattern?Doesthepoemhavetherhymingwords.Whatdoyouthinkofthelanguage?Doyouthinkthespeakerisaboyoragirl?2.Groupwork–language1)Formagroupofsix.2)Fourofyouwillberesponsibleforlookinguptheunfamiliarwordsineachpartusingyourdictionaries.3)Explainyourfindingstotheothers.4)Onewritethemdownandonereportthemtoclass.3.Groupworkpoeticdevices（詩歌的手法）Whataretherhymingwordsineachpart?Howdoesrhythmicpatternofthepoemform4.Groupworkcomprehension1)Whatdoestheauthorcomparehisgirlfriendtoandwhy?2)Whatdoestheauthorwanttoconveyinthesecondandthirdpartandhow?3)Whatwillhappeninthelastpart?4)Poetsoftencreateimagesinthepoemsothatthereaderscanseepicturesintheirminds.Whatisthepictureofthepoem?5.ThebackgroundofRobertBurns.RobertBurns(1759–1796)wasaScottishpoetandalyricist.（歌詞作者）HeiswidelyregardedasthenationalpoetofScotland.HeisthebestknownofthepoetswhohavewrittenintheScotslanguage.StepThreeConsolidationGroupworktranslation1)TrytotranslatethepoemintoChinese.2)Drawthepicturethattheauthorwantstocreate.3)Makethepresentationtotheclass.【設計說明】該教學步驟旨在加深學生對該詩歌的理解。中文也有很多類似的愛情詩歌，讓學生把英文詩歌翻譯成中文能更好地理解該詩歌。同時每首詩歌就是一幅畫，故要求學生把詩歌的意境畫出來，通過圖文并茂的形式來加深對詩歌的理解和體會。每位學生各翻譯的一部分，然后請匯報者和畫圖者上臺展示。此處應是課堂的高潮部分。StepThreeGroupworkassessmentEvaluatethepoem.Whydoyoulikethepoem?EvaluatetheteamworkDoyouthinkwhichgroupdidabetterjob?StepFourHomeworkassignmentTrytowritedownyourownpoem.原文ARed,RedRoseRobertBurnsOMYLuve'slikeared,redroseThat'snewlysprunginJune:OmyLuve'slikethemelodiesThat'ssweetlyplay'dintune!Asfairartthou,mybonnielass,SodeepinluveamI:AndIwillluvetheestill,mydear,Tilla'theseasgangdry:Tilla'theseasgangdry,mydear,Andtherocksmeltwi'thesun;Iwillluvetheestill,mydear,Whilethesandso'lifeshallrun.Andfaretheeweal,myonlyLuve,Andfaretheewealawhile!AndIwillcomeagain,myLuve,Tho'itweretenthousandmile.ARed,RedRoseRobertBurnsOMYLuve'slikeared,redroseThat'snewlysprunginJune:OmyLuve'slikethemelodieThat'ssweetlyplay'dintune!Asfairartthou,mybonnielass,SodeepinluveamI:AndIwillluvetheestill,mydear,Tilla'theseasgangdry:Tilla'theseasgangdry,mydear,Andtherocksmeltwi'thesun;Iwillluve