Unit5PoemsReadingandThinking教學設計

TeachingObjectives

Linguisticpetence:

Masterpoetryrelatedterminology(e.g.,rhyme,rhythm,metaphor).

AnalyzethestructuralfeaturesandliterarydevicesoffiveEnglishpoeticforms(nurseryrhymes,listpoems,cinquains,haikus,Tangpoems).

CulturalAwareness:

StrengthenculturalconfidenceandinterculturalunderstandingthroughparativeanalysisofChineseandEnglishpoetry.

CriticalThinking:

Evaluatepoeticstructuresandthemestoenhancelogicalandanalyticalskills.

LearningAbilities:

Fostercreativityandautonomouslearningthroughcollaborativetasksandpoetryposition.

Teachingimportantpoints

1.Identifystructuralcharacteristicsandliterarydevicesofdifferentpoeticforms.

2.Deepenunderstandingthroughreadingandcreativewriting.

Teachingdifficultpoints

Appreciatecrossculturalpoeticimagery(e.g.,similaritiesbetweenTangpoemsandhaikus).

Applyspecifiedliterarydevicestoposeoriginalpoems.

Teachingmethods

PWPmodel.

TaskBasedLearning:Structuredtasks(reading,tablepletion,creativewriting).

CollaborativeLearning:Groupdiscussions,petitions,andpeerevaluations.

InterdisciplinaryIntegration:LinkChineseclassicalpoetrytoEnglishformsforculturalreflection.

TeachingProcedures

Step1:Leadin(5minutes)

Activity:GuessingGame(Grouppetition)

DisplayEnglishtranslationsoffamousChinesepoems(e.g.,LiBai’s

QuietNightThoughts,LiQingzhao’s

SlowTune).

StudentspetetoidentifytheoriginalChineseversesandauthors.

（Purpose:Activatepriorknowledge,sparkinterest,andintroduceculturaltranslationchallenges.）

Step2:Prereading(3minutes)

Activity:VocabularyandConceptBuilding

TerminologyIntroduction:UsePPTtoteachkeyterms(poem,rhyme,rhythm)withpronunciationpractice.

GuidingQuestions:

Whatdistinguishespoetryfromprose?

Howdopoetsconveyemotionsthroughlanguage?

（Purpose:Clarifykeyterminologyandpoeticfeatures(e.g.,rhythm,imagery)topreparefortextualanalysis.）

Step3:Whilereading(20minutes)

Task1:FastReading【Listentothetape,readthetextandanswerthefollowingquestions.】

1.Whatdoesthepassagemainlydiscuss?

2.Howmanypartscanitbedividedinto?

3.HowmanytypesofEnglishpoemsarementioned?Whatarethey?

Task2:CarefulReading

Para1:Q1:Whatarethekeywordsofpara.1?

Q2:Whydopeoplewritepoems?

Q3:Whatarethecharacteristicsofpoetry?

Para26:【GroupWork:Eachgroupanalyzesonepoeticform(nurseryrhymes,listpoems,etc.)andpletesatable】

Task3:PoeticAnalysis

Examinesamplepoems(e.g.,

ListPoems:OnlyOneMother,Life)tohighlightlinguisticfeaturesandemotionalexpression.

（Purpose:Trainskimming/scanningskills;deepenunderstandingofpoeticformsthroughcollaborativeinquiry;developliteraryanalysisskillswithtextualevidence.)

Step4:Postreading(8minutes)

Activity1:CreativeWritingWorkshop

Studentsposeapoemusingachosenform(e.g.,cinquainorhaiku)withthemeslike

Sunshineor

Love.Requiredelements:specificliterarydevices(e.g.,metaphor).

Sharing&PeerFeedback:Volunteerspresenttheirwork;peersassessalignmentwithformandtheme.

Activity2:CrossCulturalReflection

Discuss:

HowdoTangpoemsandhaikusbothusenatureimagery?Whatculturalvaluesdotheyreflect?

（Purpose:Transforminputintooutputthroughposing;fostercriticalthinkingbyparingculturalperspectivesinpoetry.)

Step5:Summary(3minutes)

Teacherandstudentssummarizethewholepassagetogether.

（Purpose:Reinforceknowledgeframeworkandconsolidatestructuredlearning.)

Step6:Homework(1minutes)

Studentschooseeitherofthemtocreate

1.WriteacinquainwhosetopicisSunshine.

2.WritealistpoemcalledWhatislove.Youcanusethefollowingstructure:

Loveis________.

Loveis________.

（Purpose:Extendclassroomlearning,encouragepersonalizedexpression,andsolidifymasteryofpoeticforms.)

BlackboardDesign:

XB3Unit5AFewSimpleFormsofEnglishPoems

Keyforms&features

Typeofformtopicpoeticdevicescharacteristics

NurseryrhymeFather’sloverhymerepetitionConcretebutcreativelanguage

G1：Listpoems

G2：Cinquain

G3:Haiku

G4：TangPoem

Poeticdevices:Metaphor,symbolism,personification...

Assessment:

Formative:Participationindiscussions,grouptaskperformance,creativityinwriting.

Summative:Qualityofhomeworkanddepthofcrossculturalanalysis.

InnovativeElements:

CulturalBridge:pareChineseandEnglishpoetrytoenhanceglobalperspectives.

StudentCenteredCreativity:Handsonwritingtasksempowerownershipoflearning.

InterdisciplinaryDepth:Integrateliteraryanalysiswithlinguisticandculturalstu