高中英语_Module6 The Tang Poems教学设计学情分析教材分析课后反思

教学设计
Step VI 总结反思
为了明天学的更好，我应做哪些调整？
学情分析：
1.认知基础：高二学生能用英语有效表达个人观点，或表达个人情感，能用基本的词汇、句型对唐代诗歌或唐代诗人作出描绘。

2.心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3.学习能力：学生对情态动词和定语从句用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

效果分析：
1.通过设计不同层次的题目设置，层层递进，由略读到详读到口头表达到写作，自然的过渡有利于写作目标的达成。

注意发挥学生的主体作用，鼓励学生讨论、感知、思考、生成。

借助阅读，通过小组讨论，分享自己的见解，提升表达写作技巧。

2.充分体现了以阅读能力为主线，在考察学生阅读能力的基础上，听说读写能力的相辅相成都有提高，并体现学生学习策略的提高和情感的升华。

3．题目设计以全体学生共同参与为主，让所有不同英语水平的学生积极参与课堂全过程，真正成为课堂的主人。

利用电子白板展示各项阅读任务，分层次完成对文本的阅读和掌握。

课下利用网络资源，了解更多的信息，有意识地利用现代化信息技术手段，我们将优化我们的课堂，提高学生的兴趣，提升课堂教学的有效性；同时提高学生学习的有效性，使我们的教学活动更加丰富，更加新鲜，更加高效。

教材分析：
本模块是学习中国唐诗，介绍唐朝著名诗人及诗歌，进行中英诗歌的对比，进一步增强学生对诗歌的兴趣。

强调突出中华民族的传统文化。

通过对本模块的学习，有利于增强学生的民族自豪感；我们的传统文化在国内外深受欢迎，同时增强英语学习的自信心。

教学重点：学生通过阅读，掌握重要词汇和短语，运用阅读技能，总结段落大意，查找细节信息。

教学难点：如何运用所学知识来描述自己所喜爱的诗人。

本模块教学内容分六课时：
第一课时：Introduction, Reading and Vocabulary（1）此课时主要是阅读课为主，introduction部分通过视频(Legend of the demon cat)导入，并有Chinese poems on London Underground 图片继续衔接。

引入正题 The golden age of Chinese poetry. 配套相关阅读练习。

第二课时：Speaking, Grammar（1）该课时以口语练习和语法讲解为主。

第三课时：Listening and Vocabulary, Grammar（2）, Everyday English, Speaking and Function此模块以听力练习和语法练习为主。

主要讲解情态动词的用法。

第四课时：Reading and Vocabulary（2）, Writing该课时以阅读和词汇训练为主。

The power of poetry 及Poems on the underground 两篇阅读进行专项练习
第五课时：Reading Practice, Cultural Corner该课时以阅读为主。

The golden age of English poetry 为主题，与之前形成对比。

第六课时：Task, Module File 该课时以词汇练习为主，并配套相关句子进行词汇训练
Step I Fast reading :
1.Skimming -Match the paragraphs with these titles
Para.1 An exciting culture
Para.2 Du Fu
Para.3 Li Bai
Para.4 Tang Poetry
Para.5 A great dynasty
Para.6 Technology and progress
2. Scanning- Scan to decide True or False
( )①Tang culture is tolerant and cosmopolitan. ( )②Tang culture greatly influenced many European countries.
( )③Thanks to the invention of printing in the Tang Dynasty, scientific knowledge reached a wider audience.
( )④In the Tang Dynasty a large number of people were fond of poetry only because they enjoyed reading and writing poems.
( )⑤Du Fu’s poems were very popular among government officials and he was considered to be a talent poet before he died.
( )⑥Du Fu and Li Bai shared the same style of writing poetry.
Step II Intensive reading:
1.Read paragraph 4&5 and choose the best answer.
( )①Why was Tang poetry so great?
A. The poets in that time had a better chance of getting good jobs.
B. It was a period with an explosion of talent, and the appearance of many new forms.
C. Du Fu and Li Bai influenced a lot of people.
D. Trade with foreign countries created a tolerant and cosmopolitan culture.
( )②What was the relationship between Du Fu and Li Bai?
A. They were all poets.
B. They were not government officials.
C. They were all very poor at that time.
D. Du Fu is known for his relationship with Li Bai.
2. Read paragraph 1&5 and fill in the blanks
The Tang Dynasty was one of the great __________(dynasty) in Chinese history. It was a time of ____________(expand). At its high point, the country reached _____ far as Siberia in the north, Korea in the east and Vietnam in the south. The Tang rulers also controlled the trade route ________(know) as the Silk Road well into present-day Afghanistan.
During Du Fu’s lifetime he never became famous; in fact,
he thought of himself as a ________(fail). It was only in the 11th century _______ his poetic genius was recognised. Sometimes he is called the “poet of history” or “the mirror of his time” because he paints a _________(reality) picture of the problems of the age in _______ he lived. These include the ___________(suffer) of the poor, and corruption of the rich. He also writes about his own problems, ___________(include) his son’s death.
Step III Promotion---Proof reading
The Tang Dynasty was one of the great dynasty in Chinese history. It was a time of expansion. At its high point, the country reaches as far as Siberia in the north, Korea in the east and Vietnam in the south. The Tang rulers also controlled the trade route known the Silk Road well into present-day Afghanistan.
During Du Fu’s lifetime he never became famo us; in a fact, he thought of him as a failure. It was only in the 11th century when his poetic genius was recognised. Sometimes he is called the “poet of history” or “the mirror of his time” because he paints a reality picture of the problems of the age in that he lived. These include the suffering of the poor, and corruption of the rich. He also writes about his own
problems, included his son’s death.
Step IV Enjoy –Group work
清平调
唐·李白
云想衣裳花想容，
春风拂槛露华浓。

若非群玉山头见，
会向瑶台月下逢。

Translate
___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ________________________________________
Step VIHomework
Choose a poet you like, and write a passage about him/her. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________
___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________
Step VI 总结反思
为了明天学的更好，我应做哪些调整？
___________________________________________________________ ___________________________________________________________ ______
课后反思：
好的方面：
1.妖猫传视频导入和中国诗歌在英国地铁图片展示，较成功的吸引
学生的注意力和学习兴趣，引出主题。

2.阅读任务的设计要符合学生认知和情感发展的规律。

由于学生层
次不同，为了鼓励更多的学生参与到课堂教学，在阅读活动过程中，我注意了问题设计的梯度，由易到难，循序渐进，让学生会说，敢说，多说。

3.设计students show活动, 引发全堂学习高潮，让学生翻译诗歌，
互相探究，互相合作，共同学习，共同进步。

而且学生们最后呈现出的作品，用的词汇和句子超出了我的想象，学生们的潜力不可估量。

有待改进的方面：
1.自己的口语发音及流畅性是自己一直追求的目标，希望不断进步，
实现原汁原味。

2.学生们有些紧张，课堂发言是有些胆怯。

3.本堂课个别阅读训练有一定难度，学生们正确率不是很高。

这是本堂课自己的一些思考，若有不当之处，敬请改正，谢谢。

此模块是Book8 Module6, 主题唐诗，在延续了前面几个模块的基本特色的基础上，再次强调了如下特点：首先，所选语言材料具有时代性，反映了语言的发展；其次，充分遵循循序渐进的原则，强调对基础语言知识的复现，综合练习和重新认识；再次，这一模块在教学内容，语言技能，跨文化意识等方面提出了更高要求。