多媒体应用成果(教学设计方案)
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Step VII.Let’s enjoysome English poems.Read the poems aloud.
After reading the poems, ask the students to think about why the author write the poem.They can refer to the reasons they write down in step 2.
StepⅡLet’s talk(Brainstorm)
Why people write poems?( list at least three reasons )
Let the students take out their papers andcheck them in groups, and then write their answers on thetask sheet(Self-learning)
Our art teacher, Mr.Shaw,
Really knows how todraw.
But his awfulpaintings,
Have caused manyfaintings.
Ask the students to underline the words that rhyme and try to figure out the poem’s rhyming pattern.
Step IIIListen to music“Twinkle twinkle little star”and find out something special at the end of the lines.
Twinkle, twinkle, littlestar,
How I wonder what youare.
And never’ve I seen a girl as _____________
Heard a gentler voice _____________
Whisper ‘ Alas’
She belongs ,belongs to _____________
Another _____________,
some words and phrases：toencouragepeople,to tell a story,to express feelings,
to describe something,to create imagesin the readers
Check their answers and then let them read out the answers.
Yes, she belongs to the twilight and mist
After filling in the blanks, give the students sometime to discuss their answers with their partners and then ask some students to write down the answers on the blackboard. (pk)
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly
Hold fast to dreams
For when dreams go
Life is a barren(贫瘠的) field
Frozen withwk.baidu.comsnow
通过优美的英文歌曲让学生感受诗歌的美
1.播放英文视频燃情岁月中诗歌演唱的部分
2.让学生填写句末押韵的单词
1.通过小组pk的方式来检查学生的答案
2.学生互相检查校对答案
视听的方式再次感受巩固英文诗歌押韵的特点
1.指导学生进行诗歌创作
2.将部分学生的作品投影到大屏幕分享
1.学生小组互评打分
2.指出学生作品中的一些不足之处
2.教学重难点:a..To understand the characteristicofEnglish poems.
b.Tobe able to write a poem.
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）
1.学生对中文诗有一定的了解，但是对英文诗知之甚少，通过一些共性的比较让学生推导出英文诗的一些特点。
c简单创作诗歌.
二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）
1.教学目标（Teaching Goals）:
a. To knowwhy people write poems.
b.To grasp andunderstand thecharacteristicofEnglish poems.
Step VI.Listen to a song and fill the ending words of each line
Down by the Salley gardens
My love and I did _____________
She passed the Salley gardens
With little snow-white _____________
( The theme of this poem is to encourage people topursue their dreams)
Step VIII.Write a poem. ( topic: teacher )
Example :My teacher Mr. Moore
There’s s teacher Mr. Moore.
2.让学生预习本单元的生单词，提前读一读课本的一些诗歌
四、教学过程（设计本课的学习环节，明确各环节的子目标）
Step ILead-in
Can you remember any poems you have read in high school, either in Chinese or in English? Can yourecite any? What is the name of the poem?
五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学方式的变革，配置学习资源和数字化工具，设计信息技术融合点）
教师活动
预设学生活动
设计意图
1.播放英文歌Down by the Salley gardens
2.让学生填写句末押韵的单词
1.通过小组pk的方式来检查学生的答案
2.学生互相检查校对答案
通过实际创作让学生掌握英语诗歌押韵的特点
六、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价）
整堂课上下来，比较顺畅，环节一个接一个，比较紧凑，学生配合挺好，积极性很高，在小组活动中都非常积极。并突出以学生为主体的学习地位和提高单位时间内的课堂效率，主要体现在以下三点：
教学设计方案
课题名称
选修六UnitTwoPoetryWarmingup
姓名
工作单位
年级学科
英语
教材版本
人教版
一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）
1.本课题来自高中英语课本选修六第二单元第一节warmingup
2.学习内容: a.了解诗歌的创作意图.
b.了解诗歌的押韵
Who is lovely and thirty-four.
Always encouraging us to try.
He leads us to a world of “why”.
We all admire him more and more.
Step .Homework
Write a poem( topic :English / school life)
1.利用教材，对教材进行整合,所有活动由浅入深，由表及里，充分调动学生参与学习，讨论合作积极性，即整体——局部——整体。
2.将网络资源与教材内容合理地结合，并进行有效的利用和开发，比如在导课时，让学生欣赏电影片断和听英文歌曲。
3.教师适时的点拨，使得本节课的重难点更突出。
七、教学板书（本节课的教学板书。如板书中含有特殊符号、图片等内容，为方便展示，可将板书以附件或图片形式上传。）
She bid me take love _____________
As the leaves grow on the _____________
But I being young and foolish
With her would not _____________
Check through the answers and write the rhyming pattern on the blackboard.
Step VWatch a clip of a video and fill the ending words of each line.
As evening fell, a maiden _____________
At the edge of a _____________
In her hands laid the rein of a stallion
Up above the world sohigh,
Like a diamond in thesky.
Twinkle, twinkle, littlestar,
How I wonder what youare!
Conclusion: rhyme like a poem!
Step IVRead a poem and try to find the words that rhyme.
After reading the poems, ask the students to think about why the author write the poem.They can refer to the reasons they write down in step 2.
StepⅡLet’s talk(Brainstorm)
Why people write poems?( list at least three reasons )
Let the students take out their papers andcheck them in groups, and then write their answers on thetask sheet(Self-learning)
Our art teacher, Mr.Shaw,
Really knows how todraw.
But his awfulpaintings,
Have caused manyfaintings.
Ask the students to underline the words that rhyme and try to figure out the poem’s rhyming pattern.
Step IIIListen to music“Twinkle twinkle little star”and find out something special at the end of the lines.
Twinkle, twinkle, littlestar,
How I wonder what youare.
And never’ve I seen a girl as _____________
Heard a gentler voice _____________
Whisper ‘ Alas’
She belongs ,belongs to _____________
Another _____________,
some words and phrases：toencouragepeople,to tell a story,to express feelings,
to describe something,to create imagesin the readers
Check their answers and then let them read out the answers.
Yes, she belongs to the twilight and mist
After filling in the blanks, give the students sometime to discuss their answers with their partners and then ask some students to write down the answers on the blackboard. (pk)
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly
Hold fast to dreams
For when dreams go
Life is a barren(贫瘠的) field
Frozen withwk.baidu.comsnow
通过优美的英文歌曲让学生感受诗歌的美
1.播放英文视频燃情岁月中诗歌演唱的部分
2.让学生填写句末押韵的单词
1.通过小组pk的方式来检查学生的答案
2.学生互相检查校对答案
视听的方式再次感受巩固英文诗歌押韵的特点
1.指导学生进行诗歌创作
2.将部分学生的作品投影到大屏幕分享
1.学生小组互评打分
2.指出学生作品中的一些不足之处
2.教学重难点:a..To understand the characteristicofEnglish poems.
b.Tobe able to write a poem.
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）
1.学生对中文诗有一定的了解，但是对英文诗知之甚少，通过一些共性的比较让学生推导出英文诗的一些特点。
c简单创作诗歌.
二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）
1.教学目标（Teaching Goals）:
a. To knowwhy people write poems.
b.To grasp andunderstand thecharacteristicofEnglish poems.
Step VI.Listen to a song and fill the ending words of each line
Down by the Salley gardens
My love and I did _____________
She passed the Salley gardens
With little snow-white _____________
( The theme of this poem is to encourage people topursue their dreams)
Step VIII.Write a poem. ( topic: teacher )
Example :My teacher Mr. Moore
There’s s teacher Mr. Moore.
2.让学生预习本单元的生单词，提前读一读课本的一些诗歌
四、教学过程（设计本课的学习环节，明确各环节的子目标）
Step ILead-in
Can you remember any poems you have read in high school, either in Chinese or in English? Can yourecite any? What is the name of the poem?
五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学方式的变革，配置学习资源和数字化工具，设计信息技术融合点）
教师活动
预设学生活动
设计意图
1.播放英文歌Down by the Salley gardens
2.让学生填写句末押韵的单词
1.通过小组pk的方式来检查学生的答案
2.学生互相检查校对答案
通过实际创作让学生掌握英语诗歌押韵的特点
六、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价）
整堂课上下来，比较顺畅，环节一个接一个，比较紧凑，学生配合挺好，积极性很高，在小组活动中都非常积极。并突出以学生为主体的学习地位和提高单位时间内的课堂效率，主要体现在以下三点：
教学设计方案
课题名称
选修六UnitTwoPoetryWarmingup
姓名
工作单位
年级学科
英语
教材版本
人教版
一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）
1.本课题来自高中英语课本选修六第二单元第一节warmingup
2.学习内容: a.了解诗歌的创作意图.
b.了解诗歌的押韵
Who is lovely and thirty-four.
Always encouraging us to try.
He leads us to a world of “why”.
We all admire him more and more.
Step .Homework
Write a poem( topic :English / school life)
1.利用教材，对教材进行整合,所有活动由浅入深，由表及里，充分调动学生参与学习，讨论合作积极性，即整体——局部——整体。
2.将网络资源与教材内容合理地结合，并进行有效的利用和开发，比如在导课时，让学生欣赏电影片断和听英文歌曲。
3.教师适时的点拨，使得本节课的重难点更突出。
七、教学板书（本节课的教学板书。如板书中含有特殊符号、图片等内容，为方便展示，可将板书以附件或图片形式上传。）
She bid me take love _____________
As the leaves grow on the _____________
But I being young and foolish
With her would not _____________
Check through the answers and write the rhyming pattern on the blackboard.
Step VWatch a clip of a video and fill the ending words of each line.
As evening fell, a maiden _____________
At the edge of a _____________
In her hands laid the rein of a stallion
Up above the world sohigh,
Like a diamond in thesky.
Twinkle, twinkle, littlestar,
How I wonder what youare!
Conclusion: rhyme like a poem!
Step IVRead a poem and try to find the words that rhyme.