unit2_poems_language_points公开课
高一英语必修一《Unit2Poems》教案
高一英语必修一?Unit2Poems ?教案教案【一】教学目标教学目标(TeachingAims)知识与技能(KnowledgeandSkills)了解教学大纲关于语法填空的命题特点。
能够根据语法填空的命题特点自己编语法填空的题目掌握语法填空的解题方法与技巧过程与方法(ProcessandMethods)让每一位同学都能参与到课堂教学与活动中来，以小组或结对的形式实行相互学习和讨论。
情感态度与价值观(Feeling,AttitudesandValues) 学习应对语法填空是与课文相结合，让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解题特点，从而更加理解英语诗歌的特色，更加懂得如何阅读和欣赏英语诗歌。
教学重难点教学重点(ImportantPoints) ：1.让学生了解语法填空的命题特点掌握语法填空的解题方法与技巧教学难点(DifficultPoints) ：语法填空中词性的转换教学过程(Teachers’Activities)StepI ：Lead-inReviewthenewwordsandexpressionsofthisunitbythemtogether,andthendoTask1---speakouttheotherformsaccordingtothegivenwords ListentothesongJingleBellsandtrytofillawordintoeachblank.StepII ：Pre-practisingQuestionsDoyouthinkitisdifficulttocompletetheitemsofblank-fillingwithgrammarknowledge?②Haveyoufiguredoutthe characteristicsoftheitem?2.ExplainingInthisitemthereare10blanksforyoutofillinwithlessthanoneproperword someblankswithagivenwordwhileotherswithnonefillintheblankswiththeproperformofthegivenwordaccordingtoitsgrammaticalandlogicalmeaning. chooseapreposition,pronoun,conjunctionoranarticletofillintheblankwithoutanygivenword. DiscussionHowcanwefinishtheitemsstepbystepwithourgrammarknowledge?___________________________________________.___________________________________________.___________________________________________.StepIII：While-practisingMakinganitemofgrammaticalblank-fillingbasedon theparagraphofthetext.morethan5blanks.someblankswithgivenword.otherswithnone.exchangetheitemyoumadeforyourpartnertocompleteit.Thewholeclassfinishtheonetheteacherpreparedforthem.StepIV：Post-practisingsomeofthestudents’anwsersandgivecomments.aconclusionStepV ：HomeworkAssignmentFurtherimproveyourskillsofdealingwiththegrammarfilling.onPage10,NanfangNewClass教案【二】教学准备教学目标Teachinggoals1.Targetlanguagea.ImportantwordsandphrasesPoem,poetry,recite,aspect,convey,nursery,rhyme,diamond,cottage,balloon,sparrow,tease,sal ty,endless,translate,nurseryrhyme,takeiteasy,runoutof,makeupofb.ImportantsentencesWhichpoemisaboutthingsthatdon ’tmakesense?Poetsusemanydifferentformsofpoemstoexpressthemselves.Ihadn’ttakenmyeyeofftheball.Wehadn’ttakeniteasy.Thepoemismadeupoffivelines.AlotofTangpoetryhasbeentranslatedintoEnglish.ThetranslationshaveafreeformthatE nglishpeopleliketocopy.2.Abilitygoalsa.EnableSstotalkaboutdifferenttypesofpoems：nurseryrhymes;listpoems;cinquain,;haiku;Tangpoemsb.EnableSstotalkaboutdifferentpurposesofwritingpoems.c.Understandthemainthemeofeachpoem.d.EnableSstochantsomeoftheirfavoritepoems.3.LearningabilityEnableSstodistinguishdifferenttypesofpoems教学重难点TeachingimportantpointsTalkaboutfivemaintypesofpoems.Understandthemainpurposeofwritingthepoems.Teachingdifficultpoints Findtherhythmofeachpoem.Chantthepoem.Understandthemainpurposeofwritingthepoems.教学过程Teachingprocedures&waysStep1.GreetingsStep2.PresentationAskSstothinkbackandtrytorememberpoemsfromtheirearlychildhood, eitherinChineseorinEnglish.Talkaboutsomefamouspoetsbothhomeandabroad,eitherancientonesormodernones.Brainstorming：Whatwillyouthinkofwhenwetalkabouttheword“poem〞?Step3.WarmingupReadthequestionsinthispart,remindingSswhattheynoticeabouttheabovepoems.(e.g.theyhaveastr ongbeat,ortheyhaverhyme,ortheyplaywithwordsandsounds,orperhapssomeofthemarefunnybecausetheym akenosense.)TellSsthattherearemanyreasonswhypeoplewritepoetry.GivetheexamplesontheBb.AskSswhytheythinkth epoetswrotethepoemstheyhavejustrecited..Writetheirsuggestionsontheboard. GiveSsatimelimitofafewminutes.Dividetheclassintogroupsoffourtodiscussthepurposeofwritingpoem s.Askonepersonfromeachgrouptoreadtheirgroup’slistandaddtheirsuggestionstothelistontheboard. (Suggestedreasons：tocreatecertainfeelingsorimagesinthereader;toshareafeelingorexperience;todescribesomethingin detailorgiveanimpression;togetthereadertothinkaboutanidea;toexpressapointofview;tomaketherea derexperiencethesight,sounds,smells,feelandtastesofsomething;tocreateamood,toplaywithwords---theirsounds,rhymeandrhythm.)Iftimepermits,insmallgroupsorasaclass,discussthekindsoftopicsthatpoetswriteabout.(people ,animals,nature,landscapes,thesea,theseasons,stories,death,war,youthandoldage,feelingandexpe riences,emotionslikelove,hate,sadness,regretanddesire,etc.)Step4.Pre-readingPeoplefromdifferentcountrieswritedifferentkindsofpoems.GetSstodiscussthequestionsonPage9withtheirpartners：DoyouhaveafavoritepoeminChinese?Why?DoyouhaveafavoritepoeminEnglish?Why?Astoexercise2,giveSspracticeinanimportantreadingskill：scanningatext,thatis,lookingthroughatextquicklytofindspecificinformation.Readthetableinexerc ise2withtheSs.Tellthemthattheyaregoingtolookfortheinformationinthetable,justinthepoemsthemse lves,notintheotherpartsofthetext.Theyaretolookonlyforthosepiecesofinformationandnotreadevery word.Doanexamplewiththem.Suggestedanswerstoexercise2 ：Step5.ReadingScanningGettheSstoreadthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreadi ng.TeachergivesSsacoupleofminutestolookthroughthewholepassage.Tellthemtoreadthetextsilentlya ndthenasksomedetailedquestionsaboutthetextontheslideshow.TeachershouldencourageSstoexpressth eirideas.Q1.Whydopeoplewritepoetry?Q2.Howmanyformsofpoemsarementionedinthepassage?Whatarethey?Q3.Whatdoes“nurseryrhyme〞mean?Whydotheydelightsmallchildren?Q4.What’sthecharacteristicof“listpoems〞?Whatabout“cinquain〞?Q5.WhydoEnglishPeoplelike “Haiku〞?Q6.AreyoufamiliarwithTangPoems?Doyouknowthetitleofthelastpoeminthetext?ListeningBeforeSsreadthetext,havethemclosetheirbooksandlistentothetextwiththeireyesclosed.ThisgivesSstheopportunitytolistentothesoundsor “music〞ofthepoemsbeforereadingthemindetail.Tellthemthatitdoesn ’tmatteriftheydon ’tunderstandeveryword.FirstreadingGetSstoreadthetextcarefully,findingtheone sentencethatsumsuptheparagraphofeachpart..Underlinethetopicsentence.SecondreadingTellSsthattheyaregoingtolookattherhythmoftwoofthepoems.Makesuretheyknowwhatrhythmis.ReadthelimerickaloudandhaveSslistenforthestrongbeats .Thenhavethemclapthestrongbeatsasyouread.Markthestrongbeatsonthelimerickontheboard. TherewasanoldmanwithabeardWhosaid“itisjustas Ifeared 〞.“FourinsectsandthenTwobirdsandahenHaveallmadeahomeinmybeard 〞.NowreadthepoemA&B.Askthemtomarkthestrongbeatsonthetwopoemsthathaveastrongrhythm.Checktheiran swers.Thenplaythetapeandgetthemtoclaptothestrongbeatsinthosetwopoems.ThirdreadingJustasanyscenecanserveasthesubjectofapainting, soanypartofdailylifecanprovidematerialforapoem..Ofcourse,thechoicethattheartistorpoetmakesre latestohisorherpurpose.Poetryisusuallyshortandcompact,soitshouldbereadseveraltimes,preferabl yaloud,toappreciateitsmeaning.Readthelastpoem(PoemH),andanswerthefollowingquestions ：Q1.Whatpartsofthepoemsuggestthatthewomanlovesherhusband?Q2.Howdoyouunderstandthesentence〞journeyerreturn,thisstonewouldutterspeech.thesentence inyourownwords.Shouldthe 〞?ExplainQ3.Whatpicturedoyouhaveinyourmindwhenyoureadtheabovesentences?Q4.DoyouknowtheChinesetitleofthispoem?DoyouknowtheChineseversionofthepoem? Step6.Makeashortsummaryofthisperiod.课后习题HomeworkSurfsomewebsitestofindoutmoreinformationaboutpoets.Reviewthecontentofthereadingpassage.2.FinishtheexercisesonPage12&13.。
Unit 2 Poem 公开课
[ə:d] [in]
[a:s]
[əu] [ei]
Careful reading
Read the Poem A by yourself again and choose the best answer 1.What’s the baby’s father going to buy if the mirror gets broken? A. a mocking bird B. a diamond ring C. looking glass D. a billy-goat
rhythm
rhythmic
有节奏的 (adj.)
What’re the features of a poem?
certain topics Rhyme （压韵） Rhythm（节奏 ）
Image （意象）
not long
beautiful sentences
simple words
show feelings
√ √
√ √
√
Which Poem
describe a person?
tells a story? describes an aspect of a season? is about sport? is about things that don’t make sense? is recited to baby? describes a river scene? has rhyming words at the end of lines? repeats words or phrases?
Welcome to our class
Yang xiaodi 2010 12
Words competition
Unit2--Poems 公开课
U n i t2P o e m sA f e w s i m p l e f o r m s o f E n g l i s h p o e m sT e a c h i n g g o a l s:1.S t u d e n t s w i l l b e a b l e t o u s e s o m e k e y w o r d s a n d p h r a s e s t o e x p r e s s t h e m s e l v e s f r e e l y.2.S t u d e n t s c a n u s e r e a d i n g s t r a t e g i e s p r o p e r l y l i k e s k i m m i n g,s c a n n i n g a n d i n t e n s i v e r e a d i n g t o g e t t h e m a i n i d e a a n d s o m e d e t a i l i n f o r m a t i o n a b o u t t h e t e x t.3.E n h a n c e s t u d e n t s’c o o p e r a t i v e,s e l f-l e a r n i n g a n d i n v e s t i g a t i v e a b i l i t i e s.T e a c h i n g K e y a n d d i f f i c u l t p o i n t s:S t u d e n t s a r e a b l e t o g e t t h e m a i n i d e a a n d s o m e d e t a i l i n f o r m a t i o n a b o u t t h e t e x t b y u s i n gr e a d i n g s t r a t e g i e s c o r r e c t l y.T e a c h i n g p r o c e d u r e s:S t e p1:G r e e t i n g s&W a r m i n g-u pI S t u d e n t s s i n g p a r t o f t h e s o n g“H u s h,l i t t l e b a b y”t o g e t h e r.H u s h,l i t t l e b a b y,d o n’t s a y a w o r d,/P a p a’s g o n n a b u y y o u a m o c k i n g b i r d./I f t h a tm o c k i n g b i r d w o n’t s i n g,/P a p a’s g o n n a b u y y o u a d i a m o n d r i n g./I f t h a t d i a m o n d r i n g t u r n s t ob r a s s,/P a p a’s g o n n a b u y y o u a l o o k i n g g l a s s./I f t h a t l o o k i n g-g l a s s g e t s b r o k e,/P a p a’s g o n n a b u y y o u a b i l l y-g o a t/I f t h a t b i l l y-g o a t r u n s a w a y,/P a p a i s g o n n a b u y y o u a n o t h e r t o d a y.S t e p2:P r e-r e a d i n gII D o a q u i z.S h o w s o m e E n g l i s h t r a n s l a t i o n s a n d a s k s t u d e n t s t o s p e a k o u t t h e C h i n e s ep o e m s.a) If you would ask me how my sorrow has increased,Just see the over-brimming(溢出的) river flowing（流动）east !问君能有几多愁，恰似一江春水向东流。
选修六 2.5《Unit 2 Poem Appreciation》 公开课一等奖课件
Nursery rhymes (童谣)
(strong rhythm, rhyme, repetition)
List poems (列举诗)
(Repeated phrases and some rhyme)
Types
Cinquain (五行诗)
Tang poems
To My Parents, Thank you You were always there To help me You were always there To guide me You were always there To laugh with me You were always there To cry with me But most important You were always there To love me
“用好课堂40分钟最重要。我的经验是，哪怕 是再简单的内容，仔细听和不上心，效果肯 定是不一样的。对于课堂上老师讲解的内容， 有的同学觉得很简单，听讲就不会很认真， 但老师讲解往往是由浅入深的，开始不认真， 后来就很难听懂了；即使能听懂，中间也可 能出现一些知识盲区。高考试题考的大多是 基础知识，正就是很多同学眼里很简单的内 容。”常方舟告诉记者，其实自己对竞赛试 题类偏难的题目并不擅长，高考出色的原因 正在于试题多为基础题，对上了自己的“口 味”。
班主任： 我觉得何旋今天取得这样的成绩， 我觉得，很重要的是，何旋是土生土长的北京 二中的学生，二中的教育理念是综合培养学生 的素质和能力。我觉得何旋，她取得今天这么 好的成绩，一个来源于她的扎实的学习上的基 础，还有一个非常重要的，我觉得特别想提的， 何旋是一个特别充满自信，充满阳光的这样一 个女孩子。在我印象当中，何旋是一个最爱笑 的，而且她的笑特别感染人的。所以我觉得她 很阳光，而且充满自信，这是她突出的这样一 个特点。所以我觉得，这是她今天取得好成绩 当中，心理素质非常好，是非常
unit2_poems讲课课件
莎士比亚
Shall I compare thee to a summer's day? 我能否将你比作夏天？ Thou art more lovely and more temperate: 你比夏天更美丽温婉。 Rough winds do shake the darling buds of May 狂风将五月的蓓蕾凋残， And summer's lease hath all too short a date: 夏日的勾留何其短暂。 Sometime too hot the eye of heaven shines, 休恋那丽日当空， And often is his gold complexion dimm'd 转眼会云雾迷蒙。 And every fair from fair sometime declines ,休叹那百花飘零，
BaiJu yi
长恨歌图
LiQing zhao
郭沫若
伟大诗人毛泽东
《女神》 《星空》《瓶》 《前茅》 《恢复《战声》《雨后集》
English poets
Shakespeare (1564—1616) To be or not to be, that is a question. (生存还是毁灭那是个 值得思考的问题。)
Concrete n. 混凝土；具体的 Specific———general 一般的 Abstract 抽象的。 Repeat v. Repetition n. 重复，反复 Contradict v. 反驳，矛盾 Contradictory a.引起矛盾的； Contradiction n. 矛盾，不一致 See sb./sth do 看见… 做过
蓦然回首，那人却在灯火阑珊处
unit_2_poems__language_points
自我探究 be made up of ＝consist of由……构成。
make up
(1)组成，构成 (2) 编造 (3)弥补… (4)化妆 (5)创作 (6)铺床 a.Two doctors and six nurses made up the medical Team. = The medical team is made up of two doctors and six nurses. (1) b.We were asked to make up a poem. (5) c.She made up herself before going to the ball. (4) d. Jack made up a wonderful story to explain his absence. (2) (6) e. His mother makes up the bed for him every day.
(2) (2011年聊城高二检测) Margaret likes all
her subjects，but she likes English ________.
A．above all
C．in partin general
解析：选C。
in particular“尤其；特别”符合语境。
自我探究 take it easy＝take things easy， 意为：“轻松；不紧张；从容”。 take one’s chance 碰运气 take one’s time 不着急，慢慢来 take sth. seriously 认真对待某事
4....if we hadn’t run out of energy. (Poem C) ……如果我们没有精疲力竭。
②I like science fiction in particular. 我特别喜爱科幻小说。
高中英语《Unit 2 Poems》优质课教案、教学设计
yourmoney.
2.be made up of/make up for/makeup
a.Afootballteam11members.
b.They hurried onto
the lost time.
c.She spent anhour
before the party.
Part I Basic knowledge
Step I
Words dictation:
具体内容参见教案
Let the students master the important words, phrases and sentence patterns of this unit through
dictation.
Let the students read the phrases loudly after the teacher and correct
their pronunciation.
Let the students grasp the usage of the important phases and enable the students use them flexibly in different sentences.
hotel.
10. The truck wasl(装载)withallkindsofgoods.
Step II
Tell the differences:
1.run out of/run out
a.Oncewenaturalresources,
the consequence will be unimaginable.
2021_2022高中英语Unit2PoemsLanguagepoints三教案新人教版选修
Language Points教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.22 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enoug h to recognize them when meeting them while reading the passage.The other 28 should all be remembered，among which the following 8 words and expressions are even more important：concrete，take it easy，in particular，flexible，eventually，transform，run out of，be made up of.They are all very useful and important.So are the sentence patterns “Some poems tell a story or describe something in a way that will give the reader a strong impression.”，“Some rhyme(like B) while others do not(like C)．” and “Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.” We o ught to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．To get the students to understand and use the following important and useful sentence patterns：(1)Some poems tell a story or describe something in a way that will give the reader a_strong_impression.(2)Some rhyme(like B) while others do not(like C)．(3)Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make the students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At t he end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．Important and useful sentence patterns：(1)The attributive clause with the antecedent “way”．(2)Compound sentences with “while”．(3)Past participles as the postpositive attributive.3．Some difficult and long sentences in the text.教学过程Step 1Revision1．Check the homework exercises.2．Ask some students to tell about some simple forms of English poems.Step 2Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1．Turn to Page 12.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They may first do them individually，and then discuss them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary studyI. 简单知识汇总1．poem/poetry(P9)Poet(P10)These little poems and songs might have been some of the first poetry you learned.这些小诗歌或许就是你最早学到的一些诗歌。
2021_2022高中英语Unit2PoemsUsinglanguage二教案新人教版选修
Period 5 Reading and Writing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent sp eaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.Knowledge and skills1．To enable the st udents to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：If I＋past tense...，I would...4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程Step 1RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Step 2Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent?2．Does the poem have a rhythmic pattern?3．Does the poem have rhyming words?4．When you were listening to the poem，did it make you feel something or think about something? What did it make you feel or think about?Suggested answers：1．Students' answers may vary.2．Yes(it has two strong beats per line)．3．Yes.4．Students' answers may vary.Step 3Reading1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines?2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might help you down the roadTill you've found your own.Step 4DiscussionIn small groups discuss these questions：1．Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.2．Which of the following is the closest to the speaker's message? Give a reason for your choice.A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.Suggested answers：1．A parent(mother or father)speaking to a young adult child(son or daughter)．We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.2．BStep 5Language studyShow the students the following language points in a slide show.1．appropriate(P13)【原句再现】Match the beginning of each sentence with the appropriate ending.把每个句子的开头与其合适的结尾连在一起。
秋高中英语Unit2Poems课件新人教版选修
实施要点
教师需要精心设计情境， 确保情境与课程内容紧密 相关，同时要注意情境的 趣味性和启发性。
Group cooperation method
小组合作法
将学生分成若干小组，通 过合作完成学习任务，培 养学生的团队协作能力。
应用优势
小组合作法能够提高学生 的参与度，促进交流与合 作，增强学生的集体荣誉 感。
2023
PART 02
Teaching content
REPORTING
The Origin and Classification of Poetry
总结词
了解诗歌的起源和分类，掌握不同类型诗歌的特点和风格。
详细描述
诗歌是人类文明的重要组成部分，其起源可以追溯到古代。通过学习诗歌的分类，学生可以了解不同类型诗歌的 特点和风格，如抒情诗、叙事诗、格律诗等。此外，学生还可以了解诗歌在文学史上的地位和影响，以及不同文 化背景下诗歌的发展和演变。
实施要点
教师需要合理分组，明确 任务目标，提供必要的指 导和监督，并及时进行评 价和反馈。
Task driven approach
任务驱动法
通过设置具体的学习任务，引导 学生主动探究、解决问题，培养
解决问题的能力。
应用优势
任务驱动法能够激发学生的学习兴 趣，提高自主学习能力，培养解决 问题的能力。
教学效果
教师的教学效果如何，学生是否在课程中取得进 步。
3
教师与家长的沟通
教师是否及时与家长沟通，能否有效解决家长的 问题和疑虑。
2023
REPORTING
THANKS
感谢观看
教学策略选择与运用
根据教学内容和学生实际情况，选择 合适的教学策略，如讲解、示范、小 组讨论等。
如何使用英语Unit2Poems的教案进行教学
如何使用英语Unit2Poems的教案进行教学。
一、教材概述鉴于本教案是围绕“Unit2 Poems”展开的，因此，我们需要先对“Unit2 Poems ”进行一个整体性的了解。
关于“Unit2 Poems ”，它是英语教材中的一个单元。
在这个单元里，我们将学习诗歌的写作技巧以及创作灵感，也将了解到一些英语经典诗篇的意境和韵律。
二、教学目标1.了解英语诗歌的写作技巧和创作灵感；2.掌握英语诗歌的基本韵律和诗体；3.学会分析英语经典诗篇的意境和文化内涵；4.能够自行创作英语诗歌。
三、教学重点1.英语诗歌的写作技巧和创作灵感；2.英语诗歌的基本韵律和诗体；3.英语经典诗篇的意境和文化内涵。
四、教学方法1.书面讲解，帮助学生了解诗歌的写作技巧和创作灵感；2.字面训练，让学生对英语诗歌的韵律有实际掌握；3.分析诗歌，帮助学生认识英语经典诗篇的意境和文化内涵。
五、教学步骤1.教师向学生介绍“Unit 2 Poems”单元，并简要讲解本单位置的教学目标和教学重点；2.介绍英语诗歌的基本知识，包括英语诗歌的韵律和诗体等；3.教师帮助学生了解诗歌的写作技巧和创作灵感，并通过介绍一些经典的英语诗歌进行解析；4.通过字面训练，让学生练习英文诗歌的韵律和韵脚；5.分析英语经典诗篇，帮助学生认识诗歌的意境和文化内涵，并引导学生分析和创作英语诗歌；6.教师和学生互动交流，确保学生真正理解和掌握了所学知识。
六、教学效果的评估在教学的过程中，教师可以通过以下方式来评估教学的效果：1.听学生发言，了解学生是否真正明白了所学知识；2.通过分组讨论或个人笔试等方式来评估学生所掌握的知识程度；3.教师可以看学生的创作成果，来看学生是否真正掌握了诗歌的写作技巧。
七、总结通过对“Unit2 Poems ”教案的解析，可以看出，在教学过程中，我们需要充分利用各种教学资源，特别是教案资源，来为我们的教学提供有力支持。
而在具体上课过程中，我们还需要把握好教学的目标、方法和效果评估等关键点，才能真正帮助学生掌握英语诗歌的基本知识和创作技巧，从而提高学生英语语言和文学素养的水平。
Unit 2 Poems 教案公开课教案教学设计课件案例试卷
Unit 2 Poems Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。
旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。
1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。
1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。
1.3 Reading部分是一篇介绍诗歌基础知识的文章。
文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。
1.4 Comprehending 部分根据阅读内容设置了三个习题。
第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。
1.5 Learning about Language分words and expressions和structures两部分。
第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。
第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。
1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。
第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。
人教版高中英语选修六课件：Unit+2Poems
①It's too bad of you____________________like that.你那 样逗弄小孩真不好。
[答案] to tease the child ②I used to __________________my name.过去别人总是 拿我的名字开玩笑。 [答案] be/get teased about
take one's time
意为“不慌不忙，从容不迫”，指时间上很充裕 ，不用着急，含有“Don't hurry；there's enough time.”之意。
英译汉 He told me to stop working so hard and take it easy. ________________________________________________ ________________________ [答案] 他劝我工作不要过度劳累，要放松一下。
4．be made up of由……构成 [教材P10] Another simple form of poem that students can easily write is the cinquain, a poem made up of five lines.另一种 学生易写的诗歌形式是五行诗，这种诗是由五行句子构成 的。
8．eventually adv.最后，终于 [教材P11] With so many different forms of poetry to choose from, students may eventually want to write poems of their own.有了这么多可供选择的不同的诗歌类型，学生们最 终也许想自己作诗了。
选修六 2.2《Unit 2 Poems》 公开课一等奖课件
II. Analysis of the teaching methods III. Teaching important and difficult points,
IV. Teaching aids
V. Teaching procedures and ways
I. Analysis of the teaching material
Ithods
1). The new curriculum advocates the cooperative learning, taskbased learning and communicative learning. Therefore, I’ll create as many chances as possible to get my students to participate in various activities. The class will be divided into several groups of 5 or 6 students, between which competitions will be held. They’ll get marks if they complete certain task. Before the class is over, we'll see how many marks each group gets and which is the champion. 2). Apply an understanding of learning styles to teaching. There are three kinds of learning styles, namely visual, auditory and kinesthetic. A visual learner likes to learn by reading, seeing or watching with his own eyes; an auditory one likes to learn by listening, by having things explained; a kinesthetic one likes to learn by doing and touching or practicing. Therefore, I’ll apply multi-functional teaching equipment to cater for different characteristics of students’ learning habits.
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Task 3
用以上所学的短语翻译下文
III. 每空填一词, 使该句与所给句子的意 思相同。 1. The doctor told me to relax when examined. The doctor told me to ____ ____ take ___ it easy when examined. 2. I have used up my money. Please lend me some. I ____ have ____ run ____ out of ____ my money. Please lend me some.
我说不出有多愤怒。
I _______ can't convey _______how angry I feel.
言语无法表达我的感情. ___________________ Words cannot convey my feelings
2. convey vt. 传达，运送
Please convey my best wishes to your mother. ★ convey sth. to sb 向某人表达或传达 （思想、感情等） The driver will convey your luggage from the train station to the hotel. ★ convey sth from s.w. to s.w. 把某 物从某地运送到某地somewhere
laboratory. 那些科学家们日复一日在实验室中努力工作着。 It is getting warmer____________. day by day 天气一天天暖和起来。 The patient's condition is day by day improving___________. 病人的病情逐日好转。
句型: The reason why…is that...
我迟到的原因是我错过了早班车！ The reason why I was late（定语从句） is that I missed ll a story or… Others try to convey certain emotion. adj. emotional convey: 传达
4. transform v. 转化，变换 n. 转变 transformation
There was an obvious(显然的) transformation ________________ (transform) in his appearance.
★ transform…into… 把„„变成„„
10. worth，worthy，worth-while 都为adj. “值得的”
worth： be worth + n. 值得…… be worth + doing 某事值得… The question is not worth discussing again and again. worthy：be worthy of +n. 值得…… be worthy to be done 某事值得被做 The question is not worthy to be discussed again and again. worth-while： be worth-while to do sth. 值得 做某事
3. The football team consists of 11 players. The football team __ ___ 11 is ____ made___ up of players. 4. I failed in the exam. That’s because I didn’t study hard. ____ ______ ___ I failed in the exam was The reason why ______ I didn’t study hard. that 5. People write poems for various reasons. a variety of People write poems for __ ____ ___ reasons.
9. day by day 强调了一个变化的过程 day after day 强调日复一日重复无变化的动作
Day after day _______________she waited in vain for him to telephone her. 日复一日, 她徒劳地等待他的电话. Day after day the scientists worked hard in the _____________,
Task 2
1. reason
reason后可接why／that引导的定语从句;
1) 他生病的原因是他不注意自己的健康。 The _______ that reason _____ why _____ he _____ fell _____was ill he didn’t care about health．
放轻松些，我 只是在拍照。
Take it easy, I’m just taking photos.
7. run out (of )
1) 汽油快用完了。 is ________ running _____. out The petrol___ 2) 我们剩下的时间不多了． We are running out of our time.
5. The boy cried out with elight d__________( 高兴) when he saw his mother.
is made up of 由„„组成) 6. The car __________________( many different parts. 7. Don’t worry about the matter, take it easy 放轻松). ______________(
从„„中取乐
to _____ do sth 高兴做某事 (3) be delighted ______
用适当的介词填空：
to I’m delighted ______know that in many sports you take delight _____ To at your school. ________my delight, I see that you have finally grown up.
II: Fill in the blanks according to the
Chinese meanings or the first letter.
raches 树枝). 1. The tree has many b________( 2. I can’t onvey c_________(表达) my feelings in words. ransform 转换) water 3. Heat can t___________( into steam. run out of 4. The pen has _______________( 用完了) the ink.
8. make up (of)
形成、构成或组成某物
be made up of 被动形式： 1) 一支足球队由11个队员组成。 Eleven players _____ make _____a up football team. is ______ made ____ up ___11 of players. = A football team ____
请向她传达我的谢意。( )
A. Please convey her to my thanks.
B. Please convey thanks from me to her.
C. Please convey my thanks to her.
D. Please to her convey my thanks.
3. delight v./n. 高兴
To my mother’s delight, I passed the exam.
The boy takes delight in playing basketball.
My parents will be delighted to see you.
相关搭配： to one’s delight 使某人高兴的是 (1) _____ doing sth 喜欢干某事， take in ________ (2) _______delight ____
make up for (3) Nothing can __________________the death of so many people. are made of (4) Books _______________paper, while paper is made from ________________wood. is made in (5) This car _______________China.
use up 设法利用，用尽材料等 拓展：
3) 我把所有的钱都用光了。
I ____ have ______ used ____ up all my money.
辨析 run out 与 run out of sth. run out vi. (某物)被用完了，其主语通 常为时间，食物，金钱等物。 (没有被动)
Task 1
I. Say out the Chinese meanings.
vt. 传达，运送 convey v./n. 高兴 delight v. 转换，变换 transform n. 枝条，支流，分部 branch take it easy 放轻松，别紧张 run out of 用完 be made up of 由„„构成
2) 社会是由能力迥异的人组成的。 Society ____ is _____ made _____ up ____people of of widely different abilities.