高中英语《Unit 2 Project (1)》教案 新人教版选修6
高中英语新人教版精品教案《选修6 unit 2 Reading教学设计》
教学设计教材：普通高中课程标准实验教科书选修6第二单元阅读课一、教学课型：阅读课〔45分钟〕本课是第二单元的阅读课，主要介绍了几种英文诗歌。
二、教材分析教材处理本课时是对几种英文诗歌的介绍。
除了著名的英文诗的诗句，学生平时很少接触英文诗歌，对这种体裁也很陌生。
因此，本节课的学习目的是通过学生的阅读，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们语言运用能力，在此根底上，熟悉英文诗歌，并学会鉴赏和写简单的英文诗。
教学目标➢知识和能力目标：1．引导学生掌握一些新的词汇、句型的用法2．引导学生掌握从文章中获取和处理主要信息的方法和技巧3．培养学生把握文章脉络和进行整体阅读的能力4 使学生了解英文诗歌的相关知识，并学会鉴赏和写简单的英文诗➢情感目标：引导学生了解英文诗，并且学会鉴赏，体会诗歌当中传递的情感。
教学重点和难点➢如何培养学生的阅读策略及获取信息的方法➢如何引导学生在讨论中用自己的语言表达自己的观点和想法三、教学设计1．总体思路本课的教学设计可以分为读前活动〔ming、Scanning、Grou2 A the tudent a quetion:What the write aboutThen ead in the toain idea of each ming the tet 〔5分钟〕e have trong rhthm and a ot of re have a fied ine ength___________i a made uaimum of word __________设计说明：学生通过这一活动，进一步理解和掌握了文章的内容，通过细读课文，要求学生带着明确的目标去阅读、查找答案，以到达有的放矢地分析课文、理解课文、解决问题的目的。
学生首先在书上查找信息，属于知识的输入阶段，然后带着问题找出答案，是知识输出的过程，真正把知识转换为能力。
Ta 3: Fi in the form 〔7分钟〕When the earthquae came, what did Timm …设计说明：让学生归纳每种英文诗的特点。
英语 Unit2 Poems 1教案 新人教版选修6 教案
印象或表达情感。
由此自然地引出下文：诗歌的种类。
从第二段开始，分析不同种类的诗歌，并举例说明。
儿歌节奏明快、韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段。
清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。
五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。
俳句起源于日本，由17个音节组成。
它虽非传统的英语诗歌，但为英语国家的人所喜爱。
英语国家也借鉴了中国的唐诗，许多唐诗被译成英文，广为传诵。
2．解析：通过阅读该文章，培养学生的泛读，精读等技巧，增大学生的知识面。
二、目标及其解析1．目标：(1) 知识目标：掌握并学会使用文中的重点单词短语。
（2）能力目标：培养学生阅读理解能力和技巧。
体现听说读写相结合、学习和运用相结合的教学思想。
(3) 情感目标：培养学生的文学素养。
2．解析(1) 能根据短文内容回答问题串。
(2) 能理解短文中的个别短语，句子。
(3) 能根据短文内容找出所给句子对应的段落。
三、教学问题诊断分析学生在理解短文的过程中可能会出现障碍，原因是学生可能课前预习不到位，或该知识点本身存在难度或学生本来就缺乏自信心，要克服这一一难关，关键是帮助学生掌握正确的学习方法，多鼓励和帮助学生。
四、教学支持条件分析PPT辅助教学（直观明了，提高学生学习兴趣）；录音机（让学生模仿录音带朗读，提高学生的听力）。
五、教学过程设计（含：目标检测，配餐作业）（一）教学基本流程（二）教学情景1．Lead-in, Pre-readingAsk Ss to think back and try to remember poems from their early childhood, either in Chinese or in English. Talk about some famous poets both home and abroad, either ancient ones or modern ones.问题1：What will you think of when we talk about the word “poem”?问题2：Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?设计意图：以问题引入，使学生对所学的短文产生强烈的学习兴趣。
人教版高中英语选修六Unit2《...
⼈教版⾼中英语选修六Unit2《...Period 5Reading 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 speaking to a young adult child.The older person has experiencedhis/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.三维⽬标设计Knowledge and skills1．To enable the students 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RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Pre－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.Reading1．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.DiscussionIn 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．BLanguage 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。
人教版高中英语选修6全册教案
选修六Unit1 Art 一、语言要点IV 重点词汇（旨在提供综合运用所需材料）1.faith n.信仰；信任；信心[重点用法]have faith in sb./sth.对某人/某事有信心lose faith in 不再信任,对…失去信心be faithful to sb. [sth.] 忠实于某人[某事]faithful adj.忠实的faithfully adv.忠实地[典例]1) Having faith in the masses is the requirement by government.相信群众是对政府的要求。
2) Under no circumstance shall we lost faith in the future.在任何情况下，我们都不该对未来失去信心。
[练习] 汉译英1) 他对我的能力很有信心。
______________________________________________________________________________________ _2) 虽然只是一个小挫折，却让露丝对成功失去了信心。
______________________________________________________________________________________ _Keys: 1)He has faith in my ability. 2) Though it’s only a small frustration,it made Rose lose faith in success.2.aim n. 目标；目的；瞄准vi.&vt.瞄准（向某方向）努力[重点用法]take aim (at) 瞄准aim at向…瞄准；旨在，针对；志在aim high胸怀大志; 力争上游[典例]1) What is your aim in life?你生活的目的是什么?2) He aimed the gun at the enemy officer．他用枪瞄准了敌军官。
高中英语 Unit 2 Poem 新人教版选修6
13 The subject was so difficult that I _e_v_e_n_tu_a_lly (最 后) dropped it.
14 We are trying our best to _t_r_a_n_sf_o_rm (转变) our country into a powerful one.
9. A _l_i_b_r_a_rian (图书管理员)is a person who is in charge of or works in a library. 10.He expressed his sorrow (悲伤)at the news of her death.
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11 In ancient times , poets liked to __co_n__v_ey (表达) their emotions by writing poems.
9. A ______ (图书管理员)is a person who is in
charge of or works in a library.
10.He expressed his
(悲伤)at the news of her
death.
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11 In ancient times , poets liked to ______ (表达) their emotions by writing poems.
31 bride 32 championship 33 darkness 34 warmth 35 scholarship 36 pianist 37 violinist 38 load
高中英语人教版选修6【教学设计】Unit 2
Unit 2 Poems1. 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。
1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。
高中英语 Module 6 Unit2Project1导学案 牛津版选修6
高中英语 Module 6 Unit2Project1导学案牛津版选修6牛津版选修6Learning Aims:1、Have some idea about what happiness is and how to stay happy in their daily life、2、 Make a happiness handbook、Important and difficult points:Improve the reading comprehension、2、 Master the meanings and usages of some words and phrases, such as look back onLearning procedures: Step1、Passage A: Read the first essay by yourselves and then try to answer some questions、Step2、 Passage B:Read the second essay and then judge whether the following statements are T or F、1) The writer is a teenager because she will be an adult in the future、 ( )2)She thinks her happiest days will be in the future with new technology and without war, pollution or hunger、 ( )3)The writer thinks that teenagers can’t do thin gslike adults because they have to work hard at school, doing or learning things、 ( )4)The writer feels very nice each time she thinks of her happiest days ahead of her、 ( )5)From the essay, we can conclude that the writer is a hardworking girl, because she is always motivated to work hard for her future life by herself、 ( )Step4、词组翻译：1、处于困难时期_________________2、为某人树立榜样 _____________________3、把某人描述成 _________________4、从事于，致力于 _____________________5、以失去…为代价________________6、以…为自豪 ______________________7、情趣低落 ________________8、使自己适应… ______________________9、使某人振作起来 _______________10、设法做某事 _____________________11、夹在…之间左右为难______________12、回顾 ______________________13、匆忙地 ________________14、征求意见 ______________________15、专心于自己的目标 ____________16、保持积极向上______________________17、有积极的生活态度______________18、帮助某人干某事_____________________Step3、 Fill in the blanks according to the text(1)、 ___ Golden daysMy future happinessThe(2)、 _____ time in lifeSchool days in the countryside in England、Days in the future、(3)、 _____ for being happy、He had all his friends around and his family’s encouragement and guidance、He wasn’t (4)、 ____ about life; he could play outside and talk with his friends about anything that (5)、 _______ them, visit his grandparents, read books or play sport at the weekends、With new technology, people will live longer, be happier, communicate better, work less time and do more interesting jobs、There will be no war, pollution or Hunger、Family (6)、 ____ can spend more time with each other、Advantages and disadvantagesYoung people: They have good health; they do not feel tired、Adult: They can make their decisions (8)、 ______ 、 They have a secure job and have a sense of (9)、________ 、The old: It is (7)、 ____ for them toget tired and get hurt、 It is hard to stay happy and cheerful when they are ill and their body aches、Teenagers: They have to work hard and have no time to get themselves (10)、______________ Step5、 Enjoy the following sentences, fill in each blank with a proper word, and then translate them into Chinese orally、。
人教版高中英语选修六(Book6)教案：Unit2+Poems-Grammar.doc
Teaching Design教材: 人教版 Book6 Unit2课型：Grammar教学内容：The Subjunctive Mood in unreal conditional◆◆◆◆品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
最新人教版高中英语选修6全册教案
最新人教版高中英语选修6全册教案Unit 1 ArtThe First Period ReadingTeaching goals 教学目标1. Target language目标语言：重点词汇和短语Realistic, abstract, religion, religious, sculpture, gallery, belief, consequent,consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great deal , scores ofThere are so many… that it would be impossible to …People became more focused on… and less on…If the rules of perspective had not been discovered, people would not have been able to paint …2. Ability goals能力目标Enable the students to talk about the short history of Western painting3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western painting Teaching important & difficult points 教学重难点Enable the Ss to talk about the short history of Western paintingTeaching methods 教学方法Skimming and scanning; individual, pair or group work; discussionTeaching aids教具准备A computer, a tape recorder and a projector.Teaching procedures & ways教学过程与方法Step I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls ofthe corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upAsk the Ss to match some new words with the correct English meanings. Then ask them to look at the paintings in this unit and discuss the questions in Warming Up in groups of 4. Next, get them to answer the other questions in pairs. At last , check the answers with the whole class.Show them on the Screen.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or godsT hen ask Ss to give their opinions to fill the task listed in the Warming-upStep III Pre-readingGet the Ss to discuss the questions in pre-reading in pairs. Then check the answer with the whole class, if they have no idea, use the materials previously prepared to let the Ss have some acquaintance with the knowledge of art and artists.Step Ⅳ ReadingTask 1 SkimmingShow some questions on the screen.1.What were the artists interested in from 5th to 15the century AD?2.How did Masaccio3.paint his paintings?4.Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.Task 3 ExplanationThere are so many… that it would be impossible to …The sentence means that there are too many different styles of /western art to introduce in a short passage.People became more focused on… and less on…It tell us that people pay more attention to humans than religionIf the rules of perspective had not been discovered, people would not have been able to paint …The sentence means that people discovered the rules of perspective, so that they painted such realistic pictures.Step V ComprehendingAsk the students to read the passage again and deal with Exercises.Step V Homework1.Underline the time expression in the reading passage.2.Retell the passage with the help of the chart about the text.3.Discuss the question in Exercise 3 on page 3.Blackboard designUnit1 ArtA short history of western painting1.Ask the Ss to match some new words with the correct English meanings.A Ba. realistic 1. accurateb. abstract 2. state of fact of existingc. existence 3. being in thought but having a physical orpractical existenced. detailed 4. lifelike, true to lifee. religious 5. classical, of old belieff. traditional 6. sincere to believe in a god or gods2.Task 1 Skimming(1)What were the artists interested in from 5th to 15the century AD?(2)How did Masaccio(3) paint his paintings?(4)Why did the impressionists have to paint quickly.Task 2 ScanningLet the Ss red the passage again and get the main idea of it. Then complete the following chart no their own.The Second Period Extensive ReadingTeaching aimsEnable the students to know something about the art galleries.Key sentences1. Many art lovers consider this to be the best small art gallery in New York.2. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American People.3. The best way to see the paintings is to start from the top floor and walk down to the bottom.4.It is amazing that so many great works of art from the late-19th century to the 21st century could be contained in the same museum．Learning ability goalsFoster the students' ability in skimming and looking up information in references books and improve the students' reading ability.Teaching important pointsFinish the exercises in post-reading by using the knowledge we have learned.Teaching aidsA recorder, a projector, and a computerTeaching procedureStep1 Revision1. Check the answers of the exercises and explain the difficult ones.2. Ask a few students to read aloud their passages "If I were a millionaire, I would..."Step2 Lead inT: Imagine your class is going to Beijing Arts and Crafts Gallery, and you are the guide; tell them what they will see in the museum.Step3 Pre reading1. Do you know any western art galleries?2. Have you ever been to any western galleries before? If so, describe your visit.Step4 Fast readingSlide showSkim the text, and answer the following questions.1. What's the main idea of this passage?2. Where might you see such a passage?3. Who do you think the text was written for?Keys:1. The passage introduces some best art galleries of Manhattan.2. Possibly in a guide book.3. Tourists and art gallery visitors.T: Listen to the tape, and match the numbers on the map with the museums. Step5 Careful readingRead the passage more carefully and complete the chart below.nameaddressWhich centuries?What countries?Whitney Museum of American Art945 Madison Avenue(near 75th St.)Contemporary(mainly art by living artists)AmericaMuseum of Modern Art53th St. (between 5th and 6th Avenues)late 19th century to the 21st centuryWestern countriesMetropolitan Museum of Art5th Avenue & 82nd StreetFrom ancient to modern timesall over the worldGuggenheim Museum5th Avenue & 88th StreetModern (from late 19th century onwards)Western countriesThe Frick Collection5th and Madison Avenuespre-twentieth centuryWestern countriesStep6 DiscussionEnjoy the following pictures and discuss.Which of the five galleries would you choose to visit? Why? Guggenheim MuseumWhitney Museum of American ArtMetropolitan Museum of ArtMuseum of Modern ArtThe Frick CollectionStep7 Language pointsT: Now I'm going to explain some language points to you...Slide show1. Many art lovers consider this to be the best small art gallery in New York. consider大致有两种含义。
人教课标版高中英语选修6 Unit2_写作课_名师教学设计(一)
Unit2 写作课名师教学设计（一）Teaching PlanDate: May 3, 2017 Guide: Wu XiaopingTeacher: Fu PingpingStudents: Class 9, Senior 2Content: Themed WritingTeaching goals:1. Knowledge goals:At the end of this lesson, the students will know(1) some expressions about time.(2) how to write a cinquain about time.2. Ability goals:At the end of this lesson, the students will be able to(1) appreciate a poem and write creatively.(2) practice their oral English.3. Emotional goals:At the end of this lesson, the students will know the importance of time and how to manage their time wisely. Teaching focuses:1. Enable the students to write creatively.2. Enable the students to speak English as much as possible and express their thoughts in English.Teaching methods: Task-based teachingTeaching aids: A multi-media computer Analysis of the students:高二学生经过高一一年的学习，已经具备了一定的词汇积累，能就话题简要表达个人观点。
人教版高中英语选修6 Unit2 Language points 精品教案
Unit 2 Language points精品教案Teaching materialNSEFC Book 6 —— Unit 2Teaching Aims1.To learn some new words and phrases.2.To master the main idea of each paragraph.3.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the reading material.Teaching ProcedureStep1 RevisionT: Yesterday we talked about English poetry, especially some famous English poets, right?First let’s do a small quiz to see how much you have mastered the detailed information of the passage. (Slide show)1. Poetry is used to tell a story or _________ what will give us a strong impression. Or it is used to ______ certain _______.2. ______________ is a common type of children’s poetry. They ______ children because of strong rhythm and _______ and also repetition, and make them easy to learn and ________ when they learn about language.3. Cinquain, a poem, consists of _______ lines, where students can convey a strong ______ in just a few words.4. ______ a _______ form of poetry rather than a traditional form of English poetry, has ___________, and gives a clear picture and creates a ________ feeling in just a few words.5. Tang poems, a Chinese form of poetry, whose English ___________ have a_______ form, is so popular that English speakers like to __________ it.Keys: 1. describe; convey; emotions 2. Nursery rhymes;delight;rhyme;recite3.five; picture4.Haiku; Japanese; 17 syllables; special5. translations; free; copyStep 2: Language pointsT: OK, now would you please open your textbook and turn to page 18——English poetry. Have you noticed that in some paragraphs, there are some words in bold? Please pay attention to these words and make clear what do the words in bold refer to. Ok, let’s read the first paragraph together.T: I think you must have got a first impression of English poetry. This class let’s study the passage in details. In my opinion, this passage is not easy. So some language points may help you to understand it better. (Slide show)1．Some poems tell a story or…Others try to convey certain emotion.convey 1)传达，表达（感情，意见，思想等）He was sent to convey a message to the U.N. Secretary General.convey sth to sb.向某人传达，表达（感情，意见，思想等）convey a sense/an impression/an idea etcI want to convey to children that reading is interesting.2)传送，运送（可与from, to连用）Wires convey electricity from power stations to the users.Your luggage will be conveyed to the hotel by taxi.2．Nursery rhyme are still a common type of children’s poetry. They delight small ch ildren because…delight1)[u] 欢喜，高兴，愉快I read your new book with real delight.2)[c]乐事；讨人喜欢的人，爱好的事物Your little dog is a real delight.3) vt. 使喜欢，使高兴He delighted the audience with his performance.。
高二英语人教版新课标版选修6unit2教案(第9课时).doc
英语选修6人教版新课标Unit2教案（第9课时）Unit 2 Poems ----- 9th period Unit Test1•教材分析(the analysis of teaching materials)The emphasis of this class should be placed on going over and sumniarizing what has been learncd in this unit・2.学情分析(the analysis of the students)The Ss have learned the new words and express!ons and the language points in Unit2 poems, but may not master them. In order to consolidate them the students need to do more exercises.3•教学目标(Teaching aims)*矢口识目标(Knowledge aims)1). To get Ss to mas ter all the useful new words and expressions in this un it.2). To have Ss understand the new grammar item.*能力目标(Ability aims)Let the students master the learning strategies in doing multi-choices and writing・*情感目标(Emotional aims)To promote the Ss to learn more about po ems and poets around the world •4•教学重点和难点(teaching important points and difficult points)Using what they have learned in this unit to solve real problems・5.教学过程(Teaching procedures)Step 1 RevisionUseful verbs: convey /tease /transform /Useful nouns: rhyme/diamond/pattern/cottage/minimum/translation/branch/sorrow/diploma/bride/bridegroom/ championsh ip/warmth/1oad Useful adjectives and adverbs: concrete/contradictory/flexible/salty/endlessforever/Step 2 Presentations for multi-choice①Check the answers②Instruct the difficult pointsStep3. Instructing strategies in writing and show the sample.如何改写诗歌注意：1.忠实原作的中心思想。
人教高中英语选修6：Unit+2教案.doc
选修六Unit2 Poems 话题：诗歌鉴赏Ⅰ.核心单词☞基础词汇1．________ v t.传达；运送2．________ adj.具体的3．________ adj.引起矛盾的；好反驳的4．________ n．模式；式样；图案5．________ v i.& v t.取笑；招惹；戏弄6．________ n．枝条；支流；部门7．________ ad v.最后；终于8．________ adj.适当的；正当的9．________ n．交换；交流；互换v t.& v i.调换；交换10．________ n．赞助人；主办者；倡议者v t.发起；举办；倡议11．________ n．负担；负荷物(尤指沉重的)答案：1.convey 2.concrete 3.contradictory 4.pattern 5.tease 6.branch 7.eventually8.appropriate9.exchange10.sponsor11.load☞派生词汇1．________ adj.灵活的；可弯曲的；柔顺的→________(反义词)僵化的；死板的；不能弯曲的2．________ v i.& v t.转化；转换；改造；变换→________ n．转化；转换；变换3．________ n．悲伤；悲痛；懊悔→________ adj.悲伤的；悲痛的4．________ n．翻译；译文→________ v．翻译→________ n．译员；翻译家．5．________ n．黑暗；漆黑→________ adj.黑暗的答案：1.flexible；inflexible 2.transform；transformation 3.sorrow；sorrowful 4.translation；translate；translator5．darkness；darkdarkness是由形容词dark＋ness构成的名词。
人教英语选修六第二单元优秀教案1.docx
石家庄市第一中学教案（一）教师学科English 年月日笫周年级班教材章节Unit2 课题Warming up 课型new石家庄市第一中学教案（二）a. 重点词汇和短语in particular minimum translation eventually transformb. 交际用语Expressions on request: Would you step inside a moment, please? Would you please come in? May we ask what you're doing in this country and what your plans are?Well, why don't you explain what this is all about?c. 重点句型Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about their own little poems.The white sun sets behind mountains^The Yellow River flows into the sea. . : *Go further up one flight of stairs ， And you'llwiden your view a thousandli.Wang Zhihuan Show the poem written by Wang Zhihuan anda photograph of the writer. Ask Ss to read the poem and. And see if they can remember any poems that they have learnt, either in Chinese or in English, and then ask them to recite one of them ・Step 2: Warming Up Purpose: To lead Ss to the topic of this unit through a discussion.1. Pair workGet Ss to ask their partners the questions, and then ask them to present it before the class•(1) Which poem is written to tell a story?(2) Which poem is written to express feelings?(3) Which poem is written to make other laugh?石家庄市第一中学教案（三）学习目标 课 题 概述 sorrowWilliam ShakespeareGeorge Gordon Byron Li Bai威廉•莎士比亚乔治•戈登・拜伦李白 (1) William Shakespeare: English playwright and poet whose body of works is considered the greatest in English literature ・ His plays, many of which were perfonned at the Globe Theatre in London, include historical works, such as Richard II, comedies, including Much Ado about Nothing and As You Like It, and tragedies, such as Hamlet, Othello, and King Lear. He also composed 154 sonnets ・ The earliest collected edition of his plays, the First Folio, contained 36 plays and was published posthumously (1623)分析讲解学生活动设计2. Group workGet Ss to talk about the world famous poets. The pictures belowcan be used for Ss to talk about, and Ss can also talk as much as theycan.石家庄市第一中学教案（三）石家庄市第一中学教案（三）分析讲解学生活动设计Skimming: answer the following questions:1.Where does Henry Adams come from? Does he know much about London?2.What did he do in America?3.Why did he land in Britain?教Put the following events in correct order.(1)Henry wandered in London streets.(2)About a month ago Henry Adams was sailing out of the bay.(3)The next morning he was spotted by a ship.学(4) Towards nightfall he found himself earned out to sea by a strong wind.(5) On the ship he earned his passage by working as an unpaid hand.环Keys;(2)About a month ago Henry Adams was sailing out of the bay.(4)Towards nightfall he found himself carried out to sea by a strong wind.(3)The next morning he was spotted by a ship.节 (5) On the ship he earned his passage by working as an unpaid hand.(1 )Henry wandered in London streets.After-readingWhat kind of persons you think the characters are? (Henry Adams, Oliver Roderick)石家庄市第一中学教案（四）。
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难点
1.How to help the students develop their creative, comprehensive and
consolidating abilities.
教法及教具
Step 3
Make a reference book about an ethnic group with a different culture.
板
书
设
计
教
学
札
记
Do you know any different cultures and customs between these groups?
What about the ethnic groups in other countries in the world?
Do you know where you can find the information you need?
Step 2 reading-comprehension
Ask them to read the travel brochure carefully and finish the table
Ethnic group
In which county
What to eat
Where to live
Specific events
江苏省新沂市第二中学高中英语《Unit 2 Project (1)》教案新人教版选修6
教学目标
1.How to make the students understand the passage better2.How to help the students finish all the exercises.
3.How to help the students develop their creative, comprehensive and consolidating abilities.
重点
1.How to make the students understand the passage better.
A recorder, a projector and some slides．
教
学
过
程
教学内容
个案调整
教师主导活动
ቤተ መጻሕፍቲ ባይዱ学生主体
活动
Step 1 lead-in
Ask the following questions to stimulate students’ questions:
Every countryChina?