2020高考英语一轮复习Unit2Poems教学案新人教版选修6

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2020版高考英语一轮复习Unit2Poems讲义新人教版选修六6.doc

2020版高考英语一轮复习Unit2Poems讲义新人教版选修六6Unit 2 Poems一、单词表词汇全查验运用多媒体，提问默写词汇Ⅰ.阅读词汇英译汉[第一屏听写] 1．nursery n．托儿所2．rhythmic adj. 有节奏的；有规律的3．contradictory adj. 引起矛盾的；好反驳的4．diamond n. 钻石；菱形5．cottage n. 村舍；小屋6．sparrow n. 麻雀[第二屏听写] 7．minimum n．最低限度；最少量；最小数8．compass n. 指南针；罗盘；复数圆规9．bride n. 新娘10．bridegroom n. 新郎11．emotion n. 情感；情绪；感情12．repetition n. 重复；反复；循环13．nursery rhyme 童谣Ⅱ.高频词汇汉译英[第三屏听写] 1．poetryn．诗总称；诗意2．tickvt. 给标记号3．conveyvt. 传达；运送4．rhymen. 韵；押韵；押韵的词vi.vt. 使押韵5．concreteadj. 具体的6．flexibleadj. 灵活的；可弯曲的；柔顺的[第四屏听写] 7．patternn．模式；式样；图案8．teasevi.vt. 取笑；招惹；戏弄9．saltyadj. 含盐的；咸的10．endlessadj. 无穷的；无止境的11．translationn. 翻译；译文12．branchn. 枝条；支流；部门13．transformvi.vt. 转化；转换；改造；变换[第五屏听写]14．sorrown．悲伤；悲痛；懊悔15．bareadj. 赤裸的；光秃的；稀少的n. 最基本的要素16．librariann. 图书馆馆长；图书馆管理员17．foreveradv. 永远18．appropriateadj. 适当的；正当的[第六屏听写] 19．exchangen．交换；交流；互换vt.vi. 调换；交换20．diploman. 毕业文凭；学位证书21．sponsorn. 赞助人；主办者；倡议者vt. 发起；举办；倡议22．blankn. 空白adj. 空白的；茫然的[第七屏听写] 23．eventuallyadv. 最后；终于24．championshipn. 冠军称号25．sectionn. 部分；节；切下的块26．darknessn. 黑暗；漆黑27．warmthn. 暖和；温暖28．scholarshipn. 奖学金；学问；学术成就29．pianistn. 钢琴家；钢琴演奏者[第八屏听写] 30．violinistn．小提琴演奏者31．loadn. 负担；负荷物尤指沉重的32．try_out测试；试验33．let_out发出；放走34．take_it_easy轻松；不紧张；从容35．run_out_of 用完36．in_particular尤其；特别37．be_made_up_of由构成二、单元核心考点初热身提供语境，单元考点自测回顾一分类识记单词用时少·功效高识记单词写对Ⅰ.知其意英译汉1.nursery n．托儿所 2.contradictory adj. 引起矛盾的；好反驳的3.diamond n. 钻石；菱形4.cottage n. 村舍；小屋 5.sparrow n. 麻雀6.minimum n. 最低限度；最少量；最小数pass n. 指南针；罗盘；复数圆规8.bride n. 新娘9.bridegroom n. 新郎10.emotion n. 情感；情绪；感情Ⅱ.写其形汉译英 1.conveyvt. 传达；运送 2.tickvt. 给标记号 3.concreteadj. 具体的 4.patternn. 模式；式样；图案5.sectionn. 部分；节；切下的块 6.diploman. 毕业文凭；学位证书7.blankn. 空白adj. 空白的；茫然的8.bareadj. 赤裸的；光秃的；稀少的n. 最基本的要素核心单词练通1.They said it was such a beautiful day that they would remember it forever 永远．2.I was constantly teased 取笑for being heavier than the other kids, leaving me feeling shy and sad.3.A well-chosen mouse is really handy, flexible 灵活的and convenient in controlling the screen.4.From the picture, we can see that many branches 枝条of a tree, which stand for different kinds of abilities in school education.5.We often exchanged 交流learning experience, so I knew clearly why he was able to achieve such a success.6.When he had finished, the sponsor 主办者；赞助人of the contest highly praised his performance.7.In my opinion, if you are devoted to your study, you will not feel like smoking eventually 最后．8.The burden of students has been a hot topic for years, but the load 负担of parents has received little attention, especially from their ownchildren. 拓展单词用活[记全记牢] 1.salty adj.含盐的；咸的→saltn．盐；食盐2.endless adj.无穷的；无止境的→endn．v.终止；结束→endingn．结尾；结局 3.translation n．翻译；译文→translatev．翻译→translatorn．译员；翻译家 4.transform v．转化；转换；改造；变换→transformationn．转化；转换；变换5.sorrow n．悲伤；悲痛；懊悔→sorrowfuladj.悲伤的；悲痛的 6.appropriate adj.适当的；正当的→appropriatenessn．适当；适合→appropriatelyadv.适当地；合适地7.championship n．冠军称号→championn．冠军8.darkness n．黑暗；漆黑→darkadj.黑暗的9.warmth n．暖和；温暖→warmadj.暖和的；温暖的10.scholarship n．奖学金；学问；学术成就→sch olarn．学者11.pianist n．钢琴家；钢琴演奏者→pianon．钢琴12.poetry n．诗总称；诗意→poetn．诗人→poemn．诗[用准用活] 1.A first-class translator must have his translation be faithful to the originals when translating the foreign books.translate 2.It was dark in the room and we couldn’t see much at first, but after a few minutes our eyes got used to the darkness.dark 3.Yesterday, I read a story, whose ending is pleasant. The prince killed the monster and saved the princess in the end and they have lived happily ever since.end 4.The warmth of the flames also helped people stay warm in cold weather, enabling us to live in cooler areas.warm5.The artist painted a beautiful landscape with appropriate colors and hang it appropriately on the wall. The landscape’s appropriateness was thought highly of by the visitors. appropriate ⇩1.同在一条船ship上①scholarship 奖学金；学问；学术成就②friendship 友谊③leadership 领导地位④relationship 关系⑤hardship 苦难⑥membership 成员资格⑦championship 冠军称号 2.“取笑与愚弄”面面观①tease 取笑；戏弄②laugh at 嘲笑③play the fool with 愚弄④make fun of 取笑⑤make a fool/joke of 愚弄⑥play a trick/joke on 捉弄⑦play jokes/tricks on 戏弄3.后缀-ness高频名词荟萃①darkness 黑暗②sickness 疾病③loneliness 孤独④happiness 快乐⑤sadness 悲伤⑥kindness 善良⑦bitterness 苦味；苦难；怨恨二语段串记短语不枯燥·兴趣高先写对再用准第一组 1.stay_up 熬夜2.be_popular_with 受欢迎 3.in_particular 尤其；特别4.take_it_easy 轻松；不紧张；从容 5.hold_on 坚持；忍受Recently, the TV show Chinese Poetry Competition ①is very popular_with teenagers. Some competitors love classical Chinese poems so much that they ②stay_up to prepare for it. On the stage, some competitors ③take_it_easy,_while others ④hold_on until last minute. Success or failure, they just show us how they love poetry. 第二组1.make_sense 有道理；讲得通 2.try_out 测试；试验 3.let_out 发出；放走；泄露4.run_out_of 用完5.be_made_up_of 由构成Once I wrotea little poem, which ①was_made_up_of only 20 Chinese characters. I didn’t know whether it ②made_sense or not. So I showed it to my Chinese teacher. After all, I didn’t like to ③let it out before it became perfect. Thanks to my teacher, I published it in a newspaper later. ⇩1.“v.＋out”短语集锦①let out 发出；放走；泄露②leave out 省去；遗漏；不考虑③bring out 阐明；使显示；出版④make out 理解；辨认出⑤pick out 挑出；辨认出⑥figure out 理解；弄清楚2.“用完；耗尽”短语多棱镜①run out of 用完及物②run out 用完不及物③use up 用完及物④give out 耗尽不及物⑤be/get burnt out 筋疲力尽不及物⑥be tired out 筋疲力尽不及物3.贵在“坚持” ①hold on 坚持；忍受不及物②stick to 坚持；粘住及物③insist on 坚持及物④persist in 坚持；固执于及物⑤go/keep on 坚持；继续下去及物三仿写用活句式造佳句·表达高背原句明句式学仿写 1.There are various reasons why people write poetry. 人们写诗有各种各样的原因。

英语：unit 2《poems》教案-writing(新人教版选修6)

（四）On teaching procedures
Teaching steps
Teacher’s activity
Students’activity
Designing purpose
1. Lead-in
Show the students two Read the two poems and Get the students to poems try to discover the features. discover the features themselves so that it will be easier for them to write.
designed according to this subject. In this unit, different forms of poems are introduced. The students are
required to learn about the features of different forms of poems as well as try to write simple poems and appreciate beautiful literature works. Lessons arrangement Period 1: Warming up & Reading Period 2: Language Points Period 3: Word study &Using language Period 4: Listening Period 5: Grammar teaching Period 6: Writing 2.The function of this lessonin the unit

高中英语 Unit 2 Poems教案新人教版选修6

Unit 2 Poems【美文阅读】THE WINDWho has seen the wind?Neither I nor you；But when the leaves hang trembling，The wind is passing through.Who has seen the wind?Neither you nor I；But when the trees bow down their heads，The wind is passing by.【诱思导学】1．Do you know about the author of the poem?________________________________________________________________________ 2．Who has seen the wind according to the poem?________________________________________________________________________ 【答案】 1.略 2.Nobody.Period ⅠPreviewing●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。

●教学地位本单元话题是“诗歌”。

文中涉及诗歌的韵律、节奏，并介绍了几种不同内容和形式的简单诗歌。

本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。

●新课导入建议可以通过给学生看地图，拼地形图卡片，看幻灯片等，尽可能多的直观地向学生介绍有关英国概况的知识，使学生对当代英国的经济与政治，城市与乡村等诸多方面有一个整体认识。

老师要尽量给学生自主学习的时间和空间，通过自学、自做、自悟、自助等方式，让学生体会和理解文章的内容，探讨英国的文化。

2020版高考英语总复习Unit2Poems教学案新人教版选修6

Unit 2 PoemsStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵3.Should the travellerreturn, this stone would utter speech.行人归来石应语。

虚拟语气中省略if的倒装句式。

3.如果没有老师们的支持，这名学生不可能战胜困难。

Had_it_not_been for thesupport of the teachers,the student could not haveovercome the difficulty.Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．convey vt.传达；表达；运送；传导；传播[教材原句] Others try to convey certain emotions.而有些诗则是为了传达某种感情。

(1)convey... (to sb.) (向某人)表达/传递/传达……(2)convey... to sb. for... 因……向某人表达……(3)convey... from A to B 把……从A地运到B地单句语法填空①The message ________(convey) here is clear：“Actions speak louder than words.”②In this letter, I would like to convey my sincere appreciation ________ you for your help.③Your luggage will be conveyed ________ the airport ________ your hotel.[答案] ①conveyed②to③from; to2．transform vt. & vi.转化；转换；改造；变换[教材原句] Never looking back, Transformed into stone.化为石，不回头。

人教版高中英语选修6《Unit 2 Poems》教案2篇

人教版高中英语选修6《Unit 2 Poem s》教案2篇Teaching plan of unit 2 Poems编订：JinTai College人教版高中英语选修6《Unit 2 Poems》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 2 Poems》教案2、篇章2：人教版高中英语选修6《Unit 2 Poems》教案篇章1:人教版高中英语选修6《Unit 2 Poems》教案教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1.了解教学大纲关于语法填空的命题特点。

2.能够根据语法填空的命题特点自己编语法填空的题目3.掌握语法填空的解题方法与技巧过程与方法（Process and Methods）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进行相互学习和讨论。

情感态度与价值观（Feeling, Attitudes and Values）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（Important Points）：1.让学生了解语法填空的命题特点2.掌握语法填空的解题方法与技巧教学难点（Difficult Points）：语法填空中词性的转换教学过程（Teachers’ Activities）Step I: Lead-in① Review the new words and expressions of this unit by them together, and then do Task 1---speak out the other forms according to the giv en words② Listen to the song Jingle Bells and try tofill a word into each blank.Step II : Pre-practising1.Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge?② Have you figur ed out the characteristics of the item?2.ExplainingIn this item there are 10 blanks for you to fill in with less than one proper word① some blanks with a given word while otherswith none② fill in the blanks with the proper form of the given word according to its grammatical and logical meaning.③ choose a preposition, pronoun, conjunction or an article to fill in the blank without any given word.3.DiscussionHow can we finish the items step by step with our grammar knowledge?① ___________________________________________.② _ __________________________________________.③ ___________________________________________.Step III : While-practising1.Making an item of grammatical blank-filling based on the para graph of the text.① more than 5 blanks.② some blanks with given word.③ others with none.2.exchange the item you made for your partner to complete it .3.The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students’ anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1.Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10, Nanfang New Class篇章2:人教版高中英语选修6《Unit 2 Poems》教案【按住Ctrl键点此返回目录】教学准备教学目标Teaching goals1.Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems toexpress themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2.Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3.Learning abilityEnable Ss to distinguish different types of poems 教学重难点Teaching important points1.Talk about five main types of poems.2.Understand the main purpose of writing the poems.Teaching difficult points1.Find the rhythm of each poem.2.Chant the poem.3.Understand the main purpose of writing the poems.教学过程Teaching procedures to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.）If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.（ people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age,feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.）Step 4.Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in animportant reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not readevery word. Do an example with them.Suggested answers to exercise 2:Step 5.ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1.Why do people write poetry?Q2.How many forms of poems are mentioned in the passage? What are they?Q3.What does “nursery rhyme” mean? Why do they delight small children?Q4.What’s the characteristic of “list poems”? What about “cinquain”?Q5.Why do English People like “Haiku”?Q6.Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t ma tter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats asyou read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should beread several times, preferably aloud, to appreciateits meaning. Read the last poem （Poem H）, and answer the following questions:Q1.What parts of the poem suggest that the woman loves her husband?Q2.How do you understand the sentence” Shouldthe journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3.What picture do you have in your mind when you read the above sentences?Q4.Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6.Make a short summary of this period.课后习题Homework1.Surf some websites to find out more information about poets.2.Review the content of the reading passage.3.Finish the exercises on Page 12& 13.-------- Designed By JinTai College ---------。

2020届一轮复习人教版选修六Unit2 Poems单元教案(32页word版)

2020届一轮复习人教版选修六Unit2 Poems单元教案Period 1 Warming up, Pre-reading & ReadingTeaching goals1．Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems.Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.Teaching methods1. Skimming and scanning.2. Asking-and –answering activity3. Discussion4. ChantTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their earlychildhood, either in Chinese or in English.Talk about some famous poets both home and abroad, either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word “poem”?Step 3. Warming upRead the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.) Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetry?Q2. How many forms of poems are mentioned in the passage? What are they?Q3. What does “nursery rhyme” mean? Why do they delight small children?Q4. What’s the characteristic of “list poems”? What about “cinquain”?Q5. Why do English People like “Haiku”?Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to thetext with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems. Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that theartist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:Q1. What parts of the poem suggest that the woman loves her husband? Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3. What picture do you have in your mind when you read the above sentences?Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6. Make a short summary of this period.Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12& 13.Period 2 Reading, Comprehending & Learning about language Teaching goals1．Target languageImportant words and phrasesjoy, anger, sorrow, thread, appropriate, ending, compass2. Ability goalsEnable Students to deepen their understanding of the reading passage and learn some useful words and expressions.Learn to use words and expressions in their right form.3. Learning abilityEnable Ss to understand the rhyme and rhythm in English poems. Teaching important points1. Understand the passage and answer the questions about it.2. Learn the useful words and expressions in the passage.Teaching difficult points1. Discuss the poems and understand their deep meaning.2. Find the rhyme and rhythm in English poems and try to create them by students themselves.Teaching methodsDiscussion, asking-and-answering activity, practice, task-based activityTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingStep 2. ComprehendingTask 1. Group workAsk students to read the passage together and then discuss in group which poem they like best and give reasons.After discussion, ask someone to present his/her idea to the class. Task 2. Ask and answerAnswer the questions about the passage on Page 11 – 12.Step 3. Explanation1. Others try to convey certain emotions.“convey” here means communicate (an idea, meaning, etc.).I can’t convey how angry I feel.“emotion” means strong feelingLove and hatred are basic emotions.His voice was shaking with emotion.2. They delight small children because they have strong rhythm and rhyme.“delight” means make sb. pleased greatly.The gift of the child delighted his parents.I am delighted to help you.“rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables.the exciting rhythms of African drum music“rhyme” means identity for sound be tween words or theendings of words, esp. in verse.Shakespeare sometimes wrote in rhyme.He made up funny rhymes to make us laugh.3. We would have won if we hadn’t taken it easy.“take it easy” means to proceed gently or carefully; to rela x and avoid overwork.You’ve done quite enough work for today; now take it easy for an hour. 4. We would have won if we hadn’t run out of energy.“run out(of sth.)” means to use up; to come to an end.The petrol is running out.We are running out of out time. = Our time is running out.5. a poem made up of five lines“make sth. up” means to put together; to compoundWhat are the qualities that make up his character?Society is made up of people of widely differing abilities.Step 4. Learning about languageCheck the exercise on Page 12-13.Task 1. Discovering useful words and expressions1. Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary.Sample answers:2 high sky pie my fly shy lie3 sing ring wing thing king fling string4 today away say play lay tray may5 lace race face case chase place pace6 true too new flew few shoe canoeAsk students to try to create more lists by themselves.2. Complete the passage using the correct words.Ask students to finish the passage and explain why the form of the words must be changed.Task 2. Discovering useful structures1. Rewrite the poem about winning the match and the reasons.2. Rewrite the poem about the attempt to win the competition.Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.3. Match the sentences.Explain some rules of subjunctive mood if necessary.4. Complete the sentences using the correct forms of the verbs.Step 5. Using words and expressions(Workbook)Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.Task 2. Complete the table with the correct words.Noun Verb Adjective AdverbTask 3. Complete the sentences using the correct word from the table. Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.Step 6. Make a short summary of this period.Homework1. Remember important language points.2. Write a simple English poem by using rhyme and rhythm.3. Preview “Learning about language”.Period 3 Learning about LanguageTeaching goals1．Target languagea. Important wordsAppropriate , ending , compassb. Important sentencesIf she had stueide harder , she would have passed the exam.If she had been there , she would have met some really interesting people.2. Ability goalsa. Enable Ss to grasp the ways of writing poems.b. Enable Ss to use subjunctive mood correctly.3. Learning abilityTeach Ss how to write some poems and how to use subjunctive mood correctly.Teaching important points1. the way of writing poems.2. Subjunctive MoodTeaching difficult pointsUsing subjunctive mood correctly in different situations.Teaching methods1. Task-based learning2. instructions3. practiceTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. Warming upTask1: Free talk------ why do you enjoy learning English?T: I’m glad to see you again and I’m happy because we can enjoy Englishtogether. Do you enjoy learning English?S: Yes . Because English is a very beautiful language.S2: Because we can enjoy a lot of funny stories if we know English.S3: Because we can communicate with foreigners in English.S4: Because we can introduce China to foreigners if we know English.S5……T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)Step 3. PresentationTask2: Group talk-----Try to talk about the famous persons.Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:…..Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:……..Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired…Q4: Complete the sent ence : They would win if they ……… S1:They would win if they had a good rest. S2:……T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..Task3: Turn to page 13 , and do exercises 1 and 2.Step 4. GrammarTask4: Present some sentences on the blackboard , and ask Ss to tell the difference among them.a. If I knew it , I would tell you.b. If I had known it yesterday , I would have told you .c. If I had known it , I would have told you.d. If I had finished my homework , I would have gone to bed.e. If I had known his telephone number , I would have made a phone to him.S1: In these sentences , they use different tenses.S2: They describe different situations.S3:…………T: Yeah . We can draw a conclusion as follows:Verb formsIf –clause The main sentenceThe present situation Ved would /could/should/might +VThe past situation had Ved would/could/should/might +have Ved Task5: Compare some special sentences and draw a conclusion.A. Had I not seen it with my own eyes , I would not have believed it. Were it not to rain tomorrow , we would have a picnic.Should it rain tomorrow , we would have a picnic.Conclusion: connect subjunctive mood with inversion.B. If the weather had been finer, the crops would be growing still better.If you had followed the teacher’s advice, you wouldn’t be in hospital. Conclusion: The situations in the clause and the main sentence are different.C. If only I knew his name!If only we had followed your advice!If only I could see him again!Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only.D. Without sunlight, people’s life would be different from today.But for your he lp, I wouldn’t have finished the work.Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood. Step5. PracticeTask6 : Do exercises 3 and 4 on page13.Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood.Picture1: A rockete.g •If I were a designer , I would design a spaceship .•If I were clever enough , I would have designed a spaceship.Picture2: the universee.g.:•If I were an astr onaut , I would travel into space.•If I had been to space , I would have known what were there in space. Picture3:a lot of moneye.g.:•If I had a lot of money , I would run a big company.•If I had earned a lot of money , I would have built a lot of houses for the poorPicture 4:the farmer and the snakee.g.:•If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms.•If he hadn’t put it in the arms , the snake wouldn’t have bitten him.•If the snake hadn’t bitten him , he wouldn’t have diedTask8: Do some exercises on screen.Step6: summary and homeworkDo exercises 1-4 on page 50 and 51.Period 4 Reading , and WritingTeaching goals1. Target languagea. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, loadb. key sentences:I’m not going to do….I plan to do…I’ll do….I am looking forward to do…..If I were the ruler of the world, I would do….If I had a million dollars, I would do….I feel happy when….Slowly the moon climbs in the sky….2. Ability goalsa. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.b. Enable the students can get the information from the long passage by listening.c. Enable the students can express their feelings by writing poems.3. Learning ability goals:a. Enable the students to know how to get the key words to understand the poem.b. Enable the students can find where the rhyme and the rhythm of the poem are.c. Help the students learn how to get some skills in listening.d. Enable the students to learn to present enough reasons to support their opinions.e.. Help the students learn to write poems using the target languageaccording to the writing steps.4.Teaching important pointsa. Help the students to understand what the rhyme and rhythm are.b. Train the students to get the key words by reading the question before listening.c. Teach the students to write according to the writing steps.5.Teaching difficult pointsa. How to help the students can find where the rhyme and the rhythm of the poem are.b. How to help the students to make up dialogues, using the target language.c. How to help the students to write the poem to express their feelings.6.Teaching methodsCooperative learning and Task-based learning7.Teaching aidsA recorder, computer, slide and blackboard8.Teaching procedure & ways:Step1 Greetings and revisionTeacher greets the whole class and checks the homework.Task1.RhymeTeacher asks the whole class to enjoy a poem (showing it on the screen by computer)There was an old woman they say;Who would eat an apple a day;When asked she replied;It’s good for my inside;For I am never ill anyway.Teacher asks some questions:Question1: Do you think poem is funny? What is main idea of the poem? (To tell us an apple is good for our health)Question2: Could you find the rhyme of the last word in each line? (say//day; replied//inside; anyway)The rhyme in this poem is “a a// b b //a ”.Task 2 .RhythmEnjoy a song----Little StarsTeacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it.Step2 pre-readingTeacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.Task1. SpeakingShow some questions on the screen before students listen.1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent?2.Does the poem have a rhythmic pattern?3.Does the poem have rhyming words?After listening to the poem, the students have some minutes to speak and share their opinions.Task2.DiscussionOpen question: 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?This question has no standard answers , the students can discuss and express what they think freely.Step3 While -readingTeacher asks the students open their books and turn to page14.Task1 Read the text following the tape.Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.Task 2 Find the words that rhyme and circle them.Teacher asks students to find and circle the rhyming words and list them on the blackboard to share.Task3 Clap the strong beats of the rhythmTeacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.Step4. Post –readingTeacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class.Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.Question2: 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.Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter)Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin his/her journey through life. For example, I’ve saved the summer …and I’ve saved some sunlight….when the speaker says Till you’re older….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 al I own.).we know that son/daughter is a young adult because the speaker refers to the time when you were but nineteen.Answer2: B is the best answer.Step5 Pre-listeningTeacher tells students the listening is a conversation between a teacher and three of her students about a poetry competition. the students talk about when they are going to write their poems and how they become inspired to write poetry. Their discussion illustrates the function of intention.Teacher first asks the students to discuss the following questions ingroups about their experiences writing Chinese poetry.(show these questions by computer)Question1: In what kind of place do you like to write poetry?Question2: What conditions do you need to be able to write poetry? ( Does it have to be quite ,do you need to be alone, do you need to listen to music and so on?)The discussion gives a context for the listening, prepares them for what they will hear and will help them understand the listening more easily. Exercises:A. Multiple Choices1.When do the students have to have their poems completed? (B)A. By the 23th of the monthB. By the 24th of the monthC. By the 20th of the month2. Who had decided not to write a poem for the competition but then changed is or her mind? (C)A. LucyB. JackC. TomB. True or False1.Lucy is satisfied with the poem she has written. (F)Explanation: She thinks that if she had an extra week to work on it, she could improve it.2.Tom has used music before while studying. (T) Explanation: he works best when he is listening to his favorite music, buthe has never tried writing poetry to music.C. Complete the sentences1. Why does Jack like to go into the countryside to write?Because he finds that he notices all sorts of the things and he has interesting thoughts.2. Why does Lucy stay at home to write?Because she likes the quiet and likes to have her own things around her. Task3 Third listeningThis time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3.These sentences are model ways of expressing intention.A. Filling the blanketTeacher asks students close their books and show the sentences on the screen. Then Teacher plays the tape again and asks the students listen for these sentences.1___________ enter a poem this.(I’m not g oing to)2. ___________ do it this weekend.(I plan to)3.How_____________become inspired to write this weekend?(are you going to)4.__________________go on a hike into the countryside and sit quietly somewhere by myself.(I am going to)5.____ also try out his way some time.(I’ll)6.________________ try it tonight.(I ‘m going to)7.__________________________ reading all your poems.(I’m looking forward to)Check the answers together.B. Repeating and PracticingImagine that the class has to enter poems in a competition next week. In small groups discuss the question :How are you going to become inspired to write your poem?Teacher asks students to use some of the expressions in Exercise3 to talk about their plans. Students practise by oral and share in pairs.Step 7 WritingTask1.Revise the grammarStudents work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesn’t have to rhyme. Each group can choose one of these lines to start their group poem. Then share these poems in class.Sentences pattern:1. If I were the ruler of the world, I would….2. If I had a million dollars, I would…3. If I had taken your advice, I would have/wouldn’t have…Task2 Write a poemTeacher asks students to write a poem that starts with I feel happywhen .The lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show the students what to do, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines.Eg: AI feel happy when…The sky is blue,You smile at me with your sparking black eyes,It’s my birthday.Eg BSlowly the moon climbs in the sky,Slowly the black-tailed bird lets out a cry,Slowly the dog crosses the road,Slowly the old man carries his load.If time permitting, the teacher asks students to finish their poems and share in class. If not, the task 2 of writing can be as homework.Step8 SummaryIn this period, all the students revise the key points of a poem-----Rhyme and rhythm. And they also enjoy a beautiful poem ----I’ve saved the summer. Students can understand the deep meaning in the poem and the parents’ love to the children. It’s good to help students how toappreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.)Stop 9 Homework1. Finish their poems after class.2. Reread the poem “I’ve saved the Summer” and appreciate the beauty of the poem.3. Make more sentences with If I had done….., I would….Period5 SummaryTeaching goals1.Target languageAll useful words and structures in this unit.2. Ability goalsa. Help students master the usage of the words and expressions in the unit.b. Translate some sentences on Page 51.c. Enable students to summarize what they learned by answering the questions in Summing up (P16) and Checking Yourself (P54).3. Learning ability goalsHelp students learn how to summarize what they have learned in this unit.Teaching important and difficult pointsHow to review and conclude what students learned.Teaching methodsLet students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.Teaching aidsA projector and a recorderTeaching procedures & waysStep1 RevisionCheck the homework left before. Ask some students to present the poems that they have written. Teacher can give them some remarks if necessary.Step2 Ex on Page 49-50This part is a consolidation of the words and expressions learned in this unit.1. Let students finish part 1 and part2 ( 5 minutes )T: Now please open your books and turn to page 49. Let’s use words and expressions. Make adjectives from the nouns and complete the table with the correct nouns, verbs, adjectives or adverbs.2. Give the students 3 minutes to finish part 3 on next page.。

高中英语一轮复习 Unit 2 Poems精品学案新人教版选修6

Unit 2 Poems导读：诗歌是一种主情的文学体裁，它以抒情的方式，高度凝练，集中地反映社会生活，用丰富的想象，富有节奏感、韵律美的语言和分行排列的形式来抒发思想情感。

诗歌是有节奏、有韵律并富有感情色彩的一种语言艺术形式，也是世界上最古老、最基本的文学形式。

Task：What do you learn from the poem Dream？DreamHold fast to dreamsFor if dreams dieLife is a broken－winged birdThat can never flyHold fast to dreamsFor when dreams goLife is a barren fieldFrozen only with snow请根据语义及提示写出单词1. We love the valley in all its a__________.2.Cultural ____________(交流) may help us understand each other around the world.3. They like new p of family life.4. This example u (强调，凸显) the consequences of bad management.5. She heard someone call her in the d ， but she couldn't see anyone.1.aspects2. exchange3.Patterns4. underlined5. darkness请根据语义写出短语1. take it __________ 轻松，不紧张2. run out __________ 用完3. make __________ of 构成4. in __________ 尤其；特别5. make __________ 有道理；讲得通6. __________ feelings 传达情感7. stay __________熬夜8. let __________ 泄露1.easy2. of3. up4.particular5. sense6. convey7.up 8. out1. Some poems tell a story or describe something in a way that will give the readera strong impression. Others try to convey certain emotions.(P10)2. We would have won…if Jack had scored that goal. (P10)3. Another simple form of poem that students can easily write is the cinquain,a poem made up of five lines. (P10)① aspect n.根据语境猜词义(1) You are looking at only one aspect of the problem.(2) They considered the plan in all its aspects.(3) The building has a southern aspect.根据语义找匹配A. 方面B. 朝向(1) A (2) A (3) B① aspect n.短语in this aspect 在这一方面in all aspects 各方面① aspect n.根据句意完成句子(1)You are right______________________________.(在这个方面)(2) I am interested in____________________________.(自然科学的各个方面)(1) in this aspect (2) all aspects of science① aspect n.② patt ern n.根据语境猜词义(1) She is a pattern of all the classmates.(2) A good tailor can make a dress without a pattern. 根据语义找匹配A. 式样，图案 B．典范(1) B (2) A② pattern n.翻译句子(1) 花图案在乡村是非常受欢迎的。

2020版高考英语一轮复习 Unit2 Poems精品学案新人教

选修6 Unit 2 Poems复习目标闯关要点名师讲解【重点单词】1. convey vt.传达，运送；传导，传播convey sth. to sb. 向某人表达/传递某物convey sb./sth. from A to B把某人或某物从A地运送到B地convey one’s feelings/meanings 表达某人的感情/意思①Please convey my good wishes to your mother.请向你母亲转达我美好的祝愿。

② The pipe conveys the hot water from the boiler to the bath.水管将热水从锅炉输往浴室。

③ The baby is now able to convey his meaning.这婴儿现在可以表达自己的意思了。

【巧学助记】Premier Wen Jiabao conveyed his sorrow for the dead and ordered the necessities should be conveyed immediately to the earthquake-hit areas. 温家宝总理表达了对死者的哀悼，并命令立即把必需品运送到地震灾区。

【即境活用】As a teacher, he knows exactly how to _____ his ideas to the students.A. conveyB. displayC. consultD. confront【解析】选A。

display（物品）陈列，展示，显露（情感）；consult咨询，查阅；confront面对，均不符合题意。

句意：作为老师，他确切地知道怎样向学生表达他的想法。

Convey传达；表达（想法，感受），符合句意。

2. transform vi&vt. 转化；转换；改造；变换transform…into… 使---变成-----；transform into 转化成，改造为be transformed from…to … 由----变成----；由---迁到-----。

(新课改)2020高考英语一轮复习Unit2Poems学案(含解析)新人教版选修6

Unit 2 Poems(一)课前自主学习Ⅰ.阅读单词——————知其意1．tick vt. 给……标记号2．rhyme n. 韵；押韵；押韵的词vi. & vt. (使)押韵3．nursery n. 托儿所4．violinist n. 小提琴演奏者5．contradictory adj. 引起矛盾的；好反驳的6．diamond n. 钻石；菱形7．cottage n. 村舍；小屋8．sparrow n. 麻雀9.tease vi. &vt.[纵联1] 取笑；招惹；戏弄10．minimum n. 最低限度；最少量；最小数11．diploma n. 毕业文凭；学位证书12．compass n. 指南针；罗盘；(复数)圆规13．bride n. 新娘14．bridegroom n. 新郎Ⅱ.重点单词——————写其形1．convey vt. 传达；运送2．flexible adj. 灵活的；可弯曲的；柔顺的3．pattern_ n. 模式；式样；图案4．branch n. 枝条；支流；部门5．eventually adv. 最后；终于6．bare adj. 赤裸的；光秃的；稀少的n. 最基本的要素7．librarian n. 图书馆馆长；图书馆管理员8．forever adv. 永远9．section n. 部分；节；切下的块10．exchange n. 交换；交流；互换vt.&vi. 调换；交换11．sponsor n. 赞助人；主办者；倡议者vt. 发起；举办；倡议12．blank n. 空白adj. 空白的；茫然的13．concrete adj. 具体的14．load n. 负担；负荷物(尤指沉重的)Ⅲ.拓展单词——————通其变1．salty adj.含盐的；咸的→salt n．盐；食盐2．endless adj.无穷的；无止境的→end n．&v.终止；结束→ending n．结尾；结局3．translation n．翻译；译文→translate v．翻译→translator n．译员；翻译家4．transform vi.&vt.转化；转换；改造；变换→transformation n．转化；转换；变换5．sorrow n．悲伤；悲痛；懊悔→sorrowful adj.悲伤的；悲痛的6．appropriate adj.适当的；正当的→appropriately adv.适当地；合适地7．championship n．冠军称号→champion n．冠军8．darkness n．黑暗；漆黑→dark adj.黑暗的[纵联2]9．warmth n．暖和；温暖→warm adj.暖和的；温暖的；热情的10．scholarship n．奖学金；学问；学术成就→scholar n．学者[纵联3]11．pianist n．钢琴家；钢琴演奏者→piano n．钢琴纵联1.“取笑与愚弄”面面观①tease 取笑；戏弄②laugh at 嘲笑③play the fool with 愚弄④make fun of 取笑⑤make a fool/joke of 愚弄⑥play a trick/joke on 捉弄纵联2.后缀ness高频名词荟萃①darkness黑暗；漆黑②sickness疾病③loneliness孤独④happiness快乐⑤sadness悲伤⑥kindness善良⑦bitterness苦味；苦难；怨恨纵联3.同在一条船(ship)上①scholarship奖学金；学问②friendship友谊③leadership领导地位④relationship关系⑤hardship苦难⑥membership成员资格⑦championship冠军称号单元话题——诗歌子话题诗歌①extraordinary adj.非凡的②series n．系列③appreciate vt.欣赏④unique adj.独特的⑤reflect v．反映⑥background n．背景⑦production n．作品⑧inspiration n．灵感；启发⑨description n. 描述；描写⑩masterpiece n．杰作⑪adaptation n．改编本；适应⑫lyric n．抒情诗⑬essay n．散文；文章；随笔⑭myth n．神话⑮legend n．传说；传奇故事⑯chapter n．章⑰original adj.原创的n．原作⑱draft n．草稿；草案vt.起草；草拟⑲be set in 以……为背景⑳works appreciation 作品欣赏[学考对接·活学活用]高考采撷(一) 阅读中的词汇应用1．(2015·重庆高考阅读E)History has witnessed the ❶ (end) productions of Shakespearean plays in every major language of the world. It is never rare❷ to find that Mozart packs Japanese concert halls, as Japanese painter Hiroshige does Paris galleries. Unique works of this kind are different from today's popular art, even if they began as works of popular art. They have set themselves apart in their timeless appeal and will probably be enjoyed for centuries into the future.①用end的适当形式填空：endless，此处用来形容“多产”②写出加彩词在本单元的同义词：bare2．(2014·浙江高考阅读B)Brazilians are warm❶ and friendly. They often standclose when talking and it is common for them to touch the person on the shoulder. People often greet each other (particularly women) with light cheek kisses. Schedules tend to be ❷， with business meetings sometimes starting later than planned. But to be safe, be on time. Meals can stretch for hours —there's no such thing as rushing a meal in Brazil. Lunches also can start in the mid to late afternoon. Brazilians are social, preferring facetoface communication over emails or phone calls.①写出warm在句中的含义：热情的，其名词形式为warmth②选词填空：__B__A．concrete B．flexible C．endless高考采撷(二) 写作中的词汇应用(根据汉语及提示词补全句子)1．(2011·湖南高考写作)它向我们传递一个信息：整体是由很多紧密相关的小的部分组成。

2020版高考英语大一轮复习Unit2Poems教师用书新人教版选修6

Unit 2 Poems话题词汇1．poetry n．诗歌2．poet n．诗人3．rhyme n．韵脚；押韵4．transform v．转化；改造5．appropriate adj.适当的；正当的6．be popular with受……欢迎7．take one’s advice接受某人的建议8．be made up of由……构成9．give sb.a deep impression给某人一个深刻的印象10．translate...into...把……翻译成……话题佳作Wendy是你的美国笔友，非常喜欢中国文化，故给你(张伟)写信想了解唐诗。

请你根据下列要点提示给她写一封回信，对唐诗加以介绍。

1．形式多样：有古体诗和近体诗。

就字数来看基本上有五言和七言两种；2．题材广泛：反映社会状况，描绘祖国风景等；3．著名诗人：……佳作欣赏DearWendy，I’msogladtoreceiveyourletter，in which you asked me about the Tang poems，and I just have learnt something about them.The Tang poems are various in forms and subjects.Generally speaking，they are divided into classical poems and modern poems.There are often four or eight or twelve lines with five or seven words in each line.Poets wrote poems for different purposes，for example，exposing the darkness of the society and describing the beautiful scenes.There were many famous poets during the Tang Dynasty，such as Li Bai，Du Fu.After you read their poems，you will have a better understanding.Yourssincerely，ZhangWei 名师点睛本文要点齐全，条理清楚，增加的细节恰到好处。

人教版选修六unit 2《poems》教案1(重点资料).doc

Unit 2 Poems单元要览本单元的中心话题是诗歌。

阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。

本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。

本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。

本单元的主要教学内容如下表所示：Period 1 Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different reasons why people write poems.Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and areoften about the bringing together of opposites.Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)2．To learn about some simple forms of English poems.3．To develop the students' reading ability by skimming and scanning the passage.4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.Process and methods1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in more detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed reading of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.Emotion，attitude and value1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.2．To enable the students to write their own poems.教学过程Step 1Warming up1．Vocabulary in ReadingMatch the words and phrases with their proper meanings. 1．convey()A.sameness of sound between words orsyllables，esp.in the end of lines 2．cottage ( )B.a strong feeling such as love，fear or anger3．tease ( )C.make fun of somebody in an unkind way 4．rhyme ( )D.a place where young children are cared for5．translate ( )E.make(ideas，feelings，etc.)known to another person6．endless ( )e up7．nursery ( )G.small simple house，esp.in the country8．emotion ( )H.relax9．take it easy ()I.express sth.in a different language10．run out of ( )J.without endSuggested answers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the students can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.) 4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.Step 2Pre－reading1．Match the following information.Du Fu Tang DynastyFan Zhongyan Song DynastyMeng Haoran ModernGuo Moruo ModernXu Zhimo Tang DynastyByron AmericaShelly EnglandWhitman EnglandTagore IndiaSuggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India2．Ask students to do Exercise 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its language，it's funny，and my mother used to recite it to me...3．The purpose of Exercise 2 is to practice an important readingskill：scanning a text，that is，looking through a text quickly to find specific information.Suggested answers：Step 3Reading and comprehending1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.(1)What is the main idea of the reading passage?___________________________________________________________ _____________(2)How many kinds of poems does the reading passage talk about? And which of the following is not mentioned?A．Nursery rhymes. B．Tang poems. C．Haiku. D．Adverb poems. E．List poems. F．Cinquain.Suggested answers：(1)A brief introduction of a few simple forms of English poems.(2)Five.D is not mentioned.2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)(1)Give out the names of the forms of poems according to the descriptions.①______ are the first poems that children will hear.They are often sung.Children love to move and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds.②______ is made up of five lines and has the following structure：Line 1：a noun that names the subject of the poemLine 2：two adjectives that describe the subjectLine 3：three verbs ending with－ing that describe the subject's actionsLine 4：four words that give the writer's opinions or feelings about the subjectLine 5：a word that gives another name for the subject③______ is a centuries－old form of Japanese poetry.It is made up of 17 syllables and has the following structure：Line 1：5 syllablesLine 2：7 syllablesLine 3：5 syllables④______ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，it also has a regular rhythm.⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not rhyme.They have strong imagery and are often about the bringing together of opposites.(2)Find the strong rhythm and rhyme in Poem A.e．g.In the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.(3)What's the difference between Poems B and C though they are both list poems?___________________________________________________________ _____________(4)Which of the poems in the reading passage can give you a clear picture in your mind?___________________________________________________________ _____________(5)Can you find out the 17 syllables in Poem F?e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.___________________________________________________________ _____________.(6)Can you give a proper title to Poem H either in English or Chinese?___________________________________________________________ _____________Suggested answers:(1)①Nursery rhymes ②The cinquain ③Haiku ④List poems⑤Tang poems(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today(3)Poem B repeats phrases and rhymes，while Poem C does not.(4)Most probably Poems D，F，G and H.(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)(6)望夫石/A Loyal WifeStep 4Language studyDeal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain emotions.From the second paragraph，the text analyses the different kinds of poems and gives examples for reference.The last paragraphencourages students to have a try and write poems of their own.Step 7RetellingAsk students to talk about the different kinds of poems in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this period by heart.2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.Step 9Reflection after teaching___________________________________________________________ ________________________________________________________________________ _____________Reading：A Few Simple Forms of English Poems 李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”海南省中小学教师教学论文和教学设计大赛二等奖教学过程设计教学参考Ⅰ.Famous poetry in EnglishReading poetry brings people from different places and different times together.More than any other form of literature，poetry plays with sounds，words and grammar.That makes poetry difficult to write，but very interesting to read.Poetry also calls up all the colors，feelings，experiences and curious images of a dream world.Though it has a short history，there is a lot of good English poetry around.The seventeenth century was a great time for English poetry.Shakespeare is most famous for his plays.His sonnets，however，belong to the best English poetry.In the next generation of the English poets we meet John Donne.Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.Before the end of the century，there was another famous writer，John Milton.Once published，his works became famous for the absence rhyme at the end of each line.In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.The next period that produced a great number of fine poets was the nineteenth century.Greatly loved in China are the EnglishRomantic poets.John Keats died at a very young age in 1821，while William Wordsworth，who spent much of his time in his English Lake District，lived to the age of the 80 and died in 1850.The nature poems by William Wordsworth，George Gordon Byron's Isles of Greece and the sonnets and long poems by John Keats have long been favorites.The style in their poems has often led to comparisons with poets such as Du Fu and Li Bai.Finally，modern poets have their special attraction because they stand closest to us both in the language and images they use.Among them we find the American poet Robert Frost.More and more people are interested to read modern poetry in English.Translation can be good，but being able to read English gives you much choice.Besides，no matter how well a poet is translated，something of the spirit of the original work is lost.Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese.Ⅱ.What is free verse?Free verse is a modern form of poetry which does not follow any specific rhyme or metrical scheme，although it does not completely abandon the basic poetic precepts of heightened language and songs.Free verse poetry is said to have been popularized by such notable poets as Walt Whitman and Emily Dickinson during the late 19th century，although earlier poets like the mystic William Blakewere beginning to pull away from the restrictions of the formal poetry of their day.Whitman's signature collection，Leaves of Grass，is almost entirely composed of free verse poetry.Dickinson，however，still wrote much of her poetry according to the metrics and rhyme of a favored hymn composer.The free verse style of poetry soon became popular with rebellious young poets such as the Frenchman Artur Rimbaud(阿图尔·兰波)，who wrote many of his best free verse poems before the age of 18.Other poets embraced free verse poetry as a way to express raw emotions or unbridled passion not generally found in the formal poetry of their time.Whitman himself referred to this artistic awakening as the great YAWP，a call for all artists to break free of social conventions and live life to its fullest.Free verse poetry continued to evolve throughout the 20th century，beginning with poets such as Carl Sandburg(卡尔·桑博格)and Robert Frost(罗伯特·弗罗斯特)，both of whom were equally comfortable with formal and free verse poetry.Perhaps the most admired free verse poet was the expatriate Ezra Pound，who became a mentor to many of the 20th century's most famous authors and poets.。

2020版高考英语一轮复习第1部分Unit2Poems教学案含解析新人教版选修6

[单词拼写应用]核心单词．. 模式；式样；图案．.最后；终于．.适当的；正当的．．交换；交流；互换.调换；交换．．赞助人；主办者；倡议者.发起；举办；倡议．．奖学金；学问；学术成就．．负担；负荷物(尤指沉重的)．.永远．.传达；运送．．枝条；支流；部门[语境运用] 用所给词的适当形式填空。

．， () ， .． () ， .． .．， () .．，， ()．．' () .拓展单词．．盐；食盐→.含盐的；咸的．．．终止；结束→．结尾；结局→.无穷的；无止境的．．翻译→．翻译；译文→．译员；翻译家．．转化；转换；改造；变换→．转化；转换；变换．．悲伤；悲痛；懊悔→.悲伤的；悲痛的． .黑暗的→．黑暗；漆黑． .暖和的；温暖的→．暖和；温暖．．钢琴→．钢琴家；钢琴演奏者．．诗人→．诗→．诗(总称)；诗意[语境运用] 用所给词的适当形式填空。

． .()． ' ，．() ．，， .() ．， .() ．，．()阅读词汇．．托儿所． .具体的．．钻石；菱形． .灵活的；可弯曲的；柔顺的． . 村舍；小屋． .取笑；招惹；戏弄． . 最低限度；最少量；最小数．．图书馆馆长；图书馆管理员．．毕业文凭；学位证书． . 指南针；罗盘；(复数)圆规．．新娘． . 新郎．．空白.空白的；茫然的． .赤裸的；光秃的；稀少的．最基本的要素拓展联想.以为后缀的高频名词一览①奖学金；学问；学术成就②友谊③领导地位④关系⑤苦难⑥成员资格⑦冠军称号.“取笑与愚弄”面面观①取笑；戏弄②嘲笑③愚弄④取笑⑤愚弄⑥捉弄⑦戏弄.后缀高频名词荟萃①黑暗②疾病③孤独④快乐⑤悲伤⑥善良⑦苦味；苦难熟词生义你知道下面句子中黑体词的汉语意思吗？．(·广东卷) ， .支行；分行；分部．，，， .混凝土；混凝土的[短语多维应用]精讲个考纲单词． .传达；表达；运送；传导；传播()单句语法填空①，() .② () .()[链接写作]——词汇升级(普通表达) .(高级表达) .先理解再牢记.向某人表达传递某物' 表达某人的感情感激把某人或某物从地运送到地[佳句背诵] ：“ .”.适当的；正当的()单句语法填空单句改错① () .②' () .③→或去掉()[链接写作]——完成句子至于我而言，我认为为了给孩子提供较好的条件父母放弃工作是不恰当的。

2020届高考英语一轮复习Unit2PoemsArt导学案新人教版选修6

2020届高考英语一轮复习Unit2PoemsArt导学案新人教版选修6Unit 2 PoemsⅠ.单词—在语境中默写，在联想中积累[写得准][用得活][积得多]1.convey vt.传用所给词的适当形式填空 1.以-ship 为后缀的高达；运送1.As a matter of fact, 频名词一览2.concrete adj. 具体的employees expect to work①scholarship3.scholarship n. 奖学 flexibly (flexible) in 奖学金金；学问；学术成就the workplace.②friendship 友谊4.tease vi.& vt. 取笑；2.Any behaviour that is ③leadership 领导地招惹；戏弄repeated enough times 位5.branch n. 枝条；支流； willeventually ④relationship 关系部门(eventual) become a habit ⑤hardship 苦难6.eventually adv. 最and happen automatically.⑥membership 成员资后；终于3.The whole country 格7.appropriate adj. 适当mourned the death in⑦championship 冠军的；正当的Tianjin Explosion in 头衔8.exchange n. 交换；交great sorrow.It was 2.“嘲笑与愚弄”面面流；互换unbearable to see the 观vt.& vi. 调换；交换sorrowful eyes of the ①tease取9.sponsor n. 赞助人；主 mourning people.(sorrow) 笑；戏弄办者；倡议者4.In order to bring ②laugh at 嘲笑vt. 发起；举办；倡advanced theories from ③make fun of 取笑议foreign countries, he ④make a fool of 愚10.load n. 负担；负荷物 decided to be a translator 弄(尤指沉重的)and has translated ⑤play a trick on 捉11.flexible adj.灵活的； hundreds of books from 弄可弯曲的；柔顺的English into Chinese so 3.“load”家族→flexibly adv.灵活地；易far. His translation of ①load 负担；负荷物曲地；柔软地some great works is ②overload 超载12.transform vi.& vt. 转 popularamong ③download 下载化；转换；改造；变换 teachers.(translate)④upload 上传→transformation n．转化； 5.It was dark in the room ⑤workload 工作量转换；变换an d we couldn’t see much 4.后缀-ness 高频名词13.sorrow n．悲伤；悲痛； at first, but after a few 荟萃懊悔→sorrowful adj.悲伤minutes our eyes got used ①darkness 黑暗的；悲痛的to the darkness.(dark) ②sickness 疾病14.translation n．翻译； 6.—How did the story ③loneliness 孤独译文→transla te v ．翻译 end？④happiness 快乐→translator n．译员；翻—Just like most romantic ⑤sadness 悲伤译家stories, it had a happy ⑥kindness 善良15.darkness n．黑暗；漆黑 ending.The prince killed→dark adj.黑暗的the monster and saved the16.endless adj.无穷的；无 princess in the end and止境的→end n．& v．终止； they lived happily ever结束→ending n．结尾；结 after.(end)局Ⅱ.短语—在应用中记牢，在归纳中记多[写得准][用得活][积得多]选用左栏短语填空1.Having run_out_ofall the money, he had 1.“用完”短语多棱镜to ask his father for ①run out of 用完 ( 及1.take_it_easy 轻松；不紧张；从容2.run_out_of 用完；用光3.be_made_up_of 由…… 构成4.in_particular 尤其；特别5.try_out 测试；试验6.let_out 发出；放走；泄露7.be_popular_with 受到欢迎8.stay_up 熬夜9.hold_on 坚持；忍受 10.make_sense 有意义；讲得通some more. 2.In less than three minutes after the bombing, a medical team made_up_of an expert and three nurses arrived on the scene in time. 3.I would rather you hadn ’ t let_out the secret. You see, I am in great trouble now. 4.The whole meal was good and the wine in_particular was excellent. 5.They felt sleepy 物)②run out 用完(不及物)③use up 用完(及物)④give out 用完；筋疲力竭(不及物)2.“v. ＋out” 搭配的短语集锦①let out发出；放走；泄露②leave out 省去；遗漏；不考虑③bring out 阐明；使显示；出版④make out 理解；辨认出⑤pick out 挑出；辨认出during work because ⑥figure out 想出；理theystayed_up 解watching the WorldCup.Ⅲ.句式—在解读中学懂，在仿写中学通[背原句][记句式][会仿用]1.There are various reasons why people write poetry. 人们写诗有各种各样的原因。

2020学年高中英语Unit2Poems单元重点知识回顾教学案新人教版选修6(最新整理)

Unit 2 PoemsⅠ.重点词汇4．run out of 用完同义词/近义词 use up5．in particular 尤其;特别be particular about/over 对……过于讲究/挑剔6．eventually adv。

最后；终于8．make sense有意义；有道理;合理；讲得通Ⅱ。

教材原句1．There are many reasons why_people_write_poems。

人们写诗有着各种各样的理由。

2．Some poems tell a story or describe something in a_way_that_will_give_the_reader_a_strong_impression.有些诗是为了叙事,或者说是描述某件事并给读者以强烈的印象.3．The poems may not make sense and even seem contradictory, but they are_easy_to_learn_and_recite.童谣不一定有什么意义，甚至(有的）看来自相矛盾，但是它们容易学，也容易背诵。

4．Some rhyme (like B） while others do not (like C）．有些清单诗有韵脚(如B），但有一些没有（如C）。

5．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诗歌类型，学生们最终也许想自己作诗了。

6．In fact， my family love reading so_much_that we keep buying books.事实上，我的家人如此喜欢读书以至于我们总是买书。

7．Although_the_future_may_be_difficult_for_you，_whenever you need warmth and love, remember I’ll have some to give you.尽管将来对你来说可能很困难，但是无论什么时候只要你需要温暖和爱,记着来找我。

2024届高三英语一轮复习教案：Unit 2 Poems(新人教版选修6)

Book 6 Unit 2 PoemsⅠ.联想记忆(依据提示写出相应的词汇以及相关短语)1．contradictory adj.引起冲突的→contradict vt.反对，与……相冲突→conflict n．&v.冲突→friction n．冲突2．take_it_easy不惊慌，从容→take sth. seriously 肃穆仔细地对待……→take_your_time 别焦急，渐渐来3．run_out_of 用完→run out/be used up 被用完4．be made_up_of由……构成→consist of/be composed_of由……构成/组成5．minimum n．最少量→maximum n．最大量6．eventually adv.最终，最终→finally/at last最终，最终7．exchange n．交换；沟通；vt.&vi.调换；交换→exchange...for...用……交换……8．try_out测试；试验→test out 试验9．let_out发出；放走→leave out 漏掉；省去；不考虑Ⅱ.构词记忆(依据提示写出相应的词汇及其派生词)1．salt n．盐→salty adj.含盐的；咸的2．end n．结束，结尾→endless adj.无穷的，无止境的3．library n．图书馆→librarian n．图书馆管理员4．champion n．冠军→championship n．冠军称号5．warm adj.暖和的→warmth n．温煦；暖和6．piano n．钢琴→pianist n．钢琴家Ⅲ.语境填词(依据提示用适当的单词或短语填空)1．I exchanged(交换) ideas with our sponsor(赞助商) and found a more appropriate(合适的) way to solve this problem.2．The enemy is_made_up_of(由……组成) less than 100 people and their food is running_out(用完)，s o we can just wait for them to give up.3．All our products will be tried_out(试验) first and if they prove to be satisfying, we will eventually(最终) send them to our branches(分店) in many cities.4．The emotion(情感) he conveyed(表达) in his song is mixed，and you can feel his sorrow(哀痛) and eagerness.5．He let_out(发出) a cry when his bare(赤裸的) foot got hurt in the darkness(黑暗)．Ⅳ.语境记忆(背诵语段，记忆单元词汇)Eventually the librarian and pianist who had no diploma won the championship in the poem translation competition and got a scholarship.He can convey and exchange his sorrows and joys appropriately with others by writing poems.Ⅴ.课文原句背诵1．There are various reasons_why people write poetry.人们写诗有着各种各样的理由。

2019-2020学年高考英语一轮复习 Unit 2 Poems讲义新人教版选修6

Unit 2 Poems一、刷黑板——词汇全听写先过识记默写关Ⅰ.阅读词汇(英译汉)[第一屏听写]1．nursery n．托儿所2．rhythmic adj.有节奏的；有规律的3．contradictory adj.引起矛盾的；好反驳的4．diamond n. 钻石；菱形5．cottage n. 村舍；小屋6．sparrow n. 麻雀[第二屏听写]7．minimum n．最低限度；最少量；最小数8．compass n. 指南针；罗盘；(复数)圆规9．bride n. 新娘10．bridegroom n. 新郎11．emotion n. 情感；情绪；感情12．repetition n. 重复；反复；循环13．nursery rhyme 童谣Ⅱ.高频词汇(汉译英)[第三屏听写]1．poetry n．诗(总称)；诗意2．tick vt.给……标记号3．convey vt.传达；运送4．rhyme n. 韵；押韵；押韵的词vi.&vt.(使)押韵5．concrete adj.具体的6．flexible adj.灵活的；可弯曲的；柔顺的[第四屏听写]7．pattern n．模式；式样；图案8．tease vi.&vt.取笑；招惹；戏弄9．salty adj.含盐的；咸的10．endless adj.无穷的；无止境的11．translation n. 翻译；译文12．branch n. 枝条；支流；部门13．transform vi.&vt.转化；转换；改造；变换[第五屏听写]14．sorrow n．悲伤；悲痛；懊悔15．bare adj.赤裸的；光秃的；稀少的n. 最基本的要素16．librarian n. 图书馆馆长；图书馆管理员17．forever adv. 永远18．appropriate adj.适当的；正当的[第六屏听写] 19．exchange n．交换；交流；互换vt.&vi.调换；交换20．diploma n. 毕业文凭；学位证书21．sponsor n. 赞助人；主办者；倡议者vt.发起；举办；倡议22．blank n. 空白adj.空白的；茫然的[第七屏听写] 23．eventually adv. 最后；终于24．championship n. 冠军称号25．section n. 部分；节；切下的块26．darkness n. 黑暗；漆黑27．warmth n. 暖和；温暖28．scholarship n. 奖学金；学问；学术成就29．pianist n. 钢琴家；钢琴演奏者[第八屏听写]30．violinist n．小提琴演奏者31．load n. 负担；负荷物(尤指沉重的) 32．try_out 测试；试验33．let_out 发出；放走34．take_it_easy 轻松；不紧张；从容35．run_out_of 用完36．in_particular 尤其；特别37．be_made_up_of 由……构成二、刷清单——热身自盘点再过基本应用关(一)核心单词阅读单词1.nursery n．托儿所2．contradictory adj.引起矛盾的；好反驳的3．diamond n. 钻石；菱形4．cottage n. 村舍；小屋5.sparrown．麻雀6．compass n.指南针；罗盘；(复数)圆规7．bride n. 新娘8．bridegroom n.新郎9.repetitionn．重复；反复；循环10．emotion n. 情感；情绪；感情11．minimum n. 最低限度；最少量；最小数表达单词1.tease vi. & vt.取笑；招惹；戏弄2．forever adv. 永远3．flexible adj.灵活的；可弯曲的；柔顺的4．branch n. 枝条；支流；部门5．exchange n. 交换；交流；互换vt. & vi.调换；交换6．sponsor n. 赞助人，主办者；倡议者vt.发起；举办；倡议7．eventually adv. 最后；终于8．load n. 负担；负荷物(尤指沉重的)9．convey vt.传达；运送10．tick vt.给……标记号11．pattern n. 模式；式样；图案12．section n. 部分；节；切下的块13．diploma n. 毕业文凭；学位[语境活用]1．They said it was such a beautiful daythat they would remember it forever (永远)．2．I was constantly teased(取笑) forbeing heavier than the other kids,leaving me feeling shy and sad.3．A wellchosen mouse is really handy,flexible (灵活的) and convenient incontrolling the screen.4．We often exchanged (交换) learningexperience, so I know clearly why hewas able to achieve such a success.5．In my opinion, if you are devoted toyour study, you will not feel likesmoking eventually (最后)．6．The burden of students has been a hottopic for years, but the load (负担) ofparents has received little attention,especially from their own children.7．That night, he completed the firstsection (部分) of his poem.(二)常用短语return, this stone would utterspeech.行人归来石应语。

2020届一轮复习人教版选修六Unit2 Poems单元学案(14页word版含有答案解析)

2020届一轮复习人教版选修六Unit 2 Poems单元学案一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析 1.poem/poetry 2.transform/change 3.appropriate/suitable/fit4. run out/run out of词形变化 1. sorrow n. 悲哀, 悲痛sorrowful adj. 悲伤的2. anger n. 怒, 愤怒 angry adj. 生气的, 愤怒的angrily adv. 愤怒地3. translate v. 翻译, 转变为translation n. 翻译, 译文t ranslator n. 翻译者4. ending n. 结尾, 结局end v. 结束, 终结, end n.末端, 尽头重点单词 1. aspect n.方面;样子;外表2. convey v.传达;运送3. concrete adj.具体的4. tease v.取笑;招惹;戏弄5. pattern n.模式;式样;图案6. underline v.在下面画线;强调7. exchange v.交换，交流8. sponsor n.赞助人；主办者vt.发起，举办，倡议重点词组take it easy从容, 不紧张, 松懈, 轻松make up of(多用于被动)构成try out 试验, 考验, let out发出, 泄露重点句子 1.Some poems tell a story or describe something in a way that will give the reader a strong impression. Others try to convey certain emotions.2. And said though strange they all were true.重点语法虚拟语气（II）（见语法专题）II 词语辨析(旨在提供完形填空所需材料)1). poem/poetry n. 诗歌【解释】poem[C]诗歌,诗体文poetry[U]诗歌的总称【练习】选择poem或poetry并用其适当的形式填空1) Keats and Shakespeare are masters of English ______.2) People write _________ to make other laugh.2). transform/change v.改变，变化【解释】transform指“人、物在性质上或形态上发生彻底或基本的变化”change指“使改变得与原物不同”或“使发生以新代旧的变化”【练习】选择transform或change，并用其适当的形式填空1) Heat can __________ water into steam.2) The appearance of the town is quite ________.3) appropriate/suitable/fit adj.合适的，适当的【解释】appropriate 形容事物在特定的时间合适，或与特定场合协调一致。

《志鸿优化设计》2020届高考英语人教版一轮复习教学案：选修6Unit2 Poems

Unit 2Poems1．____________n.诗(总称);诗意→____________ n. 诗；韵文；诗体文→____________ n. 诗人2．____________ v t. 传达；运送→____________ n. 传送者；传输装置3．____________ adj.具体的；确定的→____________ n．混凝土4．____________ n. 钻石；菱形5．____________ v i. & v t. 取笑；招惹；戏弄6．____________ adj.含盐的；咸的→____________ n．盐7．____________adj.无穷的；无止境的→____________ n.结束；终止→____________ n．结尾；结局8．____________ n. 翻译；译文→____________ v. 翻译→____________ n．译员；翻译者9．____________ v t. & v i. 转化；转换；改造；变换→____________ n．变压器10．____________ n. 哀痛；哀思；懊悔→____________ adj.哀痛的；难过的11．____________ adj. 适当的；正值的→____________ ad v. 适当地12．____________ ad v.最终；最终→____________ adj. 最终的；最终的13．____________ n. 黑暗；漆黑→____________ adj.漆黑的→____________ v t.使……变黑14．____________ n. 温存；温存→____________ adj. 温存的；温存的→____________ v t. & v i. (使)变暖；被加热；温存起来15．____________ n．赞助人；主办者；倡议者→____________ v t.发起；举办；倡议16．____________ n. 负担；负荷物(尤指沉重的)→____________ v t. & v i.把……装上车/船；装……1．Our plans need to be ____________(机敏的) enough to care for the needs of everyone.2．She hopes to get a job on the local newspaper and ____________(最终) work for The Times.3．The race organizers are trying to attract ____________(赞助者)．4．He expressed his ____________(哀思) at the news of her death.5．His plan is not yet ______(具体的)．6．Which dress is more ______ (适当的) for the party，this one or that one?7．The company's head office is in the city，but it has ______ (分支机构)all over the country.8．______ (装载) with heavy goods，the truck ran very slowly.9．In the last 30 years this country has been ____________(转换) into an advanced industrial power.10．Can anyone ____________(翻译) this English article into Chinese?1．take ____________ easy 轻松；不紧急；从容2．run out ____________ 用完3．be made ____________ of 由……构成4．____________ particular 尤其；特殊5．try ____________ 测试；试验6．let ____________ 发出；放走1．There are various ____________ ____________ people write poetry.人们写诗有很多缘由。

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Unit 2 Poems三言两语1．As we all know,reading classic works isof great benefit because it can improveour studying career and enrich oureveryday life.2．The government should take measures tomake people aware of how importantlearning Chinese traditional culture is.3．It is recommended that you should readThree Hundred Tang Poems,and learn toappreciate the beauty of ancient Chineseculture.1．当我弄不懂诗里面的含意时,我会向我的老师求助。

I will turn to my teachers for help whenI can not understand what the poems try totell us．2．到目前为止,我对我们在写诗上已经取得的成绩很满意。

I'm very satisfied with what we haveachieved in writing poems so far.[单词拼写应用]核心单词1．pattern n．模式；式样；图案2．eventually adv.最后；终于3．appropriate adj.适当的；正当的4．exchange n．交换；交流；互换vt.&vi.调换；交换5. emotion n．情感；情绪；感情6．scholarship n．奖学金；[语境运用] 用所给词的适当形式填空1．We often exchanged (exchange) learning experience,so I knew clearly why he was able to achieve such asuccess.2．In my opinion, if you are devoted to your study,you will not feel like smoking eventually (eventual)．3．(全国卷Ⅱ)Even pizza can be healthy if it is loaded(load) with vegetables.4．He arranged time each day for activities that woulddraw out positive emotions(emotion)．5．The Chinese folk song conveying(convey) the feelingof sadness for the missing loved one is loved by many可弯曲的；柔顺的最少量；最小数9．branch n．枝条；支流；部门10．diploma n．毕业文凭；学位证书n．最基本的要素15．sponsor n. 赞助人；主办者；倡议者vt.发起；举办；倡议(广东卷)In the ten years since he graduated from university with a finance degree,Bill has become the chief administrator of a large branch.支行；分行；分部[短语多维应用]高频短语1．stay up熬夜2．be popular with受……欢迎3．in particular尤其；特别4．take it easy轻松；不紧张；从容5．hold on坚持；忍受[语境运用] (填入一个适当的词)Recently,the TV show —ChinesePoetry Competition is very popular①with teenagers.Some competitors loveclassical Chinese poems so much thatthey stay ②up to prepare for it.On thestage,some competitors take ③iteasy,while others hold ④on until lastminute.Success or failure,they justshow us how they love poetry.6．make sense有道理；讲得通7．try out测试；试验8．let out发出；放走；泄露9．run out of用完10．be made up of由……构成[语境运用] (填入一个适当的词)Once I wrote a little poem,which wasmade up ⑤of only 20 Chinesecharacters.I didn't know whether itmade⑥sense or not.So I showed it to myChinese teacher.After all,I didn'tlike to let it ⑦out before it becameperfect.Thanks to my teacher,Ipublished it in a newspaper later.教材原句背诵句式仿写应用1．why引导定语从句There are various reasons whypeople writepoetry.人们选择生活在城市的原因是城市的生活更方便、更多彩。

The reason why peoplechoose to live in thecity is that the life is more convenientand colorful.2.while 作并列连词,意为“但是,然而”Some rhyme (like B) while others do not(like C)．他喜欢流行音乐,而我喜欢民间音乐。

He likes pop music, while I am fond of folkmusic.3.with复合结构With so many different forms of poetry tochoose from,students may eventually wantto write poems of their own.(四川卷)这个地区位于亚马孙雨林边,只有一半人口生活在其首府。

This area sits on the edge of the Amazonrainforest, with half its populationliving in its capital.1．convey vt.传达,表达；运送；传导,传播convey sth.to sb.向某人表达/传递某物convey sb./sth.from A to B 把某人或某物从A地运送到B地convey my apologies to him 向他转达我的歉意convey one's feelings/meanings表达某人的感情/意思[基础练习]——单句语法填空①a.(陕西卷)They took a more reasonable approach, conveying(convey) to their children how success at school could improve their lives.b．(湖南卷)Understanding your own needs and styles of communication is as important as learning to convey(convey) your affection and emotions.②In this letter, I would like to convey my sincere appreciation to you for your assistance/help.[链接写作]——词汇升级(普通表达)In this letter, I would like to express my sincere thanks to you for your help.(高级表达)In this letter, I would like to convey my sincere appreciation to you for your help.2．transform vi.& vt.转化；转换；改造；变换(1)transform...into...把……改变成……transform from...to/into...从……中转变……(2)transformation n．转化；改变transform a desert into a garden使沙漠变为花园an event that would transform my life彻底改变我一生的一件事[基础练习]——单句语法填空①Every moment of every day, energy is being transformed (transform) from one form into another.②I was a student and had my life totally transformed (transform) by that experience.③The past ten years has witnessed a complete transformation (transform) of my hometown.[链接写作]——词汇升级/句式升级(普通表达)I'm fully aware that the experience from my life abroad has totally changed me.(高级表达)I'm fully aware that it's the experience from my life abroad that has totally transformed me．(强调句型)[名师点津]前缀trans有两种意义：(1)表示“进入(另一地方),成为(另一状态)”。

如： transfer vt.转移；迁移；transmit vt.传播；传输；transport vt.运输；传送；transplant 移植(器官等)；translate 翻译。