蒙中 张晓宇 选修6-unit2-poems教学设计
高中英语选修6：Unit+2+Poems+教案3+
Unit 2 Poems教学目标1.知识技能目标:掌握阅读的基本技巧,快速找出主题句。
2语言能力目标:学会鉴赏不同类型的英文诗歌,并进行简单的创作。
3.情感态度目标:培养学生欣赏英文诗歌,了解中英文诗歌的不通和中西方文化的差异;培养学生的合作精神和协作能力。
教学重点1.学会鉴赏英文诗歌，了解其表达的情感。
2.掌握几种不同诗歌的特点。
学时难点1.快速找出每段的中心句，掌握大意。
教学活动【导入】warming up1. students appreciate a chinese poem and listen to the song.2.guess the two English poems.(设计思路)通过熟悉的中文诗导入到大家非常熟悉的外国诗歌的名句,激发了学生继续探索的热情,引入到了本节课的主题。
【讲授】reading1.Fast reading.How many kinds of poems are mentioned in the text? what are they?(设计思路)让学生通过小标题迅速捕捉题目意图,找到这五种诗歌:分别是:nursery rhyme, list poems, sinquain, haiku, and tang poems.2.Careful reading.Find out the characteristics of each poem.(1)Nursery rhymes(A)Now listen to poem A carefully and find out the rhyming words. word-mockingbird sing-ring brass-Looking-glass broke- billy-goat away-today特点:The language is concrete but imaginative. They rhyme, have strong rhythm and a lot of repetition, easy to learn and recite.(设计思路) 听童谣,找出押韵的词,同时训练了学生的听力技巧(2)List poems (B and C)They have a flexible line length and repeated phrases. Some rhyme while others do not.(设计思路)诗歌B基本上逗乐没有什么实际意义,诗歌C运用了虚拟语气(3)Cinquain (D and E)Made up of five lines, convey a strong picture in just a few words. Students group work, analyse the characteristics.Line1: a noun that names the subject of the poem.Line2: two adjectives that describe the subject.Line3:three verbs ending with-ing that describe the subject's action. Line4, four words that give the writer's opinion of feeling about the subject.Line5: a word that gives another name for the subject.(设计思路):学生分组讨论,总结和分析五行诗的特点,培养学生的合作协同能力,让更多的学生参与到课堂活动中来。
高中英语人教版选修6教案-Unit_2_Poems_教学设计_教案
教学准备1. 教学目标Teaching goals:1. Help students know more about English poems.2. Unders tand fives kinds of poems in the unit.3. By lear ning the text, make students interested in writing poems by themselves.2. 教学重点/难点Teaching important points:Make students get across the text and improving their reading ability to English poems.Teaching difficult points:Find out and master the characteristics of different poems in the text.3. 教学用具4. 标签教学过程Teaching procedures:Step I Review1. Review the content of unit1 about art. Help students to associate new knowledge with old one.Time periodAD5th----15th The Middle Ages15th----16th The RenaissanceLate 19th----early 20th Impressionism20th ----today Modern art2. By recalling the content of art, lead in the topic of unit 2.Step II New wordsAsk students to look at Page 90 first and then read the first part of new words. Help students to understand the reading passage.Step III Lead-in1. Show an interesting and familiar song to lead new class. Ask students fill the blankets wi th words that they hear.2. Discuss the reasons why people write poems. Brainstorming discuss the reasons why people write poemsto tell a story to express feelingsto describe something to play with wordsto create images in the readers to express a point of viewto make others laugh to create a moodto encourage peopleExample: Lookin g up, I find the moon bright,Bowing, in homesickness I’m drownedStep IV ReadingTask1 Fast reading1. Qs: How many kinds of poems did the textmention?What are they?1.Nursery rhymes2.List poems 3 .Cinquain 4.Haiku 5.Tang poems2. Read and listen to the poems in the passage.Poetry is a great form of literature. There are different kinds of rules for poems, so the forms of poems are quite different from country to country. The passage i n Reading will tell us something about forms of English poems.3. Read the text on P 10 and find out information to complete the form.forms of poem characteristicsNursery rhymes strong rhythm and rhyme, a lot of repetition, easy to learn and to reciteList poems repeated phrases and some rhymeCinquain made up of five lines; convey a strongpicture in just a few word sHaiku made up of 17 syllables, giv e a clearpicture and create a special feeling in just a few words.Tang Poems have a free formTask2: pair workPeople write poems for different reasons. Next go over quickly the poems in the reading part. And then tick the correct Box/boxes for each question on P9As we know, poems are mostly w ritten to show people’s emotions.. In Chinese , we have 诗言志，诗言情，诗歌合为事而作.That is, peoplewrite poems for different reasons, and then we have different ki nd of poems.Task 3: Careful readingAnswer questions of each poem and understand these poems in details.Poem A: What is the baby’s father going to buy if the mirror gets broken?Poem C: What sports d o you think the speaker is writing about? Did his or her team win the game?Q: What’re Poems D & E about? Does the authors like the subjects?Poem H: Could you tell us the woman’s story in your own words?Q: Choose the words to show the woman’s feelingsloneliness joy love trust anger hate sorrowStep V: PracticeQs:Could you try to write some poems or just some lines for some reason.Let students appreciate some interesting poems and encourage them to write some simple poems by themselves. Show examples.课后习题Homework1.Choose two of the eight poems to recite.2.Translate an English poem into Chinese by yourself.。
选修6 Unit 2 Poems教案
Unit 2 PoemsⅠ. 单元教学目标技能目标Skill Goals▲Talk about different types of poems ▲Talk about rhyme and rhythm Ⅱ. 目标语言 Rhyme and rhythm are essential to poetry. Without rhythm, there wouldn ’t be poems.Twinkle twinkle little starHow I wonder what you are,Up above the world so high Like a diamond in the sky.强弱强弱强弱强构成一个韵节的四种情况:强+弱, 强+弱弱弱+强, 弱+强Why do people write poems?People write poemsto tell a storyto express feelings to make others laughto tell the life or friendship to delight the kids to tell storiesto describe the seasons or scenes for entertainment as the lyric of a songⅢ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。
旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。
1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。
1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。
M6 U2 Poems教学设计共5页
M6 U2 Poems教学设计背景介绍：在日常的教学中，总想找那么个机会，让学生阅读一下诗歌，尝试一下用另外一种语言去解读这些诗歌，但苦于没有好的切入点。
由于做班主任的缘故，在督促学生上语文早读的时候，我也经常关注他们最近又学了哪些新的诗歌。
自己也会想一想这些诗歌有哪些比较好的翻译等等。
英语新课标中提到根据学生认知能力的发展的特点和学业发展的需要，进一步拓展国际视野，增强爱国主义精神和民族使命感。
此外课标中还提到，英语教学应该关注学生情感，提高人文素养。
基于对课标的理解和对目前诗歌翻译的一点浅见。
我觉得还是可以尝试让学生进行一下诗歌的翻译的。
而M6 U2 诗歌单元为此提供了一个良好的契机。
学情分析：1.学生进行了M6U2 诗歌单元的学习。
了解了英文诗歌的基本类型和特点。
同时接触了两首唐诗的翻译，分别是课文中的《望夫石》和课后的《春晓》。
2.学生在语文课上学习了大量的中国古代诗歌，包括本课中要进行翻译的《登岳阳楼》和《悯农》两首，以及要填空的《静夜思》。
本课中引用的诗词也基本是学生在课内外语文教材接触过的。
设计理念及教学目标1.设计理念1）坚持以学生为中心，以任务为主的教学原则，优化英语学习方式，运用观察、探究等积极主动的学习方法，自主学习；教师的作用是设计者、组织者、引导者、协调者。
2）遵守语言学习规律，引导学生领悟和运用语言知识，贯彻英语学习的实践性原则，逐步培养学生用英语进行表达，实现英汉两种语言的转换。
2.教学目标1）知识目标a）通过观察，讨论，总结掌握古诗英译的基本原则：意美，音美。
b）通过设问和讨论帮助学生总结出古诗英译的基本步骤：文言文---现代汉语----英语，并一起进行诗歌的翻译。
c）通过组内讨论合作，学生译出古诗。
2）情感态度通过本节课的内容激发学生阅读和翻译诗歌的兴趣，培养其艺术感悟能力和审美鉴赏能力。
3.教学重点总结诗歌翻译的基本步骤，并进行诗歌的翻译。
教学过程呈现：Step1：Read aloud and translate the poems into Chinese.1. If you would ask me how my sorrow has increased，Just see the over-brimming river flowing east！2. I look for her in vainWhen all at once I turn my headI find her there where lantern lightIs dimly shed.3. The mansions burst with wine and meat，The poor die frozen on the street.2. They rhyme.设计目的：1. 激发学生兴趣，促进背景知识的回顾。
高中英语选修6：Unit+2+Poems+教案1+
高中英语选修6：Unit+2+Poems+教案1+Unit 2 Poems教学目标1．认知：通过对知识点的发现、练习、归纳、总结和运用，使学生掌握if引导的条件状语从句中的虚拟语气的用法。
2．能力：（1）通过小组学习等方式，提高学生的英语听力和口语能力以及合作学习能力。
（2）通过填空、汉译英和选择题的练习，帮助学生学会正确使用if 引导的条件状语从句中的虚拟语气的用法，提高学生的英语阅读和写作能力。
3．情感：通过练习和解决老师所给问题，使学生体验到学习的快乐和成就感，激发学生的学习兴趣和求知欲。
教学重点练习和归纳if引导的条件状语从句中的虚拟语气的用法。
学时难点引导学生学会正确使用if引导的条件状语从句中的虚拟语气。
教学活动【导入】if引导的虚拟语气的用法教学过程Step 1 lead-inStudents read the third poem to find out the structures ---the subjunctive moodTell the students that the situations in these sentences are not real, and they are imagined. When we express this kind of situation, we use the subjunctive mood.Step 2 PracticeStudents finish the exercise in pairs.Fill in the blanks:1.I shouldn’t do that if I were you.2.If she had known English was so difficult, she would never have taken it up3.If I had known her telephone number, ,I would have called her.=I would have called her if I had known her telephone number,, but I didn’t know her telephone number, so I didn’t call her.4.If I were to be twenty years old, I would take the course of computer science.5.If you had more time, would you study Japanese?(The fact is that you don’t have more time and I wonder whether you will study Japanese.)【思路：进一步帮助学生分辨与现在、过去和将来事实相反的虚拟语气的用法。
高中英语人教版选修6教案-Unit_2_Poems_教学设计_教案_2
教学准备1. 教学目标1.知识目标★Important words：tick, rhyme, convey, nursery, concrete, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, translation, branch, eventually, transform★Important phrases：take it easy, run out of, be made up of, in particular★Important sentence patterns：We would have won...if Jack had scored that goal.With so many different forms of poetry to choose from, students may eventually want to…2．能力目标★To learn the main developing steps of the history of English poetry.★To learn the characteristics of different forms of poems.★To improve students\' reading ability.★To practice writing simple poems.3.情感态度目标本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高学生的素质，扩大学生的国际视野，提高阅读能力，强化文化意识，激发学生热爱我国瑰丽的诗歌文化宝库的爱国热情。
2. 教学重点/难点【重点】理解、掌握英文诗的创作动机、类型、风格及创作方法；激发学生创作英文诗的热情、对诗歌的喜爱之情、对祖国的自豪之情。
高中英语选修六：Unit2+Poems+教案4
Unit 2 Poems教学目标1）知识和技能目标：让学生了解和掌握虚拟语气的基本语法规则，并能在具体的语言环境中灵活运用，解决相关高考试题，在日常交际中能够正确灵活的使用。
2）过程和方法：通过教师讲解和学生探究相结合；通过语法练习和语言实践活动相结合；通过任务型教学和情景式教学相结合，让学生构建语法功能知识，应用于实践中去发现和解决问题。
3）情感、态度和价值观目标：培养学生自主学习能力，增强学生合作意识，提高学生语言分析能力和自己对事物的正确认识，形成正确的人生观、价值观。
学情分析学生们在经过必修1-5的学习和累积中已经形成了基本的语法框架,这为学习虚拟语气中的非真实条件句打下了基础。
通过学生们对第二单元诗歌的阅读已经让他们对虚拟语气的使用情景有了一些了解,但是他们没有准确地掌握和熟练的运用。
希望本节课可以帮助他们突破汉语式的思维模式让其掌握虚拟语气中非真实条件句的基本用法。
重点难点教学重点：掌握虚拟语气非真实条件句的规则和基本原则。
教学难点：能够运用此语法项目去完成各种相关表达，并能在实际语言活动中灵活运用。
4教学过程【导入】导入Step1. Leading in the grammarStep One: Lead in. Let’s enjoy a song by Celine Dion——If I could. After listening to the song, ask students what the singer wanted to express.(Mother expressed love to her baby)Lead in: What mood did the singer use in this song?(Subjunctive mood)【活动】设置情景，发现规律Step Two: Approaching and presenting the grammarSupposing three different conditions of past, present and future, make some sentences1. Now we are having an English class, I find some of you are whispering secretly. If you paid attention to your studying, you would make great progress.2. Yesterday we had an English test. If you had been more careful, you would have got a high mark.3.The next day we will have a day off and go to climb the mountain. If I were to buy a pair of sport shoes, I could feel more comfortable while climbing.(通过设置情景，呈现不同时间的条件虚拟句，让学生注意发现语法规则，总结出与不同时间事实相反的虚拟条件句式特点。
英语新课标(人教版)选修六Unit2《Poems》教案Period 1
Unit 2Poems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 1Warming 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 readingpassage 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 are often 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 tolisten 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1Warming up1．Vocabulary in ReadingMatch the words and phrases with their proper meanings.1．convey()A.sameness of sound between words or syllables，esp.in the end oflines2．cottage ()B.a strong feeling such as love，fear or anger3．tease ()C.make fun of somebody in an unkind way4．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.J7.D8.B9.H10.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.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 reading skill：scanning a text，that is，looking through a text quickly to find specific information.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 tomove 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 rhymes②The cinquain③Haiku④List 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 Wife4Language 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.5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to thepronunciation 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.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 paragraph encourages students to have a try and write poems of their own.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.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.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”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 English Romantic 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 Blake were 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▁▂▃▄▅▆▇█▉▊▋▌精诚凝聚 =^_^= 成就梦想▁▂▃▄▅▆▇█▉▊▋▌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▃▄▅▆▇██■▓点亮心灯 ~~~///(^v^)\\\~~~ 照亮人生▃▄▅▆▇██■▓。
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 ---------。
高中英语选修6《Unit 2 Poems》教案人教版
高中英语选修6《Unit 2 Poems》教案人教版高中英语选修6《Unit 2 Poems》教案人教版猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。
其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。
下面和本文库一起看看有关高中英语选修6《Unit 2 Poems》教案人教版。
人教版高中英语选修6《Unit 2 Poems》教案1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 sensePoets 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 … waysStep 1. GreetingsStep 2. PresentationAsk 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.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 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 WhyAs to exercise 2， give Ss practice in an important 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 read every 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 poetryQ2. How many forms of poems are mentioned in the passage What are they Q3. What does ＂nursery rhyme＂mean Why do they delight small childrenQ4. 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 textListeningBefore 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 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 the artist 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 sentencesQ4. Do you know the Chinese title of this poem Do you know the Chinese version of the poemStep 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.人教版高中英语选修6《Unit 2 Poems》教案2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。
高中英语选修六第二单元poems参赛教案 (1)
高中英语选修六第二单元《Poems》参赛教案人教版高中英语选修六第二单元《Poems》教案设计作者姓名：王慧铭学校名称：平川中恒学校人教版高中英语选修六第二单元《Poems》教案设计一、教学课题高中英语选修六第二单元《Poems》二、教材分析本课以Poems为话题，探讨了诗歌的创作动机、类型、特点，赏析了五种不同风格、特色的诗歌。
本课旨在让学生了解、掌握英文诗的基础知识、尝试英文诗的创作，并熟悉互联网搜索的应用，领悟互联网搜索对学习的促进作用。
本课阅读文结合学生实际，简要介绍了几种简单英文诗，并列举了饶有童趣的英文童谣、极富生活气息的清单诗、简单易学的五行诗、优美精悍的日本俳句诗以及中国著名的唐诗《望夫石》，使学生感受到诗歌之美、文学之美、语言之美，从而掌握相关诗歌的基础知识，甚至由此引发强烈的创作欲望。
本课以“为什么人们要写诗？”、“诗歌的特点是什么？”为主要线索，以多媒体教学系统、互联网搜索的应用为辅助手段，使学生受到诗歌这一人类宝贵文化遗产的教育和熏陶。
学情分析中国自古就有创作、赏析诗歌的传统，学生对此话题有较浓厚的兴趣；学生熟悉并喜欢通过课堂讨论、生生互问、师生相互提问，以“问”激知掌握知识；但学生对于英文诗歌的写作方法不熟悉，理解起来有一定难度，建议学生应用互联网百度搜索引擎，自主预习，提高听课效率。
教学重难点【重点】理解、掌握英文诗的创作动机、类型、风格及创作方法；激发学生创作英文诗的热情、对诗歌的喜爱之情、对祖国的自豪之情。
【难点】理解英文诗的特点和写作方法；掌握简单英文诗歌的创作方法。
三、教学方法任务型教学法、讨论法四、教学过程（一）导入新课，以生为本，激发兴趣步骤一：问候语。
Hello, everyone, today we are going to learn something about English poems. Are you ready to share with us what you have found online?步骤二：抽查学生预习情况。
高中英语选修6+unit2+Poems+教案.doc
选修6 unit2 PoemsPeriod 1 Warming Up, Pre-readingTeaching Important Points:1. Get Ss to talk about poetry.2. Get the students to know a few simple English poems.Teaching Difficult Points:1. Work together with partners and describe English poems and songs.2. Develop Ss’ speaking ability.3. Get Ss to learn different poems between China and the western countries. Teaching Methods:1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.Three-D(three-dimensional)Knowledge Aims:1. Get Ss to learn new words and expressions.2. Let Ss learn about poems.Ability Aims:1. Let Ss have the ability to talk about poems.2. Enable Ss to learn to talk about poems.3. Let Ss discuss why people write poems to develop their discussion ability. Emotional Aims:1. Stimulate Ss’ sense of Poems protection by talking about Poems.2. Develop Ss’ sense of cooperative talking.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Warming-upPeriod 2 ReadingTeaching Important Points:1. Let Ss read the passage A Few Simple porms of English Poems and learn about the passage.2. Get Ss to learn different reading skills.Teaching Difficult Points:1. Devel op Ss’ reading ability.2. How to teach the students to know somple English poems and understand each of them. Teaching Methods:1. Reading (individuals)2. Discussion (group work)3. Cooperative learning.Three-D(three-dimensional)Knowledge Aims:1. Help the students learn new words and expressions.2. Get ss to learn about the forms of poems.Ability Aims:Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems.Emotional Aims:Develop Ss’ sense of cooperative learning.Teaching Procedures:Step 1 GreetingGreet the whole class as usualPeriods 3&4 Learning about language pointsTeaching Aims:1. Learn the usage of some difficult words and expressions.2. To discover some useful structures.3. To learn about the subjunctive mood.Teaching Important Points:1. Enable Ss to learn and use some useful words and expressions.1.How to make Ss have the ability to use language.2. Enable Ss to master the subjunctive mood.Teaching Methods:1. Learning and practicing.2. Task-based activities.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Learning(一) Words and expressions:poem, recite, convey, nursery, rhyme, concrete, flexible, pattern, diamond, cottage, sparrow, tease, salty, endless, translations, branch, transformed, sorrow, eventually,exchange,appropriate……take it easy, run out of, make up of, nursery rhyme, in particular……（二）Sentence patterns:1. Some poems tell a story or describe some-thing in a way that will give the readera strong impression. Others try to convey certain emotions. P102. By playing with the words in nursery rhymes, children learn about language. P103. It is not a traditional form of English poetry but it is very popular with English speakers. P11……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.We would have won if we hadn’t taken it easy.take it easy 沉住气, 不紧张, 慢慢来Sit down and take it easy.Just take it easy and tell us exactly what happened.知识拓展take things/ it easy 不着急，放松，不要紧张take one’s time 慢慢来 ,不急, 或拖拉，慢吞吞The doctor told me to take things easy and stop working so hard.There’s no hurry; take your time.3.if we hadn’t run out of energy.run out of 意为“用光；耗尽”。
人教版高中英语选修六Unit 2 Poems教学设计(1)
人教版高中英语选修六Unit 2 Poems教学设计一、教材分析（一）本单元的中心话题是诗歌。
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。
为了让学生能对诗歌的认识和理解有一定的基础和鉴赏水平，笔者将本单元的课时安排进行了处理和调整。
第一课时听说训练，引导学生谈论对诗歌的喜好以及诗歌创作灵感的汲取；第二课时学习Using language “ I’ve saved the summer ”, 让学生通过听读理解诗歌内容，辨认诗人的身份，体会感受，找出诗歌的韵律，并表达由诗歌所激起的联想。
继而，引导学生边打拍子边朗读，在欣赏中加深对诗歌的理解。
阅读后，由五个学习小组分别翻译该诗歌的五小节。
经过两个课时的学习，学生已经不惧怕诗歌，同时还有了创作的愿望。
在此基础上，笔者着手教学Reading--- A few simple forms of English poems。
（二）Reading教学内容分析：该部分介绍了几种简单的英语诗歌。
第一段总括全文，阐述写诗的目的；第二段起，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。
唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。
（三）教学目标知识目标：To read for t the characteristics of different forms of poems.能力目标：Enable the students to give their ideas about poets and poems to other group members, using the target language.情感目标：To encourage the Ss to learn to appreciate poems.学习策略：To some extend, students develop the abilities of study, effective communication, dealing with information and thinking and expressing in English.教学重难点：Help the students to understand what the rhyme and rhythm are.To learn the characteristics of different forms of poems.To improve students' reading ability.To practice writing simple poems.Using subjunctive mood correctly in different situations.（四）教学方法：小组合作探究、诗歌朗读、讨论法、竞赛活动（五）教学用具：多媒体、黑板、音乐播放器、小音箱二、学情分析授课班级学生素质较好，具备一定的自主学习能力，特别是本学期年级开展学习合作互助小组以来，学生之间的合作精神、竞争意识都在一定程度上有了较明显的提升。
Book6-unit2-poems教学设计与反思
Get the students to appreciate some famous poem sentences in order toexperiencethe emotion of the poem.
2. Ask the students a question:
What the poem write about?
Then lead in the topic.
设计说明：
这样的导入紧扣主题，通过让学生读一首最简单的英文诗，激发了学生的求知欲和好奇心，为下一步的阅读教学作了很好的铺垫。
Step 2While-reading
Paragraph 5 __________________
设计说明：
本活动的目的是让学生通过快速阅读寻找有用信息，利用主题句理解段落大意，以此形成对课文内容的初步理解。
Task 2: DecideTrueorFalseafter scanning the text. （6分钟）
1.Nurseryrhymes have strong rhythm and a lot of repetition. ___________
2. 学情分析
大部分学生熟悉一些中文和简单的英文诗歌。
3. 教学目标(含重、难点)
1．如何培养学生的阅读策略及获取信息的方法
2．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
4. 教学过程
Step 1 Lead-in （2分钟）
1. Get the students to read anEnglishpoem..
5．板书设计
Forms ofEnglishpoems
高中英语人教版选修6教案-Unit_2_Poems
教学准备1. 教学目标According to the new standard curriculum and the syllabus, after the lesson, the students will be able to learn and master useful words and expressions.2. 教学重点/难点1. Training of reading skills, such as predicting, skimming and scanning.2.Students can write a poem.3. 教学用具多媒体4. 标签Unit 2 Poems教学过程I．Analysisof the teaching materialThe topic of this unit is about poem. China’s Tang poem is very famous all around the world. Sostudents are very familiar with the topic. It is very easy to stimulate students’interest. And by learning different forms of English poetry, students willlearn much about foreign culture, which will help them understand Chineseculture better. Meanwhile, they can learn to grasp thedetailed information and developthe strategiesof reading skills.II. TeachingaimsAccordingto the new standard curriculum and the syllabus, after the lesson, the studentswill be able to:1. KnowledgeLearn and masteruseful words and expressions.2. AbilityDevelop the students’ readingability, and learnto use some reading strategies such as skimming, scanning and so on.3. Feelingsand AttitudesCultivatestudents’ taste of the beauty of English language.III. Key points and difficult points1. Training of reading skills,such as predicting, skimming and scanning.2. Studentscan write a poem.IV. Analysis of the studentsAfter learning Module 1 to 5, students(Senior high school, Grade 2) have formed a basic learning method of their ownand have master some skills of listening, speaking, reading and writing.However, the insufficiency of vocabulary and deficiency of grasp the substanceof the text still prevent them from understanding the whole passage.V.Teaching methodsQuestion and answer;task-based language teaching and communicative language ApproachVI. learning strategyCooperative learningAutonomous learningVII.Teaching aidsA multi-media computer, aprojector, blackboard, pptVIII.Teaching ProceduresStep 1: Leading-inAsk the students to look at a picture andask students questions:When you are looking at this picture, whatcomes into your mind?Intention: To make the students feelrelaxed and to arouse their interest.Media: show the pictureStep2: Warming up & Pre-reading1. Showstudents some English poems of ancient and contemporary Chinese poetry.2. Ask students why people write poems.Intention: Enable the students to link whatthey are familiar to what they are going to learn.Media: show pictures, questions and words aboutpoetry.Step3: Fast-readingAsk students to read the text in 3 minutes tofind out how many forms of poem the text talks about.Intention: help the students understand the passagelogically.Step 4: Careful reading1. Askthe students to find out the characteristics of each kind of poem in the text.2. Enablestudents to read the poems one by one and answer the questions on the screen.Intention: train the students’ ability tofind detailed information and the ability to discovering useful information.Media: show questions and exercisesStep5: Post-reading1. Studentswill define the different forms of poems on the screen according to theircharacteristics.2. Studentswrite a poem to their parents.Intention: reinforce students’ ability ofcollect useful information and their ability of using English language.Media: show task and questionsStep6: HomeworkReview the whole text with the studentstogether and give students homework.Intention: let the students consolidatewhat they have learnt and improve their reading ability.Media: show homeworkIX. Writing on the blackboardUnit 2 PoemsDifferent forms of English poems1. Nursery rhyme2. List poem3. Cinquain4. Haiku5. Tang poemsX. Learning flowchartI.。
高中英语选修6 Unit2 Poems 教学设计
M6U7 Poems 教学设计Ⅰ. Analysis of the Teaching MaterialThis text mainly introduces various reasons why people write poetry and five kinds of English poems, that is, nursery rhymes, list poems, cinquain, haiku, and Tang poems translated into English. In the end of the article, the author encourages students to try to write poems of their own.Ⅱ. Analysis of theStudentsHigh School students in Grade 2 have already mastered a certain number of English vocabulary and reading skills. They are able to express personal opinions clearly and accurately in English. Meanwhile, Grade 2 students have the ability to study both independently and cooperatively. They have their own values, criteria for judgment, and will choose the relevant reading strategies respectively according to their own needs. Moreover, they can also be inspired to think and output creatively.Ⅲ. TeachingObjectives1. Knowledge ObjectivesCan master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.2. Ability ObjectivesCan be clear about the structure of the textCan find out the detailed information in sample poemsCan figure out the meaning of rhyme, rhythm, syllablesCan define different kinds of poems by referring to the sample poems Can try to write poems of their ownCan develop the ability of working in a group3. Affection ObjectivesCan understand the meaning, functions, and importance of poemsCan learn to write poems to express their emotionsⅣ. Teaching Important and DifficultPointsLet the students master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.Let the students figure out the structure of the whole text.Let the students read critically and figure out the deeper meaning of sample poemsLet the students figure out the meaning, functions, and importance of poemsLet the students make up some poems of their own to express their own emotionsⅤ. TeachingProcedureM6U7 Poems 教学设计Ⅰ. Analysis of the Teaching MaterialThis text mainly introduces various reasons why people write poetry and five kinds of English poems, that is, nursery rhymes, list poems, cinquain, haiku, and Tang poems translated into English. In the end of the article, the author encourages students to try to write poems of their own.Ⅱ. Analysis of theStudentsHigh School students in Grade 2 have already mastered a certain number of English vocabulary and reading skills. They are able to express personal opinions clearly and accurately in English. Meanwhile, Grade 2 students have the ability to study both independently and cooperatively. They have their own values, criteria for judgment, and will choose the relevant reading strategies respectively according to their own needs. Moreover, they can also be inspired to think and output creatively.Ⅲ. TeachingObjectives1. Knowledge ObjectivesCan master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.2. Ability ObjectivesCan be clear about the structure of the textCan find out the detailed information in sample poemsCan figure out the meaning of rhyme, rhythm, syllablesCan define different kinds of poems by referring to the sample poems Can try to write poems of their ownCan develop the ability of working in a group3. Affection ObjectivesCan understand the meaning, functions, and importance of poemsCan learn to write poems to express their emotionsⅣ. Teaching Important and DifficultPointsLet the students master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.Let the students figure out the structure of the whole text.Let the students read critically and figure out the deeper meaning of sample poemsLet the students figure out the meaning, functions, and importance of poemsLet the students make up some poems of their own to express their own emotionsⅤ. TeachingProcedure。
选修6Unit2Poems教学设计
选修6Unit2Poems教学设计Unit 2 PoemsPeriod 1 Warming Up, Pre-reading, Reading andComprehendingTeaching goals1.Knowledge and skills1) To get the students have a better understanding of poems2) To develop the students’ speaking ability by talking about some English poems. 2.Emotion, attitude and value1)To cultivate students’ appreciation of poetry2)To develop students’ interest in learning EnglishTeaching important & difficult pointsTo enable the students to have a better understanding of poems and develop their speaking ability.Teaching methodsDiscussionTeaching aidsMultimedia facilitiesTeaching Procedures:Step 1 Warming up1. Talk about poems or songs the students learned before.T: When we were very young, our mother or teacher taught us some songs or poems. Do you remember any little poems? Can you recite (背诵) any little poems?Show the following to the students. (If possible, present them in audio-visual form.) Ask the students to recite the poems or sing the songs.1) Jing Ye Si by Libai2)Do-re-mi (Sound of Music)Let’s start at the very beginningA very good place to startWhen you read you begin withA-B-CWhen you sing you begin with do-re-mi Do-re-miDo-re-miThe first three notes just happen to be Do-re-miDo-re-miDo-re-mi-fa-so-la-tiOh, let’s see if I can make it easier Doe, a deer, a female deerRay, a drop of golden sunMe, a name I call myselfFar, a long long way to runSew, a needle pulling threadLa, a note to follow sewTea, I drink with jam and breadThat will bring us back to do ... oh oh oh Doe, a deer, a female deerRay, a drop of golden sunMe, a name I call myselfFar, a long long way to runSew, a needle pulling threadLa, a note to follow sewTea, I drink with jam and breadThat will bring us back to doDoe, a deer, a female deerRay, a drop of golden sunMe, a name I call myselfFar, a long long way to runSew, a needle pulling threadLa, a note to follow sewTea, I drink with jam and breadThat will bring us back to doDo re mi fa so la ti do, so do2.Talk about the characteristics of poems. Show the followingopinions to the students.Poems have beats. They may rhyme or may not rhyme —but they have to have rhythms. This beat is not always obvious, but it’s usually there.Rhyme and rhythm are essential to poetry. Without rhythm, there wouldn’t be poems. For example: Twinkle twinkle little star强弱强弱强弱强How I wonder what you are,Up above the world so highLike a diamond in the sky.3.Talk about why people write poems with the students.T: How many poets do you know?Have you read the two poems below?A Grain of SandBy William BlakeTo see a world in a grain of sand,And a heaven in a wild flower,Hold infinity in the palm of your hand,And eternity in an hour.DreamsBy L. HughesHold fast to dreamsFor if dreams dieLife is a broken-winged birdThat can never fly.Hold fast to dreamsFor when dreams goLife is a barren fieldFrozen only with snowT: There are many reasons why people write poems. Some want to pass on some information, some tell a story, some express feeling of love, anger, joy, etc. We’ve learned a lot of poems before, especially in Chinese. But what are the reasons why people write poems? Work in groups and list some.Sample answers:People write poems: to express one’s hopes and intentions; to call up people to do something; to practice writing; to pour out one’s feelings; to show dissatisfaction or praise ...Sum up: A poem is a composition with rhythmic balance expressing ideas or experiences or feelings.A poem is a literary work that is not in verse but deals with emotional or descriptive themes in a rhythmic form.A poem is a piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and for the images and ideas they suggest.Step 2 Pre-reading1. Words preview:tick, rhyme, convey, nursery, concretr, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, branch, translation, be made up of, run out of, on Particular, take it easy2. Please go over quickly the poems in the reading part. And then tick the correct box / boxes for each question.Sample answers:Step 3 Read the poems1.Listen to the poems in the reading part, paying attention to the pauses within eachsentence.2.Listen again and read after the tape.3.Share your feeling with the rest of the class.Step 4 Homework1.Recite one of your favourite poems from the passage.2. Ask the students to collect English poems.Period 2 ReadingTeaching goals1.Knowledge and skills1)To know the meanings of the following new words and phrases:tick, rhyme, convey, nursery, concretr, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, branch, translation, be made up of, run out of, on Particular, take it easy.2)To learn about some simple forms of English poems.3)To develop the students’ reading ability by skimming and scanning the passage.2.Emotion, attitude and value1)To cultivate students’ appreciation of poetry and the ability of understanding, enjoying poems.2)To develop students’ sense of cooperative learning.Teaching important & difficult pointsTo enable the students to learn about some simple forms of English poetry and develop their reading ability. Teaching methodsDiscussion & Task-based teaching& learningTeaching aidsMultimedia facilitiesTeaching Procedures:Step 1 Leading-in1.Ask some students to read their favorite poems in front of the class.2. Words preview:tick, rhyme, convey, nursery, concretr, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, branch, translation, be made up of, run out of, on Particular, take it easyStep 2 Reading1.Skimming1) Skim the text and get the main idea of the text.(Suggested answer: A birfe introduction of a few simple forms of English poems.)2) complete the table below.Then make a diagram to show the meaning and organization of the text2.Scanning3.Detailed-reading1)①What’s the main idea of Poem A? ②Find the strong rhythrm and rhyme in it.(Suggested answer: A is a nursery rhyme that illustrates a father’s love for his baby.)2)①What are the main idea of Poem B and C?②What’s the differences between themthough they are both list poems?(Suggested answer: B is an amusing nonsense poem which describes images of some ridiculous things.Poem C is about losing a football match and the writer lists a lot of excuses for their failure.) 3)①What are the main idea of Poem D and E?②A brife introduction of the structureof the cinquain.(Suggested answer: Poem D is a description of a lovely brother.Poem D is a description of hot and boring summer.)The structure of the cinquain: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 subject4)①What are the main idea of Poem F and G?②Can you find out the 17 syllables inthem?(Suggested answer: Poem F describes how a butterfly rests on a tree.Poem G describes that the weather is warmer and the village is full of happy children.5)①What’s the main idea of Poem H?②What feelings do you think the woman has? ③Can you give a proper title to Poem H either in English of Chinese?(Suggested answer: ①A woman’s husband has gone away. The woman waits for him by the river where she last saw him. She waits and waits, never moving from that spot and never speaking, while the river continues to flow and the wind and rain come and go.②Loneliness: she was alone watching her husband on the mountain top.Love: she waited year after year despite wind and rain.Trust: she believed her husband would come back one day.Sorrow: year after year, she waited and waited without seeing any hope of her husband’s coming back, she was very sad.③望夫⽯/ A Loyal WifeThe Chinese version of poem H:望夫⽯王建望夫处，江悠悠，化为⽯，不回头。
高中英语 Unit 2 Poems 教案 选修6 教案
某某省某某一中高二英语选修6 Unit 2 Poems 教案一、词汇预习:1. poet 诗人n. —— poem 诗n. —— poetry 诗歌（总称）n.[U]2. rhyme（押）韵 n./v.--rhythm节奏，韵律n.--- rhythmic有节奏的adj.3. emotion 情绪，情感n.------- emotional 情绪的；易激动的adj.4. repeat 重复；复述v.------- repetition重复n. ----- repeated重复的，反复的adj.5. salt 盐n.---- salty含盐的，咸的adj.6. dread害怕，畏惧v.---dreadful可怕的 adj.7. end 结束v./n.---- endless无穷的，无止境的 adj.8. minimum最低限度；最少量；最小数；n.--- maximum最大限度；最大值 n.9. translate翻译 v.--- translation翻译；译文n. ---- translator翻译人；译者 n.10. library 图书馆 n.--- librarian 图书管理员；图书馆馆长 n.11. (n.) 指南针--- passes (pl.)圆规12. bride新娘 --- bridegroom新郎13. champion 冠军n.--- championship冠军称号n.14. dark ---- darkness 黑暗n. in the dark 在黑暗中15. warm 暖和，温暖adj.--- warmth 暖和，温暖n.--- warmly热烈地；亲切地adv.16. school --- scholar学者n. --- scholarship奖学金；学问；学术成就n.17. piano --- pianist18. violin --- violist19. transform 改变，转变v.--- transformation改变，转变n.20. sorrow 悲伤，悲痛；懊悔n.--- sorrowful悲伤的，悲痛的adj.21. eventually 最后；终于 adv.--- eventual 最后；终于 adj.22. load 装载；负荷；工作量n./v.--- unload卸下v. --- download下载v.--- upload 上传v.二、精讲词汇（必须掌握的词）1. conveyconvey sthto sb.①Colors like red convey a sense of energy and strength.红色之类的颜色可给人以充满活力与力量的感觉。
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教案设计
通榆蒙中张晓宇教材：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（40分钟）
本课是第二单元Poems的阅读课，主要介绍了五种英文诗歌及其特点。
二、教材分析
1．教材处理
本课时是对五种英文诗歌的介绍。
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，熟悉英文诗歌，掌握文中五中诗歌的写作特点，并学会鉴赏和仿写简单的英文诗。
2、教学目标
知识和能力目标：
1．引导学生运用skimming和scanning等阅读技巧从文章中快速、准确的获取和处理主要信息。
2.培养学生把握文章脉络和进行整体阅读的能力。
3.使学生了解英文诗歌的rhyme，rhythm，syllable等相关特点，并学会运用这些特点鉴赏和仿写简单的英文诗。
3．教学重点和难点
1．如何培养学生的阅读策略及获取信息的方法
2．如何引导学生运用技巧仿写诗歌来表达自己的思想和情感。
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（Pre-reading）、读中活动(While-reading)、读后活动(Post-reading)。
本节课先以问题形式导入话题（Lead-in）；读中活动主要让学生进行Skimming、Scanning、Group work等活动，通过完成问题和填写表格等理解课文；读后活动主要是让学生在对英文诗有了一定的了解之后，通过讨论、小组合作等活动进行诗歌的仿写创作，培养学生的分析和运用能力。
2．教学过程
Step 1 Fast reading（2mins）
1. Get the students to read the first paragraph to answer the question：
What the text mainly talk about？Then lead in the topic---five kinds of poems.
设计说明：
这样的导入不但紧扣主题，还是有意识的让学生找主旨
句，这是很重要的一种阅读技巧的训练，同时为下面介绍五种诗歌类型做了有利导引。
Step 2Skimming：（3minutes）
How many kinds of poems are mentioned in the text？What are they？
设计说明：
本活动的目的是让学生通过skimming大体把握文章脉络，明确文章主体介绍五种诗歌形式。
Step 3 Scanning：（10minutes）
Task 1: In groups scan the text in order to find out the characteristics of each kind of poems and fill in the learning plan—a form.（一组只需填出自己组对应的一种诗歌形式的特点）（3minutes）
Forms of Poems Characteristics
1__________________ (poem A) Have strong _____________________ Have a lot of repetition
Easy to learn and to _________
Task 2: One student comes to the front to show their answers.（4minutes）
设计说明：
学生通过小组合作快速查读信息完成课前所发的导学
案（这里只呈现了其中童谣的部分），锻炼了学生的合作能力，培养学生的归纳与概括能力，也可以对诗歌特点加深记忆，方便活用；一组只填表格的一部分，分工明确，有效利用时间；台前展示，创造课堂良好氛围，促进学生积极参与。
Task 3:Teacher’s supplement. （3minutes）
教师补充讲授童谣中的“rhyme and rhythm”；五行诗中的“five lines”和俳句中的“17syllables”。
设计说明：
目的是让学生进一步明确这三种诗歌的标志性特征，同时为下一步诗歌创作打下坚实基础。
Step4：Fun writing:（about10minutes）
Task1.First give some easy examples with a few blanks. Then let students create their own poems freely or choose one given title in the practicing plan. （2-3minutes）
设计说明：分步骤，阶梯式升高难度，有利于学生渐入佳境；学生在学习了简单的英文诗之后，进行适当的练习。
用写英文诗的方法将理论应用到实践上。
写英文诗简单、有趣并且富有想象，让学生自己创造一首诗歌，既运用了所学知识，又能够陶冶情操。
Task 2: showing （5-7minutes）
Let students share their works with the class.
设计说明：
作品展示期间，给予学生适当的点评与指导，由此，学生不仅能够得到老师的赞赏，也能得到其他学生的认可，更加能够从中得到鼓舞。
Step 5. Homework：（1minute）
Perfect your poems after class .
设计说明：
本设计将课堂延伸到课外，有利于学生延伸课外知识。
同时采用课外活动途径，倡导体验参与，符合新课程标准的要求。