高中英语选修学案：UnitPoems(人教版)_2

合集下载

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.。

人教版选修六Unit 2 Poems教案

Unit 2 Poems Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。

旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。

1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。

1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。

1.4 Comprehending 部分根据阅读内容设置了三个习题。

第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。

1.5 Learning about Language分words and expressions和structures两部分。

第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

人教版高三英语选修6教案：《Unit 2 Poems》

人教版高三英语选修6教案：《Unit 2 Poems》无知好比一块空地，可以耕耘和播种；虚假的学问就象一块长满杂草的荒地，几乎无法把草拔尽。

下面是本文库为您推荐人教版高三英语选修6教案：《Unit 2 Poems》。

教学目标知识与技能（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 to fill a word into each blank.1Step II : Pre-practising1. Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge② Have you figured out the cha racteristics of the item2. 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 others with none② fill in the blanks with the proper form of the give n 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 knowledge① ___________________________________________.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 conclusion2Step V: Homework Assign ment1. Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10， Nanfang New Class3。

人教版高中英语选修六unit 2 poems教学设计教材分析

人教版高中英语选修六unit 2 poems教学设计教材分析人教版高中英语选修六Unit 2 Poems教学设计教材分析仇继日课时内容的处理与调整: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 englishpoems。

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。

它们分别是节奏明快、韵律和谐、不断重复、利于记忆;清单诗;五行诗;俳句和被译为英文的唐诗。

教学目标知识目标:引导学生了解诗歌相关的词汇及文章中的重点词汇。

能力目标:a、培养学生阅读策略和技巧，扫读查找信息，快速归纳文章大意，细读捕捉和完善信息b、朗读、理解和创作诗歌的能力 c、小组合作学习的能力情感、态度和价值观目标:热爱生活、热爱自然，欣赏和解读诗歌，发扬团结协作和积极向上的精神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。

教学重难点:1、to get the ss to know the simple forms of english poems.2、to have a better understanding of poems3、to guide the ss to create poems 五、教学方法:小组合作探究、诗歌朗读、讨论法、竞赛活动六、教学用具:多媒体、黑板、音乐播放器、小音箱七、教学过程(teaching procedure)step 1、greetingsstep 2、lead in1. review the words, such as poet, poem, poetry, rhyme, rhythm , rhythmic etc.2. play the english song----- doe ri me 【设计思路】师生合唱英文歌曲，帮助学生更好了解押韵和节奏感的同时，有效地调动学生的学习热情。

高中英语优秀教案选修六 Unit2 Poems Period (人教版)

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。

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 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 areeasy 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 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．V ocabulary in ReadingMatch the words and phrases with their proper meanings.1．convey()A.sameness of sound between words or syllables，esp.in the end of lines2．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.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 reading skill：scanning a text，that is，looking through a text quickly to find specific information.1．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 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 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 underliningAsk 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 paragraph encourages 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 to this artistic awakening as the great Y AWP，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.Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.22 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 28 should all be remembered，among which the following 8 words and expressions are even more important：concrete，take it easy，in particular，flexible，eventually，transform，run out of，be made up of.They are all very useful and important.So are the sentence patterns “Some poems tell a story or describe something in a way that will give the reader a strong impression.”，“Some rhyme(like B) while others do not(like C)．” and “Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．To get the students to understand and use the following important and useful sentence patterns：(1)Some poems tell a story or describe something in_a_way_that_will_give_the_reader_a_strong_impression.(2)Some rhyme(like B) while others do not(like C)．(3)Another simple form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make the students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．Important and useful sentence patterns：(1)The attributive clause with the antecedent “way”．(2)Compound sentences with “while”．(3)Past participles as the postpositive attributive.3．Some difficult and long sentences in the text.教学过程Step 1Revision1．Check the homework exercises.2．Ask some students to tell about some simple forms of English poems.Step 2Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1．Turn to Page 12.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They may first do them individually，and then discuss them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary studyⅠ.简单知识扫描1．poem/poetry(P9)Poet(P10)【原句再现】These little poems and songs might have been some of the first poetry you learned.这些小诗歌或许就是你最早学到的一些诗歌。

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。

人教版英语选修六Unit 2 poems(Using language：writing pratic

Unit 2 Poems第6课时教案——Using language: writing practice磐安县第二中学应旭旭一、教学目标知识与技能：1.能了解、运用基本的诗歌鉴赏的基本方面和策略。

2.能根据话题情境编写简单的小诗。

过程与方法：能在小组讨论的过程中，训练发散性思考，提升思辨能力。

情感态度与价值观：能够通过诗歌的学习和创作生发对父母的感恩之情，勇于表达对父母的爱。

二、教学重难点教学重点：1.能了解、运用基本的诗歌鉴赏的基本方面和策略。

2.能根据话题情境编写简单的小诗。

教学难点：能在小组讨论的过程中，训练发散性思考，提升思辨能力。

三、学情分析该单元的话题是诗歌，关于该主题学生并不陌生，在学习的生涯中，他们已经接触过各种各样的诗歌类型，也掌握了诗歌的一些基本鉴别方法。

但是这都局限于中文，对于英语诗歌，可能很多同学都是第一次接触，所以不可避免地会有点陌生。

所以要让学生快速进入到诗歌的学习中，就要帮助学生进行顺利地中英文学习迁移，那么其中的桥梁就是诗歌鉴赏的几个基本方面：韵律、意象和情感。

从这几个方面牵线搭桥能够帮助学生更快地明白中英文诗歌鉴赏其实有很多共通之处，减少学生对于陌生体裁的抗拒感。

同时，授课的班级为磐安县第二中学高二八班的同学，总的来说，班级的英语水平不是很够，教学设计如果过于复杂和深入就可能会导致学生没有任何反应。

因此，在教学的过程中一定要注意提问的设置，对于一些较难又必须要解决的问题要做好充分的铺垫和引导。

在任务的布置中，要充分发挥小组合作的力量，集思广益，降低任务的难度，又能使学生获得充分的成就感和满足感。

四、教学步骤Step1. Lead inIntroduce the story of Kongrong in the ancient time to the Ss, making them have a better understanding of the word “save”. Then give the students some examples of the usage of “save”and finally go down into the topic “I’ve saved the summer”.T: “At the beginning of our class let’s look at the picture. Do you know what’s the story about? Who is that little boy?”“Yes, he is Kongrong. And one day his father asked him to choose one of those pears. Which one did he choose, the bigger ones or the smallest one? Yes, he saved the bigger ones for his older brothers to show his love and respect to his brothers. We can save things we like for our beloved ones and we can also save time and money. Yeah, we can also save memories by taking photos. Have you ever heard of saving the summer? It’s amazing, right? Let’s learn today’s poem together.”设计意图：通过故事导入，让学生对小诗中的关键词save有一个更好的把握，能够体会出save与单纯的give之间存在的差别。

人教版高中英语选修6教案Unit 2 Poems

人教版高中英语选修6教案Unit 2 Poems Unit 2 Pes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1pe/petr 2transfr/hange 3apprpriate/suitable/fit 4 run ut/run ut f词形变化1 srr n 悲哀, 悲痛srrful ad 悲伤的2 anger n 怒, 愤怒angr ad 生气的, 愤怒的angril adv 愤怒地3 translate v 翻译, 转变为translatin n 翻译, 译translatr 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 aspet n方面;样子;外表2 nve v传达;运送3 nrete ad具体的4 tease v取笑;招惹;戏弄pattern n模式;式样;图案6 underline v在下面画线;强调7 exhange v交换，交流8 spnsr n赞助人；主办者vt发起，举办，倡议重点词组tae it eas从容, 不紧张, 松懈, 轻松ae up f(多用于被动)构成tr ut 试验, 考验, let ut发出, 泄露重点句子1Se pes tell a str r desribe sething in a a that ill give the reader a strng ipressin thers tr t nve ertain etins2 And said thugh strange the all ere 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) pe/petr n 诗歌【解释】pe[]诗歌,诗体petr[U]诗歌的总称【练习】选择pe或petr并用其适当的形式填空1) eats and Shaespeare are asters f English ______2) Peple rite _________ t ae ther laughes: 1) petr 2) pes2) transfr/hange v改变，变化【解释】transfr指“人、物在性质上或形态上发生彻底或基本的变化”hange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transfr或hange，并用其适当的形式填空1) Heat an __________ ater int stea2) The appearane f the tn is quite ________es: 1) transfr 2) hanged3) apprpriate/suitable/fit ad合适的，适当的【解释】apprpriate 形容事物在特定的时间合适，或与特定场合协调一致。

高中英语Unit2PoemsPartIWords学案无答案新人教版选修

Unit 2 PoemsPart I Words一、【学习目标】1. 熟读Unit2的所有单词和词组;2. 会写除人名和地名以外的所有单词词组;3. 会熟练运用重点单词和词组。

二、【自主预习】: Word-formation1. poetry (n.) → _______________(n.) 诗，诗歌→ _______________(n.) 诗人2. salty (adj.) →______________(n.) 盐3. endless (adj.) →_______________(n,v.) 结束4. minimum (n.) →_______________(oppo.) 最大量，最大限度5. translation (n.) →________________(v.) 翻译→_________________(n.) 翻译，译员6. transform (vt, vi.) →_______________(n.) 转化，转换，变换7. appropriate (adj.) →_________________(反义词.) 不适当的8. s orrow (n.) →_________________(adj.) 悲伤的，悲痛的9. darkness (n.) →_________________(adj.) 黑暗的10. warmth (n.) →_________________(adj.) 温暖的，暖和的11. piano (n.) →_________________(n.) 钢琴家12. violin (n.) →_________________(n.) 小提琴家13. repeat (v.) → _________________(n.) 重复14. emotion (n.) →_______________ (adj.) 情感的，情绪的15. bare (adj.)__________________ (adv. ) 几乎不，几乎没有三、【基础知识】Key words and expressions1. convey vt.__________ ____________________[研读思考](1) This train conveys both passengers and goods.(2) Wires convey electricity from power stations to the users.(3) Words can’t convey how delighted I am.(4) Please convey my good wishes to your mother.[结构归纳]1.把某物从某处运送到某处____________2.向某人传达或表达（思想或情感等）____________[实战演练](1)“Don’t worry! The vegetables ______________________________”，said the manager.经理说道：“别担心！蔬菜正在从厦门运往台湾。

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.。

人教版高中英语选修六教案：Unit+2+Poems.doc

Teaching topic: New Senior English for ChinaStudent’s Book 6Unit 2 PoemsTeaching type: Using language一、教学背景分析：本单元的中心话题是诗歌，本单元的教学目的是向学生介绍几种简单的不同内容和形式的诗歌，让他们了解诗歌的一些基本特征和写作方法。

本单元是以欣赏为主，希望把诗歌引入课堂，把对美的感悟带进学生心灵，把对英语文学的热爱传递给学生。

本课题在教材中的地位与作用：本课为Unit 2 Poems的第五课时“Using Language”。

本课的主要目的在于使学生进一步感受诗歌的语言美，节奏美，希望学生们能够写出一首清单诗，并且能够从诗歌的美中感受到英语文学的美，感受到生活的美。

二、教学目标分析确立教学目标的依据：本节课授课学生英语基础比较好，通过Warming up和Reading的学习对几种简单的诗歌类型以及特点已经有了一定的掌握和理解，他们可以通过朗诵，表演来品味英语诗歌和谐、优美、富于音乐感的韵味。

因此我制定了这样的教学目标：Knowledge aim:●Enjoy an English poem and have a basic knowledge of poetry, such as rhythm and rhyme.欣赏诗歌并且了解诗歌的基本常识，韵脚及押韵等。

●学会使用If 虚拟语气。

Ability aims:●Improve the ability of appreciating a poem.提高欣赏诗歌的能力。

●Write a list poem using what they have learned in this class.用课堂所学写一首清单诗。

Moral aims:●Arouse the students’ interest in poetry.激发学生对诗歌的兴趣。

高二英语人教版-选修六 Unit Poems2-教案

教案投我以桃，报之以李。

《诗经·大雅·抑》原创不容易，【关注】店铺，不迷路！
【素材积累】
阿达尔切夫说过：“生活如同一根燃烧的火柴，当你四处巡视以确定自己的位置时，它已经燃完了。

”有选择就会有错误，有错误就会有遗恨，但即使第一步错了，只要及时地发现并纠正，未必步步都错下去。

峰回转，柳暗花明，路断尘埃的时候，自己给自己一双翅膀；厄运突降的时候，自己给自己一个微笑；雨雪连绵的时候，自己给自己一责任和梦想。

天下路都是相连的，沿着心中的路坚定地走下去，同样能抵达你想要去的地方。

人教版高二英语选修6 Unit2 Poems 全单元教案

人教版高二英语选修6 Unit2 Poems 全单元教案教Unit2 Poems Reading Teaching material: NSEFC Book 6 ?? Unit 2 Teaching Aims To cultivate students’ interest of poetry and improve their reading skills. Teaching Important & Difficult Points How to help the students to grasp and remember the detailed information of the reading material. Teaching aids: a tape recorder, a projector, Slides and Pictures Teaching Procedure Step 1 Warming up1. Which poems and poets can you think of when seeing the following pictures?1静夜思李白床前明月光，疑是地上霜。

举头望明月，低头思故乡。

古风其二李绅锄禾日当午，汗滴和下土。

谁知盘中餐，粒粒皆辛苦。

望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

望夫石王健望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

2. Match the following information. Li Bai Song Dynasty Du Fu Tang Dynasty Fan Zhongyan Tang Dynasty Meng Haoran Modern Guo Moruo Modern Mao Zedong Tang Dynasty Byron America Shelly England Emerson England Tagore Germany Goethe India Step 2 Brainstorming Discuss the reasons why people write poems. Fast reading Scan the passage and answer the following questions.1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about? different forms of English poems nursery rhymes, list poems, cinquain, haiku, Tang poems.3. Scan the poems and fill in the following form. Which poem A B C D E F G H describes a person? tells a story? describes an aspect of a person? is about sport? is about things that don’t make sense? is recited to a baby? describes a river scene? has rhyming words at the end of lines? repeats words and phrases? Step 3 Careful reading T: Now let’s read the following five poems and finish tasks. Slide show Listen to Poem A and pay attention to its rhyming lines and words. Hush, little baby, don’t say a word,Papa’s going to buy you a mockingbird. If that mockingbird won’t sing, Papa’s going to buy you a diamond ring. If that diamond ring turns to brass, Papa’s going to buy you a looking glass. If that looking-glass gets broke, Papa’s going to buy you a billy-goat. If that billy-goat runs away, Papa isgoing to buy you another day. Read the poem by yourself again and answer the following questions.1. What’s the baby’s father going to buy if the looking-glass gets broken?2. What is Papa going to buy for the baby if that billy-goat runs away?3. What are the features of it? Keys：：1. a billy -goat2. another billy-goat3. It has strong rhythm and rhyme and has a lot of repetition. Poem C Our first football match We would have won… If Jack had just scored that goal, If we’d had just a few mo re minutes, If we had trained harder, If Ben had passed the ball to Joe, If we’d had thousands of fans screaming, If I hadn’t taken my eye off the ball, If we hadn’t stayed up so late the night before, If we hadn’t taken it easy, Ifwe hadn’t run out of en ergy, We would have won… If we’ve been better! Questions1. Did his or her team win the game?2. Why his or her team didn’t win the game?3. Does the speaker really believe his or her own excuse? How do you know? Keys:1. No, his or her team di dn’t win.2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3. The speaker doesn’t really believe his or her own excuses, because there has too many ifs… Poem D&E1. What subject is the speaker writing about?2. Does the speaker like the subject? Give a reason for your answer. T: We have enjoyed so many English poems.Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese). In fact English speaker also have borrowed from another kind of Asian poetryTang poems from China. Poem H at the bottom of this passage is a translation from the Chinese. Poem H Where she awaits her husband, On and on the river flows Never looking back, Transformed into stone. Day by day upon the mountain top, wind and rain revolve. Should the journey return, this stone would utter speech. (By Wang Jian)望夫石王健望夫处，江悠悠。

人教版高中英语选修六：Unit+2+Poems+教案3.doc

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。

高二英语人教学案：课堂探究 UnitPoems—SectionⅡ

课堂探究1．Match the beginning of each sentence with the appropriate ending.(P13）将句子的首尾进行适当的连线搭配.考点:appropriate adj.合适的；适合的vt。

占用；拨出（款项)①You will be informed of the details at the appropriate time。

在适当的时候将把详情告诉你。

②It is not easy to choose clothes which are appropriate to your beautiful figure。

选择与你漂亮的体型相称的服装是不容易的。

③I don’t think it is appropriate for you to give her a valuable present。

我认为你送给她贵重的礼物不合适。

形容词appropriate 后接介词to sth或for sb④She again asked for his forgiveness for so selfishly appropriating the cottage。

她为自己这么自私地占用了这座农舍而再次恳求他的原谅。

考点延伸阅读下列句子，指出appropriate的句式和意义⑤It is appropriate that he should get the post。

由他担任这一职务是恰当的。

句式：It_is_appropriate_that.... 意义：……是合适的辨析appropriate,fit，suitable和properappropriate 指适合于特殊的人及场合、地位等。

指适合于某一特定场合的要求时，接介词for；强调针对性时用介词to。

fit指某人或某物在目的、用途上适合。

常用结构是：be fit for sth 和fit to do sth。

人教高中英语选修六单元教案Unit Two Poems

Unit Two PoemsIntroduction: This unit introduces the students to several simple forms of poems. It takes a look at some poetic devices like rhythm, rhyme, repetition, sound patterns and imagery. It includes poem forms that English speakers have adopted from other countries. The poem forms in this unit include ones that students can use as models to create their own poems.The styles of English poems:1. Narrative poems: Epic史诗, Dramatic poems戏剧诗, Metrical tale故事诗, Ballad 民谣;2. Didactic poems说理诗；3. Clerihews打油诗;4. Parody模仿诗;5. Lyric抒情诗英语打油诗歌的规则: 1. 一首诗包含四句2. 第一句和第二句押韵, 第三局和第四句押韵3. 第一句如以人名结尾, 第二句以和人名押韵的词结尾.Nursery rhymes (摇篮诗): They are the first poems that children will hear. They are often sung. Children love to move and dance to nursery rhymes and songs because they have strong regular rhythms. They enjoy the rhymes and the way the nursery rhyme plays with sounds.List poems: A list poem is a list of things. It 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.Cinquain poems: A Cinquain is made up of five lines and has the following structure. Line one: a noun that names the subject of the poem. Line two: two adjectives that describe the subject. Line three: three verbs ending with –ing that describe the subject’s actions. Line four: four words that give the writer’s opinion or feelings about the subject. Line five: a word that gives another name for the subject.Haiku poems: The haiku is a centuries-old form of Japanese poetry. It is made up 17 syllables and has the following structure: line one: 5 syllables; line two: 7 syllables; line three: 5 syllables. A haiku poem is almost like a photo or painting as it creates a strong imagine in very few words. It is often an observation of nature or of the changing season. It is a good idea to collect observations of nature for haiku. For example, leaves blowing in the wind, bees buzzing around flowers, ducks swimming in a pond, snow piling up against a door.Tang poems: when translated into English, Tang poems 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, for example, the small is contrasted with the large, and the temporary with the eternal.Songs: Poems are often put into music or are written to be sung. When a poem is to be sung, it is written with a strong rhythm, use rhyme, in simple language, and the theme is often an emotion, such as, love, anger or despair.Adverb poem: in this form of poem the students pick an adverb to start each line. The lines are in rhyming pairs, such as:Slowly the dog crosses the road.Slowly the old man carries his load.Important new words and expressions in this unit: transform, exchange, sponsor, concrete, flexible, appropriate, eventually, tick, convey, tease, rhyme(押韵), nursery,diamond, pattern, cottage, sparrow, minimum, translation, branch, sorrow, librarians, section, diploma, blank, compass, bride, bridegroom, championship, darkness, warmth, scholarship, pianist, violinist, load, contradictory, endless, salty, forever, take it easy, run out of, be made up of, try out, let out, in particular, be popular with, translate…..into…., stay up, be likely to do sth. look forward to, by chance, by accidentSentence patterns:List poems have a flexible line length and repeated phrases which give both a pattern and a rhythm to the poem. (the attributive clause)We would have won if Jack had scored that goal. (the subjunctive mood)Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines. (past participle as the attributive)When I was a baby, my mother used to read me nursery rhymes. (used to do sth.)With so many difficult forms of poetry to choose from, students may eventually want to write poems of their own. (with + object + objective complement)Function: intention and plansI’m (not) going to…….How are you going to…..?I plan to…..I’ll…..I’m looking forward to ……Grammar: the Subjunctive mood (2)If Rob hadn’t injured himself, we would have won.If she had studied harder, she would have got the diploma.Teaching important and difficult points of this unit:1. Get students t know about different types of poems, some poetic devices like rhythm, rhyme, repetition, sound patterns and imagery.2. Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.3. To enable students to grasp and use the expressions of intention and plans.4. To let students learn the new grammar item: the Subjunctive Mood (2).5. To develop students’ listening, speaking, reading and writing ability.6. To develop students’ integrative skills.The first period: Warming up, Pre-reading, Reading and Comprehending Knowledge and skills:1. To know the meanings of the following new words and expressions: tick(给….标记号), rhyme(韵, 押韵), convey(传送, 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, 易弯曲的),pattern(模式, 式样, 图案), cottage, sparrow, take it easy, run out of, be made up of, tease(取笑, 戏弄), salty, endless, minimum(最低限度,最少量), translation, branch, in particular(尤其, 特别).2. To learn about some simple form 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 poems.Teaching important and difficult points:1. To enable the students’to learn about some simple forms of English poetry and develop their reading ability.2. To enable the students’ to write their own poems.Step 1 Warming up2. Warming up by asking students to complete Exercise 1 and 2 in groups. Get them to recite the little poems and songs they can remember.3. 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 poems they have just recited.Step 2 Pre-reading1. Match the following information.Du Fu Tang DynastyFan Zhongyan Song DynastyMeng Haorang ModernGuo Moruo ModernXu Zhimo Tang DynastyByron AmericaShelly EnglandWhitman EnglandTagore India2. Ask students to do Exercise 1 and 2, making them talk about what they feel about the poems.Step 3 Reading and comprehending1. Fast-reading: Read the reading passage quickly to answer the questions.1) What is the main idea of the reading passage?_____________________________________________________________________.2) How many kinds of poems does the reading passage talk about and what are they?_____________________________________________________________________.3) The reading passage discusses five kinds of poems. What are they?_____________________________________________________________________.2. Detailed-reading:音.Step 4 Language studyDeal with language problems if any (words and sentences might not understand) to help the students to have a better understanding of the text.Step 5 Listening, reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pause within each sentence. Tell them to pick out all the useful expressions from the passage while reading and copy them in the notebooks after class.Step 6 Structure analyzingThe text structure: This passage is an introduction of some of the simple forms English poems. The first paragraph introduces the topic and the theme of the text, explaining the purpose of the 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.Step 7 RetellingAsk students to talk about the different kinds of poems in their own words. Give themsome key words and expressions to help.Step 8 Homework1. Learn the useful new words and expressions by heart.2. Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of their own.Reflection after teaching:The second period: Language pointsKnowledge and skills:1. To get the students to learn to use the following important new words and expressions: transform, exchange, sponsor, concrete, flexible, appropriate, eventually, tick, convey, tease, rhyme, nursery, diamond, pattern, cottage, sparrow, minimum, translation, branch, sorrow, librarians, section, diploma, blank, compass, bride, bridegroom, championship, darkness, warmth, scholarship, pianist, violinist, load, contradictory, endless, salty, forever, take it easy, run out of, be made up of, try out, let out, in particular, be popular with, translate…..into…., stay up, be likely to do sth. look forward to, by chance, by accident2. To get the students to understand and use the following important and useful sentence patterns:Some poems tell a story or describe something in a way that will give the reader a strong impression.Some rhyme (like B) while others do not (like C).Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines.Teaching important and difficult points:1. Important new words and expressions above.2. Important and useful sentence patterns:The attributive clause with the antecedent “way”Compound sentences with “while”Past participles as the postpositive attributive.3. Some difficult and long sentences in the text.Step 1 RevisionCheck the homework exercises.Ask some students to tell about some simple forms of English poems.Step 2 Reading and findingRead the text thoroughly to pick out all the useful new words and expressions and copy them down in the notebooks.Step 3 Practice for useful words and expressionsDo the exercises on Page 12.Step 4 V ocabulary study1. poet 诗人/ poetry(总称) 诗歌, 韵文/ poem s诗歌As a piece of _____, it seems to be a selection of the renaissance.He is both a soldier and a _______.I decided to write a _____ about what I felt.2. concrete: 具体的, 混凝土Shoes and trees are concrete objects.Have you got any concrete proposal?3. pattern: 方式, 模式, 图案She wore a dress with a pattern of roses on it.The illness is not following its usualHe patterned himself upon a man he admired.4. tease: 取笑,招惹,戏弄,爱开玩笑的人At school the other children always teased me because I was fat.They teased her about her laziness.Stop teasing the poor cat!He is a terrible tease. 他特别爱戏弄人.5. rhyme: 韵, 押韵, 韵文The nursery rhyme is very familiar to me.The last two lines of this poem doesn’t rhyme properly.6. endless: 无止境的, 无休止的The endless lea will purify your thought. 一望无际的草原会净化你的思想.I am tired of your endless interruption.Visitors to the exhibition came in an endless stream. 参观展览会的人络绎不绝.7. take it easy: 不着急, 放松警惕We would have won if we hadn’t taken it easy.Just take it easy and tell me exactly what happened.There is no hurry, take your time.8. in particular: 尤其, 特别He studied in particular the fishes of the India Ocean.I noticed his eyes in particular, because they were such an unusual colour.The engineer in particular must be able to communicate his ideas to others rapidly and accurately.9. convey: 表达, 传达; convey sth. to sb.; convey sth. from…to..He was sent to convey a message to the UN Secretary General.I want to convey to children that reading is important.Wires convey electricity from power to the users.Please convey my best wishes to your parents.10. flexible: 灵活的, 易弯曲的, 柔韧的, 可变通的We need a foreign policy that is more flexible.A piece of rubber hose (管道) is flexible.Flexible tubing can assist in installation in tight space. 柔性管道便于在紧凑的空间安装.11. eventually: at last, finallyShe eventually married the most persistent one of her admirers.她终于嫁给了最执着追求她的人.He struggled with his assailants (攻击者) and eventually drove them off.He worked so hard that eventually he made himself ill.12. transform: 改变transform…into…; transformation变革, 改变Never looking back, transformed into stone. 化为石, 不回头.A fresh coat of paint can transform a room. 房间重新粉刷一遍可大为改观.The way in which we work has undergone a complete transformation in the past decade.在过去的十年里, 我们的工作方式经历了彻底的改变.A steam-engine transforms heat into energy.13. forever:Many Pharaohs in ancient Egypt believe they can live forever. 古埃及的许多法老相信他们可以永生.May the friendship between the people of our two countries last forever.祝两国人民友谊万古长青.The national heroes will live forever in our hearts.14 run out of: 用光, 耗尽What if / say you were to run out of money? What would you do?His money soon ran out.15. be made up of; make up; make up for;16. so ….that…17. convey: 传达,传送convey one’s feeling; convey news / information to sb.Words cannot convey how delighted I was.Body language conveys much more information than language spoken.Please convey to her my best regards.18. certain: 某个, 某种For certain reason I will be unable to attend the meeting.On thing is certain; I am not coming here again.It is certain that…..It’s sure that….This letter made me certain of his innocence.He is confident of victory.19. however: 然而, 不过We thought the figures were correct. However, we have now discovered some errors.However I approached the problem, I couldn’t find a solution.He likes pop music, while his sister likes classical music.He’s hard-working but not very intelligent.She’s a funny girl, (and / but) yet you can’t help liking her.He can be very rude but at the same time you can’t help liking him.20. common: 普通的, 常见的, 共同的, 共有的; usual: 通常的, 一贯的, 习惯性的;regular: 通常的, 常例的, 强调遵循实物既定规律或自然规律;ordinary: 普通的, 平凡的, 指没有什么特殊的地方;Rabbits and foxes are very common in Britain.He was asked the usual questions by the police.Sunday is a regular holiday.The book describes the way of life of the ordinary people of Mexico.21. delight: be delighted with对….感到高兴be delighted to do sth.乐于做某事; delight in doing sth. 以…取乐; take delight in 嗜好, 乐于, 喜欢to one’s delight 令某人高兴的是with delight 高兴地, 欣然22. say a word说话; have words with sb与某人吵架; in a word总之; word by word 逐字地; in other words换句话说; have a word with sb.与某人说话; keep / break one’s word遵守诺言;This is secret information so don’t say a word.Could we have a word before you go to the meeting?In a word, we’ll provide you with all good service.Tom doesn’t like work--- in other words, he’s lazy.Step 5 Sentence focus1. Some poems tell a story or describe something in a way that will give the reader a strong impression.I feel surprised at the way in which / that / 不填he talks to his mother.In 1700, the room was completed the way in which / that /不填she wanted it.2. Some rhyme while others do not.While I understand what you say, I can’t agree with you. (虽然; 尽管)My wife kept silent while I was writing. (当…..时候)Strike while the iron is hot. (当…..时候)While there is life there is hope. (只要)Their country has plenty of oil, while ours has done. (然而)3. Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines.Step 6 HomeworkFinish off the workbook exercises in Using Words and Expressions.Learn the useful new words and expressions by heart.Step 7 Reflection after teaching.The third period: Grammar: the Subjunctive Mood 虚拟语气在其他结构中的用法:1. 语法基础: 虚拟语气在主句中的用法: 在it is / was + adj. + that clause中, 常见的形容词有: advisable可取的, anxious焦急的, compulsory强制的, 义务的, crucial决定的, desirable令人满意的, eager渴望的, essential必要的, fitting恰当的, imperative绝对必要, impossible, improper不恰当的, important, natural, necessary, obligatory义务的, preferable更好地, probable很可能的, recommended建议, urgent紧急的, vital.It is strange that he (should) say so.It is a great pity that you (should) think so.It is natural that a bird (should) rest in trees.2. 虚拟语气在宾语从句中的用法: 在表示建议,要求,命令,想法等动词后的从句里, 用should + 动词原形, should可以省略.此用法的词有: advise, agree, command, decide, demand, determine, grant, indicate, insist, order, prefer, propose, request, require, suggest, urge. 常考到的是: suggest, advise, demand, require, propose, insist, request等.His doctor suggests that he (should) take short leave of absence.The author proposed that TV (should) be turned off at least one hour every day.She insists that she is right.She insisted that I should finish the work at once.3. 虚拟语气在表语从句和同位语从句中的用法是: 在表示建议, 要求,命令,想法等名词后的从句中, 用should + 动词原形, should可以省略. 如: advice, suggestion, agreement, command, decision, demand, insistence, order, preference, proposal, request, requirement.My idea is that we (should) get more people to attend the conference.I make a proposal that we (should) hold a meeting next week.It was Bill’s suggestion that everyone (should) have a map.His suggestion was that everyone (should) have a map.He gave us a suggestion that everyone (should) have a map.4. 虚拟语气在定语从句中的用法: 在It is high time / first (second, third etc) time that ….句型中表示“是做某事的时候了”, 其后的从句谓语动词要用过去式或用should + 动词原形, should可以省略。

高中英语精品同步教案：UnitPoems人教新课标选修 (2)

2014-2015学年高中英语（重庆精品）同步教案（3）：Unit 2 Poems（人教新课标选修6）Period ⅢLearning about Language●教学目标(1)熟记学案中所列出的单词和短语。

(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。

(3)通过对语法的教学让学生能够理解并能够运用这些语法知识，能够把直接引语变为间接引语，同时也能够将间接引语变为直接引语。

●教学地位本单元的语法是虚拟语气，学生可能会感到比较难以掌握。

让学生正确理解和掌握语法知识是让学生学好英语的关键，所以应给学生创设一个语境，让学生理解该语法的应用，而不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。

●新课导入建议通过对学生作业的检查导入本堂新课。

●教学流程设计老师检查上堂课所布置的作业，检查学生对学案预习的情况。

导入新课。

让学生就“要点讲练”(见学案第27－28页)进行讨论，让学生各自发表自己的见解，然后让各个讨论组派代表汇报各自讨论结果。

让学生针对各自不同的意见展开讨论，然后老师给出详细正确答案。

老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。

让学生讨论完成“语法精析”部分(见学案第28－29页)并让各个讨论组发表各自见解。

老师对语法部分给以点拨。

让学生掌握本单元语法知识。

让学生完成“当堂双基达标”（见学案第29页）。

师生共同讨论“当堂双基达标”并给出答案，并对难以理解的或有争议的地方给出详解。

学生进行自我评估（见学案第29页）。

布置作业。

让学生完成课本第13页1、2、3题，预习学案Period Ⅳ Using Language(见学案第30－33页)。

1．appropriate adj.适当的；正当的；合适的Match the beginning of each sentence with the appropriate ending.(教材P13)进行适当的连线搭配。

高中英语优秀同步教案：UnitPoems人教新课标选修_2

2014-2015学年高中英语（优秀）同步教案（4）：Unit 2 Poems（人教新课标选修6）Period 4 Using language(1)Teaching aimsEnable the students to understand the poem and learn something about the language points in the poem.Teaching important&difficult pointsHow to help the students to master some language points in the poem.Teaching aidstape recorder, slidesTeaching proceduresStep1 RevisionCheck the homework.Step2 ListeningSlide showListen to the poem ‘I’ve saved the summer’ and answer thesequestions.1．Do you think the speaker in the poem is more likely to be a girlfriend /boy friend or parent?2．Does the poem have rhyming words?3. How does it make you feel and what does it make you think about?4. What came into your mind?Step 3 Careful readingRead the poem ‘I’ve saved the summer’ and answer these questions.Circle the words that rhyme.you / new; need/ feed; nineteen/ mean way/day; own/ ownSlide showI’ve saved the summerAnd I give it all to youTo hold on winter morningsWhen the snow is new.I’ve saved some sunlightIf you should ever needA place away from darknessWhere your mind can feed.And for myself I’ve kept your smileWhen you were but nineteen,Till you’re older you’ll not knowWhat brave young smiles can mean.I know no answersTo help you on your wayThe answers lie somewhereAt the bottom of the day.But if you’ve a need for loveI’ll give you all I ownIt might help you down the roadTill you’ve found your own.Rod McKuen2.What is unusual about the rhyming words in the last four lines?The rhyming words in the last four lines are unusual because they are the same word( although they each have a different meanings)3. Which sentences in the poem imply that the speaker is an older person wh o has experienced their own journey through life and is offeringlove to young person.1.Till you’re older,….(that is ,till you’re older like me)2.I know no answer to help you on your way….( I also don’t know the answer s to life’s questions.)3.But if you need for love, I’ll give you all I own.Step 4 DiscussionWho is the speaker and who is he/ she speaking to? And give your reasons .This poem is talking about that a parent is speaking to a young adultchild.Step5 Language points1．pattern1)模式，方式，形式The illness is not following its usual pattern.不循常规Does the poem have a rhythmic pattern?这诗遵守了押韵的规律吗？2)图案She wore a dress with a pattern of roses on it.3)模范；榜样The company set a pattern for others to follow.4)v.模仿，用图案装饰He patterned himself upon a man he admired.2．loadn. 担子，负担，工作量They work under the load of responsibility.He climbed the hill with a heavy load on his shoulder.My work load is more than forty hours a week.2)v. 装货，将货物装上……They loaded the ship quickly.The truck was loaded with bananas.3．inspireinspire vt.①鼓舞,激励,驱使(+to)inspire sb. to do sth. 鼓舞某人做某事②赋予...灵感,给...以启示inspire sb.赋予某人灵感③激起,唤起(感情,思想等)inspire sth. in sb. 使某人产生某种感情; 激发某人的某种感情inspire sb. with sth. 使某人产生某种感情; 激发某人的某种感情inspired adj.受到鼓舞的inspiring adj.令人振奋的inspiration n.灵感His noble example inspired the rest of us to greater efforts. 他那高尚的榜样激发我们大家更加努力。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

【学习目标】
To cultivate students’ interest of poetry and improve their reading skills.
【重点难点】
How to help the students to grasp and remember the detailed information of the reading material. 【学习内容】
Before reading:背写下列单词和词组
1.传达vt.
2.托儿所n.
3.具体的adj.
4.引起矛盾的adj.
5.钻石n.
6.灵活的adj.
7.式样，模式n.
8.小屋n.
9.取笑，招惹vt./vi.
10.咸的adj.
11.无止境的adj.
12.最少量n.
13.翻译n.
14.枝条；支流n.
15.最后，终于adj.
16.转化vt.
17.童谣
18.take it easy
19.run out of
20.be made up of
21.特别，尤其
Part One :Pre-reading
Step 1. Do you know the poets in the pictures in China or in England? Into pairs , discuss their dynasties and countries.
LiBai song Dynasty
DuFu Modern
GuoMoruo Tang Dynasty
Byron England
Shelly American
Whitman England
Shakespeare England
Step 2: Brainstorming
Discuss the reasons why people write poems.
Part two : Fast reading
Scan the passage and answer the following questions.
1. What is the main idea of the reading passage?
2. How many simple forms are mentioned in the text ? What are they?
Part Three : Careful reading
Part Four: Poems’ reading
(1) Can you make sense of the reasons why poems ABCDEFGH are written? Scan the poems and fill in the following form.
(2) Read poems A C and G and finish tasks.
Poem A
Read poem A by yourself and answer the following questions.
1. What’s the baby’s father going to buy if the looking-glass gets broken?
2. What is Papa going to buy for the baby if that billy-goat runs away?
3. What are the features of it?
Poem C
Questions
1.What is the poem about?
2. Did the author’s team win the match?
3. Why didn’t the players win the match?
4. Does the author really believe his or her excuses? How do you know?
Poem G
What kind of feeling is conveyed in Poem G?
A. Sorrow
B. Love
C. Happiness
D. Loneliness
【课堂小结与反思】
【课后作业与练习】
书面表达：
请以为题，写一篇100个词左右的文章，介绍一下阅读诗歌的好处。

按照已下几个内容。

1.获得各种信息
2.学会各种技能
3.开阔眼界，提高写作能力。

参考词汇：expand one’s horizon开阔眼界
___________________________________________________________________________________________ ___________________________________________________________________________________________
___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ______________________________________________________________________________________.。