高中英语 Unit 2 Poems单元小结教学案 新人教版选修6
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 Pes Unit2Pes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/petr2transfr/hange3apprpriate/suitable/fit4runut/runutf词形变化1srrn悲哀,悲痛srrfulad悲伤的2angern怒,愤怒angrad生气的,愤怒的angriladv愤怒地3translatev 翻译,转变为translatinn翻译,译文translatrn翻译者4endingn结尾,结局endv结束,终结,endn末端,尽头重点单词1aspetn方面;样子;外表2nvev传达;运送3nretead具体的4teasev取笑;招惹;戏弄patternn模式;式样;图案6underlinev在下面画线;强调7exhangev交换，交流8spnsrn赞助人；主办者vt发起，举办，倡议重点词组taeiteas从容,不紧张,松懈,轻松aeupf构成trut试验,考验,letut发出,泄露重点句子1Sepestellastrrdesribesethinginaathatillgivetheread erastrngipressintherstrtnveertainetins2Andsaidthugh strangethealleretrue重点语法虚拟语气（II）（见语法专题）II词语辨析1)pe/petrn诗歌【解释】pe[]诗歌,诗体文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)eatsandShaespeareareastersfEnglish______2)Pepleri te_________taetherlaughes:1)petr2)pes2)transfr/hangev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)Heatan__________aterintstea2)Theappearanefthetnis quite________es:1)transfr2)hanged3)apprpriate/suita ble/fitad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。
人教版高中英语选修六：Unit+2+Poems+教案9.doc
Unit 2 Poems教学目标知识目标：通过本节课，学生们能够了解虚拟语气可以在哪些句式中应用；熟悉在含有虚拟语气的句子中，主从句中的谓语动词的时态变化；能够在文章中运用含有虚拟语气的句子;技能目标：能够在写作中恰当准确地运用虚拟语气;情感、态度与价值观：学生能够自行观察语法现象，自己总结规律，克服畏难心理，学会自主及协作学习。
学情分析学生在M6 ,Unit 1已经学习了在if条件句中,wish宾语从句中及would rather从句中的虚拟语气，对虚拟语气的概念及部分用法已经有所了解，预测学生对本节课的内容不会感到陌生，也不会有畏难情绪。
重点难点重点：指导学生学习归纳各种形式的虚拟语气的用法，同时指导学生在写作中运用虚拟语气的句式；难点：指导学生在写作中运用虚拟语气的句式。
4教学过程【讲授】Practicing精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
英语：unit 2《poems》教案-writing(新人教版选修6)
（四）On teaching procedures
Teaching steps
Teacher’s activity
Students’activity
Designing purpose
1. Lead-in
Show the students two Read the two poems and Get the students to poems try to discover the features. discover the features themselves so that it will be easier for them to write.
designed according to this subject. In this unit, different forms of poems are introduced. The students are
required to learn about the features of different forms of poems as well as try to write simple poems and appreciate beautiful literature works. Lessons arrangement Period 1: Warming up & Reading Period 2: Language Points Period 3: Word study &Using language Period 4: Listening Period 5: Grammar teaching Period 6: Writing 2.The function of this lessonin the unit
高中英语 Unit 2 Poems教案 新人教版选修6
Unit 2 Poems【美文阅读】THE WINDWho has seen the wind?Neither I nor you；But when the leaves hang trembling，The wind is passing through.Who has seen the wind?Neither you nor I；But when the trees bow down their heads，The wind is passing by.【诱思导学】1．Do you know about the author of the poem?________________________________________________________________________ 2．Who has seen the wind according to the poem?________________________________________________________________________ 【答案】 1.略 2.Nobody.Period ⅠPreviewing●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。
●教学地位本单元话题是“诗歌”。
文中涉及诗歌的韵律、节奏，并介绍了几种不同内容和形式的简单诗歌。
本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。
●新课导入建议可以通过给学生看地图，拼地形图卡片，看幻灯片等，尽可能多的直观地向学生介绍有关英国概况的知识，使学生对当代英国的经济与政治，城市与乡村等诸多方面有一个整体认识。
老师要尽量给学生自主学习的时间和空间，通过自学、自做、自悟、自助等方式，让学生体会和理解文章的内容，探讨英国的文化。
人教版高中英语选修六：Unit+2+Poems+教案5.doc
Unit 2 Poems教学目标【语言知识】学生能从韵律和形式上感知英文诗歌的美。
【语言技能】学生能写出基本押韵，有意象美，主题鲜明，富有正能量的英文诗歌。
【情感态度】学生能培养对英文诗歌的基本审美能力，学会英文思维。
学情分析（1）学生已经学完本单元，能够熟练说出课本介绍的五种英诗形式，并能进行一定的模仿创作。
（2）高二学生阅读兴趣广泛，课堂上通过老师的介绍和推荐，会主动收集摘抄一些通俗易懂的英文诗歌。
（3）学生再创造语言的能力有限，必须设置有效的情景，给与一定的提示性语言，以期达到课堂生成的目的。
重点难点教学重点：学生能从韵律和形式上感知英文诗歌的美。
教学难点：学生能写出基本押韵，有意象美，主题鲜明，富有正能量的英文诗歌。
4教学过程(一)自主学习1集体朗读高考中曾出现过的诗歌My Teacher Mr. MooreThere's a teacher Mr. Moore,Who is lovely and thirty-four.Always encouraging us to try,He leads us to a world of "why”.We all love him more and more.2快速浏览导学案附页中的学生习作，挑选出你最喜欢的一首诗，并进行朗读。
（学生习作在附两首）To Ms. English----by项阳 from Class3, Senior2You are a woman who is beautifulWhichever lesson is meaningfulWhatever you say is helpfulEach class is wonderfulSo my life is colourfulInside my heart is gratefulAnd my future is sure to be successfulTo All Teachers ----by 王欣 from Class3 Senior2You say that this class won’t be delayed（拖堂）But we have a shorter time for the breakYou say that your today’s homework is littleBut we have to stay up very lateThis is why I am scaredWhen you say the coming exam is simple【设计目的】：学生课前以描写科任教师或学校生活为主题，进行了练笔，习作中出现了一批形式规范的诗歌，同时也有几首形式灵活的诗歌，挑选出一些呈现在导学案上，让学生进行对比学习，快速带领学生进入诗歌世界，很好地激起了学生的学习热情。
高中英语Unit2Poems单元小结教学案新人教版选修6
Unit 2 PoemsA Russian PoemSince childhood, Anton had often recitedpoems, accompanied on the piano and violin bypianists and violinists, at wedding ceremoniesbefore brides and bridegroomsexchanged rings.Gradually, he found writing poems the mostappropriate way to convey his joy and sorrow. When his poem Contradictory Blank won him a national championship and a scholarship to the Moscow University from a sponsor, he was just an unknown librarian. After getting his diploma, he devoted his life to writing poems. Using concrete but flexible language and the minimum of words is his style. He tried out different patterns and preferred nursery rhyme in particular. The following is a translationof one of his works made up of 3 sections：Little sparrow with heavy load，Ran out of energy and very cold；No compass and all sweat salty，Can you go through the endless darkness?Little balloon let out by the thread，Flew over c ottages and was very glad；With warmth transformed from sunlight，He said he could forever fly；Take it easy, little balloon；Don't tease the sparrow with his wound；On the bare branch and have a rest；This diamond heart will eventually get success.俄国童谣从童年时起，安东就常常在钢琴师或小提琴师的伴奏下在婚礼上朗诵诗歌，为新郎新娘交换戒指前的仪式助兴。
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。
英语：unit 2《Poems》教案-reading1(新人教版选修6)
Unite 2 PoemsPeriod 1 Warming up, Pre-reading, Reading (1)Teaching Goals:1. To arouse Ss’ interest in learning about English poems.2. To develop Ss’ ability of comparison.3. To arouse Ss’ interest in learning about different types of poems in the wo rld.4. To develop some basic reading skills.Teaching Procedures:Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about their own little poems.The white sun sets behindmountains,The Yellow River flows into thesea.Go further up one flight of stairs,And you'll widen your view athousandli.——Wang ZhihuanShow the poem written by Wang Zhihuan and a photograph of the writer. Ask Ss to read the poem and. And see if they can remember any poems that they have learnt, either in Chinese or in English, and then ask them to recite one of them.Step 2: Warming UpPurpose: To lead Ss to the topic of this unit through a discussion.1. Pair workGet Ss to ask their partners the questions, and then ask them to present it before the class.(1) Which poem is written to tell a story?(2) Which poem is written to express feelings?(3) Which poem is written to make other laugh?…2. Group workGet Ss to talk about the world famous poets. The pictures below can be used for Ss to talk about, and Ss can also talk as much as they can.William Shakespeare George Gordon Byron Li Bai威廉·莎士比亚乔治·戈登·拜伦李白(1) William Shakespeare: English playwright and poet whose body of works is consideredthe greatest in English literature. His plays, many of which wereperformed at the Globe Theatre in London, include historical works,such as Richard II, comedies, including Much Ado about Nothing andAs You Like It, and tragedies, such as Hamlet, Othello, and KingLear. He also composed 154 sonnets. The earliest collected edition ofhis plays, the First Folio, contained 36 plays and was publishedposthumously (1623).(2) George Gordon Byron: British poet acclaimed as one of the leading figures of theRomantic Movement. The Byronic hero lonely, rebellious, andbrooding first appeared in Manfred (1817). Among his other works areChilde Harold (1812-1818), The Prisoner of Chilton (1816), and theepic satire Don Juan (1819-1824). Byron was notorious for his loveaffairs and unconventional lifestyle. He died while working to secureGreek independence from the Turks.(3) Li Bai: Chinese poet who spent much of his time wandering and composingromantic, wine-inspired verse.Conclusion: All these poets are well known to the whole world and do you know any poems written by them? Can you recite to all the class?Step 3. Pre-readingPurpose: To help Ss learn about the context of the Reading part.1. Group workAsk Ss to discuss the questions with their partners in groups of four.(1) Do you have a favorite poem in Chinese?(2) Why is it your favorite poem?(3) Do you have a favorite poem in English?(4) Why is it your favorite poem?For example:(1) My favorite poem in Chinese is: 去年今日此门中,人面桃花相映红。
新人教英语选修六 Unit2 Poems[教案新部编本]
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教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校教案1 Unit2 Poems - ReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching AimsTo cultivate students’ interest of poetry and improve their reading skills.Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, Slides and PicturesTeaching ProcedureStep 1 Warming up1. Which poems and poets can you think of when seeing the following pictures?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 DynastyDu Fu Tang DynastyFan Zhongyan Tang DynastyMeng Haoran ModernGuo Moruo ModernMao Zedong Tang DynastyByron AmericaShelly EnglandEmerson EnglandTagore GermanyGoethe IndiaStep 2 BrainstormingDiscuss the reasons why people write poems.Fast readingScan 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 poemsnursery rhymes, list poems, cinquain, haiku, Tang poems.Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Hush, little baby, don’t say a w ord,Papa’s going to buy you a mockingb ird.If that mockingbird won’t s ing,Papa’s going to buy you a diamond r ing.If that diamond ring turns to br ass,Papa’s going to buy you a looking gl ass.If that looking-glass gets br o ke,Papa’s going to buy you a billy-g oa t.If that billy-goat runs aw ay,Papa is going to buy you another d ay.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 COur first football matchWe would have won…If Jack had just scored that goal,If we’d had just a few more 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,If we hadn’t run out of energy,We would have won…If we’ve been b etter!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 didn’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 poetry---Tang poems fromChina. Poem H at the bottom of this passage is a translation from the Chinese.Poem HWhere she awaits her husband,On and on the river flowsNever 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。
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。
人教版高中英语选修6《Unit2Poems》教案
人教版高中英语选修6《Unit2Poems》教案人教版高中英语选修6《Unit 2 Poems》教案【一】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 to fill a word intoeach 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 figured out the characteristics of the i tem?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 others with 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 other s 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人教版高中英语选修6《Unit 2 Poems》教案【二】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 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; T ang 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 suggestionson 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 p erson 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? Why?As 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 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 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 limerickaloud 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 the nTwo 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 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.。
人教版高二英语选修6Unit2Poems全单元教案
教案1 Unit2 PoemsReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching AimsTo cultivate students’ interest of poetry and improve their reading skills.Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, Slides and PicturesTeaching ProcedureStep 1 Warming up1. Which poems and poets can you think of when seeing the following pictures?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 DynastyDu Fu Tang DynastyFan Zhongyan Tang DynastyMeng Haoran ModernGuo Moruo ModernMao Zedong Tang DynastyByron AmericaShelly EnglandEmerson EnglandTagore GermanyGoethe IndiaStep 2 BrainstormingDiscuss the reasons why people write poems.Fast readingScan 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 poemsnursery 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 aperson?is about sport?is about things that don’tmake sense?is recited to a baby?describes a river scene?has rhyming words at theend of lines?repeats words andphrases?Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Hush, little baby, don’t say a w ord,Papa’s going to buy you a mockingb ird.If that mockingbird won’t s ing,Papa’s going to buy you a diamond r ing.If that diamond ring turns to br ass,Papa’s going to buy you a looking gl ass.If that looking-glass gets br o ke,Papa’s going to buy you a billy-g oa t.If that billy-goat runs aw ay,Papa is going to buy you another d ay.Read the poem by yourself again and answer the following questions.1. What’s the baby’s father going to buy if the lookin g-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 COur first football matchWe would have won…If Jack had just scored that goal,If we’d had just a few more 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 ha dn’t stayed up so late the night before,If we hadn’t taken it easy,If we hadn’t run out of energy,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 didn’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 poetry---Tang poems from China.Poem H at the bottom of this passage is a translation from the Chinese. Poem HWhere she awaits her husband,On and on the river flowsNever 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7.doc
Unit 2 Poems教学目标Teaching aims1. To enable students to use unreal conditionals properly in real situations.2. To improve students integrated language ability, especially listening and speaking ability.3. To develop students’ability of autonomous learning language analysis, inquiry, and cooperation.4. To arouse students’interests and strengthen their confidence in English grammar learning.学情分析1. The analysis of teaching contentsSubjunctive mood is one of the important grammars in senior middle school and in the college entrance examination each topic will probably be involved. It is complicated in structure and usage , yet it is a key point in Senior high school English learning. Over the years it is the hotspot of college entrance examination. So mastering this grammar has the vital significance for the understanding and use of language.2. Analysis of the students:This lessen is designed to teach students how to use the three basic forms of the subjunctive mood .Because the students have learned thisgrammar in Junior, It is not so difficult to learn it. Yet the ways traditional grammar are taught are so dull and the forms are so unitary that it is not easy for the students to understand it effectively. Thus in this lessen in order to cultivate the students' interests in learning English I am going to use multimedia to collect information and guide the students to learn the grammar by practicing. In this class, the English levels of the students are different. The class activities are designed to accommodate all the students. Each student can participate in the activities.重点难点Important point1. Enable the students understand the concept of subjunctive mood and the situations of using unreal conditionals of the present, past and future.2. Make students understand and master different structures of unreal conditionals.Difficult point：Encourage students to make use of unreal conditionals to make up stories or dialogues to experience this new grammar phenomenon.4教学过程【导入】导入Step1. Introduction（3 minutes）. Enjoy a video.（video content：Downton Abbey.）Teacher asks the questions：Q1：Have you find the sentence “If I were the only girl in the world, I were the only boy”Q2：Do you think this situation can happen?Of course not. Anyone of us can’t be the only girl or boy in the world. But we do hope. So every time we talk about events that can’t happen or are impossible, yet we wish they could happen or imagine they could happen. At this time we should use unreal conditional sentences or subjunctive mood. This is something we are going to talk about today.At this moment the teacher write the Subjunctive mood on the blackboard【导入】导入Step 2. Are the sentences real conditional or unreal conditional?（3 minutes）A. Ask students to read the four sentences and find which one is real conditional sentence and which one is unreal conditional sentence ?1) If you leave now, you will never regret it.2) If I were a bird , I could fly to the south in winter.3) If he comes, he will bring his violin.4) If we had time, we could play the game again.【讲授】讲授Step 3 Talk about the situations those are impossible now(10 minutes) 1.Teacher gives students three pictures and dialogues and enable them to find out the structures in unreal conditional now..Dialogue1A: Why don’t our grandchildren visit usmore often?B: They don’t have enough time. If theyhad more time, they would visit us more often.Dialogue2A: I wonder why Fred works so hard.B: I don’t know. He must like his job.A: If he didn’t like his job, he wouldn’t work so hard.Dialogue3A: Can Tom dance?B: No, he can’t, but he wishes he could.If he could dance, he would go dancingevery night.2..Conclusion:Teacher asks students to fill in the forms表示与现在事实相反的情况If从句S+ did/were, 主句S+ would/could/should/might +do【活动】练习PraticeExercise1: Rewrite the sentences.1)Tom is unhappy because he has too much homework. I wish Tom had less homework to do.Less homework, happyIf Tom had less homework, he would be happy.2)I am so busy that I can’t go to Jim’s party. I wish I could go to Jim’s party.Not busy, can goIf I were not so busy, I could go to Jim’s birthday party.省略If：Did Tom have less homework, he would be happy.Were I not so busy, I could go to Jim’s birthday party.Exercise2Show the four pictures to students and ask them to make a dialogue using the following sentences in pairs.If you were one of them, would/should/could/might you do the same thing?If I were one of them, I would not spit everywhere.Exercise3Play a gameAsk the students to play a game.in group of 4If I were a bird/fish/tree, I would/should/could/might…评论（0）活动5 【讲授】讲授Step 4. Talk about imaginary situation in the past.(10 minutes)1.Talk about some pictures and pay attention to the structure in unreal conditional situation in the past.1.If he had driven (drive) more carefully,he would not have had the car accident yesterday.2.If I had had（have）time last night,I would have gone（go) to see the film with you3..If I had learned(learn) how to swim, I would not have been_(be) trapped in this island.4.If I had gone (go) to Tom’s birthday party, I would have met (meet) her there.B Conclusion:Teacher asks students to fill in the forms表示与过去事实相反的情况If 从句S+ had done,主句S+ would/should/could/might have done 【活动】练习PracticeExercise1Rewrite the sentences.1.Mr. Black had an accident because he made a phone call while driving. If Mr. Black had not made a phone call, he would/might not have had an accident.2.John was so sleepy that he fell asleep while doing his home.If John had not been so sleepy, he would not have fallen asleep while doing homework.省略If：Had Mr. Black not made a phone call, he would not have had a car accident.Had John not been so sleepy, he would not have fallen asleep while doing his homework.Exercise 2:Group workProvide students four sentences in the film “Titanic “and ask them to rewrite the four sentences using unreal conditionals in group of four. Titanic was sailing on her voyage for America.1. Jack won his third-class ticket in a poker game and met a beautiful girl called Rose on board.2. Unfortunately, the ship struck an iceberg and it sank.3. Jack found a piece of wood and let Rose lie on it while he was in the cold water.4. At last, the rescue workers came and saved Rose.【讲授】讲授Step 5. Talk about imaginary situation in the future(10 minutes)1. Show some pictures and ask students to make a dialogue using the following sentences.What would you do if you had/should have/were to have a lot of money? If I had /should have /were to have a lot of money, I would…If I had/should have/were to have a lot of money, I would buy a car.If I had/should have/were to have a lot of money , I would travel around the world.If I had/should have/were to have a lot of money, I would help the people in need.2.Conclusion:Ask students to draw a conclusion:表示与将来事实相反的情况If +S+ did(were to /should do),S+ would/should/could/might +do .【练习】练习Exercise1Fill in the blanks.1).If I lived/were to live/should live (live) in the 22nd century, I would spend (spend) my vacation in a different way2). If I bought/were to buy/should buy (buy) a lot of books, I would give (give) them to the children who can’t go to school.3). If I met/were to meet/should meet (meet) Obama someday, I wouldshake (shake) hands with him.Exercise2Pair work:Talk about your wildest dreams in the future in group of four.. 【讲授】总结Step 6.Summary(2minutes)Complete the following blanks.Ask the students to fill in the blanksIf 引导的虚拟条件句表示与事实相反的条件。
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.。
最新人教版高中英语选修六单元教案Unit2Poems
Unit 2 PoemsPeriod 1 ——Warming up and Pre-readingTeachingmaterial: NSEFC Book6 ——Unit 2Lesson type: warmingup &speakingTeaching aids:1.ataperecorder2.aprojector3.SlidesandPicturesTeachingObjectives:1.Topresentthetopicofthisunit——poetry2.Tohelpstudentsformconceptof poetry.3.Tolearnsome wordsandusefulexpressionsinordertoexpresstheirownfeelings.ofpoetry.4.Tocultivatestudents’interestTeachingImportantPoints:ability.Howto improvethestudents’speakingTeachingDifficultPoints: Howtomakethestudentsgainenoughinformationtoexpressthemselves. TeachingMethods:1.Pairworkorgroupworktomakeeverystudentjoinintheclassactivities2.Discussiontomakeeverystudentexpresshimselffreely. TeachingProcedure:Step 1: Daily Greetings(1 minute)T:Goodmorning,students!Ss:Goodmorning,MissHuang!Step 2:Warming up (11minutes)T:Lastunitwehavelearntsomethingaboutart,right?Ss: yesT:Itisakindofart.Thistimewewilllearnanotherkindofart.Whatisit?Ss:Poetry.T:Yes,poetry.Fromnowon,wewillbeginamysterioustripofpoetry——Unit4:agardenof poems.Here“poem”means诗,它是指一首具体的诗。
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。
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。
英语：unit 2《poems》教案-writing(新人教版选修6)
4.
Teaching important points
① Get thestudents to appreciate English poems. ② Guide thestudents to writepoems step by step. ③ Improvethe students’writing ability.
（四）On teaching procedures
Teaching steps
Teacher’s activity
Students’activity
Designing purpose
1. Lead-in
Show the students two Read the two poems and Get the students to poems try to discover the features. discover the features themselves so that it will be easier for them to write.
This lesson focuses on poetry writing so that students can learn to appreciate and write poems after learning someforms of 3. Teaching goals poems. Therefore, students’ability of using language can be fully impr
Check students’ work and give guidance Tell the features
Get the students to
review the features
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Unit 2 Poems
A Russian Poem
Since childhood, Anton had often recited
poems, accompanied on the piano and violin by
pianists and violinists, at wedding ceremonies
before brides and bridegroomsexchanged rings.
Gradually, he found writing poems the most
appropriate way to convey his joy and sorrow. When his poem Contradictory Blank won him a national championship and a scholarship to the Moscow University from a sponsor, he was just an unknown librarian. After getting his diploma, he devoted his life to writing poems. Using concrete but flexible language and the minimum of words is his style. He tried out different patterns and preferred nursery rhyme in particular. The following is a translation of one of his works made up of 3 sections：
Little sparrow with heavy load，
Ran out of energy and very cold；
No compass and all sweat salty，
Can you go through the endless darkness?
Little balloon let out by the thread，
Flew over c ottages and was very glad；
With warmth transformed from sunlight，
He said he could forever fly；
Take it easy, little balloon；
Don't tease the sparrow with his wound；
On the bare branch and have a rest；
This diamond heart will eventually get success.
俄国童谣
从童年时起，安东就常常在钢琴师或小提琴师的伴奏下在婚礼上朗诵诗歌，为新郎新娘交换戒指前的仪式助兴。
渐渐地，他发现写诗是表达他的欢乐和悲伤的最合适方式。
在他还是个不知名的图书管理员时，他的诗《矛盾的空白》就获得了全国诗歌创作冠军，并为他赢得一位赞助人提供的、到莫斯科大学深造的奖学金。
获得文凭后，他将一生都投入到诗歌创作中。
使用具体而灵活的语言和最少的词语数量是他的风格。
他还喜欢尝试不同的诗歌形式，特别是童谣。
下面有三部分组成的译文就是他的作品中的一首：
小麻雀，负重担，
筋疲力尽挡风寒，
汗水成盐无指引，
能否穿越无边暗？
小气球，脱绳系，
飞越农舍真高兴，
阳光给予它温暖，
永远高飞不费力；
别紧张，小气球
别笑麻雀伤口留，
光光的树梢歇片刻，
恒(钻石)心终把成功求。