高二英语选修六 Uuit2 Poems 教学反思
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。
Book6-unit2-poems教学设计与反思
Book6 Unit2 Poems 教案设计4. 教学过程Step 1 Lead-in （2 分钟）1. Get the stude nts to read an En glish poem..2. Ask the stude nts a questio n:What the poem write about?Then lead in the topic.设计说明：这样的导入紧扣主题，通过让学生读一首最简单的英文诗，激发了学生的求知欲和好奇心，为下一步的阅读教学作了很好的铺垫。
Step 2 While-readingTask 1: Get the main idea of each paragraph after skim mingthe text. （5 分钟）Paragraph 1 __________________ P aragraph 2_________________Paragraph 3 __________________ P aragraph 4_________________Paragraph 5 __________________设计说明：本活动的目的是让学生通过快速阅读寻找有用信息，利用主题句理解段落大意，以此形成对课文内容的初步理解。
Task 2: Decide True or False after scanning the text. （ 6 分钟）1. Nursery rhymes have strong rhythm and a lot of repetition.2. List poems have a fixed line len gth.3. Cinquain is a poem made up of five lines, which can easily write.4. Haiku is easy to write and can give a clear picture and create a specialfeeli ng using the maximum of words.设计说明：学生通过这一活动，进一步理解和掌握了文章的内容，通过细读课文，要求学生带着明确的目标去阅读、查找答案，以达到有的放矢地分析课文、理解课文、解决问题的目的。
河北省高二英语选修6 Unit2《Poems》全套教案
河北省高二英语选修6 Unit2《Poems》全套教案教学目标Teaching goals:1. Help students know more about English poems.2. Understand fives kinds of poems in the unit.3. By learning the text, make students interested in writing poems by themselves.教学重难点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.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 with 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: Looking up, I find the moon bright,Bowing, in homesickness I’m drownedStep IV ReadingTask1 Fast reading1. Qs: How many kinds of poems did the text mention?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 strong picture in just a few word sHaiku made up of 17 syllables, give a clear picture 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 written to show people’s emotions.. In Chinese , we have 诗言志，诗言情，诗歌合为事而作.That is, people write poems for different reasons, and then we have different kind 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.课后小结学完了这节课，你有什么收获？课后习题1.Choose two of the eight poems to recite.2.Translate an English poem into Chinese by yourself.板书Unit 2Poems。
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_人民教育出版社 Book 6 Unit 2 Poems教学设计学情分析教材分析课后反思
Topic: A Few Simple Forms of English PoemsTeaching aims:1.get students to know about different forms of poems2.have students learn some useful new words and expressions aboutpoetry3.develop students’ listening, speaking, reading and writing ability4.write the poem of their own: cinquainTeaching key points: let students learn to create their own poemsEnjoy a song: lead in the topicStep one: Warming upQ1: Do you remember the first poem you learnt when you were a child? Step two: Pre-readingQ: Why do people write poems?Step three: Fast-readingQ: How many kinds of poems are mentioned in the text? What are they?Step four: Careful-readingFeatures of the different forms of poetryPoem A: nursery rhymes---the language is concrete but imaginative---having strong rhythm---having a lot of repetition---easy to learn and to recite---may not make sensePoem B and C: list poems• A list of things•Flexible line length•Repeated phrasesSentence pattern: if we had done… we would have done…Poem D and E: cinquain•Easy to write•Made up of five lines•Convey a strong picturePoem F and G: Haiku•Made up of 17 syllables•Give a clear picture•Create a special feelingPoem H: Tang poems•Tell a story•Convey a strong emotion•Repeated phrasesStep five: Post-readingDIY time: group workHomework：1.Finish the exercise in workbook.2.Create your own list poem.3.Enjoy the poem: when you are old.学情分析进入高中阶段的学习以来，根据教材的设置，学生已经分别了解了艺术、建筑、节日、环境保护和旅游等相关话题，对于西方的文化背景知识具有一定的了解基础，并且具有书写小诗的文字功底和基础，本单元介绍几种简单诗歌形式的内容，对于学生还是比较易于接受的。
人教版高中英语选修六Unit 2 Poems教学设计和反思The person teaches the version high school English Ele
人教版高中英语选修六Unit 2 Poems教学设计和反思陈俊杏（陆丰市林启恩纪念中学）教材分析本节课是一节阅读课，话题是诗歌。
这节课主要让学生通过学习，从而了解诗歌创作的动机和五种简单的诗歌形式。
通过本单元的学习，学生能够对诗歌的认识和理解有一定的基础和鉴赏水平，并能够进行简单的诗歌创作。
分析学生本节课的教学对象是高二学生，他们大都基础一般，但比较好学，能主动配合老师，具有爱表现的特点。
作为高中生，他们对中文诗歌有较深的了解，对英文诗歌的学习也是充满了浓厚的兴趣。
虽然有部分学生的基础知识较为薄弱，运用英语进行交际活动的能力较差，但他们在各小组成员的帮助下，加上老师设计使他们感兴趣的活动，也能积极参与到课堂活动中来。
教学目标1.知识目标：使学生了解并掌握文章中的重点词汇和短语：poem，poetry，recite，aspect，convey，rhyme，rhythm，nursery，diamond，cottage，balloon，sparrow，tease，salty，endless，branch，translation，transform，take it easy，run out of，make up of2.能力目标：掌握不同诗歌类型，并能进行简单的诗歌创作的能力。
3. 情感态度目标：培养学生热爱自然，欣赏和解读诗歌，发扬团结协作和积极向上的精神，了解有关英语诗歌方面的知识，扩大他们的国际视野，提高阅读能力，提高文化意识，教学重点： 1. 掌握跟英语诗歌有关的重要词汇和词组。
2. 了解诗歌创作的目的和不同形式的英语诗歌及鉴赏诗歌的能力。
教学难点：1. 掌握几种不同的英语诗歌的特点。
2. 进行简单的英语诗歌的创作。
教学方法：探究式教学法和任务型教学法、合作学习法教学用具：多媒体、黑板教学过程（teaching procedure）Step 1: Revise the words and phrases in this unit. ( 3 minutes )[设计思路] 抽查几个不同层次的学生，用汉译英或英译汉的方式，检查学生单词的预习以及掌握情况，并写在黑板上。
高中英语选修六：Unit2+Poems+教案4
Unit 2 Poems教学目标1）知识和技能目标：让学生了解和掌握虚拟语气的基本语法规则，并能在具体的语言环境中灵活运用，解决相关高考试题，在日常交际中能够正确灵活的使用。
2）过程和方法：通过教师讲解和学生探究相结合；通过语法练习和语言实践活动相结合；通过任务型教学和情景式教学相结合，让学生构建语法功能知识，应用于实践中去发现和解决问题。
3）情感、态度和价值观目标：培养学生自主学习能力，增强学生合作意识，提高学生语言分析能力和自己对事物的正确认识，形成正确的人生观、价值观。
学情分析学生们在经过必修1-5的学习和累积中已经形成了基本的语法框架,这为学习虚拟语气中的非真实条件句打下了基础。
通过学生们对第二单元诗歌的阅读已经让他们对虚拟语气的使用情景有了一些了解,但是他们没有准确地掌握和熟练的运用。
希望本节课可以帮助他们突破汉语式的思维模式让其掌握虚拟语气中非真实条件句的基本用法。
重点难点教学重点：掌握虚拟语气非真实条件句的规则和基本原则。
教学难点：能够运用此语法项目去完成各种相关表达，并能在实际语言活动中灵活运用。
4教学过程【导入】导入Step1. Leading in the grammarStep One: Lead in. Let’s enjoy a song by Celine Dion——If I could. After listening to the song, ask students what the singer wanted to express.(Mother expressed love to her baby)Lead in: What mood did the singer use in this song?(Subjunctive mood)【活动】设置情景，发现规律Step Two: Approaching and presenting the grammarSupposing three different conditions of past, present and future, make some sentences1. Now we are having an English class, I find some of you are whispering secretly. If you paid attention to your studying, you would make great progress.2. Yesterday we had an English test. If you had been more careful, you would have got a high mark.3.The next day we will have a day off and go to climb the mountain. If I were to buy a pair of sport shoes, I could feel more comfortable while climbing.(通过设置情景，呈现不同时间的条件虚拟句，让学生注意发现语法规则，总结出与不同时间事实相反的虚拟条件句式特点。
人教版高中英语选修6《Unit 2 Poems》教案2篇
人教版高中英语选修6《Unit 2 Poem s》教案2篇Teaching plan of unit 2 Poems编订：JinTai College人教版高中英语选修6《Unit 2 Poems》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 2 Poems》教案2、篇章2：人教版高中英语选修6《Unit 2 Poems》教案篇章1:人教版高中英语选修6《Unit 2 Poems》教案教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1.了解教学大纲关于语法填空的命题特点。
2.能够根据语法填空的命题特点自己编语法填空的题目3.掌握语法填空的解题方法与技巧过程与方法（Process and Methods）让每一位同学都能参与到课堂教学与活动中来，以小组或结对的形式进行相互学习和讨论。
情感态度与价值观（Feeling, Attitudes and Values）学习应对语法填空是与课文相结合，让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解题特点，从而更加理解英语诗歌的特色，更加懂得如何阅读和欣赏英语诗歌。
教学重难点教学重点（Important Points）：1.让学生了解语法填空的命题特点2.掌握语法填空的解题方法与技巧教学难点（Difficult Points）：语法填空中词性的转换教学过程（Teachers’ Activities）Step I: Lead-in① Review the new words and expressions of this unit by them together, and then do Task 1---speak out the other forms according to the giv en words② Listen to the song Jingle Bells and try tofill a word into each blank.Step II : Pre-practising1.Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge?② Have you figur ed out the characteristics of the item?2.ExplainingIn this item there are 10 blanks for you to fill in with less than one proper word① some blanks with a given word while otherswith none② fill in the blanks with the proper form of the given word according to its grammatical and logical meaning.③ choose a preposition, pronoun, conjunction or an article to fill in the blank without any given word.3.DiscussionHow can we finish the items step by step with our grammar knowledge?① ___________________________________________.② _ __________________________________________.③ ___________________________________________.Step III : While-practising1.Making an item of grammatical blank-filling based on the para graph of the text.① more than 5 blanks.② some blanks with given word.③ others with none.2.exchange the item you made for your partner to complete it .3.The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students’ anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1.Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10, Nanfang New Class篇章2:人教版高中英语选修6《Unit 2 Poems》教案【按住Ctrl键点此返回目录】教学准备教学目标Teaching goals1.Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems toexpress themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2.Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3.Learning abilityEnable Ss to distinguish different types of poems 教学重难点Teaching important points1.Talk about five main types of poems.2.Understand the main purpose of writing the poems.Teaching difficult points1.Find the rhythm of each poem.2.Chant the poem.3.Understand the main purpose of writing the poems.教学过程Teaching procedures to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.）If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.（ people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age,feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.）Step 4.Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in animportant reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not readevery word. Do an example with them.Suggested answers to exercise 2:Step 5.ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1.Why do people write poetry?Q2.How many forms of poems are mentioned in the passage? What are they?Q3.What does “nursery rhyme” mean? Why do they delight small children?Q4.What’s the characteristic of “list poems”? What about “cinquain”?Q5.Why do English People like “Haiku”?Q6.Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t ma tter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats asyou read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should beread several times, preferably aloud, to appreciateits meaning. Read the last poem （Poem H）, and answer the following questions:Q1.What parts of the poem suggest that the woman loves her husband?Q2.How do you understand the sentence” Shouldthe journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3.What picture do you have in your mind when you read the above sentences?Q4.Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6.Make a short summary of this period.课后习题Homework1.Surf some websites to find out more information about poets.2.Review the content of the reading passage.3.Finish the exercises on Page 12& 13.-------- Designed By JinTai College ---------。
教学反思BOOK_6_Unit2_Poems
教学反思BOOK_6_Unit2_Poems第一篇：教学反思BOOK_6_Unit2_PoemsBOOK 6 Unit2 PoemsReading part--A FEW SIMPLE FORMS OF ENGLISH POEMS教学反思这堂课基本做到了把课堂还给学生，通过不同的任务设置，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。
这堂课的完成使我感到欣慰，值得我深思。
首先，良好的导入是整个课堂成功的一半。
切入点是让学生听唱他们耳熟能详的英语童谣“Twinkle, twinkle, little star”，然后，通过合着节拍齐读童谣“Twinkle, twinkle, little star”，一方面引出诗的两个必要元素：rhyme（押韵）；rhythm（节奏）；另一方面激发了学生的学习积极性和主动性，让每位同学都获得成就感，增强自信心，促进学生智能的发展。
其次，教学内容设计符合全班学生的实际情况，难度适中，由浅入深，环环相扣，循序渐进，满足不同类型和不同层次学生的要求，大多数学生都能顺利完成。
基础较差的学生能写出清单诗，基础较好的学生敢于挑战五行诗和俳句诗。
学生对语言的输入和输出都表现得很好。
各种情景的创设为学生提供自主学习和直接交流的机会，学生通过体验、实践、合作、探究等方式，发展听、说、读、写的综合能力。
在学习过程中，我关注学生情感，创造民主、和谐的教学气氛，在学完五行诗“Cinquain”后，我即兴作诗歌以鼓励他们在学习中积极大胆尝试，同时，我尊重每一位学生，保护他们的自尊心的同时激发他们的学习积极性。
关注学习有困难或性格内向的学生，尽可能地为他们创造语言的机会。
有效地使用多媒体教学手段能大大提高学生的学习兴趣，丰富课堂知识。
总之，本课设计符合新课标要求和学生实际，教学目的明确，重点难点突出，在讲课过程中，我充分利用了现代教学手段：多媒体，向学生呈现出相关视频，图片，影像资料等。
2019-2020年高中英语 Unit 2 Poems单元小结教学案 新人教版选修6
2019-2020年高中英语 Unit 2 Poems单元小结教学案新人教版选修6 Since childhood, Anton had often recited poems, acpanied 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 of3 sections：Little sparrow with heavy load，Ran out of energy and very cold；No pass 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。
高中英语选修6《Unit 2 Poems》教案人教版
高中英语选修6《Unit 2 Poems》教案人教版高中英语选修6《Unit 2 Poems》教案人教版猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。
其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。
下面和本文库一起看看有关高中英语选修6《Unit 2 Poems》教案人教版。
人教版高中英语选修6《Unit 2 Poems》教案1教学准备教学目标Teaching goals1. Target languagea. Important words and phrasesPoem， poetry， recite， aspect， convey， nursery， rhyme， diamond，cottage， balloon， sparrow， tease， salty， endless， translate， nursery rhyme， take it easy， run out of， make up ofb. Important sentencesWhich poem is about things that don’t make sensePoets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes；list poems； cinquain，； haiku； Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems教学重难点Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.教学过程Teaching procedures … waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood， either in Chinese or in English.Talk about some famous poets both home and abroad， either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word ＂poem＂Step 3. Warming upRead the questions in this part， reminding Ss what they notice about the above poems.（e.g. they have a strong beat， or they have rhyme， or they play with words and sounds， or perhaps some of them are funny because they make no sense.）Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. （Suggested reasons: to create certain feelings or images in the reader； to share a feeling or experience； to describe something in detail or give an impression； to get the reader to think about an idea；to express a point of view； to make the reader experience the sight，sounds， smells， feel and tastes of something； to create a mood， to play with words--- their sounds， rhyme and rhythm.）If time permits， in small groups or as a class， discuss the kinds of topics that poets write about.（ people， animals， nature， landscapes，the sea， the seasons， stories， death， war， youth and old age， feeling and experiences， emotions like love， hate， sadness， regret and desire，etc.）Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese Why Do you have a favorite poem in English WhyAs to exercise 2， give Ss practice in an important reading skill: scanning a text， that is， looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table， just in the poems themselves， not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.Suggested answers to exercise 2:Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetryQ2. How many forms of poems are mentioned in the passage What are they Q3. What does ＂nursery rhyme＂mean Why do they delight small childrenQ4. What’s the characteristic of ＂list poems＂What about ＂cinquain＂Q5. Why do English People like ＂Haiku＂Q6. Are you familiar with Tang Poems Do you know the title of the last poem in the textListeningBefore Ss read the text， have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or ＂music＂ of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word. First readingGet Ss to read the text carefully， finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said ＂it is just as I feared＂.＂Four insects and thenTwo birds and a henHave all made a home in my beard＂.Now read the poem A … B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting， so any part of daily life can provide material for a poem.. Of course， the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact， so it should be read several times， preferably aloud， to appreciate its meaning. Read the last poem （Poem H）， and answer the following questions:Q1. What parts of the poem suggest that the woman loves her husband Q2. How do you understand the sentence＂ Should the journeyer return，this stone would utter speech.＂ Explain the sentence in your own words. Q3. What picture do you have in your mind when you read the above sentencesQ4. Do you know the Chinese title of this poem Do you know the Chinese version of the poemStep 6. Make a short summary of this period.课后习题Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12… 13.人教版高中英语选修6《Unit 2 Poems》教案2教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1. 了解教学大纲关于语法填空的命题特点。
高中英语_Unit 2 Poems教学设计学情分析教材分析课后反思
教学设计课题：Poems课型：阅读课课时：1课时教学目标：By the end of this lesson,1. students will be able to understand some useful words and expressions and master the characteristics of five forms of poems in the text A few simple forms of English poems.2. they should improve reading ability and develop the reading skill.3. they should learn to appreciate the beauty of poems.4. they can learn cooperatively and autonomously.教学方法：Task-basic teaching and learning、cooperative teaching method教学手段:Multimedia and Blackboard教学过程:Step 1:Warming upI.Students read the poem Saying goodbye to Cambridge again, while listening to the beautiful light music.Step 2: Pre-readingStudents should know the reasons why people write poems and review the new words for the passage.Step 3:While-readingParagraph1Students read it and fill in the blanks, and find the various reasons why people write poems.Students should skim the passage and find five kinds of poems.Paragraph2I.Students read the poem A and answer 3 questions.II.Read the nursery rhymes with emotion.Paragraph 3I.Read and fill in the blanks.II.Read list poems with emotion and pay attention to repeated phrases and rhythm.Paragraph 4Students should read the poemD&G and master the characteristics of cinquain. Paragraph 5Read it and know Haiku is made up of 17 syllables, and explain what is a syllable and count the syllables of the poem given in the text.Paragraph 6 and paragraph 7Students will tell Tang poems very easily and guess the Chinese title of poems provided—《望夫石》.Step 4：Post-readingII.Look and guess what kind of poem it is.After students guess the forms of poems, they read or sing it with emotion loudly and pay attention to the rhythm of the poem.III.SHOW TIME.By imitating the teacher’s cinquain and learning the rules of writing it , students should create their own poems as a group of four. Then they can show their works. Step 5：Summary and homeworkThey recalled what they have learnt in the class and do the homework that is told .板书设计：Unit 2 PoemsReading : A few simple forms of English poems（The words need to be written）… …… …… …教学反思：学情分析学习这节课的是高二.二班同学，该班学生所选科目以文科科目居多，大多也是女生，比较乐于欣赏各种文学作品，在上课过程中表现的很投入也很积极。
高中英语_Unit 2 Poems教学设计学情分析教材分析课后反思
教学设计学情分析高二学生已经有了一定的知识积累，但大部分学生英语基础稍差，听说读写的能力有待提高。
学生对英语诗歌了解甚少，本单元大量关于诗歌的陌生词汇，给学生理解诗歌带来一定困难。
但学生具备一定的自主学习能力和小组合作能力。
部分学生缺乏积极学习英语的态度和毅力，缺乏对英语学习的兴趣和信心。
同时缺乏一定的学习方法。
只有通过正确的引导，多鼓励，多给与积极发言的机会，设置使他们感兴趣的活动，因材施教，紧扣高考，才能激发他们的学习自主性和兴趣，积极投入到课堂学习中。
Book6 Unit2教学效果评价本节课达到预期效果。
第一部分基础知识部分为课前检测，主要检查学生对本单元的单词、短语和重要句型的掌握。
学生掌握情况较好，以自主改错和回答的形式相结合，简单的单词部分自己纠错，短语部分让学生回答，句型部分自己纠错，同时达到巩固掌握的效果。
可以既避免部分学困生的尴尬又能给学生及时改正错误的机会。
通过回忆原来的知识，使学生获取成就感，增强自信心，积极思考，领悟本堂课的教学目标。
鼓励学生主动参与，探究，思考，概括自己的思路，口语表达得以练习。
任务型教学，采用小组合作的方式，使学生带着任务去理解，解决，完成任务，提高了学生的探究能力。
在本堂课中。
在老师的循循善诱下，通过师生，生生相互交流，合作，深化了解了本课的重难点，实现了本课的教学目标，提高了课堂效率。
复习学案上的练习部分，大部分学生能积极回应老师，知识点掌握的也比较到位，习题也都做得不错，达到了预期效果。
达标巩固和合作部分，由于时间限制，讨论环节时间稍受限制。
课下作业为一篇关于诗歌的高考作文：旨在让学生运用所复习的知识，再加上适当的扩充连句成篇。
这样设计是为了让学生就文章的结构和内容有大致的了解，让学生意识到平时所学的每一单元的知识，都可能是高考考查的知识点。
就整节课而言，达到了预期效果。
由于学生的实际情况所限，基础薄弱，整体水平有待提高，所以节奏要放慢，讲求稳中求进步。
高中英语_Book6Unit2Poems教学设计学情分析教材分析课后反思
Book6Unit 2 A Few Simple Forms of Poems教学设计Step I. Pre-learning presentationGroup 1 Nursery rhymes __________________________________________________________ Group 2 List poems______________________________________________________________ Group 3 Cinquain________________________________________________________________ Group 4 Haiku__________________________________________________________________ Group 5 Tang poems_____________________________________________________________ Group 6 Classic poems____________________________________________________________设计意图：这一部分是预习成果展示环节，通过预习任务让学生课前充分预习，小组合作、自主探究，提高学生的自主学习能力和小组合作能力。
Step II. Lead-inWhy do people write poetry? (Try to answer the question using the following pattern.)There are various reasons why poeple write poetry. Some poems _______________________________, some try to __________________________________, and others _____________________________________________________________________. (Tips: 讲故事；描述一个人或者风景；传达某种感情；哄孩子……)设计意图: 这是引入部分，通过问题引领学生进行头脑风暴，思考人们写诗的意义，激发学生对诗歌的好奇和求知欲，引入几种诗歌类型的学习。
人教版英语选修六Unit 2 poems(虚拟语气)教学设计和反思
教案3 Unit2 Poems虚拟语气”教学设计及反思GrammarTeaching materialNSEFC Book 6 —— Unit 2Teaching aimsEnable the students to master the usage of the Subjunctive mood.Teaching important pointsHow to enable the students to know the structure and the usage of the Subjunctive mood.Teaching difficult pointsHow to help the students to master the usage of the Subjunctive mood.Teaching aidstape recorder, slidesTeaching proceduresStep1 Revision1. 虚拟语气在if条件状语从句中的用法2. Wish 引导的宾语从句I wish I were a bird.I wish he hadn‘t done that. (do)I wish I would be rich in the future.3. 表示要求,命令,建议的虚拟语气一个坚持___________ 两个命令_____________三个建议_____________四个要求____________Keys：1). insist 2). order, command3). advise, suggest, and propose 4). demand, require, request, desire这些动词后面的宾语从句要使用虚拟语气用法。
即从句中的动词使用should + 动词原形, 或者将should省略。
The doctor suggested that he (should) try to lose his weight.He insisted that we (should) tell him the news.虚拟语气(二)the Subjunctive mood1. 表语从句、同位语从句中的虚拟语气在suggestion，proposal，order，plan，idea，advice，decision等需要有内涵的名词后面的表语从句、同位语从句中，要使用虚拟语气。
高中英语选修六Unit2Poems阅读课教学案例分析及反思
高中英语选修六阅读课教学案例分析及反思泾川一中代洁教学内容分析：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。
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。
【笔者教学第一单元语法项目虚拟语气（一）新授课时，布置任务给其中的三个小组，由其组员充当小老师。
小老师们课后还写了教学反思与心得。
】当然，值得商榷和注意的地方：学习小组成员的配置一定要合理化，组与组之间实力应相当。
教学目标1.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。
2.能力目标：、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、朗读、理解和创作诗歌的能力、小组合作学习的能力3.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教学重难点：、.、、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、音乐播放器七、教学过程（）、、1., , , , , , .2.【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。
【教学评价】师生合唱，教师和学生距离拉近，让学生轻松的融入到音乐中，同时又很好地体会到节奏及韵律。
3.’’.【设计思路】屏幕上呈现出学生自己翻译的英文诗歌的作品，首先收获了成功的喜悦，通过大声朗读，与其他小组成员共勉。
从而，让学生们体会到自己很棒！、, ’ . , ’ “ ?”【设计思路】自然过渡到新课，通过问题的回答，既涉及了课文第一段的中心句，又为解读文中列举的八首诗歌做了铺垫。
、:1.?2.?【设计思路】阅读策略一、通过跳读，特别是读标题和首段，培养学生概括文章主旨大意的能力。
高中英语_人民教育出版社 Book 6 Unit 2 Poems教学设计学情分析教材分析课后反思
Topic: A Few Simple Forms of English PoemsTeaching aims:1.get students to know about different forms of poems2.have students learn some useful new words and expressions aboutpoetry3.develop students’ listening, speaking, reading and writing ability4.write the poem of their own: cinquainTeaching key points: let students learn to create their own poemsEnjoy a song: lead in the topicStep one: Warming upQ1: Do you remember the first poem you learnt when you were a child? Step two: Pre-readingQ: Why do people write poems?Step three: Fast-readingQ: How many kinds of poems are mentioned in the text? What are they?Step four: Careful-readingFeatures of the different forms of poetryPoem A: nursery rhymes---the language is concrete but imaginative---having strong rhythm---having a lot of repetition---easy to learn and to recite---may not make sensePoem B and C: list poems• A list of things•Flexible line length•Repeated phrasesSentence pattern: if we had done… we would have done…Poem D and E: cinquain•Easy to write•Made up of five lines•Convey a strong picturePoem F and G: Haiku•Made up of 17 syllables•Give a clear picture•Create a special feelingPoem H: Tang poems•Tell a story•Convey a strong emotion•Repeated phrasesStep five: Post-readingDIY time: group workHomework：1.Finish the exercise in workbook.2.Create your own list poem.3.Enjoy the poem: when you are old.学情分析进入高中阶段的学习以来，根据教材的设置，学生已经分别了解了艺术、建筑、节日、环境保护和旅游等相关话题，对于西方的文化背景知识具有一定的了解基础，并且具有书写小诗的文字功底和基础，本单元介绍几种简单诗歌形式的内容，对于学生还是比较易于接受的。
高二英语选修六Uuit2Poems教学反思(20200222180250)
高二英语选修六Uuit2 Poems 教学反思2014年11月25日上午第二节课，我在高二10班上了一节英文诗歌鉴赏课。
本节课是专门为来我校访问的六位韩国学生而上的。
本节课的教学内容是人教版高二英语选修六 Unit 2的 Reading and Discussing 。
教学目标是通过本节课的学习，帮助学生理解英文诗歌，提高学生的英文诗歌鉴赏能力。
教学重点就是在理解英文诗歌 I’ve Saved The Summer 的基础上，提高学生的英文诗歌欣赏水平。
教学难点在于理解英文诗歌并要求学生自己尝试写英文诗歌。
本节课的教学步骤：第一，导入部分先介绍诗歌作者，美国诗人Rod Mukuen ,然后播放配乐诗朗诵 I’ve Saved The Summer ,要求学生听诗歌的节奏和韵律，找出其中押韵的单词。
第二，请4位学生（男女各两位）分别朗读这首诗，而后全体学生齐声朗读诗歌。
第三，讨论部分，请学生展开小组讨论。
1.Who is the speaker in the poem and who is he∕she speaking to ?Give reasons to support their answer.2. Which of the following is the closet to the speaker’s message ?A. If it’s cold ,I’ll warm you; If it’s dark ,I’ll give you light ; If you are hungry ,I’ll feed you; If you want love ,I’ll give it to you .B. Although the future may be difficult for you, Whenever you needwarmth and love , remember I’ll have some to give you .第四，学生练习写英文诗歌第五，整堂课在著名的苏格兰民歌《友谊地久天长》中结束。
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高二英语选修六Uuit2 Poems 教学反思
2014年11月25日上午第二节课，我在高二10班上了一节英文诗歌鉴赏课。
本节课是专门为来我校访问的六位韩国学生而上的。
本节课的教学内容是人教版高二英语选修六 Unit 2的 Reading and Discussing 。
教学目标是通过本节课的学习，帮助学生理解英文诗歌，提高学生的英文诗歌鉴赏能力。
教学重点就是在理解英文诗歌 I’ve Saved The Summer 的基础上，提高学生的英文诗歌欣赏水平。
教学难点在于理解英文诗歌并要求学生自己尝试写英文诗歌。
本节课的教学步骤：
第一，导入部分先介绍诗歌作者，美国诗人Rod Mukuen ,然后播放配乐诗朗诵 I’ve Saved The Summer ,要求学生听诗歌的节奏和韵律，找出其中押韵的单词。
第二，请4位学生（男女各两位）分别朗读这首诗，而后全体学生齐声朗读诗歌。
第三，讨论部分，请学生展开小组讨论。
1.Who is the speaker in the poem and who is he∕she speaking to ?
Give reasons to support their answer.
2. Which of the following is the closet to the speaker’s message ?
A. If it’s cold ,I’ll warm you; If it’s dark ,I’
ll give you light ; If you are hungry ,I’ll feed you; If you want love ,I’
ll give it to you .
B. Although the future may be difficult for you, Whenever you need warmth and love , remember I’ll have some to give you .
第四，学生练习写英文诗歌
第五，整堂课在著名的苏格兰民歌《友谊地久天长》中结束。
课后反思：
在日常教学中，我们通过设计学生感兴趣的话题和形式，激发学生的兴趣，引起他们的共鸣，让他们有话可说，积极参与课堂活动。
我个人认为本节课在教学设计上有创新，没有把它作为传统的阅读课来上。
整堂课有效地借助了多媒体，调动学生积极参与。
全班同学参与小组讨论，男生女生交替朗诵诗歌，积极展示自己的诗歌作品，有的学生充分展现个人魅力演唱英文歌曲。
作为教师的我也当场演唱了一首英文歌曲Jingle Bells .本节课教学过程安排合理，教学重难点突出，教学环节紧凑，过渡自然。
I’
ve Saved the Summer 是父母写给成年儿女的，诗中表达了父母对儿女无私的无条件的爱。
我借此机会对学生进行思想品德教育，赞扬父母无私的爱，同时教育学生不忘父母养育之恩，要回报父母的爱。
本节课受到六位韩国学生和翻译的赞扬，用他们的话来说是“This class is of high quality.”
另外,我发现学生的潜力是无极限的。
学生上了前一课英文诗歌的几种形式后，自己尝试写清单诗和五行诗，不少学生写的非常优美。
尤其是王清芳、孙素琴、熊佳薇这几位同学，简直难以置信几天前他们对英文诗歌还是一无所知。
由此我想：只要我们教师鼓励学生的创新精神，采用有利于他们发挥主体作用的教学思路与方法，就能激发学生更大的学习热情和潜力。
本节课的课件基本上是本人设计制作的，由于本人课件制作水平不高，花了很多时间来完成，其中的关键技术是请杨春老师帮忙完成的。
由此可见，我们这个年龄阶段的老师要掌握好现代信息技术，根据英语语言的特点和教学内容的要求，精心设计制作多媒体课件，科学合理地运用多媒体。