高中英语选修6+unit2+Poems+教案.doc
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。
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。
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。
最新人教版选修六unit 2《poems》教案5.doc
Period 5 Reading and Writing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent speaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.三维目标设计Knowledge and skills1．To enable the students to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：If I＋past tense...，I would...4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程Step 1RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Step 2Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent?2．Does the poem have a rhythmic pattern?3．Does the poem have rhyming words?4．When you were listening to the poem，did it make you feel something or think about something? What did it make you feel or think about?Suggested answers：1．Students' answers may vary.2．Yes(it has two strong beats per line)．3．Yes.4．Students' answers may vary.Step 3Reading1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines?2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might help you down the roadTill you've found your own.Step 4DiscussionIn small groups discuss these questions：1．Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.2．Which of the following is the closest to the speaker's message? Give a reason for your choice.A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.Suggested answers：1．A parent(mother or father)speaking to a young adult child(son or daughter)．We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.2．BStep 5Language studyShow the students the following language points in a slide show.1．appropriate(P13)【原句再现】Match the beginning of each sentence with the appropriate ending.把每个句子的开头与其合适的结尾连在一起。
2019人教版选修六Unit 2《Poems》word教案5
2019人教版选修六Unit 2《Poems》word教案5教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent speaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.三维目标设计Knowledge and skills1．To enable the students to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：If I＋past tense...，I would...4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程Step 1RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Step 2Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent?2．Does the poem have a rhythmic pattern?3．Does the poem have rhyming words?4．When you were listening to the poem，did it make you feel something or think about something? What did it make you feel or think about?Suggested answers：1．Students' answers may vary.2．Yes(it has two strong beats per line)．3．Yes.4．Students' answers may vary.Step 3Reading1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines?2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might help you down the roadTill you've found your own.Step 4DiscussionIn small groups discuss these questions：1．Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.2．Which of the following is the closest to the speaker's message? Give a reason for your choice.A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.Suggested answers：1．A parent(mother or father)speaking to a young adult child(son or daughter)．We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.2．BStep 5Language studyShow the students the following language points in a slide show.1．appropriate(P13)【原句再现】Match the beginning of each sentence with the appropriate ending.把每个句子的开头与其合适的结尾连在一起。
人教版高二英语选修6Unit2Poems全单元教案
教案1 Unit2 PoemsWarming up and ReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching Aims: To 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 up. 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 Brainstorming1 Discuss the reasons why people write poems.2 Fast reading Scan the passage and answer the following questions.1). What is the main topic of the reading passage?2). What five kinds of poems does the reading passage talk about?Keys: 1) different forms of English poems2) nursery rhymes, list poems, cinquain, haiku, Tang poems.T: Now let’s read the following five poems and finish tasks.1 Listen to Poem A and pay attention to its rhyming lines and words.Read the poem by yourself again and answer the following questions.1). What’s the baby’s father going to bu y 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.2 Poem CQuestions1). 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 h er own excuses, because there has too many ifs…3 Poem D&E1). What subject is the speaker writing about?2). Does the speaker like the subject? Give a reason for your answer.4 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 H 望夫石王健望夫处，江悠悠。
高中英语 Unit 2 Poems教案 新人教版选修6
Unit 2 Poems Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。
旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。
1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。
1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。
1.3 Reading部分是一篇介绍诗歌基础知识的文章。
文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。
1.4 Comprehending 部分根据阅读内容设置了三个习题。
第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。
1.5 Learning about Language分words and expressions和structures两部分。
第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。
第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。
1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。
第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。
人教版高中英语选修6教案Unit 2 Poems
人教版高中英语选修6教案Unit 2PoemsUnit 2 Poems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/poetry 2.transform/change3.appropriate/suitable/un out/run out of词形变化w n. 悲哀, 悲痛sorrowful adj. 悲伤的2. anger n. 怒, 愤怒angry adj. 生气的, 愤怒的angrily adv. 愤怒地3. translate v. 翻译, 转变为transla翻译, 译文translator n. 翻译者4. ending n. 结尾, 结局end v. 结束, 终结,end n.末端, 尽头重点单词1. a方面;样子;外表2. convey v.传达;运送adj.具体的4. tease v.取笑;招惹;戏弄5. pa模式;式样;图案6. underline v.在下面画线;强调7. exchange v.交换，交流赞助人；主办者 vt.发起，举办，倡议重点词组take it easy从容, 不紧张, 松懈, 轻松 make up of(多用于被动)构成try out 试验, 考验, let out发出, 泄露重点句子ll adescribg in a way that will givader a strongvey certa2. And said though strange they all were true.重点语法虚拟语气（II）（见语法专题）II 词语辨析 (旨在提供完形填空所需材料)1). poem/诗歌【解释】poem[C]诗歌,诗体[U]诗歌的总称【练习】选择poem或poetry并用其适当的形式填空1) Keats and Shakespeare are maglish ______.2) People write _________ to malaugh.Keys: 1)2)2). transform/change v.改变，变化【解释】transform指“人、物在性质上或形态上发生彻底或基本的变化”change指“使改变得与原物不同”或“使发生以新代旧的变化”【练习】选择 transform或change，并用其适当的形式填空1) Heat can __________ waam.2) The appearawn is quite ________.Keys: 1) transfor) changed3) appropriate/suitable/fit adj.合适的，适当的【解释】appropriate 形容事物在特定的时间合适，或与特定场合协调一致。
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.。
高中英语(人教版)选修六Unit2PoemsReading教案word版
Teaching material: NSEFC Book 6 —— Unit 2PoemsReadingTeaching 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 b uy 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 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。
高中英语选修6+unit2+Poems+教案.doc
选修6 unit2 PoemsPeriod 1 Warming Up, Pre-readingTeaching Important Points:1. Get Ss to talk about poetry.2. Get the students to know a few simple English poems.Teaching Difficult Points:1. Work together with partners and describe English poems and songs.2. Develop Ss’ speaking ability.3. Get Ss to learn different poems between China and the western countries. Teaching Methods:1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.Three-D(three-dimensional)Knowledge Aims:1. Get Ss to learn new words and expressions.2. Let Ss learn about poems.Ability Aims:1. Let Ss have the ability to talk about poems.2. Enable Ss to learn to talk about poems.3. Let Ss discuss why people write poems to develop their discussion ability. Emotional Aims:1. Stimulate Ss’ sense of Poems protection by talking about Poems.2. Develop Ss’ sense of cooperative talking.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Warming-upPeriod 2 ReadingTeaching Important Points:1. Let Ss read the passage A Few Simple porms of English Poems and learn about the passage.2. Get Ss to learn different reading skills.Teaching Difficult Points:1. Devel op Ss’ reading ability.2. How to teach the students to know somple English poems and understand each of them. Teaching Methods:1. Reading (individuals)2. Discussion (group work)3. Cooperative learning.Three-D(three-dimensional)Knowledge Aims:1. Help the students learn new words and expressions.2. Get ss to learn about the forms of poems.Ability Aims:Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems.Emotional Aims:Develop Ss’ sense of cooperative learning.Teaching Procedures:Step 1 GreetingGreet the whole class as usualPeriods 3&4 Learning about language pointsTeaching Aims:1. Learn the usage of some difficult words and expressions.2. To discover some useful structures.3. To learn about the subjunctive mood.Teaching Important Points:1. Enable Ss to learn and use some useful words and expressions.1.How to make Ss have the ability to use language.2. Enable Ss to master the subjunctive mood.Teaching Methods:1. Learning and practicing.2. Task-based activities.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Learning(一) Words and expressions:poem, recite, convey, nursery, rhyme, concrete, flexible, pattern, diamond, cottage, sparrow, tease, salty, endless, translations, branch, transformed, sorrow, eventually,exchange,appropriate……take it easy, run out of, make up of, nursery rhyme, in particular……（二）Sentence patterns:1. Some poems tell a story or describe some-thing in a way that will give the readera strong impression. Others try to convey certain emotions. P102. By playing with the words in nursery rhymes, children learn about language. P103. It is not a traditional form of English poetry but it is very popular with English speakers. P11……1.Some poems tell a story or…Others try to convey certain emotion.convey 1)传达，表达（感情，意见，思想等）He was sent to convey a message to the U.N. Secretary General.convey sth to sb.向某人传达，表达（感情，意见，思想等）convey a sense/an impression/an idea etcI want to convey to children that reading is interesting.2)传送，运送（可与from, to连用）Wires convey electricity from power stations to the users.Your luggage will be conveyed to the hotel by taxi.2.We would have won if we hadn’t taken it easy.take it easy 沉住气, 不紧张, 慢慢来Sit down and take it easy.Just take it easy and tell us exactly what happened.知识拓展take things/ it easy 不着急，放松，不要紧张take one’s time 慢慢来 ,不急, 或拖拉，慢吞吞The doctor told me to take things easy and stop working so hard.There’s no hurry; take your time.3.if we hadn’t run out of energy.run out of 意为“用光；耗尽”。
人教版高中英语选修六：Unit+2+Poems+教案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。
人教版选修六unit 2《poems》教案1(重点资料).doc
Unit 2 Poems单元要览本单元的中心话题是诗歌。
阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。
本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。
本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。
本单元的主要教学内容如下表所示：Period 1 Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different reasons why people write poems.Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and areoften about the bringing together of opposites.Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)2．To learn about some simple forms of English poems.3．To develop the students' reading ability by skimming and scanning the passage.4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.Process and methods1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in more detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed reading of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.Emotion，attitude and value1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.2．To enable the students to write their own poems.教学过程Step 1Warming up1．Vocabulary in ReadingMatch the words and phrases with their proper meanings. 1．convey()A.sameness of sound between words orsyllables，esp.in the end of lines 2．cottage ( )B.a strong feeling such as love，fear or anger3．tease ( )C.make fun of somebody in an unkind way 4．rhyme ( )D.a place where young children are cared for5．translate ( )E.make(ideas，feelings，etc.)known to another person6．endless ( )e up7．nursery ( )G.small simple house，esp.in the country8．emotion ( )H.relax9．take it easy ()I.express sth.in a different language10．run out of ( )J.without endSuggested answers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the students can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.) 4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.Step 2Pre－reading1．Match the following information.Du Fu Tang DynastyFan Zhongyan Song DynastyMeng Haoran ModernGuo Moruo ModernXu Zhimo Tang DynastyByron AmericaShelly EnglandWhitman EnglandTagore IndiaSuggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India2．Ask students to do Exercise 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its language，it's funny，and my mother used to recite it to me...3．The purpose of Exercise 2 is to practice an important readingskill：scanning a text，that is，looking through a text quickly to find specific information.Suggested answers：Step 3Reading and comprehending1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.(1)What is the main idea of the reading passage?___________________________________________________________ _____________(2)How many kinds of poems does the reading passage talk about? And which of the following is not mentioned?A．Nursery rhymes. B．Tang poems. C．Haiku. D．Adverb poems. E．List poems. F．Cinquain.Suggested answers：(1)A brief introduction of a few simple forms of English poems.(2)Five.D is not mentioned.2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)(1)Give out the names of the forms of poems according to the descriptions.①______ are the first poems that children will hear.They are often sung.Children love to move and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds.②______ is made up of five lines and has the following structure：Line 1：a noun that names the subject of the poemLine 2：two adjectives that describe the subjectLine 3：three verbs ending with－ing that describe the subject's actionsLine 4：four words that give the writer's opinions or feelings about the subjectLine 5：a word that gives another name for the subject③______ is a centuries－old form of Japanese poetry.It is made up of 17 syllables and has the following structure：Line 1：5 syllablesLine 2：7 syllablesLine 3：5 syllables④______ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，it also has a regular rhythm.⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not rhyme.They have strong imagery and are often about the bringing together of opposites.(2)Find the strong rhythm and rhyme in Poem A.e．g.In the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.(3)What's the difference between Poems B and C though they are both list poems?___________________________________________________________ _____________(4)Which of the poems in the reading passage can give you a clear picture in your mind?___________________________________________________________ _____________(5)Can you find out the 17 syllables in Poem F?e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.___________________________________________________________ _____________.(6)Can you give a proper title to Poem H either in English or Chinese?___________________________________________________________ _____________Suggested answers:(1)①Nursery rhymes ②The cinquain ③Haiku ④List poems⑤Tang poems(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today(3)Poem B repeats phrases and rhymes，while Poem C does not.(4)Most probably Poems D，F，G and H.(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)(6)望夫石/A Loyal WifeStep 4Language studyDeal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain emotions.From the second paragraph，the text analyses the different kinds of poems and gives examples for reference.The last paragraphencourages students to have a try and write poems of their own.Step 7RetellingAsk students to talk about the different kinds of poems in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this period by heart.2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.Step 9Reflection after teaching___________________________________________________________ ________________________________________________________________________ _____________Reading：A Few Simple Forms of English Poems 李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”海南省中小学教师教学论文和教学设计大赛二等奖教学过程设计教学参考Ⅰ.Famous poetry in EnglishReading poetry brings people from different places and different times together.More than any other form of literature，poetry plays with sounds，words and grammar.That makes poetry difficult to write，but very interesting to read.Poetry also calls up all the colors，feelings，experiences and curious images of a dream world.Though it has a short history，there is a lot of good English poetry around.The seventeenth century was a great time for English poetry.Shakespeare is most famous for his plays.His sonnets，however，belong to the best English poetry.In the next generation of the English poets we meet John Donne.Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.Before the end of the century，there was another famous writer，John Milton.Once published，his works became famous for the absence rhyme at the end of each line.In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.The next period that produced a great number of fine poets was the nineteenth century.Greatly loved in China are the EnglishRomantic poets.John Keats died at a very young age in 1821，while William Wordsworth，who spent much of his time in his English Lake District，lived to the age of the 80 and died in 1850.The nature poems by William Wordsworth，George Gordon Byron's Isles of Greece and the sonnets and long poems by John Keats have long been favorites.The style in their poems has often led to comparisons with poets such as Du Fu and Li Bai.Finally，modern poets have their special attraction because they stand closest to us both in the language and images they use.Among them we find the American poet Robert Frost.More and more people are interested to read modern poetry in English.Translation can be good，but being able to read English gives you much choice.Besides，no matter how well a poet is translated，something of the spirit of the original work is lost.Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese.Ⅱ.What is free verse?Free verse is a modern form of poetry which does not follow any specific rhyme or metrical scheme，although it does not completely abandon the basic poetic precepts of heightened language and songs.Free verse poetry is said to have been popularized by such notable poets as Walt Whitman and Emily Dickinson during the late 19th century，although earlier poets like the mystic William Blakewere beginning to pull away from the restrictions of the formal poetry of their day.Whitman's signature collection，Leaves of Grass，is almost entirely composed of free verse poetry.Dickinson，however，still wrote much of her poetry according to the metrics and rhyme of a favored hymn composer.The free verse style of poetry soon became popular with rebellious young poets such as the Frenchman Artur Rimbaud(阿图尔·兰波)，who wrote many of his best free verse poems before the age of 18.Other poets embraced free verse poetry as a way to express raw emotions or unbridled passion not generally found in the formal poetry of their time.Whitman himself referred to this artistic awakening as the great YAWP，a call for all artists to break free of social conventions and live life to its fullest.Free verse poetry continued to evolve throughout the 20th century，beginning with poets such as Carl Sandburg(卡尔·桑博格)and Robert Frost(罗伯特·弗罗斯特)，both of whom were equally comfortable with formal and free verse poetry.Perhaps the most admired free verse poet was the expatriate Ezra Pound，who became a mentor to many of the 20th century's most famous authors and poets.。
人教版高中英语选修六：Unit+2+Poems+Teaching+plan+教案.doc
Unit 2 Poems Teaching planPart 1 Teaching MaterialThe content of my lesson is about phonetic knowledge. By studying of this part, we’ll enable students to know pronouncing well is quite important in learning English and develop the interest in learning English. At the same time, let the students learn how to grasp some pronunciation skills and deal with pronunciation analysis problems. From this lesson, it starts practicing pronunciation rules ,skills and know the importance of phonetic knowledge .(As we all know, phonetic knowledge belongs to the input during the process of the language learning. The input has great effect on output, such as listening, speaking and writing.) Therefore, this lesson is in the important position of this part. If the Ss can master it well, it will be helpful for them to learn the rest of this part.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects(1)The Ss can master the usage of the important words andexpressions.(2)The Ss can use the pronunciation skills in the proper situation.(3)The Ss can understand the content of the lesson, talk about the importance of phonetic knowledge and get their own idea about pronunciation.2.Ability objects(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s pronunciation ability, especially their learning English ability.(4) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in learning English and set up self-confidence in learning English .(2)Teach the Ss how to pronounce and how to deal with pronunciation analysis problems , put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are pronunciation skills such as the pronunciation of /igz / and /eks / .The difficult points are pronunciation analysis problems, for example “explanation”-/eks/, “explain”-/iks/.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories .1. Communicative Approach2. Whole Language Teaching3. Task-based Language Teaching4. Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (4 min)Play a song of <<DO RE MI>>.Let Ss to sing along with it and pay attention to pronunciation.Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.(2) To set up suspense/develop interest in pronouncing beautifully.Step 2. Practice pronunciation.Task 1. (Individual work, pair work, group work, class work;6 min)Let Ss Practice pronunciation of “/θ/”and “/ʃ/”with partners. This part contains Minimal pairs, practice sentences and Jazz Chants.Task 2. (Individual work, pair work, group work, class work ;8 min )Let Ss Practice pronunciation of “/ i:/”and “/I/”with partners. This part contains practice words, sentences and Old MacDonald.Now, let’s see what happened to the Ss’pronunciation / let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the pronunciation skills.(2) To have a better understanding about the importance of phonetic knowledge..Step 3. Pronunciation analysisTask 1. (Individual work, pair work, group work, class work; 9 min)Let Ss to read carefully and take notes.1. Pronunciation of “V-ed”;2. Pronunciation of “Ex”;3. Pronunciation of “ea”.Task 2. (Individual work, pair work, group work, class work; 15 min)Guide Ss to read the material carefully and take some important notes, then do some exercises of Shaanxi province college entrance examination in 2013..Ask Ss to read the material carefully and find out the correct answers to finish the following exercises of Shaanxi province college entrance examination in 2013.Purpose of my design: Enable students to understand the given material better by using pronunciation skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ability of communication and also their ability of co-operationwill be well trained.Step 4. Practice in group ( 3 min)Ask Ss to review their notes.Discuss the Pronunciation of 48 international phonetic alphabet with other group members and then choose a reporter to share their opinions about the correct pronunciation and read out aloud with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1. Read words ,sentences and sing an English song to practice pronunciation well.2.Do exercises about dealing with pronunciation analysis problemsPurpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
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。
2021人教版选修六unit2《poems》word教案3
2021人教版选修六unit2《poems》word教案3整体设计教学内容分析This teaching period mainly deals with the grammar：the subjunctive mood(2)．From Unit 1 we have already known that in the English language，verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood.We have learned two kinds of subjunctive mood in Unit 1：one is found after the word “wish”，the other is found in a clause beginning with the word “if” talking about the imagined conseque nce of a situation at present that is impossible to happen.In this period we will continue to focus on another kind of subjunctive mood，that is，the subjunctive mood beginning with the word “if”，talking about the imagined consequence of a situation in the past that did not happen or in the future that is not likely to happen.三维目标设计Knowledge and skills1．To get the students to know the structure of the subjunctive mood.2．To let the students learn the usages of the subjunctive mood.3．To enable the students to use the subjunctive mood correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the sentences with the subjunctive mood and translate them into Chinese.2．To ask the students to discover the structure and usages of the subjunctive mood by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 13 to master the subjunctive mood.4．To ask the students to summarize the usages of the subjunctive mood.5．To ask the students to do the exercises in Using Structures on Pages 50－51 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the subjunctive mood.2．To enable the students to learn how to use the subjunctive mood correctly.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：(1)我们的时刻快用完了。
最新人教版选修六unit 2《poems》教案2.doc
Period 2 Language 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 somethingin_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。
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选修6 unit2 PoemsPeriod 1 Warming Up, Pre-readingTeaching Important Points:1. Get Ss to talk about poetry.2. Get the students to know a few simple English poems.Teaching Difficult Points:1. Work together with partners and describe English poems and songs.2. Develop Ss’ speaking ability.3. Get Ss to learn different poems between China and the western countries. Teaching Methods:1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.Three-D(three-dimensional)Knowledge Aims:1. Get Ss to learn new words and expressions.2. Let Ss learn about poems.Ability Aims:1. Let Ss have the ability to talk about poems.2. Enable Ss to learn to talk about poems.3. Let Ss discuss why people write poems to develop their discussion ability. Emotional Aims:1. Stimulate Ss’ sense of Poems protection by talking about Poems.2. Develop Ss’ sense of cooperative talking.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Warming-upPeriod 2 ReadingTeaching Important Points:1. Let Ss read the passage A Few Simple porms of English Poems and learn about the passage.2. Get Ss to learn different reading skills.Teaching Difficult Points:1. Devel op Ss’ reading ability.2. How to teach the students to know somple English poems and understand each of them. Teaching Methods:1. Reading (individuals)2. Discussion (group work)3. Cooperative learning.Three-D(three-dimensional)Knowledge Aims:1. Help the students learn new words and expressions.2. Get ss to learn about the forms of poems.Ability Aims:Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems.Emotional Aims:Develop Ss’ sense of cooperative learning.Teaching Procedures:Step 1 GreetingGreet the whole class as usualPeriods 3&4 Learning about language pointsTeaching Aims:1. Learn the usage of some difficult words and expressions.2. To discover some useful structures.3. To learn about the subjunctive mood.Teaching Important Points:1. Enable Ss to learn and use some useful words and expressions.1.How to make Ss have the ability to use language.2. Enable Ss to master the subjunctive mood.Teaching Methods:1. Learning and practicing.2. Task-based activities.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Learning(一) Words and expressions:poem, recite, convey, nursery, rhyme, concrete, flexible, pattern, diamond, cottage, sparrow, tease, salty, endless, translations, branch, transformed, sorrow, eventually,exchange,appropriate……take it easy, run out of, make up of, nursery rhyme, in particular……（二）Sentence patterns:1. Some poems tell a story or describe some-thing in a way that will give the readera strong impression. Others try to convey certain emotions. P102. By playing with the words in nursery rhymes, children learn about language. P103. It is not a traditional form of English poetry but it is very popular with English speakers. P11……1.Some poems tell a story or…Others try to convey certain emotion.convey 1)传达，表达（感情，意见，思想等）He was sent to convey a message to the U.N. Secretary General.convey sth to sb.向某人传达，表达（感情，意见，思想等）convey a sense/an impression/an idea etcI want to convey to children that reading is interesting.2)传送，运送（可与from, to连用）Wires convey electricity from power stations to the users.Your luggage will be conveyed to the hotel by taxi.2.We would have won if we hadn’t taken it easy.take it easy 沉住气, 不紧张, 慢慢来Sit down and take it easy.Just take it easy and tell us exactly what happened.知识拓展take things/ it easy 不着急，放松，不要紧张take one’s time 慢慢来 ,不急, 或拖拉，慢吞吞The doctor told me to take things easy and stop working so hard.There’s no hurry; take your time.3.if we hadn’t run out of energy.run out of 意为“用光；耗尽”。
如：It is very important that this organization does not run out of money. 这个组织没有用光钱，这是很重要的。
疑难辨析 run out, run out of① run out是动副型短语动词，作不及物动词，表示“被用完了（become used up)”的被动含义，其主语通常是时间、金钱、食物等无生命名词。
例如：② run out of 是三个词组成的短语动词，作及物动词用，后接宾语，表示“用完(use up)”的主动含义，主语只能是人。
③ run out of还有“从（某处）流出（跑出）”的意思；run out也有“流出，跑出”的意义，但其后不能接宾语。
His money soon ran out. 他的钱很快就花完了。
I ran out of money after I finished shopping.逛完街我用光了钱。
He ran out ofthe room.他跑出了房间。
4.a poem made up of five linesmake up ⑴形成、弥补; 补偿; 补足; 补(考)(2)拼凑成; 配制; 包装(3)编辑, 编制(4)虚构; 捏造(5)缝制(6)组成(7)调停; 和解(8)结算(帐目); 整理(房间等); 准备(床铺等); 包装(9)化装; 打扮辨别各句make up的意义1) They quarreled (with each other) but soon made up. ____________2) She made up her face to look prettier. ____________3) The boy made up a story; it was not true. __________4) We need one more player to make up a team. _____________Keys: 1) 和解；和好2) 化妆；化装3) 虚构; 捏造4) 补足；凑足知识拓展make up for 补偿How can we make up to you for what you have suffered? 我们如何补偿你所遭受的损害？make up for lost time 补回失去的时间They hurried on to make up for lost time. 他们加速进行以补回失去的时间。