选修6 unit2 Poem课文电子教案

合集下载

英语：unit 2《poems》教案-writing(新人教版选修6)

（四）On teaching procedures
Teaching steps
Teacher’s activity
Students’activity
Designing purpose
1. Lead-in
Show the students two Read the two poems and Get the students to poems try to discover the features. discover the features themselves so that it will be easier for them to write.
designed according to this subject. In this unit, different forms of poems are introduced. The students are
required to learn about the features of different forms of poems as well as try to write simple poems and appreciate beautiful literature works. Lessons arrangement Period 1: Warming up & Reading Period 2: Language Points Period 3: Word study &Using language Period 4: Listening Period 5: Grammar teaching Period 6: Writing 2.The function of this lessonin the unit

Unit 2 Poems教学设计(英语人教高中选修6)

Unit 2 Poems1. 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。

1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。

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。

人教版选修六Unit2《Poems》word教案1

Unit 2Poems单元要览本单元的中心话题是诗歌。

阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。

本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。

本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。

本单元的主要教学内容如下表所示：Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the 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 poemsthey have ever learned and think about different reasons why people write poems.Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and are often about the bringing together of opposites.Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)2．To learn about some simple forms of English poems.3．To develop the students' reading ability by skimming and scanning the passage.4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.Process and methods1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity 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 kindof 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Warming up1．Vocabulary in ReadingMatch the words and phrases with their proper meanings.1．convey()A.sameness of sound between words or syllables，esp.in the end oflines2．cottage ()B.a strong feeling such as love，fear or anger3．tease ()C.make fun of somebody in an unkind way4．rhyme ()D.a place where young children are cared for5．translate ()E.make(ideas，feelings，etc.)known to another person6．endless ()e up7．nursery ()G.small simple house，esp.in the country8．emotion ()H.relax9．take it easy ()I.express sth.in a different language10．run out of ()J.without endSuggested answers：1.E 2.G 3.C 4.A 5.I 6.J7.D8.B9.H10.F2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the students can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.)4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.Pre－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.Reading 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 syll ables.________________________________________________________________________.(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 WifeLanguage 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.Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the 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.Structure 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 lastparagraph encourages students to have a try and write poems of their own.RetellingAsk students to talk about the different kinds of poems in their own words.Give them somekey words and expressions on the blackboard.Then let them try to retell the passage.Homework1．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 towrite some poems of your own.Reflection 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 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 YAWP，a call for all artists to break free of socialconventions 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.。

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。

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。

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。

高中英语选修6《Unit 2 Poems》教案人教版

高中英语选修6《Unit 2 Poems》教案人教版高中英语选修6《Unit 2 Poems》教案人教版猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。

其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。

下面和本文库一起看看有关高中英语选修6《Unit 2 Poems》教案人教版。

人教版高中英语选修6《Unit 2 Poems》教案1教学准备教学目标Teaching goals1. Target languagea. Important words and phrasesPoem， poetry， recite， aspect， convey， nursery， rhyme， diamond，cottage， balloon， sparrow， tease， salty， endless， translate， nursery rhyme， take it easy， run out of， make up ofb. Important sentencesWhich poem is about things that don’t make sensePoets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes；list poems； cinquain，； haiku； Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems教学重难点Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.教学过程Teaching procedures … waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood， either in Chinese or in English.Talk about some famous poets both home and abroad， either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word ＂poem＂Step 3. Warming upRead the questions in this part， reminding Ss what they notice about the above poems.（e.g. they have a strong beat， or they have rhyme， or they play with words and sounds， or perhaps some of them are funny because they make no sense.）Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. （Suggested reasons: to create certain feelings or images in the reader； to share a feeling or experience； to describe something in detail or give an impression； to get the reader to think about an idea；to express a point of view； to make the reader experience the sight，sounds， smells， feel and tastes of something； to create a mood， to play with words--- their sounds， rhyme and rhythm.）If time permits， in small groups or as a class， discuss the kinds of topics that poets write about.（ people， animals， nature， landscapes，the sea， the seasons， stories， death， war， youth and old age， feeling and experiences， emotions like love， hate， sadness， regret and desire，etc.）Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese Why Do you have a favorite poem in English WhyAs to exercise 2， give Ss practice in an important reading skill: scanning a text， that is， looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table， just in the poems themselves， not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.Suggested answers to exercise 2:Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetryQ2. How many forms of poems are mentioned in the passage What are they Q3. What does ＂nursery rhyme＂mean Why do they delight small childrenQ4. What’s the characteristic of ＂list poems＂What about ＂cinquain＂Q5. Why do English People like ＂Haiku＂Q6. Are you familiar with Tang Poems Do you know the title of the last poem in the textListeningBefore Ss read the text， have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or ＂music＂ of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word. First readingGet Ss to read the text carefully， finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said ＂it is just as I feared＂.＂Four insects and thenTwo birds and a henHave all made a home in my beard＂.Now read the poem A … B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting， so any part of daily life can provide material for a poem.. Of course， the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact， so it should be read several times， preferably aloud， to appreciate its meaning. Read the last poem （Poem H）， and answer the following questions:Q1. What parts of the poem suggest that the woman loves her husband Q2. How do you understand the sentence＂ Should the journeyer return，this stone would utter speech.＂ Explain the sentence in your own words. Q3. What picture do you have in your mind when you read the above sentencesQ4. Do you know the Chinese title of this poem Do you know the Chinese version of the poemStep 6. Make a short summary of this period.课后习题Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12… 13.人教版高中英语选修6《Unit 2 Poems》教案2教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1. 了解教学大纲关于语法填空的命题特点。

人教版高中英语选修6《Unit2Poems》教案

人教版高中英语选修6《Unit2Poems》教案人教版高中英语选修6《Unit 2 Poems》教案【一】教学准备教学目标教学目标(Teaching Aims)知识与技能(Knowledge and Skills)1. 了解教学大纲关于语法填空的命题特点。

2. 能够根据语法填空的命题特点自己编语法填空的题目3. 掌握语法填空的解题方法与技巧过程与方法(Process and Methods) 让每一位同学都能参与到课堂教学与活动中来，以小组或结对的形式进行相互学习和讨论。

情感态度与价值观(Feeling, Attitudes and Values) 学习应对语法填空是与课文相结合，让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解题特点，从而更加理解英语诗歌的特色，更加懂得如何阅读和欣赏英语诗歌。

教学重难点教学重点(Important Points) ：1. 让学生了解语法填空的命题特点2. 掌握语法填空的解题方法与技巧教学难点(Difficult Points)：语法填空中词性的转换教学过程(Teachers’ Activities)Step I: Lead-in① Review the new words and expressions of this unit by them together, and then do Task 1---speak out the other forms according to the giv en words② Listen to the song Jingle Bells and try to fill a word intoeach blank.Step II : Pre-practising1. Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge?② Have you figured out the characteristics of the i tem?2. ExplainingIn this item there are 10 blanks for you to fill in with less than one proper word① some blanks with a given word while others with none② fill in the blanks with the proper form of the given word according to its grammatical and logical meaning.③ choose a preposition, pronoun, conjunction or an article to fill in the blank without any given word.3. DiscussionHow can we finish the items step by step with our grammar knowledge?① ___________________________________________.② _ __________________________________________.③ ___________________________________________.Step III : While-practising1. Making an item of grammatical blank-filling based on the para graph of the text.① more than 5 blanks.② some blanks with given word.③ other s with none.2. exchange the item you made for your partner to complete it .3. The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students’ anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1. Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10, Nanfang New Class人教版高中英语选修6《Unit 2 Poems》教案【二】教学准备教学目标Teaching goals1. Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; T ang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems教学重难点Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.教学过程Teaching procedures & waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.Talk about some famous poets both home and abroad, either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word “poem”?Step 3. Warming upRead the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.) Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestionson the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one p erson from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.Suggested answers to exercise 2:Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetry?Q2. How many forms of poems are mentioned in the passage? What are they?Q3. What does “nursery rhyme” mean? Why do they delight small children?Q4. What’s the characteristic of “list poems”? What about “cinquain”?Q5. Why do English People like “Haiku”?Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerickaloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and the nTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions: Q1. What parts of the poem suggest that the woman loves her husband?Q2. How do you understand the sentence”Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3. What picture do you have in your mind when you read the above sentences?Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6. Make a short summary of this period.课后习题Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12& 13.。

人教版高中英语选修六：Unit+2+Poems+教案5.doc

Unit 2 Poems教学目标【语言知识】学生能从韵律和形式上感知英文诗歌的美。

【语言技能】学生能写出基本押韵，有意象美，主题鲜明，富有正能量的英文诗歌。

【情感态度】学生能培养对英文诗歌的基本审美能力，学会英文思维。

学情分析（1）学生已经学完本单元，能够熟练说出课本介绍的五种英诗形式，并能进行一定的模仿创作。

（2）高二学生阅读兴趣广泛，课堂上通过老师的介绍和推荐，会主动收集摘抄一些通俗易懂的英文诗歌。

（3）学生再创造语言的能力有限，必须设置有效的情景，给与一定的提示性语言，以期达到课堂生成的目的。

重点难点教学重点：学生能从韵律和形式上感知英文诗歌的美。

教学难点：学生能写出基本押韵，有意象美，主题鲜明，富有正能量的英文诗歌。

4教学过程(一)自主学习1集体朗读高考中曾出现过的诗歌My Teacher Mr. MooreThere's a teacher Mr. Moore,Who is lovely and thirty-four.Always encouraging us to try,He leads us to a world of "why”.We all love him more and more.2快速浏览导学案附页中的学生习作，挑选出你最喜欢的一首诗，并进行朗读。

（学生习作在附两首）To Ms. English----by项阳 from Class3, Senior2You are a woman who is beautifulWhichever lesson is meaningfulWhatever you say is helpfulEach class is wonderfulSo my life is colourfulInside my heart is gratefulAnd my future is sure to be successfulTo All Teachers ----by 王欣 from Class3 Senior2You say that this class won’t be delayed（拖堂）But we have a shorter time for the breakYou say that your today’s homework is littleBut we have to stay up very lateThis is why I am scaredWhen you say the coming exam is simple【设计目的】：学生课前以描写科任教师或学校生活为主题，进行了练笔，习作中出现了一批形式规范的诗歌，同时也有几首形式灵活的诗歌，挑选出一些呈现在导学案上，让学生进行对比学习，快速带领学生进入诗歌世界，很好地激起了学生的学习热情。

高中英语选修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”。

选修6Unit2Poems教学设计

选修6Unit2Poems教学设计Unit 2 PoemsPeriod 1 Warming Up, Pre-reading, Reading andComprehendingTeaching goals1.Knowledge and skills1) To get the students have a better understanding of poems2) To develop the students’ speaking ability by talking about some English poems. 2.Emotion, attitude and value1)To cultivate students’ appreciation of poetry2)To develop students’ interest in learning EnglishTeaching important & difficult pointsTo enable the students to have a better understanding of poems and develop their speaking ability.Teaching methodsDiscussionTeaching aidsMultimedia facilitiesTeaching Procedures:Step 1 Warming up1. Talk about poems or songs the students learned before.T: When we were very young, our mother or teacher taught us some songs or poems. Do you remember any little poems? Can you recite (背诵) any little poems?Show the following to the students. (If possible, present them in audio-visual form.) Ask the students to recite the poems or sing the songs.1) Jing Ye Si by Libai2)Do-re-mi (Sound of Music)Let’s start at the very beginningA very good place to startWhen you read you begin withA-B-CWhen you sing you begin with do-re-mi Do-re-miDo-re-miThe first three notes just happen to be Do-re-miDo-re-miDo-re-mi-fa-so-la-tiOh, let’s see if I can make it easier Doe, a deer, a female deerRay, a drop of golden sunMe, a name I call myselfFar, a long long way to runSew, a needle pulling threadLa, a note to follow sewTea, I drink with jam and breadThat will bring us back to do ... oh oh oh Doe, a deer, a female deerRay, a drop of golden sunMe, a name I call myselfFar, a long long way to runSew, a needle pulling threadLa, a note to follow sewTea, I drink with jam and breadThat will bring us back to doDoe, a deer, a female deerRay, a drop of golden sunMe, a name I call myselfFar, a long long way to runSew, a needle pulling threadLa, a note to follow sewTea, I drink with jam and breadThat will bring us back to doDo re mi fa so la ti do, so do2.Talk about the characteristics of poems. Show the followingopinions to the students.Poems have beats. They may rhyme or may not rhyme —but they have to have rhythms. This beat is not always obvious, but it’s usually there.Rhyme and rhythm are essential to poetry. Without rhythm, there wouldn’t be poems. For example: Twinkle twinkle little star强弱强弱强弱强How I wonder what you are,Up above the world so highLike a diamond in the sky.3.Talk about why people write poems with the students.T: How many poets do you know?Have you read the two poems below?A Grain of SandBy William BlakeTo see a world in a grain of sand,And a heaven in a wild flower,Hold infinity in the palm of your hand,And eternity in an hour.DreamsBy L. HughesHold fast to dreamsFor if dreams dieLife is a broken-winged birdThat can never fly.Hold fast to dreamsFor when dreams goLife is a barren fieldFrozen only with snowT: There are many reasons why people write poems. Some want to pass on some information, some tell a story, some express feeling of love, anger, joy, etc. We’ve learned a lot of poems before, especially in Chinese. But what are the reasons why people write poems? Work in groups and list some.Sample answers:People write poems: to express one’s hopes and intentions; to call up people to do something; to practice writing; to pour out one’s feelings; to show dissatisfaction or praise ...Sum up: A poem is a composition with rhythmic balance expressing ideas or experiences or feelings.A poem is a literary work that is not in verse but deals with emotional or descriptive themes in a rhythmic form.A poem is a piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and for the images and ideas they suggest.Step 2 Pre-reading1. Words preview:tick, rhyme, convey, nursery, concretr, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, branch, translation, be made up of, run out of, on Particular, take it easy2. Please go over quickly the poems in the reading part. And then tick the correct box / boxes for each question.Sample answers:Step 3 Read the poems1.Listen to the poems in the reading part, paying attention to the pauses within eachsentence.2.Listen again and read after the tape.3.Share your feeling with the rest of the class.Step 4 Homework1.Recite one of your favourite poems from the passage.2. Ask the students to collect English poems.Period 2 ReadingTeaching goals1.Knowledge and skills1)To know the meanings of the following new words and phrases:tick, rhyme, convey, nursery, concretr, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, branch, translation, be made up of, run out of, on Particular, take it easy.2)To learn about some simple forms of English poems.3)To develop the students’ reading ability by skimming and scanning the passage.2.Emotion, attitude and value1)To cultivate students’ appreciation of poetry and the ability of understanding, enjoying poems.2)To develop students’ sense of cooperative learning.Teaching important & difficult pointsTo enable the students to learn about some simple forms of English poetry and develop their reading ability. Teaching methodsDiscussion & Task-based teaching& learningTeaching aidsMultimedia facilitiesTeaching Procedures:Step 1 Leading-in1.Ask some students to read their favorite poems in front of the class.2. Words preview:tick, rhyme, convey, nursery, concretr, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, branch, translation, be made up of, run out of, on Particular, take it easyStep 2 Reading1.Skimming1) Skim the text and get the main idea of the text.(Suggested answer: A birfe introduction of a few simple forms of English poems.)2) complete the table below.Then make a diagram to show the meaning and organization of the text2.Scanning3.Detailed-reading1)①What’s the main idea of Poem A? ②Find the strong rhythrm and rhyme in it.(Suggested answer: A is a nursery rhyme that illustrates a father’s love for his baby.)2)①What are the main idea of Poem B and C?②What’s the differences between themthough they are both list poems?(Suggested answer: B is an amusing nonsense poem which describes images of some ridiculous things.Poem C is about losing a football match and the writer lists a lot of excuses for their failure.) 3)①What are the main idea of Poem D and E?②A brife introduction of the structureof the cinquain.(Suggested answer: Poem D is a description of a lovely brother.Poem D is a description of hot and boring summer.)The structure of the cinquain:Line 1: a noun that names the subject of the poemLine 2: two adjectives that describe the subjectLine 3: three verbs ending with –ing that describe the subject’s actionsLine 4: four words that give the writer's opinions or feelings about the subjectLine 5: a word that gives another name for the subject4)①What are the main idea of Poem F and G?②Can you find out the 17 syllables inthem?(Suggested answer: Poem F describes how a butterfly rests on a tree.Poem G describes that the weather is warmer and the village is full of happy children.5)①What’s the main idea of Poem H?②What feelings do you think the woman has? ③Can you give a proper title to Poem H either in English of Chinese?(Suggested answer: ①A woman’s husband has gone away. The woman waits for him by the river where she last saw him. She waits and waits, never moving from that spot and never speaking, while the river continues to flow and the wind and rain come and go.②Loneliness: she was alone watching her husband on the mountain top.Love: she waited year after year despite wind and rain.Trust: she believed her husband would come back one day.Sorrow: year after year, she waited and waited without seeing any hope of her husband’s coming back, she was very sad.③望夫⽯/ A Loyal WifeThe Chinese version of poem H:望夫⽯王建望夫处，江悠悠，化为⽯，不回头。

英语：unit 2《poems》教案-writing(新人教版选修6)

4.
Teaching important points
① Get thestudents to appreciate English poems. ② Guide thestudents to writepoems step by step. ③ Improvethe students’writing ability.
（四）On teaching procedures
Teaching steps
Teacher’s activity
Students’activity
Designing purpose
1. Lead-in
Show the students two Read the two poems and Get the students to poems try to discover the features. discover the features themselves so that it will be easier for them to write.
This lesson focuses on poetry writing so that students can learn to appreciate and write poems after learning someforms of 3. Teaching goals poems. Therefore, students’ability of using language can be fully impr
Check students’ work and give guidance Tell the features
Get the students to
review the features

人教版高二英语选修6 Unit2 Poems 全单元教案

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

举头望明月，低头思故乡。

古风其二李绅锄禾日当午，汗滴和下土。

谁知盘中餐，粒粒皆辛苦。

望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

望夫石王健望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

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

高中英语Unit2Poems教案新人教选修6

山东省菏泽第一中学高中英语 Unit 2 Poems教案新人教版选修6Teaching goalsTarget languageImportant 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 ofImportant 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; 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.Teaching important pointsTalk about five main types of poems.Understand the main purpose of writing the poems.Teaching difficult pointsFind the rhythm of each poem.Chant the poem.Understand the main purpose of writing the poems.Teaching methodsSkimming and scanning.Asking-and –answering activityDiscussionChantTeaching aidsMultimediaTeaching 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? 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:Which poem A B C D E F G Hdescribes a person? √tells a story? √describes an aspect of a season? √√√is about sport? √is about things that don’t make sense? √is recited to a baby? √describes a river scene? √has rhyming words at the end of lines? √√repeats words or phrases? √√√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?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 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.HomeworkSurf some websites to find out more information about poets.Review the content of the reading passage.Finish the exercises on Page 12& 13.Period 2 Reading, Comprehending & Learning about languageTeaching goalsTarget languageImportant words and phrasesjoy, anger, sorrow, thread, appropriate, ending, compass2. Ability goalsEnable Students to deepen their understanding of the reading passage and learn some useful words and expressions.Learn to use words and expressions in their right form.3. Learning abilityEnable Ss to understand the rhyme and rhythm in English poems.Teaching important pointsUnderstand the passage and answer the questions about it.Learn the useful words and expressions in the passage.Teaching difficult pointsDiscuss the poems and understand their deep meaning.Find the rhyme and rhythm in English poems and try to create them by students themselves. Teaching methodsDiscussion, asking-and-answering activity, practice, task-based activityTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingStep 2. ComprehendingTask 1. Group workAsk students to read the passage together and then discuss in group which poem they like best and give reasons.After discussion, ask someone to present his/her idea to the class.Task 2. Ask and answerAnswer the questions about the passage on Page 11 – 12.Step 3. ExplanationOthers try to convey certain emotions.“convey〞here means communicate (an idea, meaning, etc.).I can’t convey how angry I feel.“emotion〞means strong feelingLove and hatred are basic emotions.His voice was shaking with emotion.They delight small children because they have strong rhyt hm and rhyme.“delight〞means make sb. pleased greatly.The gift of the child delighted his parents.I am delighted to help you.“rhythm〞means a measured flow of words and phrases in verse determined by various relations of syllables.the exciting rhythms of African drum music“rhyme〞means identity for sound between words or the endings of words, esp. in verse.Shakespeare sometimes wrote in rhyme.He made up funny rhymes to make us laugh.We would have won if we hadn’t taken it easy.“take it easy〞means to proceed gently or carefully; to relax and avoid overwork.You’ve done quite enough work for today; now take it easy for an hour.We would have won if we hadn’t run out of energy.“run out(of sth.)〞means to use up; to come to an end.The petrol is running out.We are running out of out time. = Our time is running out.a poem made up of five lines“make sth. up〞means to put together; to compoundWhat are the qualities that make up his character?Society is made up of people of widely differing abilities.Step 4. Learning about languageCheck the exercise on Page 12-13.Task 1. Discovering useful words and expressionsAsk some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary.Sample answers:2 high sky pie my fly shy lie3 sing ring wing thing king fling string4 today away say play lay tray may5 lace race face case chase place pace6 true too new flew few shoe canoeAsk students to try to create more lists by themselves.Complete the passage using the correct words.Ask students to finish the passage and explain why the form of the words must be changed.Task 2. Discovering useful structuresRewrite the poem about winning the match and the reasons.Rewrite the poem about the attempt to win the competition.Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.Match the sentences.Explain some rules of subjunctive mood if necessary.Complete the sentences using the correct forms of the verbs.Step 5. Using words and expressions(Workbook)Task 1. Make adjectives from nouns by adding suffix “ful〞and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.Task 2. Complete the table with the correct words.Noun Verb Adjective AdverbTask 3. Complete the sentences using the correct word from the table.Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.Step 6. Make a short summary of this period.HomeworkRemember important language points.Write a simple English poem by using rhyme and rhythm.Preview “Learning about language〞.Period 3 Learning about LanguageTeaching goalsTarget languageImportant wordsAppropriate , ending , compassImportant sentencesIf she had stueide harder , she would have passed the exam.If she had been there , she would have met some really interesting people.2. Ability goalsa. Enable Ss to grasp the ways of writing poems.b. Enable Ss to use subjunctive mood correctly.3. Learning abilityTeach Ss how to write some poems and how to use subjunctive mood correctly.Teaching important pointsthe way of writing poems.Subjunctive MoodTeaching difficult pointsUsing subjunctive mood correctly in different situations.Teaching methodsTask-based learninginstructionspracticeTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. Warming upTask1: Free talk------ why do you enjoy learning English?T: I’m glad to see you again and I’m happy because we can enjoy English together. Do you enjoy learning English?S: Yes . Because English is a very beautiful language.S2: Because we can enjoy a lot of funny stories if we know English.S3: Because we can communicate with foreigners in English.S4: Because we can introduce China to foreigners if we know English.S5……T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)Step 3. PresentationTask2: Group talk-----Try to talk about the famous persons.Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:…..Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:……..Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired…Q4: Complete the sentence : They would win if they ………S1:They would win if they had a good rest. S2:……T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..Task3: Turn to page 13 , and do exercises 1 and 2.Step 4. GrammarTask4: Present some sentences on the blackboard , and ask Ss to tell the difference among them. If I knew it , I would tell you.If I had known it yesterday , I would have told you .If I had known it , I would have told you.If I had finished my homework , I would have gone to bed.If I had known his telephone number , I would have made a phone to him.S1: In these sentences , they use different tenses.S2: They describe different situations.S3:…………T: Yeah . We can draw a conclusion as follows:Verb formsIf –clause The main sentenceThe present situation Ved would /could/should/might +V The past situation had Ved would/could/should/might+have VedTask5: Compare some special sentences and draw a conclusion.A. Had I not seen it with my own eyes , I would not have believed it.Were it not to rain tomorrow , we would have a picnic.Should it rain tomorrow , we would have a picnic.Conclusion: connect subjunctive mood with inversion.B. If the weather had been finer, the crops would be growing still better.If you had followed the teacher’s advice, you wouldn’t be in hospital.Conclusion: The situations in the clause and the main sentence are different.C. If only I knew his name!If only we had followed your advice!If only I could see him again!Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only.D. Without sunlight, people’s life would be different from today.But for your help, I would n’t have finished the work.Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood.Step5. PracticeTask6 : Do exercises 3 and 4 on page13.Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood. Picture1: A rockete.g •If I were a designer , I would design a spaceship .•If I were clever enough , I would have designed a spaceship.Picture2: the universee.g.:•If I were an astronaut , I would travel into space.•If I had been t o space , I would have known what were there in space.Picture3:a lot of moneye.g.:•If I had a lot of money , I would run a big company.•If I had earned a lot of money , I would have built a lot of houses for the poorPicture 4:the farmer and the snakee.g.:•If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms.•If he hadn’t put it in the arms , the snake wouldn’t have bitten him.•If the snake hadn’t bitten him , he wouldn’t have diedTask8: Do some exercises on screen.Step6: summary and homeworkDo exercises 1-4 on page 50 and 51.Period 4 Reading and WritingTeaching goalsTarget languagea. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, loadb. key sentences:I’m not going to do….I plan to do…I’ll do….I am looking forward to do…..If I were the ruler of the world, I would do….If I had a million dollars, I would do….I feel happy when….Slowly the moon climbs in the sky….Ability goalsa. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.b. Enable the students can get the information from the long passage by listening.c. Enable the students can express their feelings by writing poems.3. Learning ability goals:a. Enable the students to know how to get the key words to understand the poem.b. Enable the students can find where the rhyme and the rhythm of the poem are.c. Help the students learn how to get some skills in listening.d. Enable the students to learn to present enough reasons to support their opinions.e.. Help the students learn to write poems using the target language according to the writing steps. eaching important pointsa. Help the students to understand what the rhyme and rhythm are.b. Train the students to get the key words by reading the question before listening.c. Teach the students to write according to the writing steps.5.Teaching difficult pointsHow to help the students can find where the rhyme and the rhythm of the poem are.How to help the students to make up dialogues, using the target language.How to help the students to write the poem to express their feelings.eaching methodsCooperative learning and Task-based learningaidsA recorder, computer, slide and blackboardeaching procedure & ways:Step1 Greetings and revisionTeacher greets the whole class and checks the homework.Teacher asks the whole class to enjoy a poem (showing it on the screen by computer)There was an old woman they say;Who would eat an apple a day;When asked she replied;It’s good for my inside;For I am never ill anyway.Teacher asks some questions:Question1: Do you think poem is funny? What is main idea of the poem?(To tell us an apple is good for our health)Question2: Could you find the rhyme of the last word in each line?(say//day; replied//inside; anyway)The rhyme in this poem is “a a// b b //a 〞.Task 2 .RhythmEnjoy a song----Little StarsTeacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it.Step2 pre-readingTeacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.Task1. SpeakingShow some questions on the screen before students listen.1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent?2.Does the poem have a rhythmic pattern?3.Does the poem have rhyming words?After listening to the poem, the students have some minutes to speak and share their opinions.Open question: 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?This question has no standard answers , the students can discuss and express what they think freely.Step3 While -readingTeacher asks the students open their books and turn to page14.Task1 Read the text following the tape.Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.Task 2 Find the words that rhyme and circle them.Teacher asks students to find and circle the rhyming words and list them on the blackboard to share.Task3 Clap the strong beats of the rhythmTeacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.Step4. Post –readingTeacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class.Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.Question2: 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.Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter)Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin his/her journey through life. For example, I’ve saved the summer …and I’ve sav ed some sunlight….when the speaker says Till you’re older….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 al I own.).we know that son/daughter is a young adult because the speaker refers to the time when you were but nineteen.Answer2: B is the best answer.Step5 WritingTask1.Revise the grammarStudents work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesn’t have to rhyme. Each group can choose one of these lines to start their group poem. Then share these poems in class.Sentences pattern:If I were the ruler of the world, I would….If I had a million dollars, I would…If I had taken your advice, I would have/wouldn’t have…Task2 Write a poemTeacher asks students to write a poem t hat starts with I feel happy when .The lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show the students what to do, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines.Eg: AI feel happy when…The sky is blue,You smile at me with your sparking black eyes,It’s my birthday.Eg BSlowly the moon climbs in the sky,Slowly the black-tailed bird lets out a cry,Slowly the dog crosses the road,Slowly the old man carries his load.If time permitting, the teacher asks students to finish their poems and share in class. If not, the task 2 of writing can be as homework.Step6 SummaryIn this period, all the students revise the key points of a poem-----Rhyme and rhythm. And they also enjoy a beautiful poem ----I’ve saved the summer. Students can understand the deep meaning in the poem and the parents’ love to the children. It’s good to help students how to appreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.)Stop 7 HomeworkFinish their poems after class.Reread the poem “I’ve saved the Summer〞and appreciate the beauty of the poem.Make more sentences with If I had done….., I would….Period5 SummaryTeaching goals1.Target languageAll useful words and structures in this unit.2. Ability goalsa. Help students master the usage of the words and expressions in the unit.b. Translate some sentences on Page 51.c. Enable students to summarize what they learned by answering the questions in Summing up (P16) and Checking Yourself (P54).3. Learning ability goalsHelp students learn how to summarize what they have learned in this unit.Teaching important and difficult pointsHow to review and conclude what students learned.Teaching methodsLet students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.Teaching aidsA projector and a recorderTeaching procedures & waysStep1 RevisionCheck the homework left before. Ask some students to present the poems that they have written. Teacher can give them some remarks if necessary.Step2 Ex on Page 49-50This part is a consolidation of the words and expressions learned in this unit.1. Let students finish part 1 and part2 ( 5 minutes )T: Now please open your books and turn to page 49. Let’s use words and expressions. Make adjectives from the nouns and complete the table with the correct nouns, verbs, adjectives or adverbs.2. Give the students 3 minutes to finish part 3 on next page.T: Try to complete each sentence using the correct word from the table you have completed within 3 minutes.3.Check the answers with the whole class.Suggested answers:Exercise 1 on P49auty beautiful 2.joy joyful 3.sorrow sorrowful 4.delight delightful5. dread dreadful6. hope hopeful7. peace peaceful8. power powerfu Exercise 2 on P49Noun Verb Adjective Adverbanger anger angry angrilydark darken dark darklyimpression impress impressive impressivelyrepetition repeat repetitive repetitivelytransformation transform transformationaltranslation translate translatedwarmth warm warm warmlyenjoyment enjoy enjoyable enjoyablyexpression express expressive expressivelyinspiration inspire inspirational inspirationallyExercise 3 on P501. expressively2. darkness3. translation4. repeat5. inspirational6. anger7. impressed8. enjoyably9. transformed 10. warmStep3 Translation on page 51T: Please turn to page 51 and translate some sentences into English, using the word and phrases in bracket. This part is a consolidation of the grammar item in this unit. You should pay more attention to the sentence structure. Are you clear?S: Yes.For the exercise, teacher can ask some of them to go to the blackboard to write down their translations. And then check them with the whole class. If there are some problems, teacher can ask the students to discuss and give them some suggestions to solve them.Suggested answers:1. 假如我们的糖没有用完, 我是不会去商店的。

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。

选修6 unit2 Poem课文电子教案

英语：unit 2《poems》教案-writing(新人教版选修6)

Unit 2 Poems教学设计(英语人教高中选修6)

高中英语 Unit 2 Poems教案 新人教版选修6

人教版选修六Unit2《Poems》word教案1

2019人教版选修六Unit 2《Poems》word教案5

人教版高二英语选修6Unit2Poems全单元教案

最新人教版选修六unit 2《poems》教案2.doc

高中英语 Unit 2 Poems教案 新人教版选修6

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《Unit2Poems》教案

人教版高中英语选修六：Unit+2+Poems+教案5.doc

高中英语选修6+unit2+Poems+教案.doc

选修6Unit2Poems教学设计

英语：unit 2《poems》教案-writing(新人教版选修6)

人教版高二英语选修6 Unit2 Poems 全单元教案

高中英语Unit2Poems教案新人教选修6

人教版高中英语选修六：Unit+2+Poems+教案3.doc

2019人教版选修六Unit 2《Poems》word教案5

高中英语 Unit 2 Poems教案新人教版选修6

高中英语 Unit 2 Poems教案新人教版选修6