选修6unit2教学设计新部编版

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高中英语新人教版精品教案《选修6 unit 2 Reading教学设计》

教学设计教材：普通高中课程标准实验教科书选修6第二单元阅读课一、教学课型：阅读课〔45分钟〕本课是第二单元的阅读课，主要介绍了几种英文诗歌。

二、教材分析教材处理本课时是对几种英文诗歌的介绍。

除了著名的英文诗的诗句，学生平时很少接触英文诗歌，对这种体裁也很陌生。

因此，本节课的学习目的是通过学生的阅读，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们语言运用能力，在此根底上，熟悉英文诗歌，并学会鉴赏和写简单的英文诗。

教学目标➢知识和能力目标：1．引导学生掌握一些新的词汇、句型的用法2．引导学生掌握从文章中获取和处理主要信息的方法和技巧3．培养学生把握文章脉络和进行整体阅读的能力4 使学生了解英文诗歌的相关知识，并学会鉴赏和写简单的英文诗➢情感目标：引导学生了解英文诗，并且学会鉴赏，体会诗歌当中传递的情感。

教学重点和难点➢如何培养学生的阅读策略及获取信息的方法➢如何引导学生在讨论中用自己的语言表达自己的观点和想法三、教学设计1．总体思路本课的教学设计可以分为读前活动〔ming、Scanning、Grou2 A the tudent a quetion:What the write aboutThen ead in the toain idea of each ming the tet 〔5分钟〕e have trong rhthm and a ot of re have a fied ine ength___________i a made uaimum of word __________设计说明：学生通过这一活动，进一步理解和掌握了文章的内容，通过细读课文，要求学生带着明确的目标去阅读、查找答案，以到达有的放矢地分析课文、理解课文、解决问题的目的。

学生首先在书上查找信息，属于知识的输入阶段，然后带着问题找出答案，是知识输出的过程，真正把知识转换为能力。

Ta 3: Fi in the form 〔7分钟〕When the earthquae came, what did Timm …设计说明：让学生归纳每种英文诗的特点。

选修六unit2 Reading and discussing 教案

人教版选修六UNIT 2 POEMSPeriod 5Reading and discussing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：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Step1 Read and enjoyWhen you are old(by Irish poet William Butler Yeats )When You Are Old And Tired And GrayWear You Overcoat On Sunny DaysWhen Your Brave Tales Have All Been ToldI'll Ask For Them When You AreWhen You Are Old And Full Of SleepAnd Death No Longer Makes You WeepWhen Your Body Aches With ColdI'll Warm Your Heart when You Are OldYou'll Still Be The Same To MeA Comfort And A MysteryAnd I Will Be Old To SeeI'll Need Someone To Comfort MeWhen You Are Old And Pale And GoneAnd A Gentle Hand Is All You WantI Will Give You Mine To HoldAnd I'll Be Here When You Are OldYes I Will Give You Mine To HoldAnd I'll Be Here When You Are Old.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?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 yourse lf.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 hel p you down the roadTill you've found your own.Step 4Discussion1 .Who is the speaker in the poem and who is he /he speaking to? Give reasons to support your answers.(Find supporting sentences in the poem)2. Does the poem have images(意象)? If it has, please find out.3.What has the parent kept?1)What do brave young smiles mean to parents?When parents see the young brave smile, they will feel ________ because the child is confident. However, they will be ________ about his/her future.2) Can the parents help the child all his life?Step 5Writing (Choose one of the three according to your interest)A) Write a poem of your own starting with "If I......"B) Please write a poem to match the picturesThe following rhyming words may help you :high/sky/cry/reply yellow wood/childhood/ youthhooddisappears/tears bright/lightC) Write a poem freely to match the picturesA) Sentence patterns：(1)If I were the ruler of the world，I would...(2)If I had a million dollars，I would...(3)If I had taken your advice，I would have/wouldn't have...B) Write a poemAsk students to write a poem that st arts 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，list the first four lines of two sample poems.And ask students to write their own poems of eight to ten lines.Example AI feel happy when...The sky is blue，You smile at me with your sparkling black eyes，It's my birthday.Example BSlowly the moon climbs in the sky，Slowly the blackbird lets out a cry，Slowly the dog crosses the road，Slowly the old man carries his load.If time permits，the teacher asks students to finish their poems and share in class.If not，Tas k 2 of writing can be as homework.Step 6Homework1．Master the language points in the text.2．Finish their poems after class.3．Reread the poem “I've saved the summer” and appreciate the beauty of the poem.4．Make more sentences with “If I had done...，I would...”．Step 7Reflection after teaching。

河北省高二英语选修6 Unit2《Poems》全套教案

河北省高二英语选修6 Unit2《Poems》全套教案教学目标Teaching goals:1. Help students know more about English poems.2. Understand fives kinds of poems in the unit.3. By learning the text, make students interested in writing poems by themselves.教学重难点Teaching important points:Make students get across the text and improving their reading ability to English poems.Teaching difficult points:Find out and master the characteristics of different poems in the text.教学过程Teaching procedures:Step I Review1. Review the content of unit1 about art. Help students to associate new knowledge with old one.Time periodAD5th----15th The Middle Ages15th----16th The RenaissanceLate 19th----early 20th Impressionism20th ----today Modern art2. By recalling the content of art, lead in the topic of unit 2.Step II New wordsAsk students to look at Page 90 first and then read the first part of new words. Help students to understand the reading passage.Step III Lead-in1. Show an interesting and familiar song to lead new class. Ask students fill the blankets with words that they hear.2. Discuss the reasons why people write poems. Brainstorming discuss the reasons why people write poemsto tell a story to express feelingsto describe something to play with wordsto create images in the readers to express a point of viewto make others laugh to create a moodto encourage peopleExample: Looking up, I find the moon bright,Bowing, in homesickness I’m drownedStep IV ReadingTask1 Fast reading1. Qs: How many kinds of poems did the text mention?What are they?1.Nursery rhymes2.List poems 3 .Cinquain 4.Haiku 5.Tang poems2. Read and listen to the poems in the passage.Poetry is a great form of literature. There are different kinds of rules for poems, so the forms of poems are quite different from country to country. The passage i n Reading will tell us something about forms of English poems.3. Read the text on P 10 and find out information to complete the form.forms of poem characteristicsNursery rhymes strong rhythm and rhyme, a lot of repetition, easy to learn and to reciteList poems repeated phrases and some rhymeCinquain made up of five lines; convey a strong picture in just a few word sHaiku made up of 17 syllables, give a clear picture and create a special feeling in just a few words.Tang Poems have a free formTask2: pair workPeople write poems for different reasons. Next go over quickly the poems in the reading part. And then tick the correct Box/boxes for each question on P9As we know, poems are mostly written to show people’s emotions.. In Chinese , we have 诗言志，诗言情，诗歌合为事而作.That is, people write poems for different reasons, and then we have different kind of poems.Task 3: Careful readingAnswer questions of each poem and understand these poems in details.Poem A: What is the baby’s father going to buy if the mirror gets broken?Poem C: What sports d o you think the speaker is writing about? Did his or her team win the game?Q: What’re Poems D & E about? Does the authors like the subjects?Poem H: Could you tell us the woman’s story in your own words?Q: Choose the words to show the woman’s feelingsloneliness joy love trust anger hate sorrowStep V: PracticeQs:Could you try to write some poems or just some lines for some reason.Let students appreciate some interesting poems and encourage them to write some simple poems by themselves. Show examples.课后小结学完了这节课，你有什么收获？课后习题1.Choose two of the eight poems to recite.2.Translate an English poem into Chinese by yourself.板书Unit 2Poems。

高中英语选修6：Unit+2+Poems+教学设计1+

Unit 2 Poems 教学设计Analysis of the students Students in this stage is lovely, enthusiastic, eager to learn and active in class. They have been accustomed to life and study in Senior high school after two yea rs’ study here. Since poems are beautiful in sound and picturesque in creating the imagery, students are interested enough and well prepared to understand some simple English poems and ready to try to write the poems of their own.Analysis of the teaching materials The text,Poems, is from Unit 2 in New Senior English For China Student’s Book 3, published by the People’s Education Press. Five simple kinds of English Poems are listed in the reading, among which cinquain and haiku show a clear character. Students can learn to write their own poems of this category.Teaching Objectives:Based on the analysis of students and the teaching materials, this lesson is to achieve the following goals:1.Knowledge Objectives：(1) To learn about the terms in poems and the characteristics of poems.(2) To learn about the features of the five kinds of poems.2. Ability objectives:(1) To develop the student s’reading strategie s—skimming , scanning andcareful reading.(2) To develop student s’inductive ability by observing the features of eachpoem.(3) To develop student s’ creative ability by writing their own poems.3. Emotion and Culture Cultivation:(1) To develop student s’cooperative and competitive ability through group work.(2) To arouse the students’ awareness of the cultural exchange by translation ofthe poems.(3) To encourage students to lead a life full of poems.Teaching key Points:To learn about the features of five kinds of poems.Teaching difficulties:To arouse the students’awareness of the cultural exchange by translation of the poems and encourage students to lead a life full of poems.Teaching strategies:Cooperative teaching method, Inductive method and functional teaching methods.Teaching aids : computers and the projector.Teaching procedures:Step 1. Lead-in1.Play the song “Twinkle, twinkle, little star” in order to make students appreciatethe “rhyme”and “rhythm” of poems.2.Read the poem footprints to learn about some terms of poems: line, verse,rhyme, rhythm, and imagery.Purpose of my design:To arouse students’interest in learning the text and learn about the terms and general characteristics of poems.Step 2. Presentation.1.Skim to find out the topic of the reading and five kinds of poems in the reading. Purpose of my design: To know about the main idea of the text.2.Appreciate each kind of poems and try to conclude their features by filling in theblanks.(1)nursery rhymes—Poem A: first listen to the recording and then makestudents tell the rhymes and then call one student to tap the rhyme for several lines or the whole poem. Conclude the features of poem A by filling the blanks.Features of nursery rhymes:Strong and .and imaginative wordsSometimes .(2)List poems—Poem B and C: read by girls and boys and conclude the featuresof List Poem by telling the difference of poem B and C.Features of list poems::They ______ things.__________ phrases.__________ line length.Some ________, others not.(3)cinquain—Poem D and E: read and then conclude the features of cinquain byobserving the words, the length, and the function of the words.(4)haiku—Poem F and G: Read and conclude the features of haiku by noting thesyllables of the whole poem.(5)Tang poem—Poem H: read and tell the Chinese title of the poem. Introduceto students Professor Xu Yuanchong in Peking University who is devoted to translating the Tang Poem into English. Make students appreciate his contribution and the cultural transmission realized by translation.Purpose of my design: To enable students to learn about the five kinds of poems and their characteristics, which will lay a solid foundation for their further writing activities.Step 3. Practice.Students are divided into 4 groups and each group send an representative to pick out the luck number from 1 to 4 and manage to finish the task. The representative is responsible for collecting all the papers of each team member and decides on the best on for presentation.Purpose of my design: To stimulate students to write their own poems and develop their appreciation of the poem by selecting the best one among the team membersand sharing the best one with the rest students of the class. Students are encouraged to cooperate with each team member and compete with each other through learning from the others.Step 4：EvaluationStudents finish the following evaluation form. Standard: A, B,CStep 5. Homework.1.Polish and exchange your own poems.2.Surf the internet to find more English poems and pick out your favorites. Purpose of my design: To consolidate what students have covered in class and motivate them to find more beneficial poems by themselves to satisfy their taste for poems.Blackboard DesignUnit 2 PoemsReading A Few Simple Forms of English Poemsr h ym e y t h mAssessment and FeedbackThe advantages of this class are as follows: 1. With the aid of the multimedia, the class inspires students within the 45 minites. From the general command of the whole text to separate understanding of each type of poem, to the competition of writing poems, students are trained in the reading skills in different ways.2. The teacher of this class created many questions to attract students ’ attention in order to make the learning more lively and illuminating.3. The timely and active interaction between the teacher and students give an immediate response and assessment of the students ’ learning process. The teacher ’s to-the-point comments on students ’ performance during the class make them more confident such as the comment “Well done! You have given some reasonable opinions. I would like to have some other opinions” etc.4. Through step-by-step reading —the general cognition, fast reading, carefulreading and summarizing, the class demonstrates the effectiveness of the task-based Poemsrepetition Poetimageryli n ev e r s eteaching method. Abiding by the students’ psychology, the teacher take different measures to make them concentrated on the teaching process. For example, the teacher keeps students concentrated on what they will learn by making them tap the rhythm of the nursery rhyme “twinkle, twinkle ,little star”, which are familiar to students, meanwhile the teacher makes them absorbed in what they have covered in the reading text by group competition to write some poems.5. By creatively combing the teaching materials, such as matching each part of the text with different design of questions, the teacher makes full use of the materials.However, some problems also remains to be desired as follows:1. How to motivate some students who just sit by and watch others perform and discuss to actively participate in the class discussion remains to be dealt with in the future.2. How to make the class student-centered is also a big headache. While preparing the class, teachers should take into account students’ original knowledge, interest, ways of imitation, cooperation etc. How to make the class effective and efficient, or in other words, how to maximize the class effectiveness deserves teachers’ study and research in the future.。

人教新课标高二英语选修六 Unit 2 Poems reading 教案设计

Book 6 Unit 2 PoemsReading: A few simple forms of English poemsTeaching aims:Knowledge and skills1 To enable the students to learn about so me simple forms of English poems andtheir characteristics and be capable of identifying the style of a particular poems.2. To let students practice skimming, scanning and summarizing.Process and methods1. To make the students discuss in group and make use of the reading skills.2. To help Ss to figure out the characteristics of English poems.Emotion，attitude and value1. To cultivate students’ appreciat ion of poetry and the ability to read, appreciateand write poems.2. To arouse studenrs’ cultural awareness3. To develop students’ sense of cooperative learning.Teaching main points1. To enable the students to learn about some simple forms of English poetry.2. To improv e the students’ ability to appreciate poems.Teaching difficult points:To enable the students to write their own poems.Teaching aids:A computer and a projector.Teaching proceduresStep1. Warming up and pre-readingPlay the song Twinkle Twinkle little Star to motivate the interest and lead in the topic.Step 2. Fast readingTask 1. Scan the text to find the main idea of the passage.Task 2. Skim the text to find out:How many forms of poems are mentioned in the passage?What are they?Step3:Careful readingForms of poems featuresNursery rhymes(A) Strong rhythm and rhyme, a lot of repetition, easy to learnand to reciteList poems (B and C) Repeated phrases and some rhymeCinquain (D and E) Made up of five lines, convey a strong picture in just a fewwordsHaiku (F and G) Give a clear picture and create a special feeling in just a few wordsTask 2 Read the five kinds of poems aloud and appreciate them.Step 4Post readingShow some poems to the students and let them guess which form of poem each poem belongs to.Step 5Writing1 .Let students read Poems E and D again and write their own cinquains.2.Get some students to read their poems aloud.Step 6Homework1. Surf some websites to find out more beautiful poems.2. Write a list poem.Blackboard desig nBook 6 Unit 2 Poems Reading:A few simple forms of English poems。

新人教英语选修六 Unit2 Poems[教案新部编本]

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校教案1 Unit2 Poems - ReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching AimsTo cultivate students’ interest of poetry and improve their reading skills.Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, Slides and PicturesTeaching ProcedureStep 1 Warming up1. Which poems and poets can you think of when seeing the following pictures?静夜思李白床前明月光，疑是地上霜。

举头望明月，低头思故乡。

古风其二李绅锄禾日当午，汗滴和下土。

谁知盘中餐，粒粒皆辛苦。

望夫石王健望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

2. Match the following information.Li Bai Song DynastyDu Fu Tang DynastyFan Zhongyan Tang DynastyMeng Haoran ModernGuo Moruo ModernMao Zedong Tang DynastyByron AmericaShelly EnglandEmerson EnglandTagore GermanyGoethe IndiaStep 2 BrainstormingDiscuss the reasons why people write poems.Fast readingScan the passage and answer the following questions.1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about?different forms of English poemsnursery rhymes, list poems, cinquain, haiku, Tang poems.Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Hush, little baby, don’t say a w ord,Papa’s going to buy you a mockingb ird.If that mockingbird won’t s ing,Papa’s going to buy you a diamond r ing.If that diamond ring turns to br ass,Papa’s going to buy you a looking gl ass.If that looking-glass gets br o ke,Papa’s going to buy you a billy-g oa t.If that billy-goat runs aw ay,Papa is going to buy you another d ay.Read the poem by yourself again and answer the following questions.1. What’s the baby’s father going to buy if the looking-glass gets broken?2. What is Papa going to buy for the baby if that billy-goat runs away?3. What are the features of it?Keys：1. a billy -goat2. another billy-goat3. It has strong rhythm and rhyme and has a lot of repetition.Poem COur first football matchWe would have won…If Jack had just scored that goal,If we’d had just a few more minutes,If we had trained harder,If Ben had passed the ball to Joe,If we’d had thousands of fans screaming,If I hadn’t taken my eye off the ball,If we hadn’t stayed up so late the night before,If we hadn’t taken it easy,If we hadn’t run out of energy,We would have won…If we’ve been b etter!Questions1. Did his or her team win the game?2. Why his or her team didn’t win the game?3. Does the speaker really believe his or her own excuse? How do you know?Keys:1. No, his or her team didn’t win.2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3. The speaker doesn’t really believe his or her own excuses, because there has too many ifs…Poem D&E1. What subject is the speaker writing about?2. Does the speaker like the subject? Give a reason for your answer.T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese).In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems fromChina. Poem H at the bottom of this passage is a translation from the Chinese.Poem HWhere she awaits her husband,On and on the river flowsNever looking back,Transformed into stone.Day by day upon the mountain top,wind and rain revolve.Should the journey return,this stone would utter speech.(By Wang Jian)望夫石王健望夫处，江悠悠。

高二英语选修六_Unit2_Reading_公开课教学设计(一)

Unit1 Reading 名师教学设计（一）课标分析：新课标下的高中英语诗歌教学高中英语课程改革的目的是要使新世纪的每一位高中毕业生都具有基本的英语语言素养，也就是具备共同的语言能力基础，使他们不论是升学还是就业，都具有终身学习所必备的英语语言基础知识和基本技能，具有一定的自主学习的愿望和能力，具有初步的跨文化交际的意识和能力，这一共同的语言能力基础应该成为普通高中教育为每个学生未来发展所创设的平台和机会。

在新课标对英语教学目标的指导下，本单元的诗歌教学对学生英语语言学习的影响力是可见一斑的；首先，听的能力，通过听各种旋律的诗歌及培养了学生听得能力同时提高了学生的语言情怀；其次，读的能力，诗歌是在朗读的过程中才更能感知其美好和美丽，通过大声朗读，及提高了学生的朗读能力又培养了学生欣赏诗歌的能力；再次，说的能力；通过听和读，学生就需要把对诗歌的理解用自己的语言进行简单地描绘，这一过程不但让学生真正体会诗歌的美也鼓励了学生用英语表达自己观点诉求；最后，写的能力，对简单的诗歌有了充分的欣赏和认知后，学生就会有创作诗歌的想法和能力，因此写诗歌更是用实实在在的方式不但让学生身临其境的感受诗歌的生动，也让学生运用语言的能力得到了升华。

《高中英语新课程标准》把英语课程的设置同提高整个民族的素质联系起来，强调了英语课程对促进对外交往和增强国力具有重要的意义。

它指出，“高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学和进行国际交往创造条件。

本单元的诗歌教学用不同于其他题材的单元主题用更加丰富生动的课堂教学方式和手段；用诗歌自身所具备的天然的灵活性和丰富性在高二这个关键的英语学习阶段为学生的英语学习开启了一扇特殊的门，让学生用英语感知了诗歌的无国籍和语言界限的震撼和魅力，很好地推进了新课标下英语教学中学生所应达到的水平；更好的引导出高中英语课程注重培养学生学英语和用英语的能力，学用结合，促进积极思维和有效表达。

高中英语(新课程标准)选修6全单元教案Unit2

Unit 2 Poemsi. 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 禾口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 Jia ng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。

新课标高二选修6 unit2 Poems教案

高中英语新课标选修6 unit2 Poems教案Unit2 Poems备课组：高二级主备人：易金明Period 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’ sens e of cooperative talking.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Warming-up1. Ask Ss to talk about poems by answering questions:e.g. 1) Do you remember any little poems or songs you lerned when you were a child? Does any one of you know anything about poetry?2) Do you remember any poems you have read in middle school and high school,either in Chinese or in English?3) Can anyone recite any poems?4) Why do people write poems?5) Do you have a favourite poem in Chinese or in English? Why?(Ss’ answers are various.)Step3 Pre-readingAsk Ss to skim the poems on the following pages and tick the correct box(es) for each question.(Sample answers)Which poem A B C D E F G H describes 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 4 HomeworkAsk Ss try to search for more information about poetry.Teaching reflecting:_______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________Period 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. Develop 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 usualStep 2 RevisionTalk about poems or songs the students talked about yesterday and let Ss tell more about poems.Step 3 Fast ReadingTask Ask the students to read the passage quickly and fill the form below.Sample answers:Forms of poems FeaturesNursery rhymes strong rhythm and rhyme, a lot ofrepetition, easy to learn and to reciteList poems repeated phrases and some rhyme Cinquain made up of five lines, convey a strongpicture in just a few wordsHaiku give a clear picture and create a specialfeeling in just a few wordsTang poemsStep 3 Careful Reading and finish the following taskAsk Ss to finish Ex.1-3 on P11 of student’s book or……Step 5 HomeworkAsk the students to find out difficult and important words, expressions, and sentences in this unit.Teaching reflecting:_______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________Periods 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 reader a 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”。

高中英语选修6 Unit2 Poems 课件、教案

Do you know any Chinese poets? Can you
name some? China has a long history of
Li Bai
poetry.
Du Fu
poet-sage ( realism )
poet-immortal ( romantic ) 2020/8/17
B．根据词性和汉语意思写出单词 6． salty adj.含盐的；咸的→ salt n．盐 7． endless adj.无穷的；无止境的→ end v．&n.结束 8． translation n．翻译；译文→ translator n．翻译人；
译者→ translate v．翻译 9． eventually adv.最后；终于→ eventual adj.最后；终于
2020/8/17
Careful reading
3. If that billy-goat runs away, Papa will buy : A.mockingbird B. diamond ring C.looking-glass D. another billy-goat
2020/8/17
Careful reading
Read part 1:
Q1. What’s the topic sentence of this paragraph?
Q2. What are the functions of writing poems?
2020/8/17
Careful reading
Read part 2:
Homework
1.There are two poems that have a strong rhythm. Which ones are they? Try clapping the beat.

高中英语选修6：Unit+2+Poems+Teaching+plan+教案+

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.。

高中英语选修6：Unit+2+Poems+教学设计2+

Unit 2 Poems 教学设计Period 1——Warming up and readingⅠ.Teacher: Gou qingmiaoⅡ.Teaching material: Book2—— Unit 5Ⅲ. Lesson type: speaking &discussionⅣ. Teaching aids:1.the multimedia2.four envelopes3.projector4.giftsⅤ. Teaching Objectives:1.To enable students to learn to talk about different kinds of music2.To help students create their own questions about music3.To develop students’ sense of cooperative leaning4.To cultivate students’ interest of musicⅥ. Teaching Important Points:How to improve the s tudents’ speaking and reading ability.Ⅶ. Teaching Difficult Points:How to make the students create their own questions and express themselves.Ⅷ. Teaching Methods:1.Task-based teaching and learning2.Cooperative leaning3.DiscussionⅨ. Teaching Procedure:Step 1. Warming up1.Warming up by ask questionsT: Good morning, everyone.Ss:Good morning, Miss Gou.T: Welcome to my English class!Well, If it’s no homework ,no class and you can doeverything you like with a lot of friends.What would you like to do today? Would you like to share something with us? (put up their hands and ask him or her)S1:...Good idea ...I couldn’t agree more.T:Good, thank you. How about dancing?Or maybe you could sing Karaoke with your friends. You like it?...It’s relaxing and funny.(Come up to one of them ,ask “What’s your favorite song when you sing Karaoke with your friends?...and ask him to sing it if necessary)2. PracticeT:Now answer my following questions separately,.You should speak out together, then I’ll ask one of you to answer my questions. After you finished it, you have to ask another one for your own questions about music. Is that clear?Ss:....What kind of music do you like better, Chinese or Western, classical or modern ?How does music make you feel?Why do you like to listen to music?Ss...T: Can you guess our topic today?Ss: music3.Brainstorm the names of different kinds of music.T: As we know, music can produce a lively and happy atmosphere and bring people relaxation after hard work. Listening to music also makes people feel happy and nice?(list different kinds of music and emphasize “choral”and “orchestra”)4.. Listen and guessingT:You are going to hear some music,do you know what styles they belong to?(play them one by one and explain it for students）Rap:Talking and singing with a strong rhythm.Rock’n’Roll:A kind of modern music with strong beat.Jazz:Music of American Negro origin .Folk music:They have passed down from one generation to another in the traditional style. Country music: be popular in the southern and western U.SClassic music: Serious and traditional styles.much more elegant.Step2 PredictionT:Have you heard about any of the famous bands in the world?（shows some pictures of famous bands.）Guide the ss to predict the content of the passage by complete the title.S2：It is about the development of Monkees and the difference between it and other bands.T:Are they right? Let’s check it.Step3.Fast-readingSkim the text and identify the topic sentence of each paragraph,Step4.discussionCreative work in groups♫Identify the topic sentence of each paragraph.♪Create your own questions with different forms.♫Making comments on their work.Divide them into four groups in all,there are 8students in each group .Show four envelops for them ,they have to choose one of them .Because they have to finish the task on it.Group1 Create your questions by questions.Group2 Create your questions by filling in the blanks.Group3 Create your questions which are True or False.Group 4 Create your questions by putting the steps in the right order.First,think about what’s name of your group,when you show your work,write your English name on the blackboard.Second, there are 10 points in all for each group, after answering your question ,you have to make comments on their work and score on it.Third ,you should sing a song ,one sentence is enough before you answer your question,an English song is better.Fouth, make sure that everyone in your group join in it.Step 5.PresentationParagraph1Topic sentence:Many People want to be famous as singers or musicians.How does the writer start the article?How many question are asked?What is the function of the questions?Paragraph2Topic sentence:The usual way a band starts.Step1 To practice their music in ______________.Step2To play to passers-by in ___________________.Step3. To may give performances in ____________.Step4. To have a chance to _________ in a studio and become __________. Paragraph3Topic sentence:The Monkees started in a different way.T or F1).The TV organizers had looked for five musicians who could make good music.2).The band began as a TV show.3).They put an advertisement on the magazine.4).The Momkees started in a special way.5).There were two musicians when the band was formed at the beginning.Paragraph4Topic sentence:The Monkees become popular and developed as a real band.Put the steps in the right order.1.Broke up,then reunited.2.Produced a new records.3.Produced a new record4.Relied on other musicians5.Sang their own songs,6.Sang songs by others.7.Pretended to sing.Step6.SummaryThe article is 1________(main) about the band---2______ Monkees. It 3 ___________ (believe) that many people want to be famous singers or musicians, 4______ they form a band through different 5______ (way). However, there is a band6 ______ is different from others. At first, they sang the songs 7__________ (write) by other musicians. Later, they played and sang8 ________ (they) own songs. After 9__________ (reunite) in the 1980s, they made 10_____ new record in the 1990s.Step 7 .Talk showGet students to imagine that the singers of the Monkees are invited to attend the Talk Show. One student plays the host, and other four students act as the singers of the Monkees.T: You can begin like this, “Good evening, everybody. This is..., and I am ...Today will have a chat with a very famous band, Monkees.…Step8 .PresentationAdd up all the numbers and award them gifts with chocolate that were decorated with different covers.The group who failed have to stand up and sing another song in a video”What makes you beautiful?”Step 9. In conclusionToday we’ve learnt the passage about the band “The Monkees”and learnt something about music. Besides, we know their success lies in their hard work and their unique style of performance.So work hard and you will have a bright future.Step 10.HomeworkWrite a passage to introduce your own band.1.The band’s name?2.What kind of music you will choose?3.Who is the lead singer?4.Who will play which instrument?(guitar, drum, piano, violin, saxophone…)5.Where to play?。

高中英语选修6 Unit2 Poems 教学设计

M6U7 Poems 教学设计Ⅰ. Analysis of the Teaching MaterialThis text mainly introduces various reasons why people write poetry and five kinds of English poems, that is, nursery rhymes, list poems, cinquain, haiku, and Tang poems translated into English. In the end of the article, the author encourages students to try to write poems of their own.Ⅱ. Analysis of theStudentsHigh School students in Grade 2 have already mastered a certain number of English vocabulary and reading skills. They are able to express personal opinions clearly and accurately in English. Meanwhile, Grade 2 students have the ability to study both independently and cooperatively. They have their own values, criteria for judgment, and will choose the relevant reading strategies respectively according to their own needs. Moreover, they can also be inspired to think and output creatively.Ⅲ. TeachingObjectives1. Knowledge ObjectivesCan master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.2. Ability ObjectivesCan be clear about the structure of the textCan find out the detailed information in sample poemsCan figure out the meaning of rhyme, rhythm, syllablesCan define different kinds of poems by referring to the sample poems Can try to write poems of their ownCan develop the ability of working in a group3. Affection ObjectivesCan understand the meaning, functions, and importance of poemsCan learn to write poems to express their emotionsⅣ. Teaching Important and DifficultPointsLet the students master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.Let the students figure out the structure of the whole text.Let the students read critically and figure out the deeper meaning of sample poemsLet the students figure out the meaning, functions, and importance of poemsLet the students make up some poems of their own to express their own emotionsⅤ. TeachingProcedureM6U7 Poems 教学设计Ⅰ. Analysis of the Teaching MaterialThis text mainly introduces various reasons why people write poetry and five kinds of English poems, that is, nursery rhymes, list poems, cinquain, haiku, and Tang poems translated into English. In the end of the article, the author encourages students to try to write poems of their own.Ⅱ. Analysis of theStudentsHigh School students in Grade 2 have already mastered a certain number of English vocabulary and reading skills. They are able to express personal opinions clearly and accurately in English. Meanwhile, Grade 2 students have the ability to study both independently and cooperatively. They have their own values, criteria for judgment, and will choose the relevant reading strategies respectively according to their own needs. Moreover, they can also be inspired to think and output creatively.Ⅲ. TeachingObjectives1. Knowledge ObjectivesCan master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.2. Ability ObjectivesCan be clear about the structure of the textCan find out the detailed information in sample poemsCan figure out the meaning of rhyme, rhythm, syllablesCan define different kinds of poems by referring to the sample poems Can try to write poems of their ownCan develop the ability of working in a group3. Affection ObjectivesCan understand the meaning, functions, and importance of poemsCan learn to write poems to express their emotionsⅣ. Teaching Important and DifficultPointsLet the students master the meaning and usages of the new words and expressions: convey, rhymes, rhythm, contradictory, concrete, flexible, minimum, in particular, be made up of, be transformed into, etc.Let the students figure out the structure of the whole text.Let the students read critically and figure out the deeper meaning of sample poemsLet the students figure out the meaning, functions, and importance of poemsLet the students make up some poems of their own to express their own emotionsⅤ. TeachingProcedure。

高中英语选修六第二单元教案

Unit 2 PoemsPeriod 1 —— Warming up and Pre-reading三维目标设计Knowledge and skills1.To present the topic of this unit —— poetry2.To help students form concept of poetry.3.To learn some words and useful expressions in order to express their own feelings.4.To cultivate students’ interest of poetry.Teaching Important Points:How to improve the students’ speaking ability. Teaching Difficult Points:How to make the students gain enough information to express themselves.Process and methods1. Pair work or group work to make every student join in the class activities2．Discussion to make every student express himself freely.Teaching Procedure:Step 1: Daily Greetings (1 minute) T: Good morning, students! Ss: Good morning, Miss Huang! T: So, we call Du Fu realistic poet. Now, I’d like to take a poem written by Du Fu for example. (s how a poem written by Du Fu on slide 2) Xxx, would you please read it for us? S1: (reading) T: Thank you very much. Well, can you understand the meaning of this poem? Ss: No.T: I don’t know, either. I think if we don’t know the background of the poem and some necessary e xplanations, it will be very difficult for us to understand a traditional poem, right? Ss: YesT: Well, what about this one? Who’d like to read it for us? (show a English songs “Do Ri Mi on s lide 3) S3: (reading)T: Do you think it is easier to understand? Ss: YesT: I’m sure all of us know what it talks about.Step 3: Reading (5 minutes)T: Today we’ll learn some English poems. They includes many kinds…. Ss: (reading)T: Thanks for your sweet voice. Look at the first poem , can you tell me what is the Nursery Rhym es?S4: Strong rhythm and rhyme, a lot of repetition, easy to learn and to recite T: Yes. Good.What the matter is. OK?T: Can you understand the meaning of this poem? It talks about a football match, right? With him? S5: They lost the game.Step 4: DiscussionT: OK, up till now, we have collected several words to describe different styles of poems. Well, w hat other words will we need to talk about poems? Now, would you please form a group of four an d have a discussion.What other words will we need to talk about poems? Are you clear? Ss: YesT: Ok. I’ll give you three minutes. After that, I’d like some of you to list some words you need. No w, go!(Three minutes later)T: OK. Time’s up. Who’d like to be the bravest one? S6: funny, happy.T: Good. Any other opinions? S7: Boring, dull, sad.T: Very good. Any other words? S8: Moving, meaningful, meaningless. ……Step 5: Pair work (10 minutes) T: Well, what about this one?(Sing an English song of another style by myself——Jingle Bells) Do you think it is very sad? Ss: No.T: Do you think it is happy? Ss: YesT: Yes, it sounds very happy. It is also very lovely, right? Ss: YesT: Well, compare with these two songs, which one do you like better? This time, I’d like you to dis cuss with your desk-mates and make up a dialogue. Which song do you like better? Why?You can make up your dialogue with these useful expressions and sentence patterns. Maybe this sa mple may help you a lot. (show the useful expressions and a sample on slide 5) Is that clear? Ss: Y esT: OK, go. You have five minutes to prepare. (five minutes later) ；T: Who is ready?……(check some pairs.)Step 6: Conclusion (3 minutes)T: Today we just begin our magical journey of poetry. We have talked about some famous poets and learnt many words to show our ideas about poems and songs, right? Besides, we also enjoyed two beautiful songs. Do you feel good this class? Ss: Yes T: Thank you.Step 7: Homework (5 minutes)T: Here comes your homework. Next period we’ll make a further study about poetry, especially E nglish poetry. So:1. Please preview the reading part and look up the new words in the dictionary.2. Try to find an E nglish song or poem, and write a review. Are you all clear? Ss: YesT: Ok. So much for today. Thanks for your attention. See you! Ss: See you!Blackboard Design:Period 2 —— Reading (content)Teaching material: NSEFC Book 6 —— Unit 2 Lesson type: ReadingTeaching aids: Multi-media 1. a computer 2. a tape recorder Teaching Objectives:1. To learn the main develop steps of the history of English poetry.2. To learn the characteristics of poems during different periods. 3. To master some extra-curricular knowledge about some famou s poets. 4. To improve students’ reading ability. Teaching Important Points: 1. The extra-curricular knowledge of English poetry2. The similarities and differences between the Chinese and English poets and poems. Teaching Difficult Point:How to grasp the information presented in the reading material. Teaching Methods:1. Fast-reading to rasp the main idea of three most important paragraphs.2. The introduction of some famous poets to widen their background knowledge about English poetry.3. Pair work or group work to get every student to join in the class activities.Teaching Procedure:Step 1: greeting and revision T: Good morning, girls.Ss: Good morning, Miss Huang Likui.T: Yesterday, we started our trip of poetry. We mentioned a lot of things. Some new words and so me famous poets in china, right? Ss: YesStep 2: While-reading (Deal with paragraph 3, 4 and 5)1. Fast-readingT: What about English poetry? Now, please open your textbook and turn to page 10. Let’s have a look at the poems first. Please listen to the tape carefully. Ss: YesT: OK, here we go.2. Intensive-readingT: Despite its short history, there are a lot of good English poets around. This time, would you plea se red the third paragraph more carefully and answer the questions on the screen?1. How many poets are there in this text? Who are they?2. Whose poetry reminds Chinese readers of the poems by WangJian?3. What is Haiku? Are you c lear? Ss: YesT: That’s right, thank you. How time flies! The windmill of the time accompanied us going through many kinds of poems . ……………….T: Very good. Thank you very much. No matter how well a poem is translated, something of the spirit of the original work is lost. So we’d better learn English well, thus we can read poetry in En glish.Step 3: Post-reading(Adopt the first paragraph as a conclusion of the whole passage)T: So, today, we have learnt a lot of things about English poetry, including some famous poets and their representative works, right? Ss: YesT: Although we are Chinese, they are English; although we are modern people, they are ancient m en; poetry can bring us together, right? Just as Mu Dan wrote: Quietly, we embrace in a world lit u p by words.Homework T: Here comes your homework. 1. Finish exercises in post-reading2. Review the information we have collected this class.3. Read the whole passage again and underline some language points. Is that clear? Ss: YesT: So much for today. See you tomorrow! Ss: See you!Period 3——Reading (Language points)Teaching material: NSEFC Book 6 —— Unit 2Lesson type: readingTeaching aids: 1. a tape recorder 2. a projector 3. slidesTeaching Objectives:1. To learn some new words and phrases.2. To master the main idea of each paragraph.3. To learn some complicated sentence patterns.Teaching Important Point:The usage of some useful words and expressions.Teaching Difficult Point:How to grasp and remember the detailed information of the reading material.Teaching Methods:1. Explanations of words and phrases to get the students know their meanings.2. More examples to get the students know the usage.3. Pair work or group work to get every student to join in the class activities and learn self-study. Teaching Procedure:Step 1: greeting and revision (2 minutes) T: Good morning, girls! Ss: Good morning, Huang! T: Yesterday we talked about English poetry, especially some famous English poets, right? Ss: Yes T: I think you must have got a first impression of English poetry. This class let’s study the passage in details. In my opinion, this passage is not easy. So some language points may help you to under stand it better.Step 2: Language points (32 minutes)T: OK, now would you please open your textbook and turn to page 18——English poetry. Have y ou noticed that in slime paragraphs, there are some words in bold? Please pay attention to these w ords and make clear “what do the words in bold refer to?”. Ok, let’s read the first paragraph togeth er. Reading poetry, one two start. Ss: (reading)T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, w ould you please? S1: ……Step 3: Homework (3 minutes)T: I believe you must have something in your mind. Here comes your homework.1. Review the language points we have discussed this class and try to retell the whole passage.2. Finish exercise 2 in word study.Are you clear? Ss: YesT: So much for today. See you tomorrow! Ss: See you!Blackboard Design:Language points1. There are various reasons why people write poetry.a poemvarious: different, its root is varypoetry is a collective noun, used as an uncountable noun. 2. Some poems tell a story or…Others try to convey certain emotion Some …others…／One… the other(s) …常常以固定的搭配形式出现Convey : communicate ideas, feelings to sbColors like red convey a sense of energy and strength.Body language conveys much more information than language spoken. 3. emotion 情绪 emotional 易动感情的 4. learn about sth. learn sth5. I saw a person twelve-feet high. It is appropriate to “tall” here6. We would have won if Jack had scored that goal.Period 4 ——GrammarTeaching material: NSEFC Book 6 —— Unit 2 Lesson type: grammarTeaching aids: Tape recorder, Slides, Pictures1.英语动词有三种语气，陈述语气，祈使语气和虚拟语气。

高二英语选修六_Unit2_Period4_优秀教案

Unit2 Period4优秀教案Period 4Listening and Speaking整体设计教学内容分析The emphasis of this period will be placed on listening and speaking. There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook. The first one(on Page 15，Listening and speaking)is a conversation between a teacher and three of her students，Lucy，Pitt and Jack. They are talking about a poetry competition. The students talk about when they are going to write their poems and how they become inspired to write poetry. Their discussion illustrates the function of intention. While listening to Part 1 of the dialogue for the first time the students are asked to get some specific information about it and answer four wh-questions. After listening to the second part of the dialogue for the first time the students are asked to get more detailed information and fill in the chart. At last the students are asked to listen to the whole passage again and note down the expressions about intention and plans.The second one(on Page 48，Listening)is a conversation between a teacher and three of his students，Wu Zhe，Lily and Chelsea. They are discussing how they feel about listening to poetry and writing it. They also discuss how they go about writing poetry. The teacher's opening question is an example of the third conditional. And the third one(on Page 53，Listening Task)is a conversation between three students about their poetry homework. They are talking about the kind of poem each is going to write. In their discussion，the students use expressions of intention，the focus function of the unit.三维目标设计Knowledge and skills1．To understand the meanings of the following key words and expressions while hearing them in the tape：deadline(最后期限，截止时间)，go for a hike(去徒步旅行)，atmosphere(气氛)，create(创造，造成)，spill out(溢出，流)，horrible(可怕的，令人讨厌的)．2．To enable the students to understand the listening texts.3．To help the students learn how to express their intention and plans.Process and methods1．Smoothing away language problems if any before listening.Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.2．Listening for needed information.Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information. Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.3．Speaking freely and making conversations.At last the students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.Emotion，attitude and value1．To arouse the students' curiosity about poems.2．To develop the students' sense of exploring.3．To cultivate the students' sense of cooperative learning in a group.教学重、难点1．The understanding of the listening texts.2．The expressing of intention and plans.教学过程Step 1Revision1．Retell the text on Page 10－Page 11.2．Check the answers of the exercises in Learning about Language and explain the difficulties.Step 2Listening1．Listen to Text 1(Page 15)and do the following exercises.(1)Listen to the tape and write down the main idea of the listening material._________________________________________________________________(2)Listen to the tape again then choose the best answers.①What's the deadline for the poetry competition?A．20th.B．22nd.C．24th.②How is Pitt going with his poem?A．He has already written something.B．He is not going to enter a poem this year.C．He is going to write one this weekend.③What is Jack going to do?A．He will go on a hike into the countryside.B．He will catch insects in the grass.C．He will pick wild flowers.④What is Lucy going to do?A．She will be surrounded by familiar things.B．She will stay in her house.C．She will try out Jack's way some time.⑤How can Pitt work best?A．When he is going on a hike.B．When he is listening to his favorite music.C．When he is watching beautiful flowers.(3)Listen to the tape and fill in the blanks.Well，I______ a lot more—maybe an insect in the grass ______something，the shapes and ______of the flowers，how the wind sounds，or the ______smells in the air.______，I find that as I look around me all sorts of interesting ______and words come into my head.I write best when I'm ______by familiar things，so I ______to be in my house. And it needs to be very ______.But now I've ______to Jack，I think I'll also ______his way some time.(4)Use one sentence to tell how each one of them is getting on with his or her task.Jack_____________________________________________________________________ Lucy_____________________________________________________________________ Pitt_____________________________________________________________________ Suggested answers：(1)The teacher tells Lucy，Pitt and Jack how to become inspired to write poetry.(2)①C②B③A④C⑤B(3)notice，carrying，colors，different，Anyway，thoughts；surrounded，need，quiet，listened，try out.(4)Jack will go on a hike to get some inspiration.Lucy has written something.Pitt is going to try one out tonight.2．Listen to Text 2(Page 48)and do the following exercises.(1)Listen to the conversation and answer the following two questions.①Who enjoys listening to poetry?②Who enjoys writing poetry?(2)Listen to the conversation again and match each student with the reason he or she enjoys or doesn't enjoy poetry. There are two reasons for each person.WU ZHE Poetry is like music.It's rubbish.LILY I like playing with words.The language in poetry is strange.CHELSEA Poetry takes you to a different world.You don't have to follow grammar rules.(3)Listen to the tape again and match each student with the words they said and note the different feelings of the three students about poetry when they say thefollowing words.LILY My heart sinks! Poetry，yuck!WU ZHE I love listening to it too...But I'd much rather be writing it.CHELSEA Sometimes I feel inspired and the right words just come spilling out.Suggested answers：(1)①Lily and Chelsea.②Lily and Chelsea.(2)WU ZHE It's rubbish.The language in poetry is strange.LILY Poetry is like music.Poetry takes you to a different world.CHELSEA I like playing with words.You don't have to follow grammar rules.(3)LILY Sometimes I feel inspired and the right words just come spilling out.(enthusiastic)WU ZHE My heart sinks! Poetry，yuck！(resentful)CHELSEA I love listening to it too...But I'd much rather be writing it.(cheerful)3．Listening task on Page 53.Before listening，ask the students to read Exercise 1 so that they know the pieces of information they have to listen for.(1)Listen to the conversation and judge whether the following statements are true(T)or false(F)．①The students have to give their poetry homework to the teacher today.②Sam is going to write his poem on the weekend.③Sam doesn't like the poetry homework.④Sally doesn't want to do her poetry homework.⑤Sam doesn't remember what a haiku is.⑥Ben is going to the park on Saturday.⑦Sam is going to write a poem about himself.⑧Sally，Ben and Sam are all present at the beginning of the conversation.(2)Listen to the tape again and fill in the chart below.Questions Sam Ben Sally What kind of poem is the student going towrite？What topic is the student going to writeabout？Suggested answers：(1)①F②T③T④F⑤T⑥T⑦F⑧F(2)Questions Sam Ben Sally What kind of poem is the student goingto write？cinquain haiku list poemWhat topic is the student going to writeabout？Ben naturethe students in herclassStep 3SpeakingSince the students have learned much knowledge about poetry by both reading and listening. It's necessary for them to talk about it now. Teach them how to express intention and plans by showing them the following sentences on the screen.(Slide show)I'm(not)going to...How are you going to...?I plan to... I'll...I'm looking forward to...Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)Talking Topics1．Do you enjoy listening to poetry or reading it? Why or why not?2．Do you enjoy writing it? Why or why not?3．Is your experience of writing poetry like Wu Zhe's，Lily's or Chelsea's? Or is it different? How is it different?Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.Step 4HomeworkWrite a passage to introduce a kind of poem you like best.Step 5Reflection after teaching_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________。

高中英语教学设计新部编版选修六unit2poems

3)Give students time to read the poems in groups and have a poetry reading competition.
以竞赛的形式激发学生的学习激情，活跃课堂气氛，加强小组合作交流，加深对文章的理解。
Step3 Post-reading
1)Focus on the poem H and ask students to tell the story in their own words.
Step 2: While-reading
1)Fast reading
Skim and find out the main idea of the reading passage andwhat five kinds of poems the reading passage talks about.让学生练习略读，归纳大意，引导其从整体大局了解文章，培养学生主动探究学习能力。
体会我国诗歌文化的魅力，练习学生的口语表达能力，达到从语言输入到输出的转化，提升学生的个人素养，增强成就感。
2）Circle one or more of the feelings below that you think the woman has. Give reasons for your answers:
Listen to the tape, find outthe characteristics of each form and fill in the blanks.（Students may discuss in pairs.）
按照个例的让学生聆听录音，领略诗歌的美，找出诗歌各个形式的特点。填充表格的方式训练学生获取信息，注重细节，寻找关键字的能力，在一定程度上提高了学生小组合作学习能力。

高中英语选修六：Unit+2+POEMS+Instructional+design+教案.doc

MODULE 6 UNIT2 POEMS Instructionaldesign设计思路：1.聚焦一个核心任务：理解诗歌。

(理解诗歌的形式和内涵)。

2.设计一个拓展任务：在理解的基础上尝试创作诗歌。

3.设计任务序列：基础知识激活（课前单词教学）阅读文本（课前学习单和课堂听读）读懂文本（任务疏导和学习单校验）文本归纳凝练（得出诗的定义）比较诗和其它文学作品（预留任务选用）尝试创作（课外任务）Teaching stepsSTEP1 LEADING INPoem WindflowersSTEP2 LISTENING AND READINGListen and read with the record.STEP3 COMPREHENDINGWhy do people write poetry?How many different forms of poems are mentioned in the passage?STEP4 PRACTISINGRead the poems to each other.STEP4 DISCUSSION1.Which poems do your group like best? Why? (characteristic)I like the poem ___ best, because ____________________________________It tells a story about _______________________________________________ After reading it, I feel _____________________________________________ It teaches me ____________________________________________________2.Can you make the Definition of poems? (group work)In our opinion, poem is _________________________ (at least 7 words)3.In your opinion, is poem a good way to express emotions comparing of otherforms of writing, such as novel, essay etc.? Why or why not?STPE5 HOMEWORKWrite your own poem.精美句子1、善思则能“从无字句处读书”。

选修6unit2教学设计新部编版

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校I 重点短语：1. make good use _______ 好好利用；充分利用2. be crazy _______ 对着迷3. be connected _________ 与有关系4. give sth. ________ 赠送，捐赠；分发；泄露5. _____ reality 实际上，事实上6. in _____ way 在某种程度上7. ________ the help of 在帮助下8. deal _________ 处理，安排，对付9. watch _______ 看守，监视10. consist ______ 由组成11. make _________ 组成弥补编造12. day ______ night 夜以继日13. _______ fun 闹着玩地，为了好玩14. ______ all 毕竟，别忘了15. ________ a decision 作出决定二．自学检测主旨大意1. What is the main idea of this passage?A. The robots can play football match as well as human beings.B. Chips have been put into robots or androids.C. The robot can play well by itself.D. Nobody can play better than the robot made in Japan.细节理解2. On the football team, the writer acts as _________.A. the door keeperB. the coachC. a defender D a striker3. They didn’t get first place because __________.A. they didn’t have an electronic brain which never forgets anythingB. they were playing against a human teamC. the team who won first place had a newly developed programD. the team who won first place had a coach.推理理解4. We can infer from this passage that __________.A. chips can be put into many robots to finish different jobsB. robots can replace all the football playersC. the robots can signal to the teammates with their handsD. the robots will win all the game with human beings三．巩固练习I．单词拼写1．The program helps you to ____________(计算)how much tax you have to pay．2．Such problems are a ____________ (普遍的)feature of old age．3．In order to make a contribution to the disaster area，the retired worker made a_________(个人的)donation to the fund．4．A Child’s ________________ (智力)develops rapidly between the ages of four and five．5．To write a good essay you must first organize your ideas_____________ (逻辑上)．6．With the development of science and_______________(技术)，now it is easier for humans to carry out a difficult task．7．This science book has been _____________(简化)for children．8．The invention of the telephone was really a _____________(革命)in our daily life．9．The university welcomes ___________________(申请)from overseas students．1 0．As soon as we arrived on the island we were eager to____________ (考察)．II．选词填空tell about，be connected to，have…in common，so …that…，compare．．．with…，anyhow1．The printer __________________the computer．2．Lily and Lucy are twins。

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