高中英语人教版选修六教案Unit 2单元教案
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。
人教高中英语选修6：Unit+2教案.doc
选修六Unit2 Poems 话题：诗歌鉴赏Ⅰ.核心单词☞基础词汇1．________ v t.传达；运送2．________ adj.具体的3．________ adj.引起矛盾的；好反驳的4．________ n．模式；式样；图案5．________ v i.& v t.取笑；招惹；戏弄6．________ n．枝条；支流；部门7．________ ad v.最后；终于8．________ adj.适当的；正当的9．________ n．交换；交流；互换v t.& v i.调换；交换10．________ n．赞助人；主办者；倡议者v t.发起；举办；倡议11．________ n．负担；负荷物(尤指沉重的)答案：1.convey 2.concrete 3.contradictory 4.pattern 5.tease 6.branch 7.eventually8.appropriate9.exchange10.sponsor11.load☞派生词汇1．________ adj.灵活的；可弯曲的；柔顺的→________(反义词)僵化的；死板的；不能弯曲的2．________ v i.& v t.转化；转换；改造；变换→________ n．转化；转换；变换3．________ n．悲伤；悲痛；懊悔→________ adj.悲伤的；悲痛的4．________ n．翻译；译文→________ v．翻译→________ n．译员；翻译家．5．________ n．黑暗；漆黑→________ adj.黑暗的答案：1.flexible；inflexible 2.transform；transformation 3.sorrow；sorrowful 4.translation；translate；translator5．darkness；darkdarkness是由形容词dark＋ness构成的名词。
人教版高中英语选修6 Unit2__Reading__精品教案
Unit2 Reading精品教案Teaching materialNSEFC 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 Modern Guo Moruo Modern Mao ZedongTang Dynasty Byron America Shelly England Emerson England Tagore Germany Goethe India Step 2 BrainstormingDiscuss the reasons why people write poems. Fast readingScan the passage and answer the following questions. 1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about? different forms of English poemsnursery rhymes, list poems, cinquain, haiku, Tang poems. 3. Scan the poems and fill in the following form.。
人教版高中英语选修六：Unit+2+Poems+Teaching+plan+教案.doc
Unit 2 Poems Teaching planPart 1 Teaching MaterialThe content of my lesson is about phonetic knowledge. By studying of this part, we’ll enable students to know pronouncing well is quite important in learning English and develop the interest in learning English. At the same time, let the students learn how to grasp some pronunciation skills and deal with pronunciation analysis problems. From this lesson, it starts practicing pronunciation rules ,skills and know the importance of phonetic knowledge .(As we all know, phonetic knowledge belongs to the input during the process of the language learning. The input has great effect on output, such as listening, speaking and writing.) Therefore, this lesson is in the important position of this part. If the Ss can master it well, it will be helpful for them to learn the rest of this part.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects(1)The Ss can master the usage of the important words andexpressions.(2)The Ss can use the pronunciation skills in the proper situation.(3)The Ss can understand the content of the lesson, talk about the importance of phonetic knowledge and get their own idea about pronunciation.2.Ability objects(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s pronunciation ability, especially their learning English ability.(4) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in learning English and set up self-confidence in learning English .(2)Teach the Ss how to pronounce and how to deal with pronunciation analysis problems , put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are pronunciation skills such as the pronunciation of /igz / and /eks / .The difficult points are pronunciation analysis problems, for example “explanation”-/eks/, “explain”-/iks/.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories .1. Communicative Approach2. Whole Language Teaching3. Task-based Language Teaching4. Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (4 min)Play a song of <<DO RE MI>>.Let Ss to sing along with it and pay attention to pronunciation.Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.(2) To set up suspense/develop interest in pronouncing beautifully.Step 2. Practice pronunciation.Task 1. (Individual work, pair work, group work, class work;6 min)Let Ss Practice pronunciation of “/θ/”and “/ʃ/”with partners. This part contains Minimal pairs, practice sentences and Jazz Chants.Task 2. (Individual work, pair work, group work, class work ;8 min )Let Ss Practice pronunciation of “/ i:/”and “/I/”with partners. This part contains practice words, sentences and Old MacDonald.Now, let’s see what happened to the Ss’pronunciation / let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the pronunciation skills.(2) To have a better understanding about the importance of phonetic knowledge..Step 3. Pronunciation analysisTask 1. (Individual work, pair work, group work, class work; 9 min)Let Ss to read carefully and take notes.1. Pronunciation of “V-ed”;2. Pronunciation of “Ex”;3. Pronunciation of “ea”.Task 2. (Individual work, pair work, group work, class work; 15 min)Guide Ss to read the material carefully and take some important notes, then do some exercises of Shaanxi province college entrance examination in 2013..Ask Ss to read the material carefully and find out the correct answers to finish the following exercises of Shaanxi province college entrance examination in 2013.Purpose of my design: Enable students to understand the given material better by using pronunciation skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ability of communication and also their ability of co-operationwill be well trained.Step 4. Practice in group ( 3 min)Ask Ss to review their notes.Discuss the Pronunciation of 48 international phonetic alphabet with other group members and then choose a reporter to share their opinions about the correct pronunciation and read out aloud with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1. Read words ,sentences and sing an English song to practice pronunciation well.2.Do exercises about dealing with pronunciation analysis problemsPurpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.精美句子1、善思则能“从无字句处读书”。
高中英语人教版选修六教案Unit2单元教案(word版)
Unit 2PoemsPeriod 1 —— Warming up and Pre-readingTeaching material: NSEFC Book 6 —— Unit 2Lesson type:warming up & speakingTeaching aids:1. a tape recorder2. a projector3.Slides and PicturesTeaching Objectives:1.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. Teaching Methods:1.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!Step 2: Warming up (11 minutes)T: Last unit we have learnt something about art, right?Ss: yesT: It is a kind of art. This time we will learn another kind of art. What is it?Ss: Poetry.T: Yes, poetry. From now on, we will begin a mysterious trip of poetry—— Unit 4: a garden of poems. Here“ poem”means诗 ,它是指一首具体的诗。
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。
高中英语人教版选修6【教学设计】Unit 2
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。
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：Unit2教案+
Unit 2 PoemsTeacher: Jian Hong , Dongyuan High School, HeyuanStudents: No.16 Middle School, MaomingTeaching time: October 20, 2006Teaching goals:1.Enable students to be interested in English poems.2.Enable students to learn some basic knowledge about Englishpoems.3.Enable students to write some simple English poems.Teaching important points:Enable students to learn some basic knowledge about Englishpoems.Teaching difficult points:Enable students to write some simple English poems.Teaching methods:Explaining, discussing, singing, imitative writing.Teaching aids:Multi-media, tape.Teaching procedures:Step Ⅰ: Lead-in1.Teach students an English nursery rhyme and show them a pictureto lead in “poem”, and remind them of some familiar poems o rnursery rhymes they have learned.2. Lead in an English poem to let students feel interested in it, teachthem to chant or sing.3. Ask students to discuss in groups about “why do people writepoems?” Then, ask some of them to show their opinion s.Step Ⅱ: Learning1. Mention a little about Chinese poets, and learn English poets(Shelley and Shakespeare)2. Let students understand the basic types of English poems (onpage10) and analyse some of their typical features.a. Poem A, nursery rhyme.Ask students to listen to the tape first and follow the tape to singtwice. Then, let them find out the features of it(word,mockingbird;sing, ring……). Finally, help students practise therhyming words.b. Poem B and C, list poems.Ask students to listen to Poem B and find out the features of it (Isaw, I saw, I saw……)Get students to read Poem C and find out the features of it(If, If,If……). Then, let them practise “If I were……, I would……”.Step Ⅲ: Imitative writingAsk students to imitate the poem “To my parents, thank you” or else to write their own poems (1. nursery rhyme for rhyming 2. list poem).Step Ⅳ: ReviewReview what has been learned. (English poems)StepⅤ: Homework1. Try to surf the internet to admire more English poems.2. Try to write more English poems.。
人教版高中英语选修6教案Unit 2 Poems
人教版高中英语选修6教案Unit 2 Poems Unit 2 Pes一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1pe/petr 2transfr/hange 3apprpriate/suitable/fit 4 run ut/run ut f词形变化1 srr n 悲哀, 悲痛srrful ad 悲伤的2 anger n 怒, 愤怒angr ad 生气的, 愤怒的angril adv 愤怒地3 translate v 翻译, 转变为translatin n 翻译, 译translatr n 翻译者4 ending n 结尾, 结局end v 结束, 终结,end n末端, 尽头重点单词1 aspet n方面;样子;外表2 nve v传达;运送3 nrete ad具体的4 tease v取笑;招惹;戏弄pattern n模式;式样;图案6 underline v在下面画线;强调7 exhange v交换，交流8 spnsr n赞助人；主办者vt发起，举办，倡议重点词组tae it eas从容, 不紧张, 松懈, 轻松ae up f(多用于被动)构成tr ut 试验, 考验, let ut发出, 泄露重点句子1Se pes tell a str r desribe sething in a a that ill give the reader a strng ipressin thers tr t nve ertain etins2 And said thugh strange the all ere true重点语法虚拟语气（II）（见语法专题）II 词语辨析(旨在提供完形填空所需材料)1) pe/petr n 诗歌【解释】pe[]诗歌,诗体petr[U]诗歌的总称【练习】选择pe或petr并用其适当的形式填空1) eats and Shaespeare are asters f English ______2) Peple rite _________ t ae ther laughes: 1) petr 2) pes2) transfr/hange v改变，变化【解释】transfr指“人、物在性质上或形态上发生彻底或基本的变化”hange指“使改变得与原物不同”或“使发生以新代旧的变化”【练习】选择transfr或hange，并用其适当的形式填空1) Heat an __________ ater int stea2) The appearane f the tn is quite ________es: 1) transfr 2) hanged3) apprpriate/suitable/fit ad合适的，适当的【解释】apprpriate 形容事物在特定的时间合适，或与特定场合协调一致。
Unit2 教案(2)(人教版选修六)
Unit 2 Poems7th period GrammarThe Subjunctive Mood (2)1.教材分析（the analysis of teaching materials）This teaching period mainly deals with the grammar: the subjective mood (2). We have learned two kinds of subjective mood in unit 1. In this period we will continue to focus on another kind of subjective mood.2.学情分析（the analysis of the students）In the process of learning English, Ss have learned some sentences using the subjunctive mood. So teacher can use some common sentences to le ad in.知识目标(Knowledge aims)a. Enable students to learn how to use the subj unctive mood.b. To enable the students to use the subjective mood correctly and properly.能力目标(Ability aims)a. Get the students to understand and sum up th e grammatical points. Meanwhile tryto master these rules.b. Learn to use the target sentence patterns to talk about situations that are nottrue or not likely to become true at present.情感目标(Emotion aims)a. Get Ss to become interested in grammar learning.b. Develop Ss’ sense of comparing and summarizing.4.教学重点和难点（teaching important points and difficult points）a. Help the students master t wo structures about the subjunctive mood.b. Get the students to learn how to use the two structures about the subjunctive mood.5.教学过程(Teaching procedures)Step I: GreetingsStep II: ReviewingWh en the verb “wish” is followed by an object clause, i ts predicate must be with the subjective mood. The past tense (were/did) is often used to express the situation contrary to the present, the past perfect tense (had+done) is often used to express the situation contrary to the past and “could/would+ v.” is often used to express the situation contrary to the future.Eg: I wish I were as tall as you.He wished he hadn’t said that.I wish it would rai n tomorrow.Step III Discovering useful structure虚拟语气在其他从句中的运用1. as if/as though 引导的状语从句或表语从句，有时用虚拟语气。
人教版高中英语选修六：Unit2+Poems+Grammar+教案2.doc
Unit 2 Poem GrammarSubjunctive Mood一、设计思想1、指导思想本节课主要以教学大纲，考试说明为依据，以课程标准为准绳，充分发挥教师主导作用，学生主体作用。
努力将新课程的理念融入教学之中，以学生为主体，设计了“观察-对比/讨论-归纳-巩固-运用”一系列环节，让学生通过观察法、自主探究、实践体验来掌握虚拟语气在if条件句中的基本用法和高考中此类题目的解题方法。
努力发挥过程性评价和形成性评价的激励功能，主要利用学生合作学习来激发学生参与教学的热情、发现问题和解决问题的能力。
2、教学目标（1）知识与能力：通过本节课的学习，大部分学生能够在掌握高考英语中if引导的非真实条件句的考点和考向的基础上，运用if引导的非真实条件句来进行自我表达和正确解决高考中出现的此类试题。
（2）方法与途径：通过设计“观察-对比/讨论-归纳-巩固-运用”一系列环节，让学生通过积极参与来体验自主探究的过程，培养学生自主学习和合作学习的能力。
（3）情感与评价：通过一系列任务的完成，激发学生学习英语的热情，培养学生小组合作意识，提高互助学习，互相帮助的意识。
将过程性评价和形成性评价有效的结合起来，发挥其激励功能。
（4）现代教学手段：多媒体课件和导学案3、教学重点与难点（1）教学重点：高中英语语法教学中，虚拟语气作为高考常考的语法项目之一，主要考查if引导的非真实条件句。
同时，if既可引导真实条件句，又可引导非真实条件句，学生容易混淆该语法知识。
因此，本节课的教学重点是引导学生学习和掌握if引导的非真实条件句的基本结构和用法。
（2）教学难点：使学生能够充分地掌握if引导的非真实条件句的考点考向，并能运用if引导的非真实条件句来进行自我表达和正确解决高考中出现的此类试题。
二、教学准备本节课的教学目标是帮助学生掌握if引导的非真实条件句的基本结构和用法，提高学生的英语知识综合运用能力。
在进行教学设计时，我首先学习了《2015年普通高等学校招生全国统一考试大纲的说明》、《普通高等学校招生全国统一考试》陕西卷英语考试说明，以及新课标对于该语法知识的要求，以使自己在正确理念和要求的指导下进行备课。
高中英语人教版选修6教案-Unit_2_Poems
教学准备1. 教学目标According to the new standard curriculum and the syllabus, after the lesson, the students will be able to learn and master useful words and expressions.2. 教学重点/难点1. Training of reading skills, such as predicting, skimming and scanning.2.Students can write a poem.3. 教学用具多媒体4. 标签Unit 2 Poems教学过程I．Analysisof the teaching materialThe topic of this unit is about poem. China’s Tang poem is very famous all around the world. Sostudents are very familiar with the topic. It is very easy to stimulate students’interest. And by learning different forms of English poetry, students willlearn much about foreign culture, which will help them understand Chineseculture better. Meanwhile, they can learn to grasp thedetailed information and developthe strategiesof reading skills.II. TeachingaimsAccordingto the new standard curriculum and the syllabus, after the lesson, the studentswill be able to:1. KnowledgeLearn and masteruseful words and expressions.2. AbilityDevelop the students’ readingability, and learnto use some reading strategies such as skimming, scanning and so on.3. Feelingsand AttitudesCultivatestudents’ taste of the beauty of English language.III. Key points and difficult points1. Training of reading skills,such as predicting, skimming and scanning.2. Studentscan write a poem.IV. Analysis of the studentsAfter learning Module 1 to 5, students(Senior high school, Grade 2) have formed a basic learning method of their ownand have master some skills of listening, speaking, reading and writing.However, the insufficiency of vocabulary and deficiency of grasp the substanceof the text still prevent them from understanding the whole passage.V.Teaching methodsQuestion and answer;task-based language teaching and communicative language ApproachVI. learning strategyCooperative learningAutonomous learningVII.Teaching aidsA multi-media computer, aprojector, blackboard, pptVIII.Teaching ProceduresStep 1: Leading-inAsk the students to look at a picture andask students questions:When you are looking at this picture, whatcomes into your mind?Intention: To make the students feelrelaxed and to arouse their interest.Media: show the pictureStep2: Warming up & Pre-reading1. Showstudents some English poems of ancient and contemporary Chinese poetry.2. Ask students why people write poems.Intention: Enable the students to link whatthey are familiar to what they are going to learn.Media: show pictures, questions and words aboutpoetry.Step3: Fast-readingAsk students to read the text in 3 minutes tofind out how many forms of poem the text talks about.Intention: help the students understand the passagelogically.Step 4: Careful reading1. Askthe students to find out the characteristics of each kind of poem in the text.2. Enablestudents to read the poems one by one and answer the questions on the screen.Intention: train the students’ ability tofind detailed information and the ability to discovering useful information.Media: show questions and exercisesStep5: Post-reading1. Studentswill define the different forms of poems on the screen according to theircharacteristics.2. Studentswrite a poem to their parents.Intention: reinforce students’ ability ofcollect useful information and their ability of using English language.Media: show task and questionsStep6: HomeworkReview the whole text with the studentstogether and give students homework.Intention: let the students consolidatewhat they have learnt and improve their reading ability.Media: show homeworkIX. Writing on the blackboardUnit 2 PoemsDifferent forms of English poems1. Nursery rhyme2. List poem3. Cinquain4. Haiku5. Tang poemsX. Learning flowchartI.。
[新版]人教课标版高中英语选修六-Unit2-Reading名师教案[精]
![[新版]人教课标版高中英语选修六-Unit2-Reading名师教案[精]](https://img.taocdn.com/s3/m/a3e5ff39492fb4daa58da0116c175f0e7cd11988.png)
I saw a cottage in the sky,
I saw a balloon made of lead,
1.学生是否理解相关诗歌的一些术语。
Step 3
Pre-reading(读前阅读)
1.Check the answers and analyze the characteristics of the poems and introduce some terms related to poems.
T: What are the characteristics of the poems?
1.通过度析诗歌特征和吟唱儿歌，引导学生体会诗歌韵律及掌握分析诗歌的相关术语。
1.学生是否能体会诗歌的韵律并总结出一些规律。
DELC3
深度加工知识
Step 4
While-reading(读中活动)
（25mins）
1.Scan the text for detailed information about kinds of poems.
S:Share their ideas in class.
T:Do you remember any poems you have read in high school, either in Chinese or in English? Look at the pictures and try to match the poets with their dynasties and countries.
T: Scan the text to find out more details about different kinds of poems in the text.
人教版高中英语选修6 Unit2 Period2 优秀教案
Unit2 Period2优秀教案Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language. There are altogether 50 new words and phrases in these five parts.22 of them are marked with triangles，which shows that the students needn't learn them by heart. It is enough to recognize them when meeting them while reading the passage. The other 28 should all be remembered，among which the following 8 words and expressions are even more important：concrete，take it easy，in particular，flexible，eventually，transform，run out of，be made up of.They are all very useful and important. So are the sentence patterns “Some poems tell a story or describe something in a way that will give the reader a strong impression.”，“Some rhyme(like B) while others do not(like C)．” and “Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．To get the students to understand and use the following important and useful sentence patterns：(1)Some poems tell a story or describe something in a way that will give the reader a strong impression.(2)Some rhyme(like B) while others do not(like C)．(3)Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make the students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation. In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．Important and useful sentence patterns：(1)The attributive clause with the antecedent “way”．(2)Compound sentences with “while”．(3)Past participles as the postpositive attributive.3．Some difficult and long sentences in the text.教学过程Revision1．Check the homework exercises.2．Ask some students to tell about some simple forms of English poems.Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language to underline all the new words and useful expressions or collocations in。
人教版高中英语选修六(Book6)教案：Unit2+Poems-Grammar.doc
Teaching Design教材: 人教版 Book6 Unit2课型：Grammar教学内容：The Subjunctive Mood in unreal conditional◆◆◆◆精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
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Unit 2 PoemsPeriod 1 —— Warming up and Pre-readingTeaching material: NSEFC Book 6 —— Unit 2Lesson type: warming up & speakingTeaching aids:1. a tape recorder2. a projector3.Slides and PicturesTeaching Objectives:1.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. Teaching Methods:1.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!Step 2: Warming up (11 minutes)T: Last unit we have learnt something about art, right?Ss: yesT: It is a kind of art. This time we will learn another kind of art. What is it?Ss: Poetry.T: Yes, poetry. From now on, we will begin a mysterious trip of poetry——Unit 4: a garden of poems. Here “poem” means 诗,它是指一首具体的诗。
It is a countable noun. We can say “a poem” or “poems”. For example, we can say “a love poem”. Well, the word “poetry” refers to 诗歌，它是指诗歌的总称。
So it is an uncountable noun. Is that clear?Ss: Yes.T: Ok. Who are the people that write poems?Ss: Poet.T: Yes, we call them poet. Can you name some famous poets in China?Ss: ……T: Very good. So many. Now, I’d like to introduce you two of them. Who is he?(show a picture of Li Bai on the Blackboard)Ss: Li Bai.T: Good. Li Bai. Can you recite any of his poems?Ss: ……T: Good job. (show a poem written by Li Bai on slide 1)So from his poems, we can see that Li Bai is full of imagination, right? His poems are always very romantic. So we say Li Bai is a representative of Romanticism. What about another famous poet? Who is he?（show a picture of Du Fu on the blackboard）Ss: Du Fu.T: Yes, you’ve got it. Do you know any of his poems?Ss: ……T: Wonderful, thank you. Compared with Li Bai, most of his poems present us a real life in that period. For example, “朱门酒肉臭，路有冻死骨” . It tells us the living condition of the people at that time, right?Ss: YesT: So, we call Du Fu realistic poet. Now, I’d like to take a poem written by Du Fu for example. (show 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 explanations, 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 slide 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 Rhymes?S4: Strong rhythm and rhyme, a lot of repetition, easy to learn and to reciteT: 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: Discussion (10 minutes)T: OK, up till now, we have collected several words to describe different styles of poems. Well, what other words will we need to talk about poems? Now, would you please form a group of four and 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. Now, 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 discuss 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 sample may help you a lot. (show the useful expressions and a sample on slide 5) Is that clear? Ss: YesT: 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: YesT: Thank you.Step 7: Homework (5 minutes)T: Here comes your homework. Next period we’ll make a further study about poetry, especially English poetry. So:1.Please preview the reading part and look up the new words in the dictionary.2.Try to find an English 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:附：Slide 1:Slide 2《望庐山瀑布》《冬日有怀李白》——李白 ——杜甫日照香炉生紫烟，寂寞书斋里，终朝独尔思。