2016-2017学年 人教版 选修6 Unit2 Poems Using language 学案 (4)

教学准备1. 教学目标Teaching goals:1. Help students know more about English poems.2. Unders tand fives kinds of poems in the unit.3. By lear ning the text, make students interested in writing poems by themselves.2. 教学重点/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.3. 教学用具4. 标签教学过程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 wi th 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: Lookin g up, I find the moon bright,Bowing, in homesickness I’m drownedStep IV ReadingTask1 Fast reading1. Qs: How many kinds of poems did the textmention?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 strongpicture in just a few word sHaiku made up of 17 syllables, giv e a clearpicture 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 w ritten to show people’s emotions.. In Chinese , we have 诗言志，诗言情，诗歌合为事而作.That is, peoplewrite poems for different reasons, and then we have different ki nd 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.课后习题Homework1.Choose two of the eight poems to recite.2.Translate an English poem into Chinese by yourself.。

新课标人教版 Unit 2 Poems 诗歌核心词汇1．A great many people expressed their ____________(伤心)when they learned of the victims of the Yushu earthquake.2．We had many difficulties at first，but ____________(最后)we succeeded. 3．We should make a ____________(灵活的)plan in case of any unexpected changes.4. Supporting such a large family is a heavy ____________(负担)for him.5．I think it isn’t ____________ (适当的)for you to attend the party in such a casual coat.6．It’s not surprising that young people nowadays follow new ____________(模式)of living.7．Never will I forget the ideas and thoughts we ____________(交换)at college. 8．You have helped me so much that no words can ____________(传达)my thanks. 9．用translate的适当形式填空(1)The disabled lady decided on a career as a ____________and has ____________ hundreds of books from English into Chinese so far.(2)Her ____________ of some great works is popular among young people.10．用end的适当形式填空(1)—How did the story ____________？—Just like most romantic stories，it had a happy ____________.The prince killed the monster and saved the princess in the ____________ and they lived happily ever after.(2)I can’t put up with his ____________complaints any more.1. sorrow2.eventually3.flexible4.load5.appropriate6.patterns7.exchanged8.convey9.(1)translator；translated (2)translation 10.(1)end；ending；end (2)endless高频短语1．________________ 有意义2．________________ 熬夜，不睡觉；挺立3．________________ 轻松；不紧张；从容4．________________ 用完5．________________ (多用于被动结构)构成6．________________ 转化成，改造为7．________________ 尤其；特别8．________________ 去远足9．________________ 测试；试验10．________________ 发出；放走1.make sense2.stay up3.take it easy4.run out of5.make up of6.transform into7.in particular8.go for a hike9.try out 10.let out重点句式1．There are __________________________people write poems.人们写诗有许多原因。

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?精美句子1、善思则能“从无字句处读书”。

Unit 2 PoemsⅡ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。

旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。

1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。

1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。

1.4 Comprehending 部分根据阅读内容设置了三个习题。

第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。

1.5 Learning about Language分words and expressions和structures两部分。

第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

人教版高中英语选修6《Unit 2 Poem s》教案2篇Teaching plan of unit 2 Poems编订：JinTai College人教版高中英语选修6《Unit 2 Poems》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 2 Poems》教案2、篇章2：人教版高中英语选修6《Unit 2 Poems》教案篇章1:人教版高中英语选修6《Unit 2 Poems》教案教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1.了解教学大纲关于语法填空的命题特点。

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

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

教学重难点教学重点（Important Points）：1.让学生了解语法填空的命题特点2.掌握语法填空的解题方法与技巧教学难点（Difficult Points）：语法填空中词性的转换教学过程（Teachers’ Activities）Step I: Lead-in① Review the new words and expressions of this unit by them together, and then do Task 1---speak out the other forms according to the giv en words② Listen to the song Jingle Bells and try tofill a word into each blank.Step II : Pre-practising1.Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge?② Have you figur ed out the characteristics of the item?2.ExplainingIn this item there are 10 blanks for you to fill in with less than one proper word① some blanks with a given word while otherswith none② fill in the blanks with the proper form of the given word according to its grammatical and logical meaning.③ choose a preposition, pronoun, conjunction or an article to fill in the blank without any given word.3.DiscussionHow can we finish the items step by step with our grammar knowledge?① ___________________________________________.② _ __________________________________________.③ ___________________________________________.Step III : While-practising1.Making an item of grammatical blank-filling based on the para graph of the text.① more than 5 blanks.② some blanks with given word.③ others with none.2.exchange the item you made for your partner to complete it .3.The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students’ anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1.Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10, Nanfang New Class篇章2:人教版高中英语选修6《Unit 2 Poems》教案【按住Ctrl键点此返回目录】教学准备教学目标Teaching goals1.Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems toexpress themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2.Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3.Learning abilityEnable Ss to distinguish different types of poems 教学重难点Teaching important points1.Talk about five main types of poems.2.Understand the main purpose of writing the poems.Teaching difficult points1.Find the rhythm of each poem.2.Chant the poem.3.Understand the main purpose of writing the poems.教学过程Teaching procedures to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.）If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.（ people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age,feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.）Step 4.Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in animportant reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not readevery word. Do an example with them.Suggested answers to exercise 2:Step 5.ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1.Why do people write poetry?Q2.How many forms of poems are mentioned in the passage? What are they?Q3.What does “nursery rhyme” mean? Why do they delight small children?Q4.What’s the characteristic of “list poems”? What about “cinquain”?Q5.Why do English People like “Haiku”?Q6.Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t ma tter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats asyou read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should beread several times, preferably aloud, to appreciateits meaning. Read the last poem （Poem H）, and answer the following questions:Q1.What parts of the poem suggest that the woman loves her husband?Q2.How do you understand the sentence” Shouldthe journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3.What picture do you have in your mind when you read the above sentences?Q4.Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6.Make a short summary of this period.课后习题Homework1.Surf some websites to find out more information about poets.2.Review the content of the reading passage.3.Finish the exercises on Page 12& 13.-------- Designed By JinTai College ---------。

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

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

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

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

Unit 2 Poems第6课时教案——Using language: writing practice磐安县第二中学应旭旭一、教学目标知识与技能：1.能了解、运用基本的诗歌鉴赏的基本方面和策略。

2.能根据话题情境编写简单的小诗。

过程与方法：能在小组讨论的过程中，训练发散性思考，提升思辨能力。

情感态度与价值观：能够通过诗歌的学习和创作生发对父母的感恩之情，勇于表达对父母的爱。

二、教学重难点教学重点：1.能了解、运用基本的诗歌鉴赏的基本方面和策略。

2.能根据话题情境编写简单的小诗。

教学难点：能在小组讨论的过程中，训练发散性思考，提升思辨能力。

三、学情分析该单元的话题是诗歌，关于该主题学生并不陌生，在学习的生涯中，他们已经接触过各种各样的诗歌类型，也掌握了诗歌的一些基本鉴别方法。

但是这都局限于中文，对于英语诗歌，可能很多同学都是第一次接触，所以不可避免地会有点陌生。

所以要让学生快速进入到诗歌的学习中，就要帮助学生进行顺利地中英文学习迁移，那么其中的桥梁就是诗歌鉴赏的几个基本方面：韵律、意象和情感。

从这几个方面牵线搭桥能够帮助学生更快地明白中英文诗歌鉴赏其实有很多共通之处，减少学生对于陌生体裁的抗拒感。

同时，授课的班级为磐安县第二中学高二八班的同学，总的来说，班级的英语水平不是很够，教学设计如果过于复杂和深入就可能会导致学生没有任何反应。

因此，在教学的过程中一定要注意提问的设置，对于一些较难又必须要解决的问题要做好充分的铺垫和引导。

在任务的布置中，要充分发挥小组合作的力量，集思广益，降低任务的难度，又能使学生获得充分的成就感和满足感。

四、教学步骤Step1. Lead inIntroduce the story of Kongrong in the ancient time to the Ss, making them have a better understanding of the word “save”. Then give the students some examples of the usage of “save”and finally go down into the topic “I’ve saved the summer”.T: “At the beginning of our class let’s look at the picture. Do you know what’s the story about? Who is that little boy?”“Yes, he is Kongrong. And one day his father asked him to choose one of those pears. Which one did he choose, the bigger ones or the smallest one? Yes, he saved the bigger ones for his older brothers to show his love and respect to his brothers. We can save things we like for our beloved ones and we can also save time and money. Yeah, we can also save memories by taking photos. Have you ever heard of saving the summer? It’s amazing, right? Let’s learn today’s poem together.”设计意图：通过故事导入，让学生对小诗中的关键词save有一个更好的把握，能够体会出save与单纯的give之间存在的差别。

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。

Teaching topic: New Senior English for ChinaStudent’s Book 6Unit 2 PoemsTeaching type: Using language一、教学背景分析：本单元的中心话题是诗歌，本单元的教学目的是向学生介绍几种简单的不同内容和形式的诗歌，让他们了解诗歌的一些基本特征和写作方法。

本单元是以欣赏为主，希望把诗歌引入课堂，把对美的感悟带进学生心灵，把对英语文学的热爱传递给学生。

本课题在教材中的地位与作用：本课为Unit 2 Poems的第五课时“Using Language”。

本课的主要目的在于使学生进一步感受诗歌的语言美，节奏美，希望学生们能够写出一首清单诗，并且能够从诗歌的美中感受到英语文学的美，感受到生活的美。

二、教学目标分析确立教学目标的依据：本节课授课学生英语基础比较好，通过Warming up和Reading的学习对几种简单的诗歌类型以及特点已经有了一定的掌握和理解，他们可以通过朗诵，表演来品味英语诗歌和谐、优美、富于音乐感的韵味。

因此我制定了这样的教学目标：Knowledge aim:●Enjoy an English poem and have a basic knowledge of poetry, such as rhythm and rhyme.欣赏诗歌并且了解诗歌的基本常识，韵脚及押韵等。

●学会使用If 虚拟语气。

Ability aims:●Improve the ability of appreciating a poem.提高欣赏诗歌的能力。

●Write a list poem using what they have learned in this class.用课堂所学写一首清单诗。

Moral aims:●Arouse the students’ interest in poetry.激发学生对诗歌的兴趣。