2020高考英语一轮复习Unit2Poems教学案新人教版选修6

2020版高考英语一轮复习Unit2Poems讲义新人教版选修六6Unit 2 Poems一、单词表词汇全查验运用多媒体，提问默写词汇Ⅰ.阅读词汇英译汉[第一屏听写] 1．nursery n．托儿所2．rhythmic adj. 有节奏的；有规律的3．contradictory adj. 引起矛盾的；好反驳的4．diamond n. 钻石；菱形5．cottage n. 村舍；小屋6．sparrow n. 麻雀[第二屏听写] 7．minimum n．最低限度；最少量；最小数8．compass n. 指南针；罗盘；复数圆规9．bride n. 新娘10．bridegroom n. 新郎11．emotion n. 情感；情绪；感情12．repetition n. 重复；反复；循环13．nursery rhyme 童谣Ⅱ.高频词汇汉译英[第三屏听写] 1．poetryn．诗总称；诗意2．tickvt. 给标记号3．conveyvt. 传达；运送4．rhymen. 韵；押韵；押韵的词vi.vt. 使押韵5．concreteadj. 具体的6．flexibleadj. 灵活的；可弯曲的；柔顺的[第四屏听写] 7．patternn．模式；式样；图案8．teasevi.vt. 取笑；招惹；戏弄9．saltyadj. 含盐的；咸的10．endlessadj. 无穷的；无止境的11．translationn. 翻译；译文12．branchn. 枝条；支流；部门13．transformvi.vt. 转化；转换；改造；变换[第五屏听写]14．sorrown．悲伤；悲痛；懊悔15．bareadj. 赤裸的；光秃的；稀少的n. 最基本的要素16．librariann. 图书馆馆长；图书馆管理员17．foreveradv. 永远18．appropriateadj. 适当的；正当的[第六屏听写] 19．exchangen．交换；交流；互换vt.vi. 调换；交换20．diploman. 毕业文凭；学位证书21．sponsorn. 赞助人；主办者；倡议者vt. 发起；举办；倡议22．blankn. 空白adj. 空白的；茫然的[第七屏听写] 23．eventuallyadv. 最后；终于24．championshipn. 冠军称号25．sectionn. 部分；节；切下的块26．darknessn. 黑暗；漆黑27．warmthn. 暖和；温暖28．scholarshipn. 奖学金；学问；学术成就29．pianistn. 钢琴家；钢琴演奏者[第八屏听写] 30．violinistn．小提琴演奏者31．loadn. 负担；负荷物尤指沉重的32．try_out测试；试验33．let_out发出；放走34．take_it_easy轻松；不紧张；从容35．run_out_of 用完36．in_particular尤其；特别37．be_made_up_of由构成二、单元核心考点初热身提供语境，单元考点自测回顾一分类识记单词用时少·功效高识记单词写对Ⅰ.知其意英译汉1.nursery n．托儿所 2.contradictory adj. 引起矛盾的；好反驳的3.diamond n. 钻石；菱形4.cottage n. 村舍；小屋 5.sparrow n. 麻雀6.minimum n. 最低限度；最少量；最小数pass n. 指南针；罗盘；复数圆规8.bride n. 新娘9.bridegroom n. 新郎10.emotion n. 情感；情绪；感情Ⅱ.写其形汉译英 1.conveyvt. 传达；运送 2.tickvt. 给标记号 3.concreteadj. 具体的 4.patternn. 模式；式样；图案5.sectionn. 部分；节；切下的块 6.diploman. 毕业文凭；学位证书7.blankn. 空白adj. 空白的；茫然的8.bareadj. 赤裸的；光秃的；稀少的n. 最基本的要素核心单词练通1.They said it was such a beautiful day that they would remember it forever 永远．2.I was constantly teased 取笑for being heavier than the other kids, leaving me feeling shy and sad.3.A well-chosen mouse is really handy, flexible 灵活的and convenient in controlling the screen.4.From the picture, we can see that many branches 枝条of a tree, which stand for different kinds of abilities in school education.5.We often exchanged 交流learning experience, so I knew clearly why he was able to achieve such a success.6.When he had finished, the sponsor 主办者；赞助人of the contest highly praised his performance.7.In my opinion, if you are devoted to your study, you will not feel like smoking eventually 最后．8.The burden of students has been a hot topic for years, but the load 负担of parents has received little attention, especially from their ownchildren. 拓展单词用活[记全记牢] 1.salty adj.含盐的；咸的→saltn．盐；食盐2.endless adj.无穷的；无止境的→endn．v.终止；结束→endingn．结尾；结局 3.translation n．翻译；译文→translatev．翻译→translatorn．译员；翻译家 4.transform v．转化；转换；改造；变换→transformationn．转化；转换；变换5.sorrow n．悲伤；悲痛；懊悔→sorrowfuladj.悲伤的；悲痛的 6.appropriate adj.适当的；正当的→appropriatenessn．适当；适合→appropriatelyadv.适当地；合适地7.championship n．冠军称号→championn．冠军8.darkness n．黑暗；漆黑→darkadj.黑暗的9.warmth n．暖和；温暖→warmadj.暖和的；温暖的10.scholarship n．奖学金；学问；学术成就→sch olarn．学者11.pianist n．钢琴家；钢琴演奏者→pianon．钢琴12.poetry n．诗总称；诗意→poetn．诗人→poemn．诗[用准用活] 1.A first-class translator must have his translation be faithful to the originals when translating the foreign books.translate 2.It was dark in the room and we couldn’t see much at first, but after a few minutes our eyes got used to the darkness.dark 3.Yesterday, I read a story, whose ending is pleasant. The prince killed the monster and saved the princess in the end and they have lived happily ever since.end 4.The warmth of the flames also helped people stay warm in cold weather, enabling us to live in cooler areas.warm5.The artist painted a beautiful landscape with appropriate colors and hang it appropriately on the wall. The landscape’s appropriateness was thought highly of by the visitors. appropriate ⇩1.同在一条船ship上①scholarship 奖学金；学问；学术成就②friendship 友谊③leadership 领导地位④relationship 关系⑤hardship 苦难⑥membership 成员资格⑦championship 冠军称号 2.“取笑与愚弄”面面观①tease 取笑；戏弄②laugh at 嘲笑③play the fool with 愚弄④make fun of 取笑⑤make a fool/joke of 愚弄⑥play a trick/joke on 捉弄⑦play jokes/tricks on 戏弄3.后缀-ness高频名词荟萃①darkness 黑暗②sickness 疾病③loneliness 孤独④happiness 快乐⑤sadness 悲伤⑥kindness 善良⑦bitterness 苦味；苦难；怨恨二语段串记短语不枯燥·兴趣高先写对再用准第一组 1.stay_up 熬夜2.be_popular_with 受欢迎 3.in_particular 尤其；特别4.take_it_easy 轻松；不紧张；从容 5.hold_on 坚持；忍受Recently, the TV show Chinese Poetry Competition ①is very popular_with teenagers. Some competitors love classical Chinese poems so much that they ②stay_up to prepare for it. On the stage, some competitors ③take_it_easy,_while others ④hold_on until last minute. Success or failure, they just show us how they love poetry. 第二组1.make_sense 有道理；讲得通 2.try_out 测试；试验 3.let_out 发出；放走；泄露4.run_out_of 用完5.be_made_up_of 由构成Once I wrotea little poem, which ①was_made_up_of only 20 Chinese characters. I didn’t know whether it ②made_sense or not. So I showed it to my Chinese teacher. After all, I didn’t like to ③let it out before it became perfect. Thanks to my teacher, I published it in a newspaper later. ⇩1.“v.＋out”短语集锦①let out 发出；放走；泄露②leave out 省去；遗漏；不考虑③bring out 阐明；使显示；出版④make out 理解；辨认出⑤pick out 挑出；辨认出⑥figure out 理解；弄清楚2.“用完；耗尽”短语多棱镜①run out of 用完及物②run out 用完不及物③use up 用完及物④give out 耗尽不及物⑤be/get burnt out 筋疲力尽不及物⑥be tired out 筋疲力尽不及物3.贵在“坚持” ①hold on 坚持；忍受不及物②stick to 坚持；粘住及物③insist on 坚持及物④persist in 坚持；固执于及物⑤go/keep on 坚持；继续下去及物三仿写用活句式造佳句·表达高背原句明句式学仿写 1.There are various reasons why people write poetry. 人们写诗有各种各样的原因。

Unit 2 Poems【美文阅读】THE WINDWho has seen the wind?Neither I nor you；But when the leaves hang trembling，The wind is passing through.Who has seen the wind?Neither you nor I；But when the trees bow down their heads，The wind is passing by.【诱思导学】1．Do you know about the author of the poem?________________________________________________________________________ 2．Who has seen the wind according to the poem?________________________________________________________________________ 【答案】 1.略 2.Nobody.Period ⅠPreviewing●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。

●教学地位本单元话题是“诗歌”。

文中涉及诗歌的韵律、节奏，并介绍了几种不同内容和形式的简单诗歌。

本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。

●新课导入建议可以通过给学生看地图，拼地形图卡片，看幻灯片等，尽可能多的直观地向学生介绍有关英国概况的知识，使学生对当代英国的经济与政治，城市与乡村等诸多方面有一个整体认识。

老师要尽量给学生自主学习的时间和空间，通过自学、自做、自悟、自助等方式，让学生体会和理解文章的内容，探讨英国的文化。

Unit 2 PoemsStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵3.Should the travellerreturn, this stone would utter speech.行人归来石应语。

虚拟语气中省略if的倒装句式。

3.如果没有老师们的支持，这名学生不可能战胜困难。

Had_it_not_been for thesupport of the teachers,the student could not haveovercome the difficulty.Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．convey vt.传达；表达；运送；传导；传播[教材原句] Others try to convey certain emotions.而有些诗则是为了传达某种感情。

(1)convey... (to sb.) (向某人)表达/传递/传达……(2)convey... to sb. for... 因……向某人表达……(3)convey... from A to B 把……从A地运到B地单句语法填空①The message ________(convey) here is clear：“Actions speak louder than words.”②In this letter, I would like to convey my sincere appreciation ________ you for your help.③Your luggage will be conveyed ________ the airport ________ your hotel.[答案] ①conveyed②to③from; to2．transform vt. & vi.转化；转换；改造；变换[教材原句] Never looking back, Transformed into stone.化为石，不回头。

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 ---------。

2020届一轮复习人教版选修六Unit2 Poems单元教案Period 1 Warming up, Pre-reading & ReadingTeaching 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; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems.Teaching important 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.Teaching methods1. Skimming and scanning.2. Asking-and –answering activity3. Discussion4. ChantTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their earlychildhood, 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 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 thetext 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 theartist 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.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.Period 2 Reading, Comprehending & Learning about language Teaching goals1．Target languageImportant words and phrasesjoy, anger, sorrow, thread, appropriate, ending, compass2. Ability goalsEnable Students to deepen their understanding of the reading passage and learn some useful words and expressions.Learn to use words and expressions in their right form.3. Learning abilityEnable Ss to understand the rhyme and rhythm in English poems. Teaching important points1. Understand the passage and answer the questions about it.2. Learn the useful words and expressions in the passage.Teaching difficult points1. Discuss the poems and understand their deep meaning.2. Find the rhyme and rhythm in English poems and try to create them by students themselves.Teaching methodsDiscussion, asking-and-answering activity, practice, task-based activityTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingStep 2. ComprehendingTask 1. Group workAsk students to read the passage together and then discuss in group which poem they like best and give reasons.After discussion, ask someone to present his/her idea to the class. Task 2. Ask and answerAnswer the questions about the passage on Page 11 – 12.Step 3. Explanation1. Others try to convey certain emotions.“convey” here means communicate (an idea, meaning, etc.).I can’t convey how angry I feel.“emotion” means strong feelingLove and hatred are basic emotions.His voice was shaking with emotion.2. They delight small children because they have strong rhythm and rhyme.“delight” means make sb. pleased greatly.The gift of the child delighted his parents.I am delighted to help you.“rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables.the exciting rhythms of African drum music“rhyme” means identity for sound be tween words or theendings of words, esp. in verse.Shakespeare sometimes wrote in rhyme.He made up funny rhymes to make us laugh.3. We would have won if we hadn’t taken it easy.“take it easy” means to proceed gently or carefully; to rela x and avoid overwork.You’ve done quite enough work for today; now take it easy for an hour. 4. We would have won if we hadn’t run out of energy.“run out(of sth.)” means to use up; to come to an end.The petrol is running out.We are running out of out time. = Our time is running out.5. a poem made up of five lines“make sth. up” means to put together; to compoundWhat are the qualities that make up his character?Society is made up of people of widely differing abilities.Step 4. Learning about languageCheck the exercise on Page 12-13.Task 1. Discovering useful words and expressions1. Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary.Sample answers:2 high sky pie my fly shy lie3 sing ring wing thing king fling string4 today away say play lay tray may5 lace race face case chase place pace6 true too new flew few shoe canoeAsk students to try to create more lists by themselves.2. Complete the passage using the correct words.Ask students to finish the passage and explain why the form of the words must be changed.Task 2. Discovering useful structures1. Rewrite the poem about winning the match and the reasons.2. Rewrite the poem about the attempt to win the competition.Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.3. Match the sentences.Explain some rules of subjunctive mood if necessary.4. Complete the sentences using the correct forms of the verbs.Step 5. Using words and expressions(Workbook)Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.Task 2. Complete the table with the correct words.Noun Verb Adjective AdverbTask 3. Complete the sentences using the correct word from the table. Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.Step 6. Make a short summary of this period.Homework1. Remember important language points.2. Write a simple English poem by using rhyme and rhythm.3. Preview “Learning about language”.Period 3 Learning about LanguageTeaching goals1．Target languagea. Important wordsAppropriate , ending , compassb. Important sentencesIf she had stueide harder , she would have passed the exam.If she had been there , she would have met some really interesting people.2. Ability goalsa. Enable Ss to grasp the ways of writing poems.b. Enable Ss to use subjunctive mood correctly.3. Learning abilityTeach Ss how to write some poems and how to use subjunctive mood correctly.Teaching important points1. the way of writing poems.2. Subjunctive MoodTeaching difficult pointsUsing subjunctive mood correctly in different situations.Teaching methods1. Task-based learning2. instructions3. practiceTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. Warming upTask1: Free talk------ why do you enjoy learning English?T: I’m glad to see you again and I’m happy because we can enjoy Englishtogether. Do you enjoy learning English?S: Yes . Because English is a very beautiful language.S2: Because we can enjoy a lot of funny stories if we know English.S3: Because we can communicate with foreigners in English.S4: Because we can introduce China to foreigners if we know English.S5……T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)Step 3. PresentationTask2: Group talk-----Try to talk about the famous persons.Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:…..Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:……..Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired…Q4: Complete the sent ence : They would win if they ……… S1:They would win if they had a good rest. S2:……T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..Task3: Turn to page 13 , and do exercises 1 and 2.Step 4. GrammarTask4: Present some sentences on the blackboard , and ask Ss to tell the difference among them.a. If I knew it , I would tell you.b. If I had known it yesterday , I would have told you .c. If I had known it , I would have told you.d. If I had finished my homework , I would have gone to bed.e. If I had known his telephone number , I would have made a phone to him.S1: In these sentences , they use different tenses.S2: They describe different situations.S3:…………T: Yeah . We can draw a conclusion as follows:Verb formsIf –clause The main sentenceThe present situation Ved would /could/should/might +VThe past situation had Ved would/could/should/might +have Ved Task5: Compare some special sentences and draw a conclusion.A. Had I not seen it with my own eyes , I would not have believed it. Were it not to rain tomorrow , we would have a picnic.Should it rain tomorrow , we would have a picnic.Conclusion: connect subjunctive mood with inversion.B. If the weather had been finer, the crops would be growing still better.If you had followed the teacher’s advice, you wouldn’t be in hospital. Conclusion: The situations in the clause and the main sentence are different.C. If only I knew his name!If only we had followed your advice!If only I could see him again!Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only.D. Without sunlight, people’s life would be different from today.But for your he lp, I wouldn’t have finished the work.Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood. Step5. PracticeTask6 : Do exercises 3 and 4 on page13.Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood.Picture1: A rockete.g •If I were a designer , I would design a spaceship .•If I were clever enough , I would have designed a spaceship.Picture2: the universee.g.:•If I were an astr onaut , I would travel into space.•If I had been to space , I would have known what were there in space. Picture3:a lot of moneye.g.:•If I had a lot of money , I would run a big company.•If I had earned a lot of money , I would have built a lot of houses for the poorPicture 4:the farmer and the snakee.g.:•If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms.•If he hadn’t put it in the arms , the snake wouldn’t have bitten him.•If the snake hadn’t bitten him , he wouldn’t have diedTask8: Do some exercises on screen.Step6: summary and homeworkDo exercises 1-4 on page 50 and 51.Period 4 Reading , and WritingTeaching goals1. Target languagea. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, loadb. key sentences:I’m not going to do….I plan to do…I’ll do….I am looking forward to do…..If I were the ruler of the world, I would do….If I had a million dollars, I would do….I feel happy when….Slowly the moon climbs in the sky….2. Ability goalsa. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.b. Enable the students can get the information from the long passage by listening.c. Enable the students can express their feelings by writing poems.3. Learning ability goals:a. Enable the students to know how to get the key words to understand the poem.b. Enable the students can find where the rhyme and the rhythm of the poem are.c. Help the students learn how to get some skills in listening.d. Enable the students to learn to present enough reasons to support their opinions.e.. Help the students learn to write poems using the target languageaccording to the writing steps.4.Teaching important pointsa. Help the students to understand what the rhyme and rhythm are.b. Train the students to get the key words by reading the question before listening.c. Teach the students to write according to the writing steps.5.Teaching difficult pointsa. How to help the students can find where the rhyme and the rhythm of the poem are.b. How to help the students to make up dialogues, using the target language.c. How to help the students to write the poem to express their feelings.6.Teaching methodsCooperative learning and Task-based learning7.Teaching aidsA recorder, computer, slide and blackboard8.Teaching procedure & ways:Step1 Greetings and revisionTeacher greets the whole class and checks the homework.Task1.RhymeTeacher asks the whole class to enjoy a poem (showing it on the screen by computer)There was an old woman they say;Who would eat an apple a day;When asked she replied;It’s good for my inside;For I am never ill anyway.Teacher asks some questions:Question1: Do you think poem is funny? What is main idea of the poem? (To tell us an apple is good for our health)Question2: Could you find the rhyme of the last word in each line? (say//day; replied//inside; anyway)The rhyme in this poem is “a a// b b //a ”.Task 2 .RhythmEnjoy a song----Little StarsTeacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it.Step2 pre-readingTeacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.Task1. SpeakingShow some questions on the screen before students listen.1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent?2.Does the poem have a rhythmic pattern?3.Does the poem have rhyming words?After listening to the poem, the students have some minutes to speak and share their opinions.Task2.DiscussionOpen question: When you were listening to the poem, did it make you feel something or think about something? What did it make you feel or think about?This question has no standard answers , the students can discuss and express what they think freely.Step3 While -readingTeacher asks the students open their books and turn to page14.Task1 Read the text following the tape.Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.Task 2 Find the words that rhyme and circle them.Teacher asks students to find and circle the rhyming words and list them on the blackboard to share.Task3 Clap the strong beats of the rhythmTeacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.Step4. Post –readingTeacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class.Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.Question2: Which of the following is the closest to the speaker’s message? Give a reason for your choice.A .If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you.B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you.C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me.Suggested answers.Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter)Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin his/her journey through life. For example, I’ve saved the summer …and I’ve saved some sunlight….when the speaker says Till you’re older….We know that the speaker is probably a parent because he/she is offering the child unconditional love ( But if you’ve a need for love, I’ll give you al I own.).we know that son/daughter is a young adult because the speaker refers to the time when you were but nineteen.Answer2: B is the best answer.Step5 Pre-listeningTeacher tells students the listening is a conversation between a teacher and three of her students 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.Teacher first asks the students to discuss the following questions ingroups about their experiences writing Chinese poetry.(show these questions by computer)Question1: In what kind of place do you like to write poetry?Question2: What conditions do you need to be able to write poetry? ( Does it have to be quite ,do you need to be alone, do you need to listen to music and so on?)The discussion gives a context for the listening, prepares them for what they will hear and will help them understand the listening more easily. Exercises:A. Multiple Choices1.When do the students have to have their poems completed? (B)A. By the 23th of the monthB. By the 24th of the monthC. By the 20th of the month2. Who had decided not to write a poem for the competition but then changed is or her mind? (C)A. LucyB. JackC. TomB. True or False1.Lucy is satisfied with the poem she has written. (F)Explanation: She thinks that if she had an extra week to work on it, she could improve it.2.Tom has used music before while studying. (T) Explanation: he works best when he is listening to his favorite music, buthe has never tried writing poetry to music.C. Complete the sentences1. Why does Jack like to go into the countryside to write?Because he finds that he notices all sorts of the things and he has interesting thoughts.2. Why does Lucy stay at home to write?Because she likes the quiet and likes to have her own things around her. Task3 Third listeningThis time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3.These sentences are model ways of expressing intention.A. Filling the blanketTeacher asks students close their books and show the sentences on the screen. Then Teacher plays the tape again and asks the students listen for these sentences.1___________ enter a poem this.(I’m not g oing to)2. ___________ do it this weekend.(I plan to)3.How_____________become inspired to write this weekend?(are you going to)4.__________________go on a hike into the countryside and sit quietly somewhere by myself.(I am going to)5.____ also try out his way some time.(I’ll)6.________________ try it tonight.(I ‘m going to)7.__________________________ reading all your poems.(I’m looking forward to)Check the answers together.B. Repeating and PracticingImagine that the class has to enter poems in a competition next week. In small groups discuss the question :How are you going to become inspired to write your poem?Teacher asks students to use some of the expressions in Exercise3 to talk about their plans. Students practise by oral and share in pairs.Step 7 WritingTask1.Revise the grammarStudents work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesn’t have to rhyme. Each group can choose one of these lines to start their group poem. Then share these poems in class.Sentences pattern: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…Task2 Write a poemTeacher asks students to write a poem that starts with I feel happywhen .The lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show the students what to do, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines.Eg: AI feel happy when…The sky is blue,You smile at me with your sparking black eyes,It’s my birthday.Eg BSlowly the moon climbs in the sky,Slowly the black-tailed bird lets out a cry,Slowly the dog crosses the road,Slowly the old man carries his load.If time permitting, the teacher asks students to finish their poems and share in class. If not, the task 2 of writing can be as homework.Step8 SummaryIn this period, all the students revise the key points of a poem-----Rhyme and rhythm. And they also enjoy a beautiful poem ----I’ve saved the summer. Students can understand the deep meaning in the poem and the parents’ love to the children. It’s good to help students how toappreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.)Stop 9 Homework1. Finish their poems after class.2. Reread the poem “I’ve saved the Summer” and appreciate the beauty of the poem.3. Make more sentences with If I had done….., I would….Period5 SummaryTeaching goals1.Target languageAll useful words and structures in this unit.2. Ability goalsa. Help students master the usage of the words and expressions in the unit.b. Translate some sentences on Page 51.c. Enable students to summarize what they learned by answering the questions in Summing up (P16) and Checking Yourself (P54).3. Learning ability goalsHelp students learn how to summarize what they have learned in this unit.Teaching important and difficult pointsHow to review and conclude what students learned.Teaching methodsLet students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.Teaching aidsA projector and a recorderTeaching procedures & waysStep1 RevisionCheck the homework left before. Ask some students to present the poems that they have written. Teacher can give them some remarks if necessary.Step2 Ex on Page 49-50This part is a consolidation of the words and expressions learned in this unit.1. Let students finish part 1 and part2 ( 5 minutes )T: Now please open your books and turn to page 49. Let’s use words and expressions. Make adjectives from the nouns and complete the table with the correct nouns, verbs, adjectives or adverbs.2. Give the students 3 minutes to finish part 3 on next page.。

Unit 2 Poems导读：诗歌是一种主情的文学体裁，它以抒情的方式，高度凝练，集中地反映社会生活，用丰富的想象，富有节奏感、韵律美的语言和分行排列的形式来抒发思想情感。

诗歌是有节奏、有韵律并富有感情色彩的一种语言艺术形式，也是世界上最古老、最基本的文学形式。

Task：What do you learn from the poem Dream？DreamHold fast to dreamsFor if dreams dieLife is a broken－winged birdThat can never flyHold fast to dreamsFor when dreams goLife is a barren fieldFrozen only with snow请根据语义及提示写出单词1. We love the valley in all its a__________.2.Cultural ____________(交流) may help us understand each other around the world.3. They like new p of family life.4. This example u (强调，凸显) the consequences of bad management.5. She heard someone call her in the d ， but she couldn't see anyone.1.aspects2. exchange3.Patterns4. underlined5. darkness请根据语义写出短语1. take it __________ 轻松，不紧张2. run out __________ 用完3. make __________ of 构成4. in __________ 尤其；特别5. make __________ 有道理；讲得通6. __________ feelings 传达情感7. stay __________熬夜8. let __________ 泄露1.easy2. of3. up4.particular5. sense6. convey7.up 8. out1. Some poems tell a story or describe something in a way that will give the readera strong impression. Others try to convey certain emotions.(P10)2. We would have won…if Jack had scored that goal. (P10)3. Another simple form of poem that students can easily write is the cinquain,a poem made up of five lines. (P10)① aspect n.根据语境猜词义(1) You are looking at only one aspect of the problem.(2) They considered the plan in all its aspects.(3) The building has a southern aspect.根据语义找匹配A. 方面B. 朝向(1) A (2) A (3) B① aspect n.短语in this aspect 在这一方面in all aspects 各方面① aspect n.根据句意完成句子(1)You are right______________________________.(在这个方面)(2) I am interested in____________________________.(自然科学的各个方面)(1) in this aspect (2) all aspects of science① aspect n.② patt ern n.根据语境猜词义(1) She is a pattern of all the classmates.(2) A good tailor can make a dress without a pattern. 根据语义找匹配A. 式样，图案 B．典范(1) B (2) A② pattern n.翻译句子(1) 花图案在乡村是非常受欢迎的。

选修6 Unit 2 Poems复习目标闯关要点名师讲解【重点单词】1. convey vt.传达，运送；传导，传播convey sth. to sb. 向某人表达/传递某物convey sb./sth. from A to B把某人或某物从A地运送到B地convey one’s feelings/meanings 表达某人的感情/意思①Please convey my good wishes to your mother.请向你母亲转达我美好的祝愿。

② The pipe conveys the hot water from the boiler to the bath.水管将热水从锅炉输往浴室。

③ The baby is now able to convey his meaning.这婴儿现在可以表达自己的意思了。

【巧学助记】Premier Wen Jiabao conveyed his sorrow for the dead and ordered the necessities should be conveyed immediately to the earthquake-hit areas. 温家宝总理表达了对死者的哀悼，并命令立即把必需品运送到地震灾区。

【即境活用】As a teacher, he knows exactly how to _____ his ideas to the students.A. conveyB. displayC. consultD. confront【解析】选A。

display（物品）陈列，展示，显露（情感）；consult咨询，查阅；confront面对，均不符合题意。

句意：作为老师，他确切地知道怎样向学生表达他的想法。

Convey传达；表达（想法，感受），符合句意。

2. transform vi&vt. 转化；转换；改造；变换transform…into… 使---变成-----；transform into 转化成，改造为be transformed from…to … 由----变成----；由---迁到-----。

Unit 2 Poems(一)课前自主学习Ⅰ.阅读单词——————知其意1．tick vt. 给……标记号2．rhyme n. 韵；押韵；押韵的词vi. & vt. (使)押韵3．nursery n. 托儿所4．violinist n. 小提琴演奏者5．contradictory adj. 引起矛盾的；好反驳的6．diamond n. 钻石；菱形7．cottage n. 村舍；小屋8．sparrow n. 麻雀9.tease vi. &vt.[纵联1] 取笑；招惹；戏弄10．minimum n. 最低限度；最少量；最小数11．diploma n. 毕业文凭；学位证书12．compass n. 指南针；罗盘；(复数)圆规13．bride n. 新娘14．bridegroom n. 新郎Ⅱ.重点单词——————写其形1．convey vt. 传达；运送2．flexible adj. 灵活的；可弯曲的；柔顺的3．pattern_ n. 模式；式样；图案4．branch n. 枝条；支流；部门5．eventually adv. 最后；终于6．bare adj. 赤裸的；光秃的；稀少的n. 最基本的要素7．librarian n. 图书馆馆长；图书馆管理员8．forever adv. 永远9．section n. 部分；节；切下的块10．exchange n. 交换；交流；互换vt.&vi. 调换；交换11．sponsor n. 赞助人；主办者；倡议者vt. 发起；举办；倡议12．blank n. 空白adj. 空白的；茫然的13．concrete adj. 具体的14．load n. 负担；负荷物(尤指沉重的)Ⅲ.拓展单词——————通其变1．salty adj.含盐的；咸的→salt n．盐；食盐2．endless adj.无穷的；无止境的→end n．&v.终止；结束→ending n．结尾；结局3．translation n．翻译；译文→translate v．翻译→translator n．译员；翻译家4．transform vi.&vt.转化；转换；改造；变换→transformation n．转化；转换；变换5．sorrow n．悲伤；悲痛；懊悔→sorrowful adj.悲伤的；悲痛的6．appropriate adj.适当的；正当的→appropriately adv.适当地；合适地7．championship n．冠军称号→champion n．冠军8．darkness n．黑暗；漆黑→dark adj.黑暗的[纵联2]9．warmth n．暖和；温暖→warm adj.暖和的；温暖的；热情的10．scholarship n．奖学金；学问；学术成就→scholar n．学者[纵联3]11．pianist n．钢琴家；钢琴演奏者→piano n．钢琴纵联1.“取笑与愚弄”面面观①tease 取笑；戏弄②laugh at 嘲笑③play the fool with 愚弄④make fun of 取笑⑤make a fool/joke of 愚弄⑥play a trick/joke on 捉弄纵联2.后缀­ness高频名词荟萃①darkness黑暗；漆黑②sickness疾病③loneliness孤独④happiness快乐⑤sadness悲伤⑥kindness善良⑦bitterness苦味；苦难；怨恨纵联3.同在一条船(ship)上①scholarship奖学金；学问②friendship友谊③leadership领导地位④relationship关系⑤hardship苦难⑥membership成员资格⑦championship冠军称号单元话题——诗歌子话题诗歌①extraordinary adj.非凡的②series n．系列③appreciate vt.欣赏④unique adj.独特的⑤reflect v．反映⑥background n．背景⑦production n．作品⑧inspiration n．灵感；启发⑨description n. 描述；描写⑩masterpiece n．杰作⑪adaptation n．改编本；适应⑫lyric n．抒情诗⑬essay n．散文；文章；随笔⑭myth n．神话⑮legend n．传说；传奇故事⑯chapter n．章⑰original adj.原创的n．原作⑱draft n．草稿；草案vt.起草；草拟⑲be set in 以……为背景⑳works appreciation 作品欣赏[学考对接·活学活用]高考采撷(一) 阅读中的词汇应用1．(2015·重庆高考阅读E)History has witnessed the ❶ (end) productions of Shakespearean plays in every major language of the world. It is never rare❷ to find that Mozart packs Japanese concert halls, as Japanese painter Hiroshige does Paris galleries. Unique works of this kind are different from today's popular art, even if they began as works of popular art. They have set themselves apart in their timeless appeal and will probably be enjoyed for centuries into the future.①用end的适当形式填空：endless，此处用来形容“多产”②写出加彩词在本单元的同义词：bare2．(2014·浙江高考阅读B)Brazilians are warm❶ and friendly. They often standclose when talking and it is common for them to touch the person on the shoulder. People often greet each other (particularly women) with light cheek kisses. Schedules tend to be ❷， with business meetings sometimes starting later than planned. But to be safe, be on time. Meals can stretch for hours —there's no such thing as rushing a meal in Brazil. Lunches also can start in the mid to late afternoon. Brazilians are social, preferring face­to­face communication over emails or phone calls.①写出warm在句中的含义：热情的，其名词形式为warmth②选词填空：__B__A．concrete B．flexible C．endless高考采撷(二) 写作中的词汇应用(根据汉语及提示词补全句子)1．(2011·湖南高考写作)它向我们传递一个信息：整体是由很多紧密相关的小的部分组成。

Unit 2 Poems话题词汇1．poetry n．诗歌2．poet n．诗人3．rhyme n．韵脚；押韵4．transform v．转化；改造5．appropriate adj.适当的；正当的6．be popular with受……欢迎7．take one’s advice接受某人的建议8．be made up of由……构成9．give sb.a deep impression给某人一个深刻的印象10．translate...into...把……翻译成……话题佳作Wendy是你的美国笔友，非常喜欢中国文化，故给你(张伟)写信想了解唐诗。

请你根据下列要点提示给她写一封回信，对唐诗加以介绍。

1．形式多样：有古体诗和近体诗。

就字数来看基本上有五言和七言两种；2．题材广泛：反映社会状况，描绘祖国风景等；3．著名诗人：……佳作欣赏DearWendy，I’msogladtoreceiveyourletter，in which you asked me about the Tang poems，and I just have learnt something about them.The Tang poems are various in forms and subjects.Generally speaking，they are divided into classical poems and modern poems.There are often four or eight or twelve lines with five or seven words in each line.Poets wrote poems for different purposes，for example，exposing the darkness of the society and describing the beautiful scenes.There were many famous poets during the Tang Dynasty，such as Li Bai，Du Fu.After you read their poems，you will have a better understanding.Yourssincerely，ZhangWei 名师点睛本文要点齐全，条理清楚，增加的细节恰到好处。