人教版高中英语选修6《Unit 2 Poems》教案2篇

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.。

人教版高中英语选修6教案Unit 2 Pes Unit2Pes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/petr2transfr/hange3apprpriate/suitable/fit4runut/runutf词形变化1srrn悲哀,悲痛srrfulad悲伤的2angern怒,愤怒angrad生气的,愤怒的angriladv愤怒地3translatev 翻译,转变为translatinn翻译,译文translatrn翻译者4endingn结尾,结局endv结束,终结,endn末端,尽头重点单词1aspetn方面;样子;外表2nvev传达;运送3nretead具体的4teasev取笑;招惹;戏弄patternn模式;式样;图案6underlinev在下面画线;强调7exhangev交换，交流8spnsrn赞助人；主办者vt发起，举办，倡议重点词组taeiteas从容,不紧张,松懈,轻松aeupf构成trut试验,考验,letut发出,泄露重点句子1Sepestellastrrdesribesethinginaathatillgivetheread erastrngipressintherstrtnveertainetins2Andsaidthugh strangethealleretrue重点语法虚拟语气（II）（见语法专题）II词语辨析1)pe/petrn诗歌【解释】pe[]诗歌,诗体文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)eatsandShaespeareareastersfEnglish______2)Pepleri te_________taetherlaughes:1)petr2)pes2)transfr/hangev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)Heatan__________aterintstea2)Theappearanefthetnis quite________es:1)transfr2)hanged3)apprpriate/suita ble/fitad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。

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

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

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

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

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

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

1.4 Comprehending 部分根据阅读内容设置了三个习题。

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。

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 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”。

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 ---------。

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教学目标【语言知识】学生能从韵律和形式上感知英文诗歌的美。

【语言技能】学生能写出基本押韵，有意象美，主题鲜明，富有正能量的英文诗歌。

【情感态度】学生能培养对英文诗歌的基本审美能力，学会英文思维。

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

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

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

重点难点教学重点：学生能从韵律和形式上感知英文诗歌的美。

教学难点：学生能写出基本押韵，有意象美，主题鲜明，富有正能量的英文诗歌。

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

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

2019-2020年人教版高中英语选修6 Unit 2 Poems Period 2 教案2 教学内容分析This teaching period mainly deals with the grammar：the subjunctive mood(2)．From Unit 1 we have already known that in the English language，verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood. We have learned two kinds of subjunctive mood in Unit 1：one is found after the word “wish”，the other is found in a clause beginning with the word “if” talking about the imagined consequence of a situati on at present that is impossible to happen. In this period we will continue to focus on another kind of subjunctive mood，that is，the subjunctive mood beginning with the word “if”，talking about the imagined consequence of a situation in the past that did not happen or in the future that is not likely to happen.三维目标设计Knowledge and skills1．To get the students to know the structure of the subjunctive mood.2．To let the students learn the usages of the subjunctive mood.3．To enable the students to use the subjunctive mood correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the sentences with the subjunctive mood and translate them into Chinese.2．To ask the students to discover the structure and usages of the subjunctive mood by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 13 to master the subjunctive mood.4．To ask the students to summarize the usages of the subjunctive mood.5．To ask the students to do the exercises in Using Structures on Pages 50－51 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the subjunctive mood.2．To enable the students to learn how to use the subjunctive mood correctly.教学过程Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：(1)我们的时间快用完了。

选修6 unit2 PoemsPeriod 1 Warming Up, Pre-readingTeaching Important Points:1. Get Ss to talk about poetry.2. Get the students to know a few simple English poems.Teaching Difficult Points:1. Work together with partners and describe English poems and songs.2. Develop Ss’ speaking ability.3. Get Ss to learn different poems between China and the western countries. Teaching Methods:1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.Three-D(three-dimensional)Knowledge Aims:1. Get Ss to learn new words and expressions.2. Let Ss learn about poems.Ability Aims:1. Let Ss have the ability to talk about poems.2. Enable Ss to learn to talk about poems.3. Let Ss discuss why people write poems to develop their discussion ability. Emotional Aims:1. Stimulate Ss’ sense of Poems protection by talking about Poems.2. Develop Ss’ sense of cooperative talking.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Warming-upPeriod 2 ReadingTeaching Important Points:1. Let Ss read the passage A Few Simple porms of English Poems and learn about the passage.2. Get Ss to learn different reading skills.Teaching Difficult Points:1. Devel op Ss’ reading ability.2. How to teach the students to know somple English poems and understand each of them. Teaching Methods:1. Reading (individuals)2. Discussion (group work)3. Cooperative learning.Three-D(three-dimensional)Knowledge Aims:1. Help the students learn new words and expressions.2. Get ss to learn about the forms of poems.Ability Aims:Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems.Emotional Aims:Develop Ss’ sense of cooperative learning.Teaching Procedures:Step 1 GreetingGreet the whole class as usualPeriods 3&4 Learning about language pointsTeaching Aims:1. Learn the usage of some difficult words and expressions.2. To discover some useful structures.3. To learn about the subjunctive mood.Teaching Important Points:1. Enable Ss to learn and use some useful words and expressions.1.How to make Ss have the ability to use language.2. Enable Ss to master the subjunctive mood.Teaching Methods:1. Learning and practicing.2. Task-based activities.Teaching Procedures:Step 1 GreetingGreet the whole class as usualStep 2 Learning(一) Words and expressions:poem, recite, convey, nursery, rhyme, concrete, flexible, pattern, diamond, cottage, sparrow, tease, salty, endless, translations, branch, transformed, sorrow, eventually,exchange,appropriate……take it easy, run out of, make up of, nursery rhyme, in particular……（二）Sentence patterns:1. Some poems tell a story or describe some-thing in a way that will give the readera strong impression. Others try to convey certain emotions. P102. By playing with the words in nursery rhymes, children learn about language. P103. It is not a traditional form of English poetry but it is very popular with English speakers. P11……1.Some poems tell a story or…Others try to convey certain emotion.convey 1)传达，表达（感情，意见，思想等）He was sent to convey a message to the U.N. Secretary General.convey sth to sb.向某人传达，表达（感情，意见，思想等）convey a sense/an impression/an idea etcI want to convey to children that reading is interesting.2)传送，运送（可与from, to连用）Wires convey electricity from power stations to the users.Your luggage will be conveyed to the hotel by taxi.2.We would have won if we hadn’t taken it easy.take it easy 沉住气, 不紧张, 慢慢来Sit down and take it easy.Just take it easy and tell us exactly what happened.知识拓展take things/ it easy 不着急，放松，不要紧张take one’s time 慢慢来 ,不急, 或拖拉，慢吞吞The doctor told me to take things easy and stop working so hard.There’s no hurry; take your time.3.if we hadn’t run out of energy.run out of 意为“用光；耗尽”。

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。

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.。

Unit 2 PoemsPeriod 1 ——Warming up and Pre-readingTeachingmaterial: NSEFC Book6 ——Unit 2Lesson type: warmingup &speakingTeaching aids:1.ataperecorder2.aprojector3.SlidesandPicturesTeachingObjectives:1.Topresentthetopicofthisunit——poetry2.Tohelpstudentsformconceptof poetry.3.Tolearnsome wordsandusefulexpressionsinordertoexpresstheirownfeelings.ofpoetry.4.Tocultivatestudents’interestTeachingImportantPoints:ability.Howto improvethestudents’speakingTeachingDifficultPoints: Howtomakethestudentsgainenoughinformationtoexpressthemselves. TeachingMethods:1.Pairworkorgroupworktomakeeverystudentjoinintheclassactivities2.Discussiontomakeeverystudentexpresshimselffreely. TeachingProcedure:Step 1: Daily Greetings(1 minute)T:Goodmorning,students!Ss:Goodmorning,MissHuang!Step 2:Warming up (11minutes)T:Lastunitwehavelearntsomethingaboutart,right?Ss: yesT:Itisakindofart.Thistimewewilllearnanotherkindofart.Whatisit?Ss:Poetry.T:Yes,poetry.Fromnowon,wewillbeginamysterioustripofpoetry——Unit4:agardenof poems.Here“poem”means诗,它是指一首具体的诗。

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 these parts.Read them aloud and copy them down in the exercise book.Practice for useful words and expressions1．Turn to Page 12.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They may first do them individually，and then discuss them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Vocabulary studyⅠ.简单知识扫描1．poem/poetry(P9)Poet(P10)【原句再现】These little poems and songs might have been some of the first poetry you learned.这些小诗歌或许就是你最早学到的一些诗歌。

Unit 2 Poems教学目标Introduce some brief knowledge of English poems and learn some famous English poems and English songs, which are based on poems.学情分析Lack of knowledge of English poems, the students have some necessity to know the styles, features of English poems, and gain some appreciation of some famous English poems as well as songs adapted by them.重点难点Learn some basic features of English poems; enjoy and understand a poem by Robert Frost.4教学过程Step 1 Leading （导入）Ask the students to present some poems they have learned and remembered.Step 2 Brainstorms （课前预热）1. The students are led to speak some features of poems: rhyme, rhythm, pattern, stress, style, etc.2. Some reasons why people write poems.Step 3 Presentation （新课呈现）1. Show a short poem, analyze its thyme, stress, and rhyme.2.Present some famous poets and poems:(1). Stopping by Woods on a Snowy Evening by Robert FrostThe students are requested to find out its rhyme and rhythm, the poet is introduced as well.(2). The Furthest distance in the World by Rabbinate TagoreThe students are asked to understand it and recite. Step 4 Combination （内容整合）English poems are always combined with English songs, the latter are more likely for students to learn and accept. Thus some famous English songs are shown:(1). A lyric song: Right here waiting by Richard Marx(2). A folk song: Auld Lang Syne by Robert BurnsIn this part, the students are firstly asked to pay attention to the rhythm of the poem. Secondly, they will enjoy and learn to sing the songs.【活动】Appreciation1. Stopping by Woods on a Snowy Evening by Robert Frost (poem)2. The Furthest distance in the World by RabbinateTagore (poem)3. Right here waiting by Richard Marx (song)4. 4. Auld Lang Syne by Robert Burns (song)【作业】Homework1. Read the text after class and find out types of English poems.2. Find more English songs produced by English poems .3. Recite the poem: The furthest distance in the world。

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

举头望明月，低头思故乡。

古风其二李绅锄禾日当午，汗滴和下土。

谁知盘中餐，粒粒皆辛苦。

望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

望夫石王健望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

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