人教版高二英语选修6教案：Unit2+Poems+Period7.doc

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 Two PoemsIntroduction: This unit introduces the students to several simple forms of poems. It takes a look at some poetic devices like rhythm, rhyme, repetition, sound patterns and imagery. It includes poem forms that English speakers have adopted from other countries. The poem forms in this unit include ones that students can use as models to create their own poems.The styles of English poems:1. Narrative poems: Epic史诗, Dramatic poems戏剧诗, Metrical tale故事诗, Ballad 民谣;2. Didactic poems说理诗；3. Clerihews打油诗;4. Parody模仿诗;5. Lyric抒情诗英语打油诗歌的规则: 1. 一首诗包含四句2. 第一句和第二句押韵, 第三局和第四句押韵3. 第一句如以人名结尾, 第二句以和人名押韵的词结尾.Nursery rhymes (摇篮诗): They are the first poems that children will hear. They are often sung. Children love to move and dance to nursery rhymes and songs because they have strong regular rhythms. They enjoy the rhymes and the way the nursery rhyme plays with sounds.List poems: A list poem is a list of things. It can have as many lines as the writer likes. Sometimes they have repetition in them and sometimes they have words that rhyme. When a list poem has rhyming words, it also has a regular rhythm.Cinquain poems: A Cinquain is made up of five lines and has the following structure. Line one: a noun that names the subject of the poem. Line two: two adjectives that describe the subject. Line three: three verbs ending with –ing that describe the subject’s actions. Line four: four words that give the writer’s opinion or feelings about the subject. Line five: a word that gives another name for the subject.Haiku poems: The haiku is a centuries-old form of Japanese poetry. It is made up 17 syllables and has the following structure: line one: 5 syllables; line two: 7 syllables; line three: 5 syllables. A haiku poem is almost like a photo or painting as it creates a strong imagine in very few words. It is often an observation of nature or of the changing season. It is a good idea to collect observations of nature for haiku. For example, leaves blowing in the wind, bees buzzing around flowers, ducks swimming in a pond, snow piling up against a door.Tang poems: when translated into English, Tang poems have a free form (that is, without a regular rhythm) and do not rhyme. They have strong imagery and are often about the bringing together of opposites, for example, the small is contrasted with the large, and the temporary with the eternal.Songs: Poems are often put into music or are written to be sung. When a poem is to be sung, it is written with a strong rhythm, use rhyme, in simple language, and the theme is often an emotion, such as, love, anger or despair.Adverb poem: in this form of poem the students pick an adverb to start each line. The lines are in rhyming pairs, such as:Slowly the dog crosses the road.Slowly the old man carries his load.Important new words and expressions in this unit: transform, exchange, sponsor, concrete, flexible, appropriate, eventually, tick, convey, tease, rhyme(押韵), nursery,diamond, pattern, cottage, sparrow, minimum, translation, branch, sorrow, librarians, section, diploma, blank, compass, bride, bridegroom, championship, darkness, warmth, scholarship, pianist, violinist, load, contradictory, endless, salty, forever, take it easy, run out of, be made up of, try out, let out, in particular, be popular with, translate…..into…., stay up, be likely to do sth. look forward to, by chance, by accidentSentence patterns:List poems have a flexible line length and repeated phrases which give both a pattern and a rhythm to the poem. (the attributive clause)We would have won if Jack had scored that goal. (the subjunctive mood)Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines. (past participle as the attributive)When I was a baby, my mother used to read me nursery rhymes. (used to do sth.)With so many difficult forms of poetry to choose from, students may eventually want to write poems of their own. (with + object + objective complement)Function: intention and plansI’m (not) going to…….How are you going to…..?I plan to…..I’ll…..I’m looking forward to ……Grammar: the Subjunctive mood (2)If Rob hadn’t injured himself, we would have won.If she had studied harder, she would have got the diploma.Teaching important and difficult points of this unit:1. Get students t know about different types of poems, some poetic devices like rhythm, rhyme, repetition, sound patterns and imagery.2. Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.3. To enable students to grasp and use the expressions of intention and plans.4. To let students learn the new grammar item: the Subjunctive Mood (2).5. To develop students’ listening, speaking, reading and writing ability.6. To develop students’ integrative skills.The first period: Warming up, Pre-reading, Reading and Comprehending Knowledge and skills:1. To know the meanings of the following new words and expressions: tick(给….标记号), rhyme(韵, 押韵), convey(传送, 运送), nursery(托儿所), concrete(具体的), contradictory(引起矛盾的, 好反驳的), diamond(钻石, 菱形), flexible(灵活的, 易弯曲的),pattern(模式, 式样, 图案), cottage, sparrow, take it easy, run out of, be made up of, tease(取笑, 戏弄), salty, endless, minimum(最低限度,最少量), translation, branch, in particular(尤其, 特别).2. To learn about some simple form of English poems.3. To develop the students’ reading ability by skimming and scanning the passage.4. To develop the students’speaking ability by talking about some features of some simple poems.Teaching important and difficult points:1. To enable the students’to learn about some simple forms of English poetry and develop their reading ability.2. To enable the students’ to write their own poems.Step 1 Warming up2. Warming up by asking students to complete Exercise 1 and 2 in groups. Get them to recite the little poems and songs they can remember.3. Tell students that there are many reasons why people write poetry. Give the examples in Exercise 3. ask students the reasons they think the poets wrote poems they have just recited.Step 2 Pre-reading1. Match the following information.Du Fu Tang DynastyFan Zhongyan Song DynastyMeng Haorang ModernGuo Moruo ModernXu Zhimo Tang DynastyByron AmericaShelly EnglandWhitman EnglandTagore India2. Ask students to do Exercise 1 and 2, making them talk about what they feel about the poems.Step 3 Reading and comprehending1. Fast-reading: Read the reading passage quickly to answer the questions.1) What is the main idea of the reading passage?_____________________________________________________________________.2) How many kinds of poems does the reading passage talk about and what are they?_____________________________________________________________________.3) The reading passage discusses five kinds of poems. What are they?_____________________________________________________________________.2. Detailed-reading:音.Step 4 Language studyDeal with language problems if any (words and sentences might not understand) to help the students to have a better understanding of the text.Step 5 Listening, reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pause within each sentence. Tell them to pick out all the useful expressions from the passage while reading and copy them in the notebooks after class.Step 6 Structure analyzingThe text structure: This passage is an introduction of some of the simple forms English poems. The first paragraph introduces the topic and the theme of the text, explaining the purpose of the poetry writing, that is, to give readers a strong impression or to convey certain emotions. From the second paragraph, the text analyses the different kinds of poems and gives examples for reference. The last paragraph encourages students to have a try and write poems of their own.Step 7 RetellingAsk students to talk about the different kinds of poems in their own words. Give themsome key words and expressions to help.Step 8 Homework1. Learn the useful new words and expressions by heart.2. Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of their own.Reflection after teaching:The second period: Language pointsKnowledge and skills:1. To get the students to learn to use the following important new words and expressions: transform, exchange, sponsor, concrete, flexible, appropriate, eventually, tick, convey, tease, rhyme, nursery, diamond, pattern, cottage, sparrow, minimum, translation, branch, sorrow, librarians, section, diploma, blank, compass, bride, bridegroom, championship, darkness, warmth, scholarship, pianist, violinist, load, contradictory, endless, salty, forever, take it easy, run out of, be made up of, try out, let out, in particular, be popular with, translate…..into…., stay up, be likely to do sth. look forward to, by chance, by accident2. To get the students to understand and use the following important and useful 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).Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines.Teaching important and difficult points:1. Important new words and expressions above.2. Important and useful sentence patterns:The attributive clause with the antecedent “way”Compound sentences with “while”Past participles as the postpositive attributive.3. Some difficult and long sentences in the text.Step 1 RevisionCheck the homework exercises.Ask some students to tell about some simple forms of English poems.Step 2 Reading and findingRead the text thoroughly to pick out all the useful new words and expressions and copy them down in the notebooks.Step 3 Practice for useful words and expressionsDo the exercises on Page 12.Step 4 V ocabulary study1. poet 诗人/ poetry(总称) 诗歌, 韵文/ poem s诗歌As a piece of _____, it seems to be a selection of the renaissance.He is both a soldier and a _______.I decided to write a _____ about what I felt.2. concrete: 具体的, 混凝土Shoes and trees are concrete objects.Have you got any concrete proposal?3. pattern: 方式, 模式, 图案She wore a dress with a pattern of roses on it.The illness is not following its usualHe patterned himself upon a man he admired.4. tease: 取笑,招惹,戏弄,爱开玩笑的人At school the other children always teased me because I was fat.They teased her about her laziness.Stop teasing the poor cat!He is a terrible tease. 他特别爱戏弄人.5. rhyme: 韵, 押韵, 韵文The nursery rhyme is very familiar to me.The last two lines of this poem doesn’t rhyme properly.6. endless: 无止境的, 无休止的The endless lea will purify your thought. 一望无际的草原会净化你的思想.I am tired of your endless interruption.Visitors to the exhibition came in an endless stream. 参观展览会的人络绎不绝.7. take it easy: 不着急, 放松警惕We would have won if we hadn’t taken it easy.Just take it easy and tell me exactly what happened.There is no hurry, take your time.8. in particular: 尤其, 特别He studied in particular the fishes of the India Ocean.I noticed his eyes in particular, because they were such an unusual colour.The engineer in particular must be able to communicate his ideas to others rapidly and accurately.9. convey: 表达, 传达; convey sth. to sb.; convey sth. from…to..He was sent to convey a message to the UN Secretary General.I want to convey to children that reading is important.Wires convey electricity from power to the users.Please convey my best wishes to your parents.10. flexible: 灵活的, 易弯曲的, 柔韧的, 可变通的We need a foreign policy that is more flexible.A piece of rubber hose (管道) is flexible.Flexible tubing can assist in installation in tight space. 柔性管道便于在紧凑的空间安装.11. eventually: at last, finallyShe eventually married the most persistent one of her admirers.她终于嫁给了最执着追求她的人.He struggled with his assailants (攻击者) and eventually drove them off.He worked so hard that eventually he made himself ill.12. transform: 改变transform…into…; transformation变革, 改变Never looking back, transformed into stone. 化为石, 不回头.A fresh coat of paint can transform a room. 房间重新粉刷一遍可大为改观.The way in which we work has undergone a complete transformation in the past decade.在过去的十年里, 我们的工作方式经历了彻底的改变.A steam-engine transforms heat into energy.13. forever:Many Pharaohs in ancient Egypt believe they can live forever. 古埃及的许多法老相信他们可以永生.May the friendship between the people of our two countries last forever.祝两国人民友谊万古长青.The national heroes will live forever in our hearts.14 run out of: 用光, 耗尽What if / say you were to run out of money? What would you do?His money soon ran out.15. be made up of; make up; make up for;16. so ….that…17. convey: 传达,传送convey one’s feeling; convey news / information to sb.Words cannot convey how delighted I was.Body language conveys much more information than language spoken.Please convey to her my best regards.18. certain: 某个, 某种For certain reason I will be unable to attend the meeting.On thing is certain; I am not coming here again.It is certain that…..It’s sure that….This letter made me certain of his innocence.He is confident of victory.19. however: 然而, 不过We thought the figures were correct. However, we have now discovered some errors.However I approached the problem, I couldn’t find a solution.He likes pop music, while his sister likes classical music.He’s hard-working but not very intelligent.She’s a funny girl, (and / but) yet you can’t help liking her.He can be very rude but at the same time you can’t help liking him.20. common: 普通的, 常见的, 共同的, 共有的; usual: 通常的, 一贯的, 习惯性的;regular: 通常的, 常例的, 强调遵循实物既定规律或自然规律;ordinary: 普通的, 平凡的, 指没有什么特殊的地方;Rabbits and foxes are very common in Britain.He was asked the usual questions by the police.Sunday is a regular holiday.The book describes the way of life of the ordinary people of Mexico.21. delight: be delighted with对….感到高兴be delighted to do sth.乐于做某事; delight in doing sth. 以…取乐; take delight in 嗜好, 乐于, 喜欢to one’s delight 令某人高兴的是with delight 高兴地, 欣然22. say a word说话; have words with sb与某人吵架; in a word总之; word by word 逐字地; in other words换句话说; have a word with sb.与某人说话; keep / break one’s word遵守诺言;This is secret information so don’t say a word.Could we have a word before you go to the meeting?In a word, we’ll provide you with all good service.Tom doesn’t like work--- in other words, he’s lazy.Step 5 Sentence focus1. Some poems tell a story or describe something in a way that will give the reader a strong impression.I feel surprised at the way in which / that / 不填he talks to his mother.In 1700, the room was completed the way in which / that /不填she wanted it.2. Some rhyme while others do not.While I understand what you say, I can’t agree with you. (虽然; 尽管)My wife kept silent while I was writing. (当…..时候)Strike while the iron is hot. (当…..时候)While there is life there is hope. (只要)Their country has plenty of oil, while ours has done. (然而)3. Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines.Step 6 HomeworkFinish off the workbook exercises in Using Words and Expressions.Learn the useful new words and expressions by heart.Step 7 Reflection after teaching.The third period: Grammar: the Subjunctive Mood 虚拟语气在其他结构中的用法:1. 语法基础: 虚拟语气在主句中的用法: 在it is / was + adj. + that clause中, 常见的形容词有: advisable可取的, anxious焦急的, compulsory强制的, 义务的, crucial决定的, desirable令人满意的, eager渴望的, essential必要的, fitting恰当的, imperative绝对必要, impossible, improper不恰当的, important, natural, necessary, obligatory义务的, preferable更好地, probable很可能的, recommended建议, urgent紧急的, vital.It is strange that he (should) say so.It is a great pity that you (should) think so.It is natural that a bird (should) rest in trees.2. 虚拟语气在宾语从句中的用法: 在表示建议,要求,命令,想法等动词后的从句里, 用should + 动词原形, should可以省略.此用法的词有: advise, agree, command, decide, demand, determine, grant, indicate, insist, order, prefer, propose, request, require, suggest, urge. 常考到的是: suggest, advise, demand, require, propose, insist, request等.His doctor suggests that he (should) take short leave of absence.The author proposed that TV (should) be turned off at least one hour every day.She insists that she is right.She insisted that I should finish the work at once.3. 虚拟语气在表语从句和同位语从句中的用法是: 在表示建议, 要求,命令,想法等名词后的从句中, 用should + 动词原形, should可以省略. 如: advice, suggestion, agreement, command, decision, demand, insistence, order, preference, proposal, request, requirement.My idea is that we (should) get more people to attend the conference.I make a proposal that we (should) hold a meeting next week.It was Bill’s suggestion that everyone (should) have a map.His suggestion was that everyone (should) have a map.He gave us a suggestion that everyone (should) have a map.4. 虚拟语气在定语从句中的用法: 在It is high time / first (second, third etc) time that ….句型中表示“是做某事的时候了”, 其后的从句谓语动词要用过去式或用should + 动词原形, should可以省略。

Unit 2 Poems教学目标Teaching aims1. To enable students to use unreal conditionals properly in real situations.2. To improve students integrated language ability, especially listening and speaking ability.3. To develop students’ability of autonomous learning language analysis, inquiry, and cooperation.4. To arouse students’interests and strengthen their confidence in English grammar learning.学情分析1. The analysis of teaching contentsSubjunctive mood is one of the important grammars in senior middle school and in the college entrance examination each topic will probably be involved. It is complicated in structure and usage , yet it is a key point in Senior high school English learning. Over the years it is the hotspot of college entrance examination. So mastering this grammar has the vital significance for the understanding and use of language.2. Analysis of the students:This lessen is designed to teach students how to use the three basic forms of the subjunctive mood .Because the students have learned thisgrammar in Junior, It is not so difficult to learn it. Yet the ways traditional grammar are taught are so dull and the forms are so unitary that it is not easy for the students to understand it effectively. Thus in this lessen in order to cultivate the students' interests in learning English I am going to use multimedia to collect information and guide the students to learn the grammar by practicing. In this class, the English levels of the students are different. The class activities are designed to accommodate all the students. Each student can participate in the activities.重点难点Important point1. Enable the students understand the concept of subjunctive mood and the situations of using unreal conditionals of the present, past and future.2. Make students understand and master different structures of unreal conditionals.Difficult point：Encourage students to make use of unreal conditionals to make up stories or dialogues to experience this new grammar phenomenon.4教学过程【导入】导入Step1. Introduction（3 minutes）. Enjoy a video.（video content：Downton Abbey.）Teacher asks the questions：Q1：Have you find the sentence “If I were the only girl in the world, I were the only boy”Q2：Do you think this situation can happen?Of course not. Anyone of us can’t be the only girl or boy in the world. But we do hope. So every time we talk about events that can’t happen or are impossible, yet we wish they could happen or imagine they could happen. At this time we should use unreal conditional sentences or subjunctive mood. This is something we are going to talk about today.At this moment the teacher write the Subjunctive mood on the blackboard【导入】导入Step 2. Are the sentences real conditional or unreal conditional?（3 minutes）A. Ask students to read the four sentences and find which one is real conditional sentence and which one is unreal conditional sentence ?1) If you leave now, you will never regret it.2) If I were a bird , I could fly to the south in winter.3) If he comes, he will bring his violin.4) If we had time, we could play the game again.【讲授】讲授Step 3 Talk about the situations those are impossible now(10 minutes) 1.Teacher gives students three pictures and dialogues and enable them to find out the structures in unreal conditional now..Dialogue1A: Why don’t our grandchildren visit usmore often?B: They don’t have enough time. If theyhad more time, they would visit us more often.Dialogue2A: I wonder why Fred works so hard.B: I don’t know. He must like his job.A: If he didn’t like his job, he wouldn’t work so hard.Dialogue3A: Can Tom dance?B: No, he can’t, but he wishes he could.If he could dance, he would go dancingevery night.2..Conclusion:Teacher asks students to fill in the forms表示与现在事实相反的情况If从句S+ did/were, 主句S+ would/could/should/might +do【活动】练习PraticeExercise1: Rewrite the sentences.1)Tom is unhappy because he has too much homework. I wish Tom had less homework to do.Less homework, happyIf Tom had less homework, he would be happy.2)I am so busy that I can’t go to Jim’s party. I wish I could go to Jim’s party.Not busy, can goIf I were not so busy, I could go to Jim’s birthday party.省略If：Did Tom have less homework, he would be happy.Were I not so busy, I could go to Jim’s birthday party.Exercise2Show the four pictures to students and ask them to make a dialogue using the following sentences in pairs.If you were one of them, would/should/could/might you do the same thing?If I were one of them, I would not spit everywhere.Exercise3Play a gameAsk the students to play a game.in group of 4If I were a bird/fish/tree, I would/should/could/might…评论（0）活动5 【讲授】讲授Step 4. Talk about imaginary situation in the past.(10 minutes)1.Talk about some pictures and pay attention to the structure in unreal conditional situation in the past.1.If he had driven (drive) more carefully,he would not have had the car accident yesterday.2.If I had had（have）time last night,I would have gone（go) to see the film with you3..If I had learned(learn) how to swim, I would not have been_(be) trapped in this island.4.If I had gone (go) to Tom’s birthday party, I would have met (meet) her there.B Conclusion:Teacher asks students to fill in the forms表示与过去事实相反的情况If 从句S+ had done,主句S+ would/should/could/might have done 【活动】练习PracticeExercise1Rewrite the sentences.1.Mr. Black had an accident because he made a phone call while driving. If Mr. Black had not made a phone call, he would/might not have had an accident.2.John was so sleepy that he fell asleep while doing his home.If John had not been so sleepy, he would not have fallen asleep while doing homework.省略If：Had Mr. Black not made a phone call, he would not have had a car accident.Had John not been so sleepy, he would not have fallen asleep while doing his homework.Exercise 2:Group workProvide students four sentences in the film “Titanic “and ask them to rewrite the four sentences using unreal conditionals in group of four. Titanic was sailing on her voyage for America.1. Jack won his third-class ticket in a poker game and met a beautiful girl called Rose on board.2. Unfortunately, the ship struck an iceberg and it sank.3. Jack found a piece of wood and let Rose lie on it while he was in the cold water.4. At last, the rescue workers came and saved Rose.【讲授】讲授Step 5. Talk about imaginary situation in the future(10 minutes)1. Show some pictures and ask students to make a dialogue using the following sentences.What would you do if you had/should have/were to have a lot of money? If I had /should have /were to have a lot of money, I would…If I had/should have/were to have a lot of money, I would buy a car.If I had/should have/were to have a lot of money , I would travel around the world.If I had/should have/were to have a lot of money, I would help the people in need.2.Conclusion:Ask students to draw a conclusion:表示与将来事实相反的情况If +S+ did(were to /should do),S+ would/should/could/might +do .【练习】练习Exercise1Fill in the blanks.1).If I lived/were to live/should live (live) in the 22nd century, I would spend (spend) my vacation in a different way2). If I bought/were to buy/should buy (buy) a lot of books, I would give (give) them to the children who can’t go to school.3). If I met/were to meet/should meet (meet) Obama someday, I wouldshake (shake) hands with him.Exercise2Pair work:Talk about your wildest dreams in the future in group of four.. 【讲授】总结Step 6.Summary(2minutes)Complete the following blanks.Ask the students to fill in the blanksIf 引导的虚拟条件句表示与事实相反的条件。

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。

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

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

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

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

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

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

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

1.4 Comprehending 部分根据阅读内容设置了三个习题。

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

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

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

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

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

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

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。

人教版高中英语选修6教案Unit 2PoemsUnit 2 Poems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/poetry 2.transform/change3.appropriate/suitable/un out/run out of词形变化w n. 悲哀, 悲痛sorrowful adj. 悲伤的2. anger n. 怒, 愤怒angry adj. 生气的, 愤怒的angrily adv. 愤怒地3. translate v. 翻译, 转变为transla翻译, 译文translator n. 翻译者4. ending n. 结尾, 结局end v. 结束, 终结,end n.末端, 尽头重点单词1. a方面;样子;外表2. convey v.传达;运送adj.具体的4. tease v.取笑;招惹;戏弄5. pa模式;式样;图案6. underline v.在下面画线;强调7. exchange v.交换，交流赞助人；主办者 vt.发起，举办，倡议重点词组take it easy从容, 不紧张, 松懈, 轻松 make up of(多用于被动)构成try out 试验, 考验, let out发出, 泄露重点句子ll adescribg in a way that will givader a strongvey certa2. And said though strange they all were true.重点语法虚拟语气（II）（见语法专题）II 词语辨析 (旨在提供完形填空所需材料)1). poem/诗歌【解释】poem[C]诗歌,诗体[U]诗歌的总称【练习】选择poem或poetry并用其适当的形式填空1) Keats and Shakespeare are maglish ______.2) People write _________ to malaugh.Keys: 1)2)2). transform/change v.改变，变化【解释】transform指“人、物在性质上或形态上发生彻底或基本的变化”change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 transform或change，并用其适当的形式填空1) Heat can __________ waam.2) The appearawn is quite ________.Keys: 1) transfor) changed3) appropriate/suitable/fit adj.合适的，适当的【解释】appropriate 形容事物在特定的时间合适，或与特定场合协调一致。