高中英语选修6：Unit+2+Poems+教学设计1+

河北省高二英语选修6 Unit2《Poems》全套教案教学目标Teaching goals:1. Help students know more about English poems.2. Understand fives kinds of poems in the unit.3. By learning the text, make students interested in writing poems by themselves.教学重难点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.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 with 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: Looking up, I find the moon bright,Bowing, in homesickness I’m drownedStep IV ReadingTask1 Fast reading1. Qs: How many kinds of poems did the text mention?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 strong picture in just a few word sHaiku made up of 17 syllables, give a clear picture 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 written to show people’s emotions.. In Chinese , we have 诗言志，诗言情，诗歌合为事而作.That is, people write poems for different reasons, and then we have different kind 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.课后小结学完了这节课，你有什么收获？课后习题1.Choose two of the eight poems to recite.2.Translate an English poem into Chinese by yourself.板书Unit 2Poems。

Unit2 PoemsUsing LanguageI’ve saved a summer教案Teaching aims:target language: pattern, darkness, warmth, thread交际用语：do you enjoy…Do you think…What did it make you feel or …Difficulty and importanceHow to talk about poemsTeaching methods:Speaking; making conversation; comparative methodFast reading; close reading ;discussionTeaching aidsA computer and a projector, a recorderTeaching Procedures & waysListeningDo you think the speaker in the poem is more likely to be a girlfriend / boyfriend of a parent? 2. Does the poem have a rhythmic pattern?Does th poem have rhyming words?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?Step 2: poem appreciationRead the poem after the tape, and circle the words that rhyme.What is unusual about the rhyming words in the last four lines?3.listen to the poem and clap the strong beatStep three discussion1. who is the speaker in the poem and who is he/she speaking to? Give your reason2. which of the following is the closest to the speaker’s message? Give your reason for your choiceA. if it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you are hungry, I’ll feed you; if yo u want love, I’ll give it to youB. although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give youC. While you’re away, I’ll remember your smile and I’ll love you always, when you return, I hope you will love me.Step four: word study1 pattern n. (1)图案；花样(2)方式(3)式样模型你可以用这个纸样儿做一套衣服。

The Design of Using Language Reading, U2, B6I’ve Saved the Summer（高二英语“语言运用”中阅读课的教学设计）I. Type of the class and the trainee（课程类型及授课对象）:Using Language Reading.Senior two students.II. The theoretic basis of the teaching design（教学设计的理论依据）:While learning the English language, the Chinese students should obtain not only the language itself, but they should also have some knowledge of western culture. Thus the taste of some English poems seems quite necessary. In the New Course Criterion, students are required to have the ability to appreciate some literary works of western culture, including the English poems.III. The analysis of the content（教学内容分析）:This is a reading class, in which the students will be taught how to appreciate an English poem by Rod Mckuen, a very famous American poet, songwriter and singer, “I’ve Saved the Summer.” It’s a well-written poem, which shows the unconditional love of a parent for the child. The parent has experienced a lot in his own way of life, so he is offering love to the young person to help him/her begin on his/her own journey of life. Thus we can teach our students to understand their parents and show love and gratitude in return.In the former lesson, we learnt some simple forms of English poems, some of which seem really a bit simple to the students. But the poem in this part is quite different. It has not only the common characteristics of poems, rhymes and rhythm, but also forms clear images in it. And at the same time, the poem contains strong and rich feelings of the parent to the child. Whoever reads the poem will feel the emotion clearly. So we can let the students learn some aspects of appreciating English poems, rhymes and rhythm; images and emotions.Besides these, the plain, simple and heartfelt language style in this poem touches many people. So when we read the poem, we can truly feel all the feelings of the parent to his/ her child, not only love, hope and happiness, but also worry and sometimes a bit regret.IV. The analysis of the students (学情分析) :After learning the Reading passage, the students have already tasted some simple forms of English poems. They have known some different forms of English poems and have become familiar with the characteristics of each kind of poems. But they can only understand the superficial meaning of these poems. And some of them think English poems are too easy and are not worth reading or appreciating. So in this period, while learning the poem, “I’ve Saved the Summer”，we will lead them to understand the poem, and meanwhile, we will teach them how to appreciate the English poems in different aspects, that is, from the point of rhymes and rhythm; images and emotions, which will really help them understand the poem better and in a higher level.V. Teaching objectives（教学目标）:A. Help the students understand the inner meanings of the poem.B. Help the students learn to appreciate English poems.C. Help the students feel the unconditional love of a parent.D. Help the students learn to write their own poems after learning it.VI. Teaching important points (教学重点) :A. How to understand the inner meaning of the poem.B. How to appreciate the English poem.C.Pay special attention to rhymes and rhythm; images and emotions while reading anEnglish poem.VII. Teaching difficult points (教学难点) :A.How to appreciate an English poem.B.How to fully understand the meaning of this poem.VIII. Teaching methods (教学方法) :Student-centered and cooperative learning methods.IX. Teaching aids（教学媒体）Multi-media and Blackboard.X. Teaching procedure (教学过程) :Step 1 Revision (复习):1. Lead the students to review the five different forms of English poems in the reading passage:nursery rhymes, list poems, cinquain, haiku and Tang poems.(引导学生回忆在前一篇课文中学过的五种简单的英语诗歌的类型：童谣、清单诗、五行诗、俳句和唐诗)2. Show the students some poems and ask them to tell what kind of poems they are and whatcharacteristics they have. (给出几首诗，让学生判断每首诗的类型，并说出其特点) Step 2 Listen to part of the song “Seasons in the Sun”, a song by Rod Mckuen.(听“Seasons in the Sun”这首歌的一部分，引出本节课要学习的诗歌及诗作者)1. Listen and feel the rhymes and the rhythm.2. Introduction to Rod Mckuen.Step 3 Learning the poem(学习诗歌)：1. Listen to the poem and answer (听诗歌朗诵)：What came into your mind when you listened to the poem?2. Discussion (讨论)：1) Who is likely to be the speaker in the poem and who is he /she speaking to?Give reasons to support your answer.2) Do a multiple choice exercise to further check the students’ understanding of the poem. Step 4 Appreciating the poem(诗歌欣赏):1. In what aspects can we appreciate poems (听诗歌朗诵并讨论：我们通常从哪些方面来欣赏英语诗歌)?1)rhymes, rhythm 2) images (意象) 3) emotions2. Read and find out the rhyming words(读诗歌，并找出押韵的词):you // new; need // feed; nineteen // mean; way // day; own // own.3. Listen and find out the two strong beats in each line. Then ask the students to read ittogether to further feel the strong beats(听诗歌找节奏，并让学生朗读).4. Imagery appreciation （意象欣赏）Lead the students to read the first two strophes and imagine the images in each part.(引导学生阅读诗歌的第一、二节，体会其中描述的画面)1) Let the students read the first strophe and feel what images they can have.Summer, winter mornings, and snow.2) Let the students read the first strophe and feel what images they can have.Sunlight and darkness.5. Emotion tasting (情感欣赏)Lead the students to read from the third strophe to the fifth one to feel the emotions implied in this poem. （引导学生学习诗歌的第三节至第五节，体会其中的深刻情感）1) Read the third strophe and answer:a. What has the parent kept?b. What do brave young smiles mean to the parent?2) Read the fourth strophe and answer:a. Can the parent help the child all his life?b. What does “way” mean?c. How can the child find the answers?3) Read the last strophe:a. Do the two “owns” have the same meaning?b. Fill in the blank:Step 5 Appreciating the language style of this poem (欣赏本首诗歌的语言风格): Ask the students to read the poem again and feel the language style of it.(让学生再次朗读诗歌，感受诗歌的写作风格)plain(平实的), not magnificentsimple, not complicatedheartfelt, not untruthfulStep 6 Group Discussion(小组讨论)1. How do your parents usually show their love to you? What about you?(你的父母是如何向你表达他们对你的爱的？你又是如何向他们表达你的爱的？)2. What will you do to convey your gratitude and love to your parents?(作为孩子，你打算怎么做去向你的父母表示你对他们的感激之情和深深地爱意？) Assignment1. Read and recite the poem “I’ve Saved the Summer” and try to translate it into Chinese.2. Surf the internet and find more English poems to appreciate.3. Try to write your own English poem.。

Unite 2 PoemsPeriod 1 Warming up, Pre-reading, Reading (1)Teaching Goals:1. To arouse Ss’ interest in learning about English poems.2. To develop Ss’ ability of comparison.3. To arouse Ss’ interest in learning about different types of poems in the wo rld.4. To develop some basic reading skills.Teaching Procedures:Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about their own little poems.The white sun sets behindmountains,The Yellow River flows into thesea.Go further up one flight of stairs,And you'll widen your view athousandli.——Wang ZhihuanShow the poem written by Wang Zhihuan and a photograph of the writer. Ask Ss to read the poem and. And see if they can remember any poems that they have learnt, either in Chinese or in English, and then ask them to recite one of them.Step 2: Warming UpPurpose: To lead Ss to the topic of this unit through a discussion.1. Pair workGet Ss to ask their partners the questions, and then ask them to present it before the class.(1) Which poem is written to tell a story?(2) Which poem is written to express feelings?(3) Which poem is written to make other laugh?…2. Group workGet Ss to talk about the world famous poets. The pictures below can be used for Ss to talk about, and Ss can also talk as much as they can.William Shakespeare George Gordon Byron Li Bai威廉·莎士比亚乔治·戈登·拜伦李白(1) William Shakespeare: English playwright and poet whose body of works is consideredthe greatest in English literature. His plays, many of which wereperformed at the Globe Theatre in London, include historical works,such as Richard II, comedies, including Much Ado about Nothing andAs You Like It, and tragedies, such as Hamlet, Othello, and KingLear. He also composed 154 sonnets. The earliest collected edition ofhis plays, the First Folio, contained 36 plays and was publishedposthumously (1623).(2) George Gordon Byron: British poet acclaimed as one of the leading figures of theRomantic Movement. The Byronic hero lonely, rebellious, andbrooding first appeared in Manfred (1817). Among his other works areChilde Harold (1812-1818), The Prisoner of Chilton (1816), and theepic satire Don Juan (1819-1824). Byron was notorious for his loveaffairs and unconventional lifestyle. He died while working to secureGreek independence from the Turks.(3) Li Bai: Chinese poet who spent much of his time wandering and composingromantic, wine-inspired verse.Conclusion: All these poets are well known to the whole world and do you know any poems written by them? Can you recite to all the class?Step 3. Pre-readingPurpose: To help Ss learn about the context of the Reading part.1. Group workAsk Ss to discuss the questions with their partners in groups of four.(1) Do you have a favorite poem in Chinese?(2) Why is it your favorite poem?(3) Do you have a favorite poem in English?(4) Why is it your favorite poem?For example:(1) My favorite poem in Chinese is: 去年今日此门中,人面桃花相映红。

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 ---------。

Unit 2 Poems1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。

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

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

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

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

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

1.4 Comprehending 部分根据阅读内容设置了三个习题。

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

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

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

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

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

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。

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 2 Poems Unit 2 Pes一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1pe/petr 2transfr/hange 3apprpriate/suitable/fit 4 run ut/run ut f词形变化1 srr n 悲哀, 悲痛srrful ad 悲伤的2 anger n 怒, 愤怒angr ad 生气的, 愤怒的angril adv 愤怒地3 translate v 翻译, 转变为translatin n 翻译, 译translatr n 翻译者4 ending n 结尾, 结局end v 结束, 终结,end n末端, 尽头重点单词1 aspet n方面;样子;外表2 nve v传达;运送3 nrete ad具体的4 tease v取笑;招惹;戏弄pattern n模式;式样;图案6 underline v在下面画线;强调7 exhange v交换，交流8 spnsr n赞助人；主办者vt发起，举办，倡议重点词组tae it eas从容, 不紧张, 松懈, 轻松ae up f(多用于被动)构成tr ut 试验, 考验, let ut发出, 泄露重点句子1Se pes tell a str r desribe sething in a a that ill give the reader a strng ipressin thers tr t nve ertain etins2 And said thugh strange the all ere true重点语法虚拟语气（II）（见语法专题）II 词语辨析(旨在提供完形填空所需材料)1) pe/petr n 诗歌【解释】pe[]诗歌,诗体petr[U]诗歌的总称【练习】选择pe或petr并用其适当的形式填空1) eats and Shaespeare are asters f English ______2) Peple rite _________ t ae ther laughes: 1) petr 2) pes2) transfr/hange v改变，变化【解释】transfr指“人、物在性质上或形态上发生彻底或基本的变化”hange指“使改变得与原物不同”或“使发生以新代旧的变化”【练习】选择transfr或hange，并用其适当的形式填空1) Heat an __________ ater int stea2) The appearane f the tn is quite ________es: 1) transfr 2) hanged3) apprpriate/suitable/fit ad合适的，适当的【解释】apprpriate 形容事物在特定的时间合适，或与特定场合协调一致。

Unit 2 Poems Teaching planPart 1 Teaching MaterialThe content of my lesson is about phonetic knowledge. By studying of this part, we’ll enable students to know pronouncing well is quite important in learning English and develop the interest in learning English. At the same time, let the students learn how to grasp some pronunciation skills and deal with pronunciation analysis problems. From this lesson, it starts practicing pronunciation rules ,skills and know the importance of phonetic knowledge .(As we all know, phonetic knowledge belongs to the input during the process of the language learning. The input has great effect on output, such as listening, speaking and writing.) Therefore, this lesson is in the important position of this part. If the Ss can master it well, it will be helpful for them to learn the rest of this part.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects(1)The Ss can master the usage of the important words andexpressions.(2)The Ss can use the pronunciation skills in the proper situation.(3)The Ss can understand the content of the lesson, talk about the importance of phonetic knowledge and get their own idea about pronunciation.2.Ability objects(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s pronunciation ability, especially their learning English ability.(4) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in learning English and set up self-confidence in learning English .(2)Teach the Ss how to pronounce and how to deal with pronunciation analysis problems , put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are pronunciation skills such as the pronunciation of /igz / and /eks / .The difficult points are pronunciation analysis problems, for example “explanation”-/eks/, “explain”-/iks/.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories .1. Communicative Approach2. Whole Language Teaching3. Task-based Language Teaching4. Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (4 min)Play a song of <<DO RE MI>>.Let Ss to sing along with it and pay attention to pronunciation.Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.(2) To set up suspense/develop interest in pronouncing beautifully.Step 2. Practice pronunciation.Task 1. (Individual work, pair work, group work, class work;6 min)Let Ss Practice pronunciation of “/θ/”and “/ʃ/”with partners. This part contains Minimal pairs, practice sentences and Jazz Chants.Task 2. (Individual work, pair work, group work, class work ;8 min )Let Ss Practice pronunciation of “/ i:/”and “/I/”with partners. This part contains practice words, sentences and Old MacDonald.Now, let’s see what happened to the Ss’pronunciation / let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the pronunciation skills.(2) To have a better understanding about the importance of phonetic knowledge..Step 3. Pronunciation analysisTask 1. (Individual work, pair work, group work, class work; 9 min)Let Ss to read carefully and take notes.1. Pronunciation of “V-ed”;2. Pronunciation of “Ex”;3. Pronunciation of “ea”.Task 2. (Individual work, pair work, group work, class work; 15 min)Guide Ss to read the material carefully and take some important notes, then do some exercises of Shaanxi province college entrance examination in 2013..Ask Ss to read the material carefully and find out the correct answers to finish the following exercises of Shaanxi province college entrance examination in 2013.Purpose of my design: Enable students to understand the given material better by using pronunciation skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ability of communication and also their ability of co-operationwill be well trained.Step 4. Practice in group ( 3 min)Ask Ss to review their notes.Discuss the Pronunciation of 48 international phonetic alphabet with other group members and then choose a reporter to share their opinions about the correct pronunciation and read out aloud with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1. Read words ,sentences and sing an English song to practice pronunciation well.2.Do exercises about dealing with pronunciation analysis problemsPurpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.。

教案1 Unit2 PoemsReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching AimsTo cultivate students’ interest of poetry and improve their reading skills.Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, Slides and PicturesTeaching ProcedureStep 1 Warming up1. Which poems and poets can you think of when seeing the following pictures?静夜思李白床前明月光，疑是地上霜。

举头望明月，低头思故乡。

古风其二李绅锄禾日当午，汗滴和下土。

谁知盘中餐，粒粒皆辛苦。

望夫石王健望夫处，江悠悠。

化为石，不回头。

山头日日风复雨，行人归来石应语。

2. Match the following information.Li Bai Song DynastyDu Fu Tang DynastyFan Zhongyan Tang DynastyMeng Haoran ModernGuo Moruo ModernMao Zedong Tang DynastyByron AmericaShelly EnglandEmerson EnglandTagore GermanyGoethe IndiaStep 2 BrainstormingDiscuss the reasons why people write poems.Fast readingScan the passage and answer the following questions.1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about?different forms of English poemsnursery rhymes, list poems, cinquain, haiku, Tang poems.3. Scan the poems and fill in the following form.Which poem A B C D E F G H describes a person?tells a story?describes an aspect of aperson?is about sport?is about things that don’tmake sense?is recited to a baby?describes a river scene?has rhyming words at theend of lines?repeats words andphrases?Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Hush, little baby, don’t say a w ord,Papa’s going to buy you a mockingb ird.If that mockingbird won’t s ing,Papa’s going to buy you a diamond r ing.If that diamond ring turns to br ass,Papa’s going to buy you a looking gl ass.If that looking-glass gets br o ke,Papa’s going to buy you a billy-g oa t.If that billy-goat runs aw ay,Papa is going to buy you another d ay.Read the poem by yourself again and answer the following questions.1. What’s the baby’s father going to buy if the lookin g-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 COur first football matchWe would have won…If Jack had just scored that goal,If we’d had just a few more 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 ha dn’t stayed up so late the night before,If we hadn’t taken it easy,If we hadn’t run out of energy,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 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 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 poetry---Tang poems from China.Poem H at the bottom of this passage is a translation from the Chinese. Poem HWhere she awaits her husband,On and on the river flowsNever 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。

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”。

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

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

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

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

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

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

●学会使用If 虚拟语气。

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

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

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

某某省某某一中高二英语选修6 Unit 2 Poems 教案一、词汇预习:1. poet 诗人n. —— poem 诗n. —— poetry 诗歌（总称）n.[U]2. rhyme（押）韵 n./v.--rhythm节奏，韵律n.--- rhythmic有节奏的adj.3. emotion 情绪，情感n.------- emotional 情绪的；易激动的adj.4. repeat 重复；复述v.------- repetition重复n. ----- repeated重复的，反复的adj.5. salt 盐n.---- salty含盐的，咸的adj.6. dread害怕，畏惧v.---dreadful可怕的 adj.7. end 结束v./n.---- endless无穷的，无止境的 adj.8. minimum最低限度；最少量；最小数；n.--- maximum最大限度；最大值 n.9. translate翻译 v.--- translation翻译；译文n. ---- translator翻译人；译者 n.10. library 图书馆 n.--- librarian 图书管理员；图书馆馆长 n.11. (n.) 指南针--- passes (pl.)圆规12. bride新娘 --- bridegroom新郎13. champion 冠军n.--- championship冠军称号n.14. dark ---- darkness 黑暗n. in the dark 在黑暗中15. warm 暖和，温暖adj.--- warmth 暖和，温暖n.--- warmly热烈地；亲切地adv.16. school --- scholar学者n. --- scholarship奖学金；学问；学术成就n.17. piano --- pianist18. violin --- violist19. transform 改变，转变v.--- transformation改变，转变n.20. sorrow 悲伤，悲痛；懊悔n.--- sorrowful悲伤的，悲痛的adj.21. eventually 最后；终于 adv.--- eventual 最后；终于 adj.22. load 装载；负荷；工作量n./v.--- unload卸下v. --- download下载v.--- upload 上传v.二、精讲词汇（必须掌握的词）1. conveyconvey sthto sb.①Colors like red convey a sense of energy and strength.红色之类的颜色可给人以充满活力与力量的感觉。

Unit 2 Poems 教学设计Analysis of the students Students in this stage is lovely, enthusiastic, eager to learn and active in class. They have been accustomed to life and study in Senior high school after two yea rs’ study here. Since poems are beautiful in sound and picturesque in creating the imagery, students are interested enough and well prepared to understand some simple English poems and ready to try to write the poems of their own.Analysis of the teaching materials The text,Poems, is from Unit 2 in New Senior English For China Student’s Book 3, published by the People’s Education Press. Five simple kinds of English Poems are listed in the reading, among which cinquain and haiku show a clear character. Students can learn to write their own poems of this category.Teaching Objectives:Based on the analysis of students and the teaching materials, this lesson is to achieve the following goals:1.Knowledge Objectives：(1) To learn about the terms in poems and the characteristics of poems.(2) To learn about the features of the five kinds of poems.2. Ability objectives:(1) To develop the student s’reading strategie s—skimming , scanning andcareful reading.(2) To develop student s’inductive ability by observing the features of eachpoem.(3) To develop student s’ creative ability by writing their own poems.3. Emotion and Culture Cultivation:(1) To develop student s’cooperative and competitive ability through group work.(2) To arouse the students’ awareness of the cultural exchange by translation ofthe poems.(3) To encourage students to lead a life full of poems.Teaching key Points:To learn about the features of five kinds of poems.Teaching difficulties:To arouse the students’awareness of the cultural exchange by translation of the poems and encourage students to lead a life full of poems.Teaching strategies:Cooperative teaching method, Inductive method and functional teaching methods.Teaching aids : computers and the projector.Teaching procedures:Step 1. Lead-in1.Play the song “Twinkle, twinkle, little star” in order to make students appreciatethe “rhyme”and “rhythm” of poems.2.Read the poem footprints to learn about some terms of poems: line, verse,rhyme, rhythm, and imagery.Purpose of my design:To arouse students’interest in learning the text and learn about the terms and general characteristics of poems.Step 2. Presentation.1.Skim to find out the topic of the reading and five kinds of poems in the reading. Purpose of my design: To know about the main idea of the text.2.Appreciate each kind of poems and try to conclude their features by filling in theblanks.(1)nursery rhymes—Poem A: first listen to the recording and then makestudents tell the rhymes and then call one student to tap the rhyme for several lines or the whole poem. Conclude the features of poem A by filling the blanks.Features of nursery rhymes:Strong and .and imaginative wordsSometimes .(2)List poems—Poem B and C: read by girls and boys and conclude the featuresof List Poem by telling the difference of poem B and C.Features of list poems::They ______ things.__________ phrases.__________ line length.Some ________, others not.(3)cinquain—Poem D and E: read and then conclude the features of cinquain byobserving the words, the length, and the function of the words.(4)haiku—Poem F and G: Read and conclude the features of haiku by noting thesyllables of the whole poem.(5)Tang poem—Poem H: read and tell the Chinese title of the poem. Introduceto students Professor Xu Yuanchong in Peking University who is devoted to translating the Tang Poem into English. Make students appreciate his contribution and the cultural transmission realized by translation.Purpose of my design: To enable students to learn about the five kinds of poems and their characteristics, which will lay a solid foundation for their further writing activities.Step 3. Practice.Students are divided into 4 groups and each group send an representative to pick out the luck number from 1 to 4 and manage to finish the task. The representative is responsible for collecting all the papers of each team member and decides on the best on for presentation.Purpose of my design: To stimulate students to write their own poems and develop their appreciation of the poem by selecting the best one among the team membersand sharing the best one with the rest students of the class. Students are encouraged to cooperate with each team member and compete with each other through learning from the others.Step 4：EvaluationStudents finish the following evaluation form. Standard: A, B,CStep 5. Homework.1. Polish and exchange your own poems.2. Surf the internet to find more English poems and pick out your favorites.Purpose of my design: To consolidate what students have covered in class and motivate them to find more beneficial poems by themselves to satisfy their taste for poems.Blackboard DesignUnit 2 PoemsReading A Few Simple Forms of English Poemsr h y m e r h y t h m。