Unit 2 Poems教学设计(英语人教高中选修6)

1 / 15 Unit 2 Poems

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。

1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。

1.8 LEARNING TIP 部分介绍了一种通过阅读、写作和吟诵诗歌学习语言的方法。

2. 教材重组

2.1将课本Warming Up, Pre-reading, Reading,

Comprehending和练习册READING TASK部分整合成一节“阅读课”。

2.2将课本Using Language中Writing, reading and discussing

部分与练习册TALKING，SPEAKING TASK部分整合成一节“口语课”。 ◆ 教材分析与教材重组 2 / 15 2.3将课本Using Language中Listening and discussing部分与练习册

LISTENING,LISTENING TASK部分整合成一节“听力课”。

2.4将课本Learning about Language部分与练习册USING WORDS AND EXPRESSIONS,以及USING STRUCTURES部分整合成一节“语言知识课”。

2.5将课本Writing部分与练习册WRITINGTASK,PROJECT部分整合成一节“写作课”。

3. 课型设计与课时分配

1st Period Reading

2nd Period Speaking

3rd Period Listening

4th Period Language Study

5th Period Writing

Ⅰ. 单元教学目标

技能目标Skill Goals

▲Talk about different types of poems

▲Talk about rhyme and rhythm

▲Practice writing simple poems

▲Learn to use the subjunctive mood

▲Talk about intentions and plans

功能句式

Talk about intentions:

I’m not going to ...

I plan to ...

How are you going to...?

I’ll ...

I’m looking forward to ...

词汇

1． 四会词汇

poem, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty,

endless, translate, branch, transform, joy, anger, sorrow, ending, compass, pattern, sunlight,

darkness, warmth, underline, inspire

2． 认读词汇

poetry, emotion, rhythm, rhythmic, repetition, mockingbird, brass, coffin, cinquain, droop,

dread, haiku, syllable, brimful, translation, await, revolve, utter

3． 词组

take it easy, run out of, make up of, nursery rhyme ◆ 教学目标 3 / 15 语法

Subjunctive Mood (2)

If I had done ..., I would have done ...

重点句子

1. Some poems tell a story or describe some-thing in a way that will give the reader a strong

impression. Others try to convey certain emotions. P10

2. By playing with the words in nursery rhymes, children learn about language. P10

3. It is not a traditional form of English poetry but it is very popular with English speakers. P11

4. Although the future may be difficult for you, whenever you need warmth and love,

remember I’ll have some to give you. P15

【教学重点】

1.The forms of poems.

2.How to talk about poems.

3.How to talk about plans for writing poems.

4.The subjunctive mood.

【教学难点】

How to write or translate poems.

Multimedia, a tape recorder, a computer and some pictures.

The First Period Reading

Step Ⅰ Revision

Talk about poems or songs the students learned before. First, show the following to the

students. (If possible, present them in audio-visual form.)

Step Ⅱ Lead-in

1.Talk about the kinds of poems.

2.Ask the students to skim the poems in the Reading. Then tick the box.

Sample answers:

Step Ⅲ Introduction

1. Ask the students to read the passage quickly and fill the form below. ◆ 教学重难点

◆

◆ 教学过程与分课时教案 ◆ 课前准备

◆ 4 / 15 Forms of poems Features

Nursery rhymes strong rhythm and rhyme, a lot of repetition,

easy to learn and to recite

List poems repeated phrases and some rhyme

Cinquain made up of five lines, convey a strong picture

in just a few words

Haiku give a clear picture and create a special feeling

in just a few words

Tang poems

2. Ask the students to read and answer questions.

3. Comprehending: Ask the students to answer the questions following the text.

(Show them on the screen)

4. Ask the students to know something about poems.

Step Ⅳ Language points

1. There are various reasons why people write poetry.

1) various: different, its root is vary.

2) poetry is a collective noun, used as an uncountable noun.

2. Others try to convey certain emotions.

1) convey 作“传达，表达（思想或感情等）”时，常用于convey sth. (to sb.)结构。

e.g. 1). Colours like red convey a sense of energy and strength.

2). Please convey my thanks to your wife.

作“传送，运送，输送”讲时，常用于convey sb. / sth. (from ...) (to ...) 结构。

e.g. 1). This train conveys over five hundred passengers every day.

2). A taxi conveyed us to the train station.