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英语选修6人教版新课标Unit2教案（第9课时）Unit 2 Poems ----- 9th period Unit Test1•教材分析(the analysis of teaching materials)The emphasis of this class should be placed on going over and sumniarizing what has been learncd in this unit・2.学情分析(the analysis of the students)The Ss have learned the new words and express!ons and the language points in Unit2 poems, but may not master them. In order to consolidate them the students need to do more exercises.3•教学目标(Teaching aims)*矢口识目标(Knowledge aims)1). To get Ss to mas ter all the useful new words and expressions in this un it.2). To have Ss understand the new grammar item.*能力目标(Ability aims)Let the students master the learning strategies in doing multi-choices and writing・*情感目标(Emotional aims)To promote the Ss to learn more about po ems and poets around the world •4•教学重点和难点(teaching important points and difficult points)Using what they have learned in this unit to solve real problems・5.教学过程(Teaching procedures)Step 1 RevisionUseful verbs: convey /tease /transform /Useful nouns: rhyme/diamond/pattern/cottage/minimum/translation/branch/sorrow/diploma/bride/bridegroom/ championsh ip/warmth/1oad Useful adjectives and adverbs: concrete/contradictory/flexible/salty/endlessforever/Step 2 Presentations for multi-choice①Check the answers②Instruct the difficult pointsStep3. Instructing strategies in writing and show the sample.如何改写诗歌注意：1.忠实原作的中心思想。
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 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。
石泉中学课时教案精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
Period 6Summing Up，Learning Tip and Assessment整体设计教学内容分析This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit.It includes the following parts：Summing Up，Learning Tip，Checking Yourself and some other consolidation exercises.Summing Up summarizes the whole unit from the aspects of topics，vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.Finally，ask students to finish Checking Yourself on Page 54 in the Workbook.This part aims at encouraging students to make a self－assessment after they finish learning this unit.It is very important to improve their learning.Of course，a testing assessment is also needed.In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1．To get students to master all the useful new words and expressions in this unit.2．To have students understand the new grammar item “Subjunctive Mood(2)” better，and enable them to use the following structure correctly：If I had done...I would have done...3．To develop the students' ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value1．To encourage students to learn more about poetry and know more about some famous poets both at home and abroad.2．To train the students to appreciate the beauty of poetry.教学重、难点Using what they have learned in this unit to solve real problems.教学过程Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Lead－inAsk the students to turn to Page 16.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：(Students' answers may vary.)From this unit we have learned some simple forms of poems：nursery rhymes，list poems，cinquain，haiku and Tang poems.From the Workbook we have learned some other forms of poems，such as songs and adverb poems.From this unit we have also learned：useful verbs：tick，convey，tease，transformphrasal verbs：take it easy，run out of，be made up of，try out，let outuseful nouns：exchange，sponsor，rhyme，nursery，diamond，pattern，cottage，sparrow，minimum，translation，branch，sorrow，librarian，sectionuseful adjectives and adverbs：concrete，flexible，appropriate，eventually，contradictory，salty，endless，foreveruseful expressions：in particular，by chance/accidentnew grammar item：Subjunctive Mood(2)PracticeShow the exercises on the screen or give out exercise papers.Ⅰ.Word spelling1．Can you r______ any poems you have read in high school，either in Chinese or in English?2．I think you'd better consider other a______ of the matter.3．Some poems try to c______ certain emotions.4．The n______ teacher made the children sit bolt upright.5．Mind your manners，guys! I want no r______ of your bad behavior.6．The lady has a very expensive ring with a d______ in the centre.7．Somebody dreamed of after retirement moving to a remote c______ in the countryside.8．If you always t______ others like that，you'll miss the good opinion of your friends.9．There is e______ work to do when you have children in the house.10．He t______ the speech from Spanish into English.11．Your room looks old.Why not t______ it by painting it?12．He told me with s______ that his mother was very ill.13．His casual clothes were not a______ for such a formal occasion.14．If you are lost in the wood，it's very necessary to have a c______ with you.15．The cloth has a p______ of flowers on it.16．John was touched by the w______ of their welcome.17．The truck was carrying a l______ of bananas.Ⅱ.Complete the passage using the words and expressions in the box in their correct forms.cottage，run out of，nursery，rhyme，minimum，convey，contradictory，pattern，translation，formWhen I was a baby，my mother used to read me ______ rhymes.I loved their ______ meaning and the way that the words ______ at the end of the lines.When I grew older，I was introduced to other ______ of poetry.Many of them also had a strong ______which was repeated.The forms I liked best ______ their meaning by using the bare ______ ______ of words.Some of these forms came from Asia(like the haiku)and some of these were ______from their original language.When I______ new poems to read and enjoy，I would go to the library for some more.The librarian was a friend of my mother，and she would put poetry books on one side for me.In fact，my family love reading so much that we keep buying books.Now the living room of our ______ is full of books.Ⅲ.Translate the following expressions into Chinese.1．make a list of ______ 2.express feelings ______3．rhyming words ______ 4.an aspect of ______5．convey certain emotions ______ 6.nursery rhymes ______7．delight sb.______ 8.score goals ______9．take the eyes off the ball ______ 10.stay up ______11．take it easy ______ 12.run out of energy ______13．be made up of ______ 14.convey a strong picture ______15．be brimful of ______ 16.transform into ______17．translate into ______ 18.appropriate ending ______19．by chance ______ 20.pay attention to ______Ⅳ.Multiple choice1．—It is getting late.I am afraid I must be going now.—OK.______.A．Take it easy B．Go slowlyC．Stay longer D．See you2．What will the world use for power when it ______ oil?A．run out of B．is running out ofC．has run out of D．ran out of3．To enjoy the scenery，Irene would rather spend long hours on the train______ travel by air.A．as B．toC．than D．while4．Don't believe him.He ______ a story.A．makes up B．is making upC．makes up of D．is making out5．There are ______ these books and ______ pencils on the desk.A．a dozen；scores of B．scores；a dozen ofC．scores of；a dozen D．two dozens；a score6．He suggested that we ______ the plan later，which suggested that he ______ against it.A．discussed；was B．would discuss；should beC．discuss；was D．should discuss；should be7．The train ______ over three hundred passengers over day.A．transmits B．shipsC．conveys D．ferries8．Look at the trouble I am in.If only I ______ your advice.A．followed B．would followC．had followed D．should follow9．Before leaving this country，you must be in ______ of a valid passport.A．provide B．possessionC．own D．label10．Everything ______ doing is worthy of ______ well.A．worthy；being done B．worthy；doingC．worth；being done D．worth；doing11．The head office of the bank is in Beijing，but it has ______ all over the country.A．companies B．branchesC．organizations D．businesses12．They ______ two free tickets to Canada，otherwise they'd never have been able to afford to go.A．had got B．gotC．have got D．get13．He hears the little girl ______ a scream of terror when he was about to leave.A．set out B．let outC．come out D．give out14．Nowadays young people，______ children，are ______ about their foods and clothes.A．especially；special B．especially；particularC．particularly；especial D．specially；especial15．After having worked hard for so many years，Tom ______rose to the position of manager of the company.A．eventually B．unfortunatelyC．generally D．purposefullyFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Suggested answers：Ⅰ.1.recite 2.aspects 3.convey 4.nursery 5.repetition 6.diamond7.cottage8．pass 15.pattern16.warmth17.loadⅡ.nursery；contradictory；rhymed；forms；pattern；conveyed；minimum；translations；ran out of；cottageⅢ.1.把……列成一张表 2.表达思想 3.押韵的词 4.……的一方面 5.传达某种感情6.童谣7.使某人高兴8.进球9.没有留心看球10.不睡觉，熬夜11.放松，不着急12.精疲力竭13.由……组成14.呈现一幅清晰的画15.洋溢着……16.改变，转变成……17.翻译成……18.恰当的结尾19.碰巧20.注意到，留意到Ⅳ.1～5 DCCBC6～10 CCCBC11～15 BBBBALearning tipAsk the students to turn to Page 16.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.Assessment1．Checking yourself(on Page 54 in the Workbook)First get the students to think about the 6 questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.2．Testing assessment(1)Complete the following dialogue with the proper forms of the verbs given.Tom：What ______ you ______(do)at this moment if you were at home?Henry：Playing cards，maybe.Tom：If I had known you liked cards，I ______(buy)some yesterday.If I happen to see them tomorrow，I______(buy)them.Henry：Oh，if I liked them so much，I______(bring)some with me yesterday.I______(not mind)at all if I didn't play here.We ______ only ______(waste)this nice weather if we were playing cards now.It______(be)much nicer if we could go walking.Tom：Why not?(2)Study the example below together with your group members.Then complete the following sentences with the proper forms.Example：If I_hadn't_taken your advice，I would_have_made a bad mistake.①If I had a cold，_________________________________________________________.②If you were in his place，_________________________________________________.③It would be nice ___________________________________________________.④If I had left a little earlier，___________________________________________________.⑤She would have come _______________________________________________________.(3)Match the two parts of the sentences.①If I knew why she ran away，a．if you met a monster?②She would sleep better, b．if you thought I was behaving badly?③If I saw his face again, c．I would know it immediately.④Would you tell me, d．I would tell you.⑤If cloning were banned, e．if she watched fewer horror films on TV.⑥Wouldn't it be terrifying, f．this research would end tomorrow.Suggested answers：(1)would；be doing；would have bought；shall buy；would have brought；wouldn't mind；would；be wasting；would be(2)①I would stay in bed②you wouldn't do it in that way③if we went together④I could have arrived on time⑤if she hadn't had another appointment(3)①d②e③c④b⑤f⑥aHomework1．Finish off the Workbook exercises.2．Review and summarize what you have learned in Unit 2.Reflection after teaching教学参考诗歌欣赏(课外欣赏)1．If I Could Catch a Rainbow如果我能留住彩虹If I could catch a rainbow 如果我能留住彩虹I would do it just for you 我将只为你一个人挽留And share with you its beauty 在你感到忧伤的日子On the days you're feeling blue. 与你分享它的美丽If I could build a mountain 如果我能建造大山You could call your very own 你尽可把它当成你自己的A place to find serenity 体验宁静的空间A place to be alone. 独处的地方If I could take your troubles 如果我能带走你的烦恼I would toss them into the sea 我会把它们通通扔进大海But all these things I'm finding 然而我发现所有这些事情Are impossible for me. 我都无能为力I cannot build a mountain 我建不成一座大山Or catch a rainbow fair 也留不住彩虹的美丽But let me be what I know best 就让我做你最好的朋友吧A friend that's always there.永远与你相伴2．月下独酌Drinking Alone Under the Moon 李白Li Bai花间一壶酒Among the flowers from a pot of wine独酌无相亲I drink alone beneath the bright moonshine.举杯邀明月I raise my cup to invite the moon，who blends对影成三人Her light with my shadow and we're three friends.月既不解饮The moon does not know how to drink her share；影徒随我身In vain my shadow follows me here and there.暂伴月将影Together with them for the time I stay行乐须及春And make merry before spring's spend away.我歌月徘徊I sing the moon to linger with my song；我舞影零乱My shadow disperses as I dance along.醒时同交欢Sober，we three remain cheerful and gay醉后各分散Drunken，we part and each goes his way.永结无情游Our friendship will outshine all earthly love；相期邈云汉Next time we'll meet beyond the stars above.3．Why am I the one that has to die?I went to a party，Mom，I remembered what you said.You told me not to drink，Mom，so I drank soda instead.I really felt proud inside，Mom，the way you said I would.I didn't drink and drive，Mom，even though the others said I should.I know I did the right thing，Mom，I know you are always right.Now the party is finally ending，Mom，as everyone is driving out of sight.I started to drive away，Mom，but as I pulled out into the road，the other car didn't see me，Mom，and hit me like a load.As I lay there on the pavement，Mom，I hear the policeman say，the other guy is drunk，Mom，and now I'm the one who will pay.I'm lying here dying，Mom...I wish you'd get here soon.How could this happen to me，Mom? My life just burst like a balloon. There is blood all around me，Mom，and most of it is mine.I hear the doctor say，Mom，I'll die in a short time.I just wanted to tell you，Mom，I'm certain that I didn't drink.It was the others，Mom.The others didn't think.He was probably at the same party as I.The only difference is，he drank and I will die.Why do people drink，Mom? It can ruin your whole life.I'm feeling sharp pains now.Pains just like a knife.The guy who hit me is walking，Mom，and I don't think it's fair.I'm lying here dying and all he can do is to stare.Tell my brother not to cry，Mom.Tell Daddy to be brave.And when I go to heaven，Mom，put “Daddy's Girl” on my grave.Someone should have told him，Mom，not to drink and drive.If only they had told him，Mom，I would still be alive.My breath is getting shorter，Mom.I'm becoming very afraid.Please don't cry for me，Mom.When I needed you，you were always there.I have one last question，Mom，before I say good bye，I didn't drink and drive，so why am I the one that has to die?品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
Unit 2 Poems7th period GrammarThe Subjunctive Mood (2)1.教材分析（the analysis of teaching materials）This teaching period mainly deals with the grammar: the subjective mood (2). We have learned two kinds of subjective mood in unit 1. In this period we will continue to focus on another kind of subjective mood.2.学情分析（the analysis of the students）In the process of learning English, Ss have learned some sentences using the subjunctive mood. So teacher can use some common sentences to le ad in.知识目标(Knowledge aims)a. Enable students to learn how to use the subj unctive mood.b. To enable the students to use the subjective mood correctly and properly.能力目标(Ability aims)a. Get the students to understand and sum up th e grammatical points. Meanwhile tryto master these rules.b. Learn to use the target sentence patterns to talk about situations that are nottrue or not likely to become true at present.情感目标(Emotion aims)a. Get Ss to become interested in grammar learning.b. Develop Ss’ sense of comparing and summarizing.4.教学重点和难点（teaching important points and difficult points）a. Help the students master t wo structures about the subjunctive mood.b. Get the students to learn how to use the two structures about the subjunctive mood.5.教学过程(Teaching procedures)Step I: GreetingsStep II: ReviewingWh en the verb “wish” is followed by an object clause, i ts predicate must be with the subjective mood. The past tense (were/did) is often used to express the situation contrary to the present, the past perfect tense (had+done) is often used to express the situation contrary to the past and “could/would+ v.” is often used to express the situation contrary to the future.Eg: I wish I were as tall as you.He wished he hadn’t said that.I wish it would rai n tomorrow.Step III Discovering useful structure虚拟语气在其他从句中的运用1. as if/as though 引导的状语从句或表语从句，有时用虚拟语气。
Teaching Design教材: 人教版 Book6 Unit2课型：Grammar教学内容：The Subjunctive Mood in unreal conditional◆◆◆◆品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
Unit 2 RobotsTeaching aims（教学目标）三维目标知识目标Knowledge aims:1。
Master the important new words,phrases and sentence patterns。
2．To learn about some simple forms of English poems.3．To develop the students’ reading ability by skimming and scan ning the passage.4．To develop the students' speaking ability by talking about some features of some simple forms of English poems。
5。
Grammar in this unit: 虚拟语气(Subjunctive Mood)能力目标Ability aims：1.To learn the main developing steps of the history of English poetry。
2。
To learn the characteristics of different forms of poems。
3。
To improve students’ reading ability.4。
To practice writing simple poems。
5.To guess what will be talked about in the listening materials.6。
To improve their reading skills。
7。
Develop students’ reading ability and let them learn different reading skills。
教学准备1. 教学目标According to the new standard curriculum and the syllabus, after the lesson, the students will be able to learn and master useful words and expressions.2. 教学重点/难点1. Training of reading skills, such as predicting, skimming and scanning.2.Students can write a poem.3. 教学用具多媒体4. 标签Unit 2 Poems教学过程I．Analysisof the teaching materialThe topic of this unit is about poem. China’s Tang poem is very famous all around the world. Sostudents are very familiar with the topic. It is very easy to stimulate students’interest. And by learning different forms of English poetry, students willlearn much about foreign culture, which will help them understand Chineseculture better. Meanwhile, they can learn to grasp thedetailed information and developthe strategiesof reading skills.II. TeachingaimsAccordingto the new standard curriculum and the syllabus, after the lesson, the studentswill be able to:1. KnowledgeLearn and masteruseful words and expressions.2. AbilityDevelop the students’ readingability, and learnto use some reading strategies such as skimming, scanning and so on.3. Feelingsand AttitudesCultivatestudents’ taste of the beauty of English language.III. Key points and difficult points1. Training of reading skills,such as predicting, skimming and scanning.2. Studentscan write a poem.IV. Analysis of the studentsAfter learning Module 1 to 5, students(Senior high school, Grade 2) have formed a basic learning method of their ownand have master some skills of listening, speaking, reading and writing.However, the insufficiency of vocabulary and deficiency of grasp the substanceof the text still prevent them from understanding the whole passage.V.Teaching methodsQuestion and answer;task-based language teaching and communicative language ApproachVI. learning strategyCooperative learningAutonomous learningVII.Teaching aidsA multi-media computer, aprojector, blackboard, pptVIII.Teaching ProceduresStep 1: Leading-inAsk the students to look at a picture andask students questions:When you are looking at this picture, whatcomes into your mind?Intention: To make the students feelrelaxed and to arouse their interest.Media: show the pictureStep2: Warming up & Pre-reading1. Showstudents some English poems of ancient and contemporary Chinese poetry.2. Ask students why people write poems.Intention: Enable the students to link whatthey are familiar to what they are going to learn.Media: show pictures, questions and words aboutpoetry.Step3: Fast-readingAsk students to read the text in 3 minutes tofind out how many forms of poem the text talks about.Intention: help the students understand the passagelogically.Step 4: Careful reading1. Askthe students to find out the characteristics of each kind of poem in the text.2. Enablestudents to read the poems one by one and answer the questions on the screen.Intention: train the students’ ability tofind detailed information and the ability to discovering useful information.Media: show questions and exercisesStep5: Post-reading1. Studentswill define the different forms of poems on the screen according to theircharacteristics.2. Studentswrite a poem to their parents.Intention: reinforce students’ ability ofcollect useful information and their ability of using English language.Media: show task and questionsStep6: HomeworkReview the whole text with the studentstogether and give students homework.Intention: let the students consolidatewhat they have learnt and improve their reading ability.Media: show homeworkIX. Writing on the blackboardUnit 2 PoemsDifferent forms of English poems1. Nursery rhyme2. List poem3. Cinquain4. Haiku5. Tang poemsX. Learning flowchartI.。
Unit2 Period2优秀教案Period 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language. There are altogether 50 new words and phrases in these five parts.22 of them are marked with triangles，which shows that the students needn't learn them by heart. It is enough to recognize them when meeting them while reading the passage. The other 28 should all be remembered，among which the following 8 words and expressions are even more important：concrete，take it easy，in particular，flexible，eventually，transform，run out of，be made up of.They are all very useful and important. So are the sentence patterns “Some poems tell a story or describe something in a way that will give the reader a strong impression.”，“Some rhyme(like B) while others do not(like C)．” and “Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．To get the students to understand and use the following important and useful sentence patterns：(1)Some poems tell a story or describe something in a way that will give the reader a strong impression.(2)Some rhyme(like B) while others do not(like C)．(3)Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make the students master their usages.2．To ask the students to make up their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation. In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重、难点1．Important new words and expressions：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.2．Important and useful sentence patterns：(1)The attributive clause with the antecedent “way”．(2)Compound sentences with “while”．(3)Past participles as the postpositive attributive.3．Some difficult and long sentences in the text.教学过程Revision1．Check the homework exercises.2．Ask some students to tell about some simple forms of English poems.Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language to underline all the new words and useful expressions or collocations in。
高二英语第六模块Unit 2 教学案●Task Writing a website article to give adviceSkills building 1: identifying negative emotional languageIn this part, we’ll learn what words, phrases or structures are used to express negative emotions. These words will help discuss the problems.1. Read the guidelines to know what negative emotions are.Example words: hopeless, unhappy, disappointed, sad, regretful and lonely.2. Make some sentences using the structures given on page 26.I felt like crying when I knew I would never see my grandma again.Failing my Maths test again made me feel rather depressed. I want to have a talk with my Maths teacher.He left school under a black cloud after causing a serious accident.Since her husband got ill, she seemed very down in the dumps.Step 1: identifying problemsThis part is designed to help develop your reading and listening skills. First read a letter and find the problem described in it according to what you have learnt in Skills building 1. Then complete the notes after listening to a student talk about his problems and suggest some good solutions.1. Read the letter in Part A on page 26 and underline the negative language used to describe theproblem in the letter.2. Go over Part B on page 27 to find out what you should do next. Then listen to the recording andfinish the notes in this part. Check answers with the class.3. Go over Part C, then listen to the recording and complete this part.Skills building 2: breaking a big question into smaller onesIn this part, we will learn how to break a big question into smaller ones.1 I’ll write a question on the blackboard. Do you know how to answer it?How can I improve my grades?It is difficult for us to simply answer the question with one or two sentences because it is too big.2 Go over the guidelines in this part. Then read the big question and smaller questions given inthis part as an example.3. Work into groups of four to divide the question on the blackboard into a few smaller questions.Sample questions:What subjects do you find hard and need to improve on?What is your problem in these subjects?Is that because you have not spent enough time on them?What have you done to improve on these subjects? Did you use good study methods in these subjects?What are your short-term and long-term goals in these subjects? Have you set proper goals?I want all of you participate in the discussion. All possible answers are welcome.Step 2: discussing solutionsThis part is designed to help use what you’ve learnt in S kills building 2 to practise asking questions and discussing solutions.1. Work in pairs to discuss Ma Jie's problems. Try to divide the big question 'What do you think of Ma Jie's problem?' into smaller ones.Sample conversation--- You know Ma Jie is my good friend. Recently he has been worried a lot. I want to help him solve his problem. What do you think I should do?---OK. Let's see what we can do to help him, but first let's make things less complicatedWe'd better divide the big question into some smaller ones. Tell me what his problem is.2. Write down the smaller questions in speech bubble3.Work in pairs to make up a dialogue with the help of speech bubble 2 and speech bubble 3. Then two or three pairs are required to present your dialogues to the whole class.Skills building 3: giving adviceIn this part, you will read some guidelines of how to make advice clearer and more helpfulto people who need it.Read the three points and put on the blackboard the following table to help the students understand the guidelines.Step 3: writing an articleIn this part, you’ll write an article about how Ma Jie solved his problem with the help of his parents, teachers and coach.1 Read the guidelines in this part to find out what to do.·Ma Jie's problems·the possible solutions Ma Jie has thought of and the reasons why they didn't work·the advice you gave to Ma Jie·the advice his parents, teachers and coach gave him and why it works·your opinion about the best way to solve problems that students have2. Work in groups of four to write the article. Each member of the group writes one part. After each of you has finished your part, your group should put the four parts together to form the article and present it to the whole class.3. Homework: write a passage according the guidelines in Part B on page 115 in workbook.一、根据所给的首字母、中文意思或句子意思完成句子1. I am fed up with my current job, so I q_______.2. The city's water supply is no longer a__________ for its needs.3. The government has ________ (拨出) over £100 million to the job creationprogramme.4. She is good at French, so I ask her to c______ me in French.5. We have a__________ with them to meet at the restaurant.6. The little girl was very c________ by all the noise and activity.7. I have many beautiful post cards; choose w________ of them you like best.8. Soldiers are expected to o______ their officers without question.二、选用所给词或短语的正确形式填空be tired of believe in quit feel worried aboutbe caught between---- look at spend attempt1. We _____ a pleasant hour or two talking with our friends.2. The company ______________ the need to invest more money and the need to keepcosts as low as possible.3. If you want to protect your lung, you'd better ____________ (smoke) right away.4. He always tells me such a story, and I _______________ it.5. I don't ___________ all these so-called health foods.6. The prisoners ____________ escape but failed.7. We must ____________ the question from all sides in order to have a better idea of it.8. When the exam is coming, many students are ______________ it.三、完形填空In 1956 Phoenix, Arizona, was a city with boundless blue skies. One day as I walked around the house with my sister Kathy’s new parakee t （小鹦鹉）on my finger, I wanted to show Perky 1 the sky looked like. Maybe he could make a little bird 2 out there. I took him into the backyard, and then, to my 3 , Perky flew off. The enormous（巨大的）, blue sky swallowed up my sister’s blue 4 and suddenly he had gone , clipped wings and all.Kathy managed to 5 me. With fake optimism（乐观）, she even tried to reassure （安慰）me that Perky would find a new 6 . But I was far too clever to 7 that such a thing was possible.Decades later, I watched my own 8 growing. We shared their activities, spending soccer Saturdays in folding chairs with the 9 of the kids’ friends, the Kissells. The two families went camping around Arizona together. We became the 10 of friends.One evening, the game was to tell Great Pet stories. One person claimed（宣称）to 11 the oldest living goldfish. Someone else had a psychic dog. 12 Barry, the father of the other family, took the floor and 13 that the Greatest Pet of All Time was his blue parakeet, Sweetie Pie."The best thing 14 Sweetie Pie," he said, "was the 15 we got him. One day, whenI was about eight, out of the clear, blue sky, a little blue parakeet just 16 down andlanded on my finger."When I was finally able to 17 , we examined the amazing evidence（证据）. The dates and the locations and the pictures of the bird all 18 . It seems our two familieshad been 19 long before we ever met. Forty years later, I ran to my sister and said, "You were 20 ! Perky lived!"1. A. what B. how C. which D. where2. A. food B. nest C. friend D. family3. A. joy B. horror C. disappointment D. satisfaction4. A. pleasure B. sadness C. treasure D. sense5. A. forgive B. comfort C. help D. delight6. A. parent B. home C. master D. life7. A. imagine B. suppose C. doubt D. believe8. A. birds B. happiness C. worries D. children9. A. parents B. birds C. interests D. games10. A. first B. best C. last D. happiest11. A. catch B. find C. buy D. have12. A. Suddenly B. Fortunately C. Then D. However13. A. announced B. said C. told D. hoped14. A. in B. about C. of D. on15. A. day B. place C. way D. story16. A. floated B. dived C. settled D. went17. A. think B. speak C. interrupt D. explain18. A. came up B. turned up C. turned out D. matched up19. A. known B. fastened C. connected D. introduced20. A. right B. wrong C. silly D. mad四、书面表达假如你是南京某中学学生李华。
