高二英语人教版选修6素材：知识探索+Unit2 Poems+Word版含解析

高中英语学习材料***鼎尚图文理制作***人教新课标版高二选修六Unit 2 Poems期末知识梳理一、训练导入I.考纲单词写出下列考纲词汇的词性和汉义(如果不止一个词性学生自行增补词性及相应汉义)1.convey2.nursery3.concrete4.diamond5.pattern6.salty7.endless8.translation9.branch10.transform11.bare12.forever13.exchange14.darkness15.warmthII.核心短语1.__________out of 用完2.be__________into 被译成3.make__________有意义；讲得通4.take it__________轻松；不紧张5.in__________尤其；特别6.by__________偶然地7.hold__________别挂断；继续；坚持；保持8.try__________试验；考验9.stay__________熬夜10.let__________泄露；发出；放走二、知识精讲I.重点词汇1. aspect n.方面;样子;外表[典例]1) You are looking at only one aspect of the problem．你只是看到问题的一个方面。

2) They considered the plan in all its aspects．他们考虑了计划的各个方面。

2. convey v.传达;运送[典例]1) The workers are busy in conveying the supplies to the warehouse工人们正忙于把物资运送到仓库2) I can't convey my feelings in words. 我的情感难以言表。

3) The ambassador personally conveyed the president's message to the premier.大使亲自向总理转达了总统的问候。

人教版高中英语选修六Unit2 Poems知识点归纳汇总1.why 引导定语从句先行词reason在定语从句中作状语用why引导定语从句；如果在定语从句中作主语或宾语时，用which或that引导定语从句。

That’s why…; 那就是……的原因That’s because…那是因为……(1)There are various reasons why people write poetry.(2)We couldn’t accept the reason he explained,for which he was late.(3)The reason why he was late is that he stayed up late last night.(4)Part of the reason why we delay is that we find the work too difficult for us.(5)That’s because the motherboard(母版) is from an older model.(6)That was why he had bought the papers with all his money.(7)That was because he was ill.(8)The reason why they changed the plan is unknown.(9)The reason why we think life is so ugly is that we imagine it being too beautiful in the past.2.convey vt.传达；运送辨析：convey 表示“传达；传送”常指通过媒介传递、输送、也常用来表示“交流、使知道、传达（信息、情感等）”transport 主要限于人或有形物体，往往是长距离的运输，常指交通运输。

单元测试(总分：150分时间：120分钟)第Ⅰ卷第一部分听力(共两节，满分30分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

W：I wonder if I could book a room for next Sunday.M：Sure，no problem.Your name and address，please.1．Where does the conversation happen?A．In a shop.B．In a restaurant.C．In a hotel.M：You look so pleased.You must have done well in the exam.W：Not really，but my parents are here to see me.2．What makes the woman so happy?A．Her own looks.B．Her exam result.C．Her parents' visit.M：My mother believes that our diet should contain fruit and fish as well as meat and vegetables.W：I like vegetables and fruit more than meat and fish.3．What does the woman prefer?A．Fish and vegetables.B．Meat and fish.C．Fruit and vegetables.M：Now，what's the problem，Madam?W：Oh，yes.My husband bought this yellow skirt here yesterday.It is very nice，but it's not the color I want.Do you have any blue ones?4．What does the woman want to do?A．She wants to buy a yellow skirt.B．She wants to get a refund.C．She wants to make an exchange.W：I wonder if you have time to go to the market today.We have almost run out of bread.M：I'd better not do that.My report is not finished yet，but my boss needs it tomorrow.5．Why can't the man go to the market?A．He has some work to do.B．He needs to give a report now.C．His boss is coming to see him.第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。

Unit 2 PoemsⅠ.单句语法填空1．I found it hard to_convey (convey)my feelings in words.2．Let your child know that you expect him or her to act appropriately(appropriate) toward other people.3．Every moment of every day，energy is being transformed from one form into another.4. Knowing that they had arrived safely took a load off my mind.5. I have offered to paint the house in exchange for a week's accommodation.Ⅱ.单句改错1．The only reason that I came was that I wanted to meet your friends.____________________________________________________【答案】第一个that→why2. With the boy lead the way，we found the house easily the day before yesterday.____________________________________________________【答案】lead→leading3. The reason for my absence was because I was ill.____________________________________________________【答案】because→that4．If possibly，I will go with you to see the film.____________________________________________________【答案】possibly→possible5．The company's head office is in the city，but it has branch all over the country.____________________________________________________【答案】branch→branchesⅢ.完成句子1．我不明白为什么老板竟然放过那个女孩，因为在我看来，就是她的过失造成了损失。

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 ---------。

选修6　Unit 2　Poems●重点单词1．convey vt.传达；运送2．concrete adj.具体的3．contradictory adj.引起矛盾的；好反驳的4．flexible adj.灵活的；可弯曲的；柔顺的5．pattern n ．模式；式样；图案6．tease vi. & vt.取笑；招惹；戏弄7．branch n ．枝条；支流；部门8．event ually adv.最后；终于9．transform vi. & vt.转化；转换；改造；变换→transformation n ．转化10．sorrow n ．悲伤；悲痛；懊悔→sorrowful adj.悲伤的11．appropriate adj.适当的；正当的12．exchange n ．交换；交流；互换 vt. & vi.调换；交换13．sponsor n ．赞助人；主办者；倡议者 vt.发起；举办；倡议14．load n ．负担；负荷物(尤指沉重的)●重点短语1．make sense 有意义2．can ’t take one ’s eyes off sb./sth. 无法将目光从某人 身上/某物上挪开3．stay up 熬夜，不睡觉；挺立4．take it easy 轻松；不紧张；从容5．run out of 用完6．make up of (多用于被动结构)构成7．transform into ... 变成……8．in particular 尤其；特别9．try out 测试；试验10．let out 发出；放走●重点句型1．There are various reasons why people write poetry.2．Some rhyme(like B) while others do not(like C)．3．And said though strange they all were true.4．With so many different forms of poetry to choose from,_ students may eventually want to writ e poems of their own.●高考范文假设你是新华中学的学生张华，班里从外地转来一名同学李明，他一时无法融入新的班集体中，感到很苦恼。

Unit 2 Poems语言点编稿：牛新阁审稿：王春霞学习目标重点词汇convey, load, concrete, tease, contradictory, flexible, eventually, transform, appropriate, exchange, sponsor, blank重点短语take it easy, run out of, be made up of, in particular, try out, let out重点句型reason+从句知识讲解重点词汇【高清课堂：Unit 2词语精讲convey--load】convey【原句回放】Others try to convey certain emotions. 而有些诗试图传达某种感情。

【点拨】convey vt.传达；运送；表达1. A good photograph can often convey（传达）far more than words.好的照片经常比文字更能传情。

2. These results will enable us at least to convey（表明）a sense of progress.这些结果至少能表明一种进步的感觉。

3.Please convey (转达) my appreciation to your President.请代我向您的总裁/总统转达我的感激之情。

4. A taxi conveyed（运送）us to the train station. 一辆出租车把我们送到火车站。

（convey sb. to some place 用车送某人去某地）load【原句回放】Slowly the old man carries his load. 老人慢慢地挑着担子前行。

【点拨】load n. 负担，负重1. The men were struggling with their heavy loads.这些人因为负担沉重而挣扎着。

Unit 2 PoemsWarming Up1 Do you remember any little poems or songs you learned when you were a child? These little poems and songs might have been some of the first poetry you learned.你还记得你小时候学的小诗或歌曲？这些小诗和歌曲可能是你学到的第一批诗歌中的一些。

这里的情态动词might have been表示对发生过了的事情进行推测。

2 Do you remember any poems you have read in high school, either in Chinese or in English? Can you recite any? 你还记得你读高中时的诗歌吗，无论中文还是英文的？你能背诵一些吗？recite的意义1)[intransitive and transitive]to say a poem, piece of literature etc. that you have learned, for people to listen to背诵诗文He began to recite from the Koran.他开始背诵《古兰经》。

He recited the poem/passage with great feeling.他极富感情地朗诵那首诗/短文。

She recited a poem that she had learnt at school.她背诵了在学校学的一首诗歌。

2) [transitive] to tell someone a series or list of things跟某人讲述一系列的事情All he could do was recite a list of Government failings.他能做的只是列举政府的种种不是。

课堂探究1．There are various reasons why people write poetry.（P10)人们写诗歌有各种各样的原因。

剖析why引导定语从句，reason是先行词，关系副词why在定语从句中做原因状语。

①He wanted to know the reason why I was late。

他想知道我迟到的原因。

②Is this the reason which/that she gave for her being late？这就是她给出她迟到的原因吗？归纳：reason做先行词，在定语从句中做主语或宾语时,引导词要用“that/which”或省略.即学即用语法填空1）The reason______ he gave for his being late is unbelievable。

2)The reason______he was late was that his father was seriously ill.完成句子3)The reason ____________（我们不信任他)is that he often lies.4）Can you remember the reason ____________(他告诉我们的原因）last week？答案:1）that/which/不填2)why 3）why we don't trust him 4)he told us2．Some poems tell a story or describe something in a way that will give the reader a strong impression。

(P10）有些诗歌以某种方式讲述一个故事或描写某个事物，这种方式会给读者一个深刻的印象。

错误!in a way的意思是“以某种方式"，way后面常接定语从句。

way 在后面的定语从句中做状语时，引导词用that,in which或省略引导词。

课时规范训练(二十七)Ⅰ.阅读理解AHave you ever found yourself in this situation：You hear a song you used to sing when you were a child—a bit of nostalgia(怀旧) or “blast from the past，” as we say. But it is not a distant childhood memory. The words come back to you as clearly as when you sang them all those years ago.Researchers at the University of Edinburgh studied the relationship between music and remembering a foreign language. They found that remembering words in a song was the best way to remember even one of the most difficult languages.Here is what they did. Researchers took 60 adults and randomly divided them into three groups of 20. Then they gave the groups three different types of “listen­and­repeat” learning conditions. Researchers had one group simply spe ak the words. They had the second group speak the words to a rhythm, or beat. And they asked the third group to sing the words.All three groups studied words from the Hungarian language for 15 minutes. Then they took part in a series of language tests to see what they remembered.Why Hungarian, you ask? Researchers said they chose Hungarian because not many people know the language. It does not share any roots with Germanic or Romance languages, such as Italian or Spanish. After the tests were over, the singers came out on top. The people who learned these new Hungarian words by singing them showed a higher overall performance. They did the best in four out of five of the tests. They also performed two times better than those who simply learned the words by speaking them.Dr. Katie Overy says singing could lead to new ways to learn a foreign language. The brain likes to remember things when they are contained in a catchy 3, or memorable 4, tune 5.Dr. Ludke said the findings could help those who struggle to learn foreign languages. On the University of Edinburgh's website Dr.Ludke writes，“This study provides the first experimental evidence that a listen­and­repeat singing method can support foreign language learning, and opens the door for future research in this area.”1．The “song” mentioned in the first paragraph is intended to ________.A．recall the pastB．attract the readersC．introduce the topicD．compare the childhood with the present2．According to the passage, which language doesn't share the same root with Germanic or Romance languages?A．Hungarian. B．Spanish.C．Italian. D．English.3．Based on the last two paragraphs, we can conclude that ________.A．singing is the best way to learn a languageB．the brain probably works best when the foreign language learners sing the wordsC．a listen­repeat method is very effective for any language learnerD．Dr. Katie Overy and Dr. Ludke disagree with each other4．In which situation can the finding of the research be applied?A．A mother is going to teach her baby how to speak.B．A child is going to have his first music lesson.C．A student is going to learn a new English song.D．An American is going to learn some Chinese.【语篇导读】本文主要描述一项关于音乐和外语习得之间关系的研究。

人教版高中英语选修六unit 2 poems教学设计教材分析人教版高中英语选修六Unit 2 Poems教学设计教材分析仇继日课时内容的处理与调整:本单元的中心话题是诗歌。

文中涉及诗歌的韵律、节奏，并介绍了几种不同内容和形式的简单诗歌。

为了让学生能对诗歌的认识和理解有一定的基础和鉴赏水平，笔者将本单元的课时安排进行了处理和调整。

第一课时听说训练，引导学生谈论对诗歌的喜好以及诗歌创作灵感的汲取;第二课时学习using language “ i’ve saved the summer ”, 让学生通过听读理解诗歌内容，辨认诗人的身份，体会感受，找出诗歌的韵律，并表达由诗歌所激起的联想。

继而，引导学生边打拍子边朗读，在欣赏中加深对诗歌的理解。

阅读后，由五个学习小组分别翻译该诗歌的五小节。

经过两个课时的学习，学生已经不惧怕诗歌，同时还有了创作的愿望。

在此基础上，笔者着手教学reading--- a few simple forms of englishpoems。

reading教学内容分析:该部分介绍了几种简单的英语诗歌。

第一段总括全文，阐述写诗的目的;第二段起，分析不同种类的诗歌，并举例说明。

它们分别是节奏明快、韵律和谐、不断重复、利于记忆;清单诗;五行诗;俳句和被译为英文的唐诗。

教学目标知识目标:引导学生了解诗歌相关的词汇及文章中的重点词汇。

能力目标:a、培养学生阅读策略和技巧，扫读查找信息，快速归纳文章大意，细读捕捉和完善信息b、朗读、理解和创作诗歌的能力 c、小组合作学习的能力情感、态度和价值观目标:热爱生活、热爱自然，欣赏和解读诗歌，发扬团结协作和积极向上的精神学情分析授课班级学生素质较好，具备一定的自主学习能力，特别是本学期年级开展学习合作互助小组以来，学生之间的合作精神、竞争意识都在一定程度上有了较明显的提升。

教学重难点:1、to get the ss to know the simple forms of english poems.2、to have a better understanding of poems3、to guide the ss to create poems 五、教学方法:小组合作探究、诗歌朗读、讨论法、竞赛活动六、教学用具:多媒体、黑板、音乐播放器、小音箱七、教学过程(teaching procedure)step 1、greetingsstep 2、lead in1. review the words, such as poet, poem, poetry, rhyme, rhythm , rhythmic etc.2. play the english song----- doe ri me 【设计思路】师生合唱英文歌曲，帮助学生更好了解押韵和节奏感的同时，有效地调动学生的学习热情。