2020学年高中英语Unit2Poems单元小结教学案新人教版选修6

2022-2021学年高中英语同步教案：Unit 2 Poems（人教新课标选修6）全单元共18页Unit 2 Poems教材分析I．教学内容分析本单元的中心话题是诗歌。

文中涉及诗歌的韵律、节奏，并介绍了几种简洁的不同内容和形式的诗歌。

本单元引导同学争辩这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简洁的诗歌，并学会观赏这些秀丽的文学作品。

Warming up部分围绕诗歌（poems）这一话题设置了三个问题。

前两个问题引导同学回顾儿时以及同学时代所接触的汉英诗歌，第三个问题引导同学探讨写诗的目的。

Pr-reading部分主要让同同学疏诗歌的种类和不同国家诗歌的文化差异。

该部分设置了两个练习，第一个练习让同学沟通所宠爱的诗歌；其次个练习就阅读课文设计图表，让同学从内容和写作风格两个方面生疏阅读课文中的诗歌。

Reading 部分介绍了几种简洁的英语诗歌。

第一段统领全文，阐述写诗的目的，即叙事或表达情感。

由此自然地引导到下文：诗歌的种类。

从其次段开头，分析不同种类的诗歌，并举例说明。

儿歌节奏明快、韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段。

清单诗，尤其是那些不断重复短语和节奏的诗歌，比较简洁创作。

五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。

俳句起源于日本，由17个音节组成。

它虽然非传统的英语诗歌，但为英语国家的人们所宠爱。

英语国家也借鉴了中国的唐诗，很多唐诗被翻译成英文，广为传诵。

Comprehending 部分的重点放在文中的几首诗歌上。

练习1首先要求同学找出文章的主题，列举文中介绍的五种诗歌形式，用自己的语言叙述文中几首诗的主题，认真领悟诗中的意象，找出两首节奏感强的诗歌，击掌诵读；找出押韵的两首诗，并圈出押韵的词。

练习2主要让同学去感悟这几首诗歌所表达的内涵。

最终，练习3要求同学观赏诗歌，找出最宠爱的诗歌，并阐明理由。

Learning about language的词汇部分设置了三个练习。

2019-2020年人教版高中英语选修六Unit 2《Poems》（Period 2Language Study）教案教学内容分析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 importan t.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 outof，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Step 1Revision1．Check the homework exercises.2．Ask some students to tell about some simple forms of English poems.Step 2Reading 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 these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1．Turn to Page 12.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They may first do them individually，and then discuss them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary studyⅠ.简单知识扫描1．poem/poetry(P9)Poet(P10)【原句再现】These little poems and songs might have been some of the first poetry you learned.这些小诗歌或许就是你最早学到的一些诗歌。

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。

Unit 2 PoemsStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵3.Should the travellerreturn, this stone would utter speech.行人归来石应语。

虚拟语气中省略if的倒装句式。

3.如果没有老师们的支持，这名学生不可能战胜困难。

Had_it_not_been for thesupport of the teachers,the student could not haveovercome the difficulty.Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．convey vt.传达；表达；运送；传导；传播[教材原句] Others try to convey certain emotions.而有些诗则是为了传达某种感情。

(1)convey... (to sb.) (向某人)表达/传递/传达……(2)convey... to sb. for... 因……向某人表达……(3)convey... from A to B 把……从A地运到B地单句语法填空①The message ________(convey) here is clear：“Actions speak louder than words.”②In this letter, I would like to convey my sincere appreciation ________ you for your help.③Your luggage will be conveyed ________ the airport ________ your hotel.[答案] ①conveyed②to③from; to2．transform vt. & vi.转化；转换；改造；变换[教材原句] Never looking back, Transformed into stone.化为石，不回头。

教案1 Unit2 PoemsWarming up and ReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching Aims: To cultivate students’ interest of poetry and improve their reading skills. Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids: a tape recorder, a projector, Slides and PicturesTeaching ProcedureStep 1 Warming up. Match the following information.Li Bai Song DynastyDu Fu Tang DynastyFan Zhongyan Tang DynastyMeng Haoran ModernGuo Moruo ModernMao Zedong Tang DynastyByron AmericaShelly EnglandEmerson EnglandTagore GermanyGoethe IndiaStep 2 Brainstorming1 Discuss the reasons why people write poems.2 Fast reading Scan the passage and answer the following questions.1). What is the main topic of the reading passage?2). What five kinds of poems does the reading passage talk about?Keys: 1) different forms of English poems2) nursery rhymes, list poems, cinquain, haiku, Tang poems.T: Now let’s read the following five poems and finish tasks.1 Listen to Poem A and pay attention to its rhyming lines and words.Read the poem by yourself again and answer the following questions.1). What’s the baby’s father going to bu y if the looking-glass gets broken?2). What is Papa going to buy for the baby if that billy-goat runs away?3). What are the features of it?Keys：1). a billy –goat2). another billy-goat3). It has strong rhythm and rhyme and has a lot of repetition.2 Poem CQuestions1). Did his or her team win the game?2). Why his or her team didn’t win the game?3). Does the speaker really believe his or her own excuse? How do you know? Keys: 1). No, his or her team didn’t win.2). The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3). The speaker doesn’t really believe his or h er own excuses, because there has too many ifs…3 Poem D&E1). What subject is the speaker writing about?2). Does the speaker like the subject? Give a reason for your answer.4 T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese).In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems from China.Poem H at the bottom of this passage is a translation from the Chinese. Poem H 望夫石王健望夫处，江悠悠。

2019-2020年高中英语 Unit 2 Poems单元小结教学案新人教版选修6 Since childhood, Anton had often recited poems, acpanied on the piano and violin by pianists and violinists, at wedding ceremonies before brides and bridegroomsexchanged rings. Gradually, he found writing poems the most appropriate way to convey his joy and sorrow.When his poem Contradictory Blank won him a national championship and a scholarship to the Moscow University from a sponsor, he was just an unknown librarian. After getting his diploma, he devoted his life to writing poems. Using concrete but flexible language and the minimum of words is his style. He tried out different patterns and preferred nursery rhyme in particular. The following is a translation of one of his works made up of3 sections：Little sparrow with heavy load，Ran out of energy and very cold；No pass and all sweat salty，Can you go through the endless darkness?Little balloon let out by the thread，Flew over c ottages and was very glad；With warmth transformed from sunlight，He said he could forever fly；Take it easy, little balloon；Don't tease the sparrow with his wound；On the bare branch and have a rest；This diamond heart will eventually get success.俄国童谣从童年时起，安东就常常在钢琴师或小提琴师的伴奏下在婚礼上朗诵诗歌，为新郎新娘交换戒指前的仪式助兴。

人教版高中英语选修6《Unit2Poems》教案人教版高中英语选修6《Unit 2 Poems》教案【一】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 to fill a word intoeach 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 figured out the characteristics of the i tem?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 others with 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 other s 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人教版高中英语选修6《Unit 2 Poems》教案【二】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 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; T ang 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 suggestionson 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 p erson 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? Why?As 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 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 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 limerickaloud 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 the nTwo 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 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.。

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，section useful 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.Ⅱplete 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．branches C．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.diamond 7.cottage8．tease9.endless10.translated11.transform12.sorrow13.appropriate 14pass15.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 ___________________________________________________.[:数理化网]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?11。

2019-2020年人教版高中英语选修6 Unit 2 Poems Period 2 教案2 教学内容分析This teaching period mainly deals with the grammar：the subjunctive mood(2)．From Unit 1 we have already known that in the English language，verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood. We have learned two kinds of subjunctive mood in Unit 1：one is found after the word “wish”，the other is found in a clause beginning with the word “if” talking about the imagined consequence of a situati on at present that is impossible to happen. In this period we will continue to focus on another kind of subjunctive mood，that is，the subjunctive mood beginning with the word “if”，talking about the imagined consequence of a situation in the past that did not happen or in the future that is not likely to happen.三维目标设计Knowledge and skills1．To get the students to know the structure of the subjunctive mood.2．To let the students learn the usages of the subjunctive mood.3．To enable the students to use the subjunctive mood correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the sentences with the subjunctive mood and translate them into Chinese.2．To ask the students to discover the structure and usages of the subjunctive mood by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 13 to master the subjunctive mood.4．To ask the students to summarize the usages of the subjunctive mood.5．To ask the students to do the exercises in Using Structures on Pages 50－51 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the subjunctive mood.2．To enable the students to learn how to use the subjunctive mood correctly.教学过程Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：(1)我们的时间快用完了。

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。

人教版高中英语选修六Unit 2 Poems教学设计一、教材分析（一）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 English poems。

（二）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。

儿歌节奏明快，韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。

五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。

俳句起源于日本，由17个音节组成。

唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。

（三）教学目标知识目标：To read for t the characteristics of different forms of poems.能力目标：Enable the students to give their ideas about poets and poems to other group members, using the target language.情感目标：To encourage the Ss to learn to appreciate poems.学习策略：To some extend, students develop the abilities of study, effective communication, dealing with information and thinking and expressing in English.教学重难点：Help the students to understand what the rhyme and rhythm are.To learn the characteristics of different forms of poems.To improve students' reading ability.To practice writing simple poems.Using subjunctive mood correctly in different situations.（四）教学方法：小组合作探究、诗歌朗读、讨论法、竞赛活动（五）教学用具：多媒体、黑板、音乐播放器、小音箱二、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。

Unit 2Ⅰ．单词拼写根据汉语或首字母提示，写出下列单词1．We should make a concrete(具体的) analysis of each specific question．2．You have to adopt a flexible(灵活的) method to learn English．3．After I was employed by the company，I was sent to work in one of its branches(分部) in the south．4．The boy shouted loudly and the sparrows(麻雀) in the tree flew in all directions．5．They teased(取笑) her mercilessly with remarks about her weight．6．We didn't know how they conveyed these stones over 380 miles without modern machines．7．He transformed the old kitchen into a beautiful sitting room．8．True friends should share happiness as well as sorrow．9．You'd better add some more water to the soup，for it is too salty．10．If you try to cover it up，they may be fooled at first，but eventually they catch on．Ⅱ．拓展词汇根据词性和汉语提示，写出下列单词1．salt n．盐→salty adj．含盐的；咸的2．end n．& v．结束→endless adj．无穷的；无止境的3．eventual adj．最后的→eventually adv．最后；终于4．sorrow n．悲伤；悲痛；懊悔→sorry adj．悲伤的；难过的5．translate v．翻译→translator n．翻译家；译员→translation n．翻译；译文[寻规律、巧记忆]n．＋­y →adj．n．＋­less →adj．lucky adj．幸运的noisy adj．嘈杂的；喧闹的healthy adj．健康的useless adj．无用的helpless adj．无助的hopeless adj．希望渺茫的；绝望的根据提示补全下列短语1．stay up 熬夜2．make sense 讲得通；有意义3．in particular 尤其；特别4．transform．．．into．．．把……变成……5．run out of 用完；耗尽6．take it easy 轻松；不紧张；从容7．take sth． seriously 认真对待某事8．be made up of 由……构成Ⅳ．选词填空选用上述短语的适当形式填空1．This book is made up of twelve separate short stories．2．Why did she do a thing like that? It doesn't seem to make sense．3．Among all English poems，I enjoy those written by Shakespeare in particular．4．You've been working hard all afternoon，Steve． Sit down and take it easy for a few minutes．5．Though they are running out of food and drink，the men are cheerful and confident that they will get out soon．[寻规律、巧记忆]in ＋n．→介词短语v．＋out →动词短语in action 在活动中；在进行中in addition 加之；又；另外in advance 在前头；事先；预先break out 爆发ome out 出版；出来figure out 算出；理解背教材原句记句式结构仿写促落实1．There are various reasons whypeople write poetry．人们写诗有着各种各样的原因。

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.。

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。

Unit 2 PoemsⅠ.重点词汇4．run out of 用完同义词/近义词 use up5．in particular 尤其;特别be particular about/over 对……过于讲究/挑剔6．eventually adv。

最后；终于8．make sense有意义；有道理;合理；讲得通Ⅱ。

教材原句1．There are many reasons why_people_write_poems。

人们写诗有着各种各样的理由。

2．Some poems tell a story or describe something in a_way_that_will_give_the_reader_a_strong_impression.有些诗是为了叙事,或者说是描述某件事并给读者以强烈的印象.3．The poems may not make sense and even seem contradictory, but they are_easy_to_learn_and_recite.童谣不一定有什么意义，甚至(有的）看来自相矛盾，但是它们容易学，也容易背诵。

4．Some rhyme (like B） while others do not (like C）．有些清单诗有韵脚(如B），但有一些没有（如C）。

5．With_so_many_different_forms_of_poetry_to_choose_from,_students may eventually want to write poems of their own。

有了这么多可供选择的诗歌类型，学生们最终也许想自己作诗了。

6．In fact， my family love reading so_much_that we keep buying books.事实上，我的家人如此喜欢读书以至于我们总是买书。

7．Although_the_future_may_be_difficult_for_you，_whenever you need warmth and love, remember I’ll have some to give you.尽管将来对你来说可能很困难，但是无论什么时候只要你需要温暖和爱,记着来找我。