高中英语Unit2PoemsSectionⅤWriting改写诗歌教学案新人教版选修6

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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如语文资料、数学资料、英语资料、幼儿资料、教案大全、案例分析、教学反思、教育笔记、说课稿、其他资料等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of classic sample essays, such as Chinese materials, mathematics materials, English materials, children’s materials, lesson plans, case analysis, teaching reflection, education notes, lecture notes, other materials, etc. if you want to know the difference Please pay attention to the format and writing of the sampleessay!高中英语Unit 2 Poems Reading and Writing 教案设计Unit 2 Poems Reading and Writing教学内容分析The teaching materials of this period contain two parts. The first part is the reading passage on page 14 with the title of I've Saved the Summer, which is a poem telling a parent speaking to a young adult child. The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life. The second part is the Writing Task on page 16,which asks the students to write a poem.目标设计Knowledge and skills1. To enable the students to listen to the "music" of the poem, to know how it makes them feel and what it make them think about.2. To get the students to know about the useful new words and phrases.3. To get the students to learn the following useful structures:If I + past tense..., I would...4. To help the students learn how to write a poem starting with "If I..." .Process and methodsReading for specific information, summarizing,discussing and practicing.Emotion ,attitude and value1. To stimulate the students' love to poetry.2. To inspire the students to write poems of their own.教学重、难点1. The under standing of the reading passage.2. The use of the subjunctive mood in poem writing.3. Teaching the students how to write a list poem of their own.教学过程Step 1 RevisionAre these statements true or false?...Step 2 Pre-readingListen to the poem "I've saved the summer" and answer these questions:1. Does the poem have a rhythmic pattern?2. Does the poem have rhyming words?Step 3 Reading1. Circle the words that rhyme. What is unusual about the rhyming words in the last four lines?2. Now listen to the beats of the rhythm are marked below:I’ve saved the summerAnd I give it all to youTo hold on winter morningsWhen the snow is new.I’ve saved some sunlightIf you should ever needA place away from darknessWhere your mind can feed.And for myself I've kept your smileWhen you were but nineteen,Till you’re older you’ll not knowWhat brave young smiles can mean.I know no answersTo help you on your wayThe answers lie somewhereAt the bottom of the day.But if you’ve a need for loveI’ll give you all I ownIt might help you down theroadTill you’ve found your own.Step 4 DiscussionIn small groups discuss these questions:1.Who is the speaker in the poem and who is he /she speaking to ? Give reasons to support your answer.2.Which of the following is the closest to the speaker’s message?A. If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want to love , I’ll give it to you .B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you.C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me.Step 5 Writing1. Revise the grammar.1). If I had done ..., I would have done ...2). If I did... , I would do...2. Write a list poem.1).Work in groups. The teacher guides the students to writea list poem starting with "If I..." like poem C on page 10. It doesn't have to rhyme.Example:The little girlShe would have survived...If the first driver had been more careful,If the first driver had stopped to give first aid,If the passers-by had given a hand.She would have survived...If the second truck hadn't rolled her.2). Ask the students to watch a video and discuss with their paterners :What would you do if you had a million dollars? After that ask them to write a list poem with the title of If I had a million dollars.Step 6 Summary1. In this class, we've learned a poem "I've saved the summer" through listening,reading and discussing.2.We've also learned how to write a simple list poem.Step 7 Homework1. Reread the poem "I've saved the summer" and appreciate the beauty of the poem.2. Make more sentences with "If I had done ..., I would..."3. Write a poem that starts with “I feel happy when ...”or“Slowly”.。

Unit 2 Poems【美文阅读】THE WINDWho has seen the wind?Neither I nor you；But when the leaves hang trembling，The wind is passing through.Who has seen the wind?Neither you nor I；But when the trees bow down their heads，The wind is passing by.【诱思导学】1．Do you know about the author of the poem?________________________________________________________________________ 2．Who has seen the wind according to the poem?________________________________________________________________________ 【答案】 1.略 2.Nobody.Period ⅠPreviewing●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。

●教学地位本单元话题是“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。

本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。

●新课导入建议可以通过给学生看地图，拼地形图卡片，看幻灯片等，尽可能多的直观地向学生介绍有关英国概况的知识，使学生对当代英国的经济与政治，城市与乡村等诸多方面有一个整体认识。

老师要尽量给学生自主学习的时间和空间，通过自学、自做、自悟、自助等方式，让学生体会和理解文章的内容，探讨英国的文化。

Section ⅤWriting诗歌改写技法指导本单元的写作任务是诗歌改写。

改写是用不同形式表达同一内容，使之成为与原文意思相同而表达方式、文体不同的作品。

改写可以变换文章的人称、顺序，可以改变原文的体裁、结构，也可以灵活运用自己的语言，尽可能用多种方法来表达、替换原文的内容。

一、基本框架具体写作步骤一般是“三段式”，具体为：第一段：简要介绍诗歌的内容。

第二段：详细论述诗歌的主题。

第三段：总结照应上文。

二、注意事项1．改写必须忠实于原作的中心思想。

这就要求想象和联想要符合原作精神，不能任意想象，谈得漫无边际。

2．改写要注意创作性。

改写是再创作的过程。

作者并不是单纯地翻译诗歌，不能仅就诗歌的内容进行简单的扩充，而是要进一步展开种种想象，使人物形象有血有肉，栩栩如生，使故事情节更加完整生动。

3．改写时可以插入丰富的想象，将原来文中没有的东西，如人物的表情、动作、语言、神态和行为等都加进去，在不改变原作主题思想的基础上，写成一篇完整的文章。

总之，诗歌改写应该把握原文的主题，结合自己的理解，用通俗易懂的语言进行创作，加入自己的语言，使文章符合主题，流畅易懂。

黄金表达1．开头①The poem is written by the famous poet ...②It is rhymed at the end of every line.2．中间①As far as I am concerned, this poem is ...②Compared with other poems, ...③In the poem, we can sense/find ...④The poet expressed his/her feeling of ... in the poem.⑤This poem has successfully touched the hearts of the readers.⑥In my opinion, we should learn ...⑦Therefore, we can find that ...⑧If I were the poet, I would ...⑨We can appreciate the image of ... through the piece of poem. 3．结尾①In conclusion, ...②Through the poem, ...[典题演练]请将下面的英文短诗，以“Reading Is Valuable”为题改写成为一篇短文。

Lesson Plan Unit2 PoemsThe fourth period Using LanguageBackground informationStudents: 50 senior high school students, Grade 2Materials: PEP Book 6 unit 2 _ PoemsType of lesson: speaking and listeningTeaching method: TBLT PPPLesson duration: 45 minutesAids: ppt , blackboardTeachi ng im portan t point s （教学重点）:1.Know how to catch the key words when do the listening2.Learn the usages of some important new words and phrases.Teaching difficult points （教学难点）:1. Grasp the usages of some important new words and expressions.Teaching methods （教学方法）:Communicative Approach, Task -based teaching method, discussion, pair -workTeaching aids （教具）: Teaching objectives(教学目标):1.Review the poem I've saved the summer by listening exercise.2.Learn and grasp the usages of some important new words and expressions.3.Share some poems with others.PPT, a tape recorder,blackboardContents (教学内容) :1. Speaking and listening2. Pair-work3. Key words and phrasesTeaching procedures and Time Allotment:I.Getting students ready for learning (3mins)T: Good morning, boys and girls.Ss:…Task 1 Presentation: a student will do a presentation according to the list.II.Lead-in(4mins)Task 1 Pair-work1）Imagination: If you had a bottle which could save everything, what would you put into it and why?e.g. I would save the good old days, so when I grow old I can taste it again.2）Discussion：If you could save a season for someone you love, which one would you choose? Why? Then invite some students to express their ideas.Aims: (1) to catch students’ attention about the topic.(2)to set up develop interest in poems.III.Presentation(12mins)Task 1 Listening: play the tape and fill in the blanks. I’ve saved the summerAnd I ___give___it all to youTo hold on winter___mornings___When the __snow___ is new.I’ve saved some __sunlight___If you should ever__need____A place away from ___darkness____Where your mind can feed.And for myself I’ve kept your __smile__When you were but __nineteen____,Till you’re older you’ll not knowWhat __brave__ young smiles can mean.I know no answersTo __help___ you on your wayThe answers lie somewhereAt the __bottom___ of the day.But if you’ve a need for __love__I’ll give you all I ownIt might help you down the __road__Till you’ve found your own.Aims: (1) to review the poem by listening.(2) to grasp the key words when do the listening.Task 2 Group work: Translate the poem into Chinese Then invite some students to share their opinions.I've saved the summerI’ve saved the summer我把夏天省下,And I give it all to you全部交给了你To hold on winter mornings当雪花儿初降时When the snow is new .让冬天的早晨停住I’ve saved some sunlight我把阳光省下If you should ever need以供你不时之需A place away from darkness在那远离黑暗的地方Where your mind can feed你的心灵会得到养料And for myself I've kept your smile 那年你才十九岁I know no answers我不知道有什么办法To help you on your way帮你踏上你人生的旅程The answers lie somewhere答案也许就在某处At the bottom of the dayBut if you've a need for love但是如果你需要爱I’ll give you all I own我会献上我所有的爱It might help you down the road它也许能帮你踏上旅程Till you've found your own.直到你也找到属于你的爱.When you were but nineteen珍藏了你的微笑Till you'll not know等你长大成人以后What brave young smiles can mean才知道年轻勇敢的微笑的奥秘Aims: (1) to have a better understanding about the poem by translation.(2)to improve the teamwork between group members by discussion.nguage points (15mins)1. appropriate adj. 适当的；正当的e.g. 1)Match the beginning of each sentence with the appropriate ending.把每句话的开头和结尾进行适当的连线搭配。

Unit 2诗歌改写[文体指导]本单元的写作任务是诗歌改写。

改写是用不同形式表达同一内容，使之成为与原文意思相同而表达方式、文体不同的作品。

改写可以变换文章的人称、顺序，可以改变原文的体裁、结构，也可以灵活运用自己的语言，尽可能用多种方法来表达、替换原文的内容。

具体写作步骤一般是“三段式〞，具体为：第一段：简要介绍诗歌。

第二段：详细论述诗歌的主要内容。

第三段：发表看法。

改写诗歌时，应遵循以下原那么：1．要忠实于原作的中心思想这就要求想象和联想要符合原作精神，不能任意想象，漫无边际。

2．适当拓展，服务主题诗歌用词比较精炼、含蓄，感情色彩较浓厚，也就是说它们的内在含义比较丰富，改写时，有发挥想象的余地，可以把原作简洁的词句拓展成具体的景象，形成一篇与主题相关的文章。

3．避免简单翻译，要有创作性改写是再创作的过程，并不是单纯的翻译诗歌，不仅能就诗歌的内容进行简单的扩充，而是要进一步展开种种想象，使人物形象有血有肉，栩栩如生，使故事情节更加完整生动。

总之，诗歌改写应该把握原文的主题，用通俗易懂的语言进行创作，加入自己的语言，使文章符合主题，流畅易懂。

[亮点句式]1．The poem is written by the famous poet．．．这首诗是由著名的诗人……写的。

2．Its concrete content goes as follows．它的具体内容如下。

3．We can appreciate the image of．．．through the piece of poem．我们可以通过这首诗歌欣赏到……的意境。

4．In the poem，we can sense/find．．．在诗歌中，我们能够意识到/发现……5．The writer expressed his/her feeling of．．．in the poem．作者在诗歌中表达了自己……的感情。

6．This poem has successfully touched the hearts of the readers．这首诗歌成功地触动了读者的心弦。

Unit 2 Poems Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。

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

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

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

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

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

1.4 Comprehending 部分根据阅读内容设置了三个习题。

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

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

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

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

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

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

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.。