高中英语人教版选修6Unit2PoemsArtLanguagepoints教案(系列一)

Unit Two PoemsIntroduction: This unit introduces the students to several simple forms of poems. It takes a look at some poetic devices like rhythm, rhyme, repetition, sound patterns and imagery. It includes poem forms that English speakers have adopted from other countries. The poem forms in this unit include ones that students can use as models to create their own poems.The styles of English poems:1. Narrative poems: Epic史诗, Dramatic poems戏剧诗, Metrical tale故事诗, Ballad 民谣;2. Didactic poems说理诗；3. Clerihews打油诗;4. Parody模仿诗;5. Lyric抒情诗英语打油诗歌的规则: 1. 一首诗包含四句2. 第一句和第二句押韵, 第三局和第四句押韵3. 第一句如以人名结尾, 第二句以和人名押韵的词结尾.Nursery rhymes (摇篮诗): They are the first poems that children will hear. They are often sung. Children love to move and dance to nursery rhymes and songs because they have strong regular rhythms. They enjoy the rhymes and the way the nursery rhyme plays with sounds.List poems: A list poem is a list of things. It can have as many lines as the writer likes. Sometimes they have repetition in them and sometimes they have words that rhyme. When a list poem has rhyming words, it also has a regular rhythm.Cinquain poems: A Cinquain is made up of five lines and has the following structure. Line one: a noun that names the subject of the poem. Line two: two adjectives that describe the subject. Line three: three verbs ending with –ing that describe the subject’s actions. Line four: four words that give the writer’s opinion or feelings about the subject. Line five: a word that gives another name for the subject.Haiku poems: The haiku is a centuries-old form of Japanese poetry. It is made up 17 syllables and has the following structure: line one: 5 syllables; line two: 7 syllables; line three: 5 syllables. A haiku poem is almost like a photo or painting as it creates a strong imagine in very few words. It is often an observation of nature or of the changing season. It is a good idea to collect observations of nature for haiku. For example, leaves blowing in the wind, bees buzzing around flowers, ducks swimming in a pond, snow piling up against a door.Tang poems: when translated into English, Tang poems have a free form (that is, without a regular rhythm) and do not rhyme. They have strong imagery and are often about the bringing together of opposites, for example, the small is contrasted with the large, and the temporary with the eternal.Songs: Poems are often put into music or are written to be sung. When a poem is to be sung, it is written with a strong rhythm, use rhyme, in simple language, and the theme is often an emotion, such as, love, anger or despair.Adverb poem: in this form of poem the students pick an adverb to start each line. The lines are in rhyming pairs, such as:Slowly the dog crosses the road.Slowly the old man carries his load.Important new words and expressions in this unit: transform, exchange, sponsor, concrete, flexible, appropriate, eventually, tick, convey, tease, rhyme(押韵), nursery,diamond, pattern, cottage, sparrow, minimum, translation, branch, sorrow, librarians, section, diploma, blank, compass, bride, bridegroom, championship, darkness, warmth, scholarship, pianist, violinist, load, contradictory, endless, salty, forever, take it easy, run out of, be made up of, try out, let out, in particular, be popular with, translate…..into…., stay up, be likely to do sth. look forward to, by chance, by accidentSentence patterns:List poems have a flexible line length and repeated phrases which give both a pattern and a rhythm to the poem. (the attributive clause)We would have won if Jack had scored that goal. (the subjunctive mood)Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines. (past participle as the attributive)When I was a baby, my mother used to read me nursery rhymes. (used to do sth.)With so many difficult forms of poetry to choose from, students may eventually want to write poems of their own. (with + object + objective complement)Function: intention and plansI’m (not) going to…….How are you going to…..?I plan to…..I’ll…..I’m looking forward to ……Grammar: the Subjunctive mood (2)If Rob hadn’t injured himself, we would have won.If she had studied harder, she would have got the diploma.Teaching important and difficult points of this unit:1. Get students t know about different types of poems, some poetic devices like rhythm, rhyme, repetition, sound patterns and imagery.2. Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.3. To enable students to grasp and use the expressions of intention and plans.4. To let students learn the new grammar item: the Subjunctive Mood (2).5. To develop students’ listening, speaking, reading and writing ability.6. To develop students’ integrative skills.The first period: Warming up, Pre-reading, Reading and Comprehending Knowledge and skills:1. To know the meanings of the following new words and expressions: tick(给….标记号), rhyme(韵, 押韵), convey(传送, 运送), nursery(托儿所), concrete(具体的), contradictory(引起矛盾的, 好反驳的), diamond(钻石, 菱形), flexible(灵活的, 易弯曲的),pattern(模式, 式样, 图案), cottage, sparrow, take it easy, run out of, be made up of, tease(取笑, 戏弄), salty, endless, minimum(最低限度,最少量), translation, branch, in particular(尤其, 特别).2. To learn about some simple form of English poems.3. To develop the students’ reading ability by skimming and scanning the passage.4. To develop the students’speaking ability by talking about some features of some simple poems.Teaching important and difficult points:1. To enable the students’to learn about some simple forms of English poetry and develop their reading ability.2. To enable the students’ to write their own poems.Step 1 Warming up2. Warming up by asking students to complete Exercise 1 and 2 in groups. Get them to recite the little poems and songs they can remember.3. Tell students that there are many reasons why people write poetry. Give the examples in Exercise 3. ask students the reasons they think the poets wrote poems they have just recited.Step 2 Pre-reading1. Match the following information.Du Fu Tang DynastyFan Zhongyan Song DynastyMeng Haorang ModernGuo Moruo ModernXu Zhimo Tang DynastyByron AmericaShelly EnglandWhitman EnglandTagore India2. Ask students to do Exercise 1 and 2, making them talk about what they feel about the poems.Step 3 Reading and comprehending1. Fast-reading: Read the reading passage quickly to answer the questions.1) What is the main idea of the reading passage?_____________________________________________________________________.2) How many kinds of poems does the reading passage talk about and what are they?_____________________________________________________________________.3) The reading passage discusses five kinds of poems. What are they?_____________________________________________________________________.2. Detailed-reading:音.Step 4 Language studyDeal with language problems if any (words and sentences might not understand) to help the students to have a better understanding of the text.Step 5 Listening, reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pause within each sentence. Tell them to pick out all the useful expressions from the passage while reading and copy them in the notebooks after class.Step 6 Structure analyzingThe text structure: This passage is an introduction of some of the simple forms English poems. The first paragraph introduces the topic and the theme of the text, explaining the purpose of the poetry writing, that is, to give readers a strong impression or to convey certain emotions. From the second paragraph, the text analyses the different kinds of poems and gives examples for reference. The last paragraph encourages students to have a try and write poems of their own.Step 7 RetellingAsk students to talk about the different kinds of poems in their own words. Give themsome key words and expressions to help.Step 8 Homework1. Learn the useful new words and expressions by heart.2. Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of their own.Reflection after teaching:The second period: Language pointsKnowledge and skills:1. To get the students to learn to use the following important new words and expressions: transform, exchange, sponsor, concrete, flexible, appropriate, eventually, tick, convey, tease, rhyme, nursery, diamond, pattern, cottage, sparrow, minimum, translation, branch, sorrow, librarians, section, diploma, blank, compass, bride, bridegroom, championship, darkness, warmth, scholarship, pianist, violinist, load, contradictory, endless, salty, forever, take it easy, run out of, be made up of, try out, let out, in particular, be popular with, translate…..into…., stay up, be likely to do sth. look forward to, by chance, by accident2. To get the students to understand and use the following important and useful 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).Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines.Teaching important and difficult points:1. Important new words and expressions above.2. Important and useful sentence patterns:The attributive clause with the antecedent “way”Compound sentences with “while”Past participles as the postpositive attributive.3. Some difficult and long sentences in the text.Step 1 RevisionCheck the homework exercises.Ask some students to tell about some simple forms of English poems.Step 2 Reading and findingRead the text thoroughly to pick out all the useful new words and expressions and copy them down in the notebooks.Step 3 Practice for useful words and expressionsDo the exercises on Page 12.Step 4 V ocabulary study1. poet 诗人/ poetry(总称) 诗歌, 韵文/ poem s诗歌As a piece of _____, it seems to be a selection of the renaissance.He is both a soldier and a _______.I decided to write a _____ about what I felt.2. concrete: 具体的, 混凝土Shoes and trees are concrete objects.Have you got any concrete proposal?3. pattern: 方式, 模式, 图案She wore a dress with a pattern of roses on it.The illness is not following its usualHe patterned himself upon a man he admired.4. tease: 取笑,招惹,戏弄,爱开玩笑的人At school the other children always teased me because I was fat.They teased her about her laziness.Stop teasing the poor cat!He is a terrible tease. 他特别爱戏弄人.5. rhyme: 韵, 押韵, 韵文The nursery rhyme is very familiar to me.The last two lines of this poem doesn’t rhyme properly.6. endless: 无止境的, 无休止的The endless lea will purify your thought. 一望无际的草原会净化你的思想.I am tired of your endless interruption.Visitors to the exhibition came in an endless stream. 参观展览会的人络绎不绝.7. take it easy: 不着急, 放松警惕We would have won if we hadn’t taken it easy.Just take it easy and tell me exactly what happened.There is no hurry, take your time.8. in particular: 尤其, 特别He studied in particular the fishes of the India Ocean.I noticed his eyes in particular, because they were such an unusual colour.The engineer in particular must be able to communicate his ideas to others rapidly and accurately.9. convey: 表达, 传达; convey sth. to sb.; convey sth. from…to..He was sent to convey a message to the UN Secretary General.I want to convey to children that reading is important.Wires convey electricity from power to the users.Please convey my best wishes to your parents.10. flexible: 灵活的, 易弯曲的, 柔韧的, 可变通的We need a foreign policy that is more flexible.A piece of rubber hose (管道) is flexible.Flexible tubing can assist in installation in tight space. 柔性管道便于在紧凑的空间安装.11. eventually: at last, finallyShe eventually married the most persistent one of her admirers.她终于嫁给了最执着追求她的人.He struggled with his assailants (攻击者) and eventually drove them off.He worked so hard that eventually he made himself ill.12. transform: 改变transform…into…; transformation变革, 改变Never looking back, transformed into stone. 化为石, 不回头.A fresh coat of paint can transform a room. 房间重新粉刷一遍可大为改观.The way in which we work has undergone a complete transformation in the past decade.在过去的十年里, 我们的工作方式经历了彻底的改变.A steam-engine transforms heat into energy.13. forever:Many Pharaohs in ancient Egypt believe they can live forever. 古埃及的许多法老相信他们可以永生.May the friendship between the people of our two countries last forever.祝两国人民友谊万古长青.The national heroes will live forever in our hearts.14 run out of: 用光, 耗尽What if / say you were to run out of money? What would you do?His money soon ran out.15. be made up of; make up; make up for;16. so ….that…17. convey: 传达,传送convey one’s feeling; convey news / information to sb.Words cannot convey how delighted I was.Body language conveys much more information than language spoken.Please convey to her my best regards.18. certain: 某个, 某种For certain reason I will be unable to attend the meeting.On thing is certain; I am not coming here again.It is certain that…..It’s sure that….This letter made me certain of his innocence.He is confident of victory.19. however: 然而, 不过We thought the figures were correct. However, we have now discovered some errors.However I approached the problem, I couldn’t find a solution.He likes pop music, while his sister likes classical music.He’s hard-working but not very intelligent.She’s a funny girl, (and / but) yet you can’t help liking her.He can be very rude but at the same time you can’t help liking him.20. common: 普通的, 常见的, 共同的, 共有的; usual: 通常的, 一贯的, 习惯性的;regular: 通常的, 常例的, 强调遵循实物既定规律或自然规律;ordinary: 普通的, 平凡的, 指没有什么特殊的地方;Rabbits and foxes are very common in Britain.He was asked the usual questions by the police.Sunday is a regular holiday.The book describes the way of life of the ordinary people of Mexico.21. delight: be delighted with对….感到高兴be delighted to do sth.乐于做某事; delight in doing sth. 以…取乐; take delight in 嗜好, 乐于, 喜欢to one’s delight 令某人高兴的是with delight 高兴地, 欣然22. say a word说话; have words with sb与某人吵架; in a word总之; word by word 逐字地; in other words换句话说; have a word with sb.与某人说话; keep / break one’s word遵守诺言;This is secret information so don’t say a word.Could we have a word before you go to the meeting?In a word, we’ll provide you with all good service.Tom doesn’t like work--- in other words, he’s lazy.Step 5 Sentence focus1. Some poems tell a story or describe something in a way that will give the reader a strong impression.I feel surprised at the way in which / that / 不填he talks to his mother.In 1700, the room was completed the way in which / that /不填she wanted it.2. Some rhyme while others do not.While I understand what you say, I can’t agree with you. (虽然; 尽管)My wife kept silent while I was writing. (当…..时候)Strike while the iron is hot. (当…..时候)While there is life there is hope. (只要)Their country has plenty of oil, while ours has done. (然而)3. Another simple form of poem that students can easily write is the Cinquain, a poem made up of five lines.Step 6 HomeworkFinish off the workbook exercises in Using Words and Expressions.Learn the useful new words and expressions by heart.Step 7 Reflection after teaching.The third period: Grammar: the Subjunctive Mood 虚拟语气在其他结构中的用法:1. 语法基础: 虚拟语气在主句中的用法: 在it is / was + adj. + that clause中, 常见的形容词有: advisable可取的, anxious焦急的, compulsory强制的, 义务的, crucial决定的, desirable令人满意的, eager渴望的, essential必要的, fitting恰当的, imperative绝对必要, impossible, improper不恰当的, important, natural, necessary, obligatory义务的, preferable更好地, probable很可能的, recommended建议, urgent紧急的, vital.It is strange that he (should) say so.It is a great pity that you (should) think so.It is natural that a bird (should) rest in trees.2. 虚拟语气在宾语从句中的用法: 在表示建议,要求,命令,想法等动词后的从句里, 用should + 动词原形, should可以省略.此用法的词有: advise, agree, command, decide, demand, determine, grant, indicate, insist, order, prefer, propose, request, require, suggest, urge. 常考到的是: suggest, advise, demand, require, propose, insist, request等.His doctor suggests that he (should) take short leave of absence.The author proposed that TV (should) be turned off at least one hour every day.She insists that she is right.She insisted that I should finish the work at once.3. 虚拟语气在表语从句和同位语从句中的用法是: 在表示建议, 要求,命令,想法等名词后的从句中, 用should + 动词原形, should可以省略. 如: advice, suggestion, agreement, command, decision, demand, insistence, order, preference, proposal, request, requirement.My idea is that we (should) get more people to attend the conference.I make a proposal that we (should) hold a meeting next week.It was Bill’s suggestion that everyone (should) have a map.His suggestion was that everyone (should) have a map.He gave us a suggestion that everyone (should) have a map.4. 虚拟语气在定语从句中的用法: 在It is high time / first (second, third etc) time that ….句型中表示“是做某事的时候了”, 其后的从句谓语动词要用过去式或用should + 动词原形, should可以省略。

Unit2 PoemsLanguage Points教案一．重点词汇1).convey sth. to sb.向某人传达/运送某物convey sth./sb. to someplace把某物/某人送到某地convey one’s feelings/thanks to sb.向某人表达某种感情/谢意易混辨析convey/transfer/transportconvey基本含义指将物体从一地运送到另一地，或指语言、信息等的传递。

也可表示财产的转让，但该词更强调通过法律手段转让财产或某种所有权。

transfer主要指工作地点的变换、住所及物体的转移，还可指旅途中交通工具的变换，如转车、转船等。

也可指把财产转让给他人。

transport基本含义是运送。

但该词通常局限于用交通工具运输货物和人。

2).take it easy轻松；不紧张；从容take things easy别紧张，慢慢来；从容不迫地进行工作take one’s time不匆忙；别着急；慢慢来take sb. wrong误解（曲解）某人的意思take sth. seriously认真地对待某事Take sth for granted认为......想当然3).run out of用完run out of 意为“用完了”，是及物动词短语，表示主动意义，主语一般是人。

run out=become used up,意为“……用完了”，是不及物动词短语，其主语通常为时间、食物、金钱等名词。

We are running out of our money.=Our money is running out.我们的钱快花光了。

其他有关短语：run short of sth.缺乏，短缺run short不足；短缺give out（为不及物动词短语）用尽；分发；宣布；发出；精疲力竭use up （为及物动词短语）用完，消耗尽4). make up of组成……；构成（常用于被动结构）make up构成，组成；编造；化装make up for sth.弥补be made up of= consist of ...由……构成，组成5). transform v.变成，彻底改变;转换；转化；改造常用结构：transform sb./sth. (from sth. ...）(into sth ...)使……变成……The company is transformed from a family business into one with 5，000 labours. 这家公司已从家族企业变成一家拥有5,000名员工的大公司。

Unit2 PoemsLanguage Points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 important.So are the sentence patter ns “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 f ive lines.” We ought to pay more attention to them。

Unit2 PoemsUsing LanguageI’ve saved a summer教案Teaching aims:target language: pattern, darkness, warmth, thread交际用语：do you enjoy…Do you think…What did it make you feel or …Difficulty and importanceHow to talk about poemsTeaching methods:Speaking; making conversation; comparative methodFast reading; close reading ;discussionTeaching aidsA computer and a projector, a recorderTeaching Procedures & waysListeningDo you think the speaker in the poem is more likely to be a girlfriend / boyfriend of a parent? 2. Does the poem have a rhythmic pattern?Does th poem have rhyming words?When you were listening to the poem, did it make you feel something or think about something?What did it make you feel or think about?Step 2: poem appreciationRead the poem after the tape, and circle the words that rhyme.What is unusual about the rhyming words in the last four lines?3.listen to the poem and clap the strong beatStep three discussion1. who is the speaker in the poem and who is he/she speaking to? Give your reason2. which of the following is the closest to the speaker’s message? Give your reason for your choiceA. if it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you are hungry, I’ll feed you; if yo u want love, I’ll give it to youB. although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give youC. 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 four: word study1 pattern n. (1)图案；花样(2)方式(3)式样模型你可以用这个纸样儿做一套衣服。

Unit 2 Poems教学目标1）知识和技能目标：让学生了解和掌握虚拟语气的基本语法规则，并能在具体的语言环境中灵活运用，解决相关高考试题，在日常交际中能够正确灵活的使用。

2）过程和方法：通过教师讲解和学生探究相结合；通过语法练习和语言实践活动相结合；通过任务型教学和情景式教学相结合，让学生构建语法功能知识，应用于实践中去发现和解决问题。

3）情感、态度和价值观目标：培养学生自主学习能力，增强学生合作意识，提高学生语言分析能力和自己对事物的正确认识，形成正确的人生观、价值观。

学情分析学生们在经过必修1-5的学习和累积中已经形成了基本的语法框架,这为学习虚拟语气中的非真实条件句打下了基础。

通过学生们对第二单元诗歌的阅读已经让他们对虚拟语气的使用情景有了一些了解,但是他们没有准确地掌握和熟练的运用。

希望本节课可以帮助他们突破汉语式的思维模式让其掌握虚拟语气中非真实条件句的基本用法。

重点难点教学重点：掌握虚拟语气非真实条件句的规则和基本原则。

教学难点：能够运用此语法项目去完成各种相关表达，并能在实际语言活动中灵活运用。

4教学过程【导入】导入Step1. Leading in the grammarStep One: Lead in. Let’s enjoy a song by Celine Dion——If I could. After listening to the song, ask students what the singer wanted to express.(Mother expressed love to her baby)Lead in: What mood did the singer use in this song?(Subjunctive mood)【活动】设置情景，发现规律Step Two: Approaching and presenting the grammarSupposing three different conditions of past, present and future, make some sentences1. Now we are having an English class, I find some of you are whispering secretly. If you paid attention to your studying, you would make great progress.2. Yesterday we had an English test. If you had been more careful, you would have got a high mark.3.The next day we will have a day off and go to climb the mountain. If I were to buy a pair of sport shoes, I could feel more comfortable while climbing.(通过设置情景，呈现不同时间的条件虚拟句，让学生注意发现语法规则，总结出与不同时间事实相反的虚拟条件句式特点。

Unit 2Poems单元要览本单元的中心话题是诗歌。

阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。

本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。

本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。

本单元的主要教学内容如下表所示：Period 1Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the readingpassage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different reasons why people write poems.Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and are often about the bringing together of opposites.Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)2．To learn about some simple forms of English poems.3．To develop the students' reading ability by skimming and scanning the passage.4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.Process and methods1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity tolisten to the sounds or “music”of the poems before reading them in more detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed reading of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.Emotion，attitude and value1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.2．To enable the students to write their own poems.教学过程1Warming up1．Vocabulary in ReadingMatch the words and phrases with their proper meanings.1．convey()A.sameness of sound between words or syllables，esp.in the end oflines2．cottage ()B.a strong feeling such as love，fear or anger3．tease ()C.make fun of somebody in an unkind way4．rhyme ()D.a place where young children are cared for5．translate ()E.make(ideas，feelings，etc.)known to another person6．endless ()e up7．nursery ()G.small simple house，esp.in the country8．emotion ()H.relax9．take it easy ()I.express sth.in a different language10．run out of ()J.without endSuggested answers：1.E 2.G 3.C 4.A 5.I 6.J7.D8.B9.H10.F2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the students can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.)4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.2Pre－reading1．Match the following information.Du Fu Tang DynastyFan Zhongyan Song DynastyMeng Haoran ModernGuo Moruo ModernXu Zhimo Tang DynastyByron AmericaShelly EnglandWhitman EnglandTagore IndiaSuggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India2．Ask students to do Exercise 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its language，it's funny，and my mother used to recite it to me...3．The purpose of Exercise 2 is to practice an important reading skill：scanning a text，that is，looking through a text quickly to find specific information.3Reading and comprehending1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.(1)What is the main idea of the reading passage?________________________________________________________________________(2)How many kinds of poems does the reading passage talk about? And which of the following is not mentioned?A．Nursery rhymes.B．Tang poems.C．Haiku.D．Adverb poems.E．List poems. F．Cinquain.Suggested answers：(1)A brief introduction of a few simple forms of English poems.(2)Five.D is not mentioned.2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)(1)Give out the names of the forms of poems according to the descriptions.①______ are the first poems that children will hear.They are often sung.Children love tomove and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds.②______ is made up of five lines and has the following structure：Line 1：a noun that names the subject of the poemLine 2：two adjectives that describe the subjectLine 3：three verbs ending with－ing that describe the subject's actionsLine 4：four words that give the writer's opinions or feelings about the subjectLine 5：a word that gives another name for the subject③______ is a centuries－old form of Japanese poetry.It is made up of 17 syllables and has the following structure：Line 1：5 syllablesLine 2：7 syllablesLine 3：5 syllables④______ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，it also has a regular rhythm.⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not rhyme.They have strong imagery and are often about the bringing together of opposites.(2)Find the strong rhythm and rhyme in Poem A.e．g.In the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.(3)What's the difference between Poems B and C though they are both list poems?________________________________________________________________________(4)Which of the poems in the reading passage can give you a clear picture in your mind?________________________________________________________________________(5)Can you find out the 17 syllables in Poem F?e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.________________________________________________________________________.(6)Can you give a proper title to Poem H either in English or Chinese?________________________________________________________________________ Suggested answers:(1)①Nursery rhymes②The cinquain③Haiku④List poems⑤Tang poems(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today(3)Poem B repeats phrases and rhymes，while Poem C does not.(4)Most probably Poems D，F，G and H.(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)(6)望夫石/A Loyal Wife4Language studyDeal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to thepronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain emotions.From the second paragraph，the text analyses the different kinds of poems and gives examples for reference.The last paragraph encourages students to have a try and write poems of their own.7RetellingAsk students to talk about the different kinds of poems in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.8Homework1．Learn the useful new words and expressions in this period by heart.2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.9Reflection after teaching________________________________________________________________________ ________________________________________________________________________Reading：A Few Simple Forms of English Poems李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”教学参考Ⅰ.Famous poetry in EnglishReading poetry brings people from different places and different times together.More than any other form of literature，poetry plays with sounds，words and grammar.That makes poetry difficult to write，but very interesting to read.Poetry also calls up all the colors，feelings，experiences and curious images of a dream world.Though it has a short history，there is a lot of good English poetry around.The seventeenth century was a great time for English poetry.Shakespeare is most famous for his plays.His sonnets，however，belong to the best English poetry.In the next generation of the English poets we meet John Donne.Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.Before the end of the century，there was another famous writer，John Milton.Once published，his works became famous for the absence rhyme at the end of each line.In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.The next period that produced a great number of fine poets was the nineteenth century.Greatly loved in China are the English Romantic poets.John Keats died at a very young age in 1821，while William Wordsworth，who spent much of his time in his English Lake District，lived to the age of the 80 and died in 1850.The nature poems by William Wordsworth，George Gordon Byron's Isles of Greece and the sonnets and long poems by John Keats have long been favorites.The style in their poems has often led to comparisons with poets such as Du Fu and Li Bai.Finally，modern poets have their special attraction because they stand closest to us both in the language and images they use.Among them we find the American poet Robert Frost.More and more people are interested to read modern poetry in English.Translation can be good，but being able to read English gives you much choice.Besides，no matter how well a poet is translated，something of the spirit of the original work is lost.Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese.Ⅱ.What is free verse?Free verse is a modern form of poetry which does not follow any specific rhyme or metrical scheme，although it does not completely abandon the basic poetic precepts of heightened language and songs.Free verse poetry is said to have been popularized by such notable poets as Walt Whitman and Emily Dickinson during the late 19th century，although earlier poets like the mystic William Blake were beginning to pull away from the restrictions of the formal poetry of their day.Whitman's signature collection，Leaves of Grass，is almost entirely composed of free verse poetry.Dickinson，however，still wrote much of her poetry according to the metrics and rhyme of a favored hymn composer.The free verse style of poetry soon became popular with rebellious young poets such as the Frenchman Artur Rimbaud(阿图尔·兰波)，who wrote many of his best free verse poems before the age of 18.Other poets embraced free verse poetry as a way to express raw emotions or unbridled passion not generally found in the formal poetry of their time.Whitman himself referred▁▂▃▄▅▆▇█▉▊▋▌精诚凝聚 =^_^= 成就梦想▁▂▃▄▅▆▇█▉▊▋▌to this artistic awakening as the great YAWP，a call for all artists to break free of social conventions and live life to its fullest.Free verse poetry continued to evolve throughout the 20th century，beginning with poets such as Carl Sandburg(卡尔·桑博格)and Robert Frost(罗伯特·弗罗斯特)，both of whom were equally comfortable with formal and free verse poetry.Perhaps the most admired free verse poet was the expatriate Ezra Pound，who became a mentor to many of the 20th century's most famous authors and poets▃▄▅▆▇██■▓点亮心灯 ~~~///(^v^)\\\~~~ 照亮人生▃▄▅▆▇██■▓。

Unit 2 PoemsⅡ. 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。

Unit 2PoemsPeriod 1 —— Warming up and Pre-readingTeaching material: NSEFC Book 6 —— Unit 2Lesson type:warming up & speakingTeaching aids:1. a tape recorder2. a projector3.Slides and PicturesTeaching Objectives:1.To present the topic of this unit —— poetry2.To help students form concept of poetry.3.To learn some words and useful expressions in order to express their own feelings.4.To cultivate students interest’ of poetry.Teaching Important Points:How to improve the students speaking’ ability.Teaching Difficult Points:How to make the students gain enough information to express themselves. Teaching Methods:1.Pair work or group work to make every student join in the class activities2.Discussion to make every student express himself freely.Teaching Procedure:Step 1: Daily Greetings (1 minute)T: Good morning, students!Ss: Good morning, Miss Huang!Step 2: Warming up (11 minutes)T: Last unit we have learnt something about art, right?Ss: yesT: It is a kind of art. This time we will learn another kind of art. What is it?Ss: Poetry.T: Yes, poetry. From now on, we will begin a mysterious trip of poetry—— Unit 4: a garden of poems. Here“ poem”means诗 ,它是指一首具体的诗。

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。