Book 6 unit 2 Poems 教学设计

2021人教版选修六unit2《poems》word教案1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要紧围绕“诗歌”这一主题进行。

本单元的目的在于关心学生把握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些差不多特点和写作方法，从而学会观赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。

本单元的要紧教学内容如下表所示：in particular专门；专门by chance/accident 碰巧句型1.List poems have a flexible line length and repeated phraseswhich_give_both_a_pattern_and_a_rhythm_to_the_poem.(the attributive clause)2.We would_have_won if Jack had_scored that goal.(the subjunctive mood)3.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)4.When I was a baby，my mother used_to read me nursery rhymes.(used to do sth.)5.With_so_many_different_forms_of_poetry_to_choose_from，students may eventually want to write poems of their own.(with＋object＋objective complement)功能语法虚拟语气(Subjunctive Mood)(2)If Rob hadn't injured himself，we would have won.If she had studied harder，she would have got the diploma.教学重点1.Get students to 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．Enable students to grasp and use the expressions of intention and plans.4．Let students learn the new grammar item：the subjunctive mood(2)．5．Develop students' listening，speaking，reading and writing ability.教学难点1.Enable students to master the use of the subjunctive mood. 2．Let students learn to create their own poems. 3．Develop students' integrative skills.课时安排Periods needed：6Period 1Warming Up，Pre－reading，Reading and Comprehending Period 2Language StudyPeriod 3Grammar—the Subjunctive Mood(2)Period 4Listening and SpeakingPeriod 5Reading and WritingPeriod 6Summing Up，Learning Tip and AssessmentPeriod 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 reading passage 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 poemsthey 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；好反对的)，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；镇定)，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(专门；专门)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 to listen t o 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 kindof 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Step 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.Step 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.Which poem A B C D E F G H describes a person？√tells a story？√describes an aspect of a season？√√√is about sport？√is about things that don't make sense？√is recited to a baby？√describes a river scene？√has rhyming words at the end of lines？√√repeats words or phrases？√√√Step 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 to move 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 WifeStep 4Language 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.Step 5Listening，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 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.Step 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.Step 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.Step 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.Step 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”海南省中小学教师教学论文和教学设计大赛二等奖教学课题Unit 2PoemsA Few Simple Forms Of English Poems(Reading)教学设计理论依据《基础教育课程改革纲要(试行)》关于课程实施和教学过程有明确的要求：倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、猎取新知识的能力、分析和解决问题的能力以及交流与合作的能力。

Unit 2 Poems教学目标了解并掌握虚拟语气用于各种从句的用法，学会解决高考中的试题，能够将虚拟语气运用到生活中。

通过语法练习和语言实践练习，让学生构建一个完整的语法知识体系以便能够灵活所学到的知识，做到举一反三教学重点了解和掌握虚拟语气语法项目和基本原则学时难点能运用虚拟语气去完成试题练习并能运用到情景对话当中教学活动【讲授】高中英语语法“虚拟语气专项专练Step 1: leading in复习虚拟语气的基本用法Step 2: Presentation虚拟语气的其它用法。

1 虚拟语气在主语从句中的用法。

在“It is important (strange, natural, necessary) that…”这类句型中，that所引导的主语从句中的谓语动词常用“(should)+动词原形”结构，表示某事是“重要”，“奇怪”，“自然”，“必要”等意义。

如：It is important that every Beijinger (should) be able to speak English.It is necessary that he (should) be sent to hospital at once.2 虚拟语气在宾语从句中的用法。

（1）在动词wish后的宾语从句中，表示与现在或过去的事实相反，或对将来的主观愿望，从句通常省略连词that。

a.表示对现在情况的虚拟：从句动词用过去式或过去进行式(be的过去式用were )表示。

如：I wish I knew the answer to the question.I wish it were spring in my hometown all the year around.b.表示对过去情况的虚拟：从句动词用had+过去分词。

如：I wish (that) I hadn’t wasted so much time.He wishes (wished) he hadn’t lost the chance. 他真希望没有失去机会。

高二英语编号;YY-13-11-06-06Unit 2 PoemsPeriod 2 Language pionts班级小组姓名评价【学习目标】一知识与技能1.学习并且掌握下列重点单词:poem,poetry,convery,,transform ,eventually2.学习掌握下列短语,并且能正确使用:take it easy,run out of ,be made up of ,in particular,3.分析掌握下列句子结构并能背诵下列重点句子。

1). And said though strange they all were true.2) .Some rhyme while others do not.3) With so many different forms of poet ry to choose from，students may eventually want to write poems of their own.二过程与方法1．以学习小组为单位，充分发挥学生的自主性，借用课本及其它参考资料了解并且掌握这些重点单词，短语及句子。

2. 让学生通过自学，再与小组讨论、归纳，然后再进行展示。

3. 要求学生背诵这些重点单词，短语及句子，老师进行听写。

三情感态度和价值观学习之前，通过背景介绍，知识拓展，鼓励学生开口说英语。

探究案一1. poem n．诗；诗歌一首诗a poem , poetry n. (总称) 诗歌，韵文poet诗人【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。

Poets use many different forms of poetry to express themselves.诗人用许多不同格式的诗来表达自己的情感。

Unit 2 Poems 教学设计Analysis of the students Students in this stage is lovely, enthusiastic, eager to learn and active in class. They have been accustomed to life and study in Senior high school after two yea rs’ study here. Since poems are beautiful in sound and picturesque in creating the imagery, students are interested enough and well prepared to understand some simple English poems and ready to try to write the poems of their own.Analysis of the teaching materials The text,Poems, is from Unit 2 in New Senior English For China Student’s Book 3, published by the People’s Education Press. Five simple kinds of English Poems are listed in the reading, among which cinquain and haiku show a clear character. Students can learn to write their own poems of this category.Teaching Objectives:Based on the analysis of students and the teaching materials, this lesson is to achieve the following goals:1.Knowledge Objectives：(1) To learn about the terms in poems and the characteristics of poems.(2) To learn about the features of the five kinds of poems.2. Ability objectives:(1) To develop the student s’reading strategie s—skimming , scanning andcareful reading.(2) To develop student s’inductive ability by observing the features of eachpoem.(3) To develop student s’ creative ability by writing their own poems.3. Emotion and Culture Cultivation:(1) To develop student s’cooperative and competitive ability through group work.(2) To arouse the students’ awareness of the cultural exchange by translation ofthe poems.(3) To encourage students to lead a life full of poems.Teaching key Points:To learn about the features of five kinds of poems.Teaching difficulties:To arouse the students’awareness of the cultural exchange by translation of the poems and encourage students to lead a life full of poems.Teaching strategies:Cooperative teaching method, Inductive method and functional teaching methods.Teaching aids : computers and the projector.Teaching procedures:Step 1. Lead-in1.Play the song “Twinkle, twinkle, little star” in order to make students appreciatethe “rhyme”and “rhythm” of poems.2.Read the poem footprints to learn about some terms of poems: line, verse,rhyme, rhythm, and imagery.Purpose of my design:To arouse students’interest in learning the text and learn about the terms and general characteristics of poems.Step 2. Presentation.1.Skim to find out the topic of the reading and five kinds of poems in the reading. Purpose of my design: To know about the main idea of the text.2.Appreciate each kind of poems and try to conclude their features by filling in theblanks.(1)nursery rhymes—Poem A: first listen to the recording and then makestudents tell the rhymes and then call one student to tap the rhyme for several lines or the whole poem. Conclude the features of poem A by filling the blanks.Features of nursery rhymes:Strong and .and imaginative wordsSometimes .(2)List poems—Poem B and C: read by girls and boys and conclude the featuresof List Poem by telling the difference of poem B and C.Features of list poems::They ______ things.__________ phrases.__________ line length.Some ________, others not.(3)cinquain—Poem D and E: read and then conclude the features of cinquain byobserving the words, the length, and the function of the words.(4)haiku—Poem F and G: Read and conclude the features of haiku by noting thesyllables of the whole poem.(5)Tang poem—Poem H: read and tell the Chinese title of the poem. Introduceto students Professor Xu Yuanchong in Peking University who is devoted to translating the Tang Poem into English. Make students appreciate his contribution and the cultural transmission realized by translation.Purpose of my design: To enable students to learn about the five kinds of poems and their characteristics, which will lay a solid foundation for their further writing activities.Step 3. Practice.Students are divided into 4 groups and each group send an representative to pick out the luck number from 1 to 4 and manage to finish the task. The representative is responsible for collecting all the papers of each team member and decides on the best on for presentation.Purpose of my design: To stimulate students to write their own poems and develop their appreciation of the poem by selecting the best one among the team membersand sharing the best one with the rest students of the class. Students are encouraged to cooperate with each team member and compete with each other through learning from the others.Step 4：EvaluationStudents finish the following evaluation form. Standard: A, B,CStep 5. Homework.1.Polish and exchange your own poems.2.Surf the internet to find more English poems and pick out your favorites. Purpose of my design: To consolidate what students have covered in class and motivate them to find more beneficial poems by themselves to satisfy their taste for poems.Blackboard DesignUnit 2 PoemsReading A Few Simple Forms of English Poemsr h ym e y t h mAssessment and FeedbackThe advantages of this class are as follows: 1. With the aid of the multimedia, the class inspires students within the 45 minites. From the general command of the whole text to separate understanding of each type of poem, to the competition of writing poems, students are trained in the reading skills in different ways.2. The teacher of this class created many questions to attract students ’ attention in order to make the learning more lively and illuminating.3. The timely and active interaction between the teacher and students give an immediate response and assessment of the students ’ learning process. The teacher ’s to-the-point comments on students ’ performance during the class make them more confident such as the comment “Well done! You have given some reasonable opinions. I would like to have some other opinions” etc.4. Through step-by-step reading —the general cognition, fast reading, carefulreading and summarizing, the class demonstrates the effectiveness of the task-based Poemsrepetition Poetimageryli n ev e r s eteaching method. Abiding by the students’ psychology, the teacher take different measures to make them concentrated on the teaching process. For example, the teacher keeps students concentrated on what they will learn by making them tap the rhythm of the nursery rhyme “twinkle, twinkle ,little star”, which are familiar to students, meanwhile the teacher makes them absorbed in what they have covered in the reading text by group competition to write some poems.5. By creatively combing the teaching materials, such as matching each part of the text with different design of questions, the teacher makes full use of the materials.However, some problems also remains to be desired as follows:1. How to motivate some students who just sit by and watch others perform and discuss to actively participate in the class discussion remains to be dealt with in the future.2. How to make the class student-centered is also a big headache. While preparing the class, teachers should take into account students’ original knowledge, interest, ways of imitation, cooperation etc. How to make the class effective and efficient, or in other words, how to maximize the class effectiveness deserves teachers’ study and research in the future.。

A Teaching Plan of NSEFC BOOK 6 Unit2 PoemsReading-A FEW SIMPLE FORMS OF ENGLISH POEMS教学设计Ⅰ. Reading type: Intensive readingⅡ.Teaching material analysis: It’s a passage which is about five forms of Englishpoems.Ⅲ. Teaching aims:1) Knowledge aims:a) To learn and understand “rhythm” and “rhyme”.b) To learn about the characteristics of different forms of poems mentionedin the reading passage.2) Ability aims:a) To guide the students to grasp the skills of reading. (skimming for mainidea, detailed-reading for important information, etc.)b) To enable the students to appreciate English poems.3) Emotion aims:a) To c ultivate the students’ Literature –awareness, especially to activate thestudents’interest in poems.b) To cultivate the students’ ability of self-exploration and cooperationIV. Teaching emphasis and difficulties:1) Teaching emphasis:a).Let students have a good understanding of the poems.b).Get students to master the characteristics of forms of poems mentioned.c).A rouse the students’ interest in appreciating English poems.2) Teaching difficulties:How to practice some reading skills.V. Teaching Procedures:Step One Lead- inWatch a video and listen to a nursery rhyme “Twinkle, twinkle, little star.”Read the poem and discuss the function(功能) of the marked words:Twinkle, twinkle, little starHow I wonder what you areUp above the world so highLike a diamond in the skyNote: The step is designed to cheer up the students and lead in the new reading. Step Two: Pre- readingLook at the title , please predict what the text will mainly talk about.A. ways of writing poemsB. forms of English poemsC. famous English poemsNote: The question above is designed to arouse the students’ interest in the topic so as to get them prepared for the next step.Step Three: SkimmingThe reading passage discusses ______ forms of poems. What are they?Note: This step aims to guide students to grasp the main idea of a passage as quickly as possible.Step Four: Detailed-readingRead and appreciate the poems.Read the passage, especially poems carefully and finish the following tasks.Form One:Poem A: Listen to poem A and answer the following questions1. What’s poem A about?Poem A is a _________ ________that conveys a father’s _______for his baby. 2. Find the words that rhyme（押韵）:word sing brass broke away mockingbird __________ _________ __________ __________Poem B and Poem C: Read poems B & C and answer the following questions.1.Poems B and C belong to and they _______ things.2. How many excuses（理由）are there in poem C for their failure? _______.3. Complete the last sentence “If we’d been better!__________________________________ .4. What does this sentence mean?__________________________________.Poem D& E: Read poems D& E and answer the following questions.1. What subject is the author writing about?Poem D:_________ Poem E:________2. Do the authors like or dislike the subjects? Give the words to support your idea.Poem D: The author _________ his brother.The supporting words _______________________________________.Poem E: The author _________ summer.The supporting words _______________________________________.3. The purpose of writing the poems is to _________ a person and a season.4. Features(特点) of cinquain.( Five lines )Brother (a word to give a _____ for the subject) Beautiful ,athletic (______ ______ to describe the subject）Teasing, shouting ,laughing (_____ _____ forms to describe actions)Friend and enemy too (_____ _____ to express opinions or feelings) Mine (a word to give another name for the ______). Form Four:Poem F& G : Features(特点) of Haiku1. Have Ss count the number of syllables .A fallen blossom Line1: 5 syllables.is coming back to the branch.Line2: _____ syllables.｛____syllables in total｝.look, a butterfly! Line3: _____ syllables.2.When you read the poems you can get a clear ___________ in your mind. Form Five: Tang poems.Poem H : Read poem H and finish the following questions:1. Translate the poem into Chinese.2. Let Ss discuss two questions in pairs .⑴Choose the words to show the woman’s feelingsloneliness joy love trust anger hate sorrow⑵Could you tell us the woman’s story in your own words according to theinformation?when wherewho whywhat result3. The purpose of writing this poem is to ________________.Note: These detailed - reading steps are designed to improve the students’ intensive reading ability and the ability of their information acquisition. Step Five: Enjoy poemsWhat forms are the following poems?I II IIILife is beauty, admire it. Trees Are you sleepingLife is bliss, taste it. green every spring Are you sleepingLife is a dream, realize it. bright orange in autumn Are you sleepingLife is a challenge, meet it. bare in winter Brother Bear, Brother bear Life is a duty, complete it. Morning bells are ringing Life is a game, play it. Morning bells are ringing Life is a promise, fulfill it. Ding Dang DongLife is sorrow, overcome it. Ding Dang Dong ( ) ( ) ( )Note: This step is designed to consolidate and test what the students have learned by appreciati ng beautiful poems and arouse the students’ inte rest and enthusiasm in poems.]Step Six: Summary.Have a brief summary using the FREEMIND(思维导图).Step Seven: Group workTopic One: Discussion:Why do people write poems?To tell a story……Topic Two: WritingWrite a poem about your friends, your teachers or your parents according to the example or using any form you like.You (a word to name subject of the poem) Lovely, friendly (two adjs to describe the subject）Thinking, discussing ,answering (three v–ing forms to describe actions) Students and friends too (four words to express opinions or feelings) Mine (A word to give another name for the subject). Note：In this step, the students should learn to express their ideas clearly.Step Eight: AssessmentStep Nine: Assignment1. Try to surf the internet to admire more English poems.2. Try to write more English poems.Note：This assignment is designed to consolidate what the students have learned and improve their writing ability.Thank you for your attending! Good – bye!【教师寄语】：If winter comes, can spring be far behind?冬天来了，春天还会远吗？(西风颂)Book 6 Unit 2 Poems。

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。