《人教版高中高二上英語選修六6 Unit 2 Poems課件unit 2 全單元教案》由會員分享，可在線閱讀，更多相關《人教版高中高二上英語選修六6 Unit 2 Poems課件unit 2 全單元教案（18頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、Unit 2 Poems 教材分析 I．教學內(nèi)容分析 本單元的中心話題是詩歌。文中涉及詩歌的韻律、節(jié)奏，并介紹了幾種簡單的不同內(nèi)容和形式的詩歌。本單元引導學生討論這些內(nèi)容，目的在于讓他們了解詩歌的一些基本特征和寫作方法，自己嘗試寫簡單的詩歌，并學會欣賞這些優(yōu)美的文學作品。 Warming up部分圍繞詩歌（poems）這一話題設置了三個問題。前兩個問題引導學生回顧兒時以及學生時代所接觸的漢英詩歌，第三個問題引導學生探討寫詩的目的。 Pr-reading部分主要讓學生認識詩歌的種類和不同國家詩歌的文化差異。該部分設置了兩個練習，第一個練習讓學生交流所喜愛的詩歌；第二個練

2、習就閱讀課文設計圖表，讓學生從內(nèi)容和寫作風格兩個方面認識閱讀課文中的詩歌。 Reading 部分介紹了幾種簡單的英語詩歌。第一段統(tǒng)領全文，闡述寫詩的目的，即敘事或表達情感。由此自然地引導到下文：詩歌的種類。從第二段開始，分析不同種類的詩歌，并舉例說明。兒歌節(jié)奏明快、韻律和諧、朗朗上口、不斷重復、利于記憶，是語言學習的有效手段。清單詩，尤其是那些不斷重復短語和節(jié)奏的詩歌，比較容易創(chuàng)作。五行詩，顧名思義，由五行組成，寥寥數(shù)語，言簡意賅。俳句起源于日本，由17個音節(jié)組成。它雖然非傳統(tǒng)的英語詩歌，但為英語國家的人們所喜愛。英語國家也借鑒了中國的唐詩，許多唐詩被翻譯成英文，廣為傳誦。 Compre

3、hending 部分的重點放在文中的幾首詩歌上。練習1首先要求學生找出文章的主題，列舉文中介紹的五種詩歌形式，用自己的語言講述文中幾首詩的主題，用心領會詩中的意象，找出兩首節(jié)奏感強的詩歌，擊掌誦讀；找出押韻的兩首詩，并圈出押韻的詞。練習2主要讓學生去感悟這幾首詩歌所表達的內(nèi)涵。最后，練習3要求學生欣賞詩歌，找出最喜歡的詩歌，并闡明理由。 Learning about language的詞匯部分設置了三個練習。第一個練習通過從課文詩歌中找出押韻的詞來幫助學生理解詩歌的韻腳；第二個練習要求學生運用生詞完成段落填空；第三個練習則給予學生自主學習詞匯的機會，讓學生通過對比分析了解詞匯在文中的含義并能

4、自己造句。語法部分共四項練習，首先，學生找出閱讀篇章中包含虛擬證據(jù)的詩歌，根據(jù)對這一語法項目的認識和了解，完成句子匹配練習，然后用所給詞的適當形式填空，最后根據(jù)所給情景寫清單詩，并在詩中適當運用虛擬語氣。 Using language部分綜合訓練聽說讀寫的能力。聽、讀和討論部分把聽力和閱讀訓練結(jié)合起來。通過聽理解詩歌的內(nèi)容，辨認寫詩歌的人的身份、詩歌的節(jié)律，并表達詩歌所激起的聯(lián)想。然后，讓學生邊打拍子邊朗讀，在欣賞中加深對詩歌的理解。最后，通過翻譯詩句鞏固理解。聽和說部分有三個學生與老師交談，圍繞詩歌比賽展開。該部分還設置了五個練習，寫的部分要求學生模仿詩歌C以If I 開頭寫清單詩；或以S

5、lowly開頭寫詩。 Summing up部分要求學生就詩歌的類型、節(jié)奏、押韻，本單元詞語和結(jié)構(gòu)，以及本單元日常交際用語等方面進行自我評價，判定學習情況；了解還需要進一步改進的地方。 Learning tip部分指出寫詩、唱歌是理解和記憶詞匯，學習語言的有效方法。 II．教學重點和難點 1．教學重點 (1) 本單元的生詞和短語 (2) 虛擬語氣的用法 (3) 了解英語詩歌的類別、節(jié)奏以及韻律等。 2．教學難點 (1) 了解不同內(nèi)容和形式的詩歌，并學會欣賞 (2) 學習有關詩歌的詞匯 (3) 學會表達意圖的日常交際用語 (4) 學習虛擬語氣（和過去事實相反）的用法

6、 III．教學計劃 本單元分五課時： 第一課時：Warming Up, Pre-reading & Reading (1) 第二課時：Reading (2), Comprehending, Reading Task 第三課時：Learning about Language 第四、五課時：Using Language & Listening, Speaking and Writing IV．教學步驟： Period 1 Warming up, Pre-reading, Reading (1) Teaching Goals: 1. To arouse Ss’ i

7、nterest 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 world. 4. To develop some basic reading skills. Teaching Procedures: Step 1 Leading-in Purpose: To activate Ss and arouse them to talk a

8、bout their own little poems. The white sun sets behind mountains, The Yellow River flows into the sea. Go further up one flight of stairs, And youll widen your view a thousand li. ——Wang Zhihuan Show the poem written by Wang Zhihuan and a photograph of the writer

9、. 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 Up Purpose: To lead Ss to the topic of this unit through a discussion. 1. Pair work Get Ss to ask their partne

10、rs 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 work Get Ss to talk about the world famous poets. The pictures below can b

11、e used for Ss to talk about, and Ss can also talk as much as they can. William Shakespeare George Gordon Byron Li Bai 威廉莎士比亞 喬治戈登拜倫 李白 (1) William Shakespeare: English playwright and poet whose body of works is considered the greatest in Englis

12、h literature. His plays, many of which were performed at the Globe Theatre in London, include historical works, such as Richard II, comedies, including Much Ado about Nothing and As You Like It, and tragedies, such as Hamlet, Othello, and King Lear. He also composed 154 sonnets. The earliest col

13、lected edition of his plays, the First Folio, contained 36 plays and was published posthumously (1623). (2) George Gordon Byron: British poet acclaimed as one of the leading figures of the Romantic Movement. The Byronic hero lonely, rebellious, and brooding first appeared in Manfred (1817). Among h

14、is other works are Childe Harold (1812-1818), The Prisoner of Chilton (1816), and the epic satire Don Juan (1819-1824). Byron was notorious for his love affairs and unconventional lifestyle. He died while working to secure Greek independence from the Turks. (3) Li Bai: Chinese poet who spent much

15、of his time wandering and composing romantic, 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-reading Purpose: To help Ss learn about the context of the Reading part. 1. G

16、roup work Ask 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

17、此門中,人面桃花相映紅。 人面不知何處去,桃花依舊笑春風。 ---- 崔護 〈〈題都城南莊〉〉 The reason why I like the poem better than any poem is that I like the atmosphere the poem created for readers: though the people we knew have gone away, the peach blossoms are still there smiling in the

18、spring wind. (2) My favorite poem in English is: A Grain of Sand 一粒沙子 　　　　 ---William Blake 威廉.布萊克 To see a world in a grain of sand, And a heaven in a wild flower, Hold inf

19、inity in the palm of your hand, And eternity in an hour. 從一粒沙子看到一個世界， 從一朵野花看到一個天堂， 把握在你手心里的就是無限， 永恒也就消融于一個時辰。 The reason why I like the poem better than any poem i

20、s that from the poem I have gained a lot, that is, we can get something valuable from even tiny things and we can achieve what we want if we can master what we have had now. It’s my power to advance when I feel depressed. 2. Individual work Get Ss to complete this questionnaire individually after

21、 reading the following poems in the Reading Text. Which poem A B C D E F G H describes a person? tells a story? describes an aspect of a person? is about sport? is about things that don’t make sense? is

22、recited to a baby? describes a river scene? has rhyming words at the end of lines? repeats words or phrases? Suggested Answers: Which poem A B C D E F G H describes a person? √ tells a story?

23、 √ describes an aspect of a person? √ √ √ 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

24、words or phrases? √ √ √ Step 4. Reading (1) 1. Skimming Purpose: To get a brief understanding of the text. (1) Ask Ss if they are curious about some English poems. Do they want to appreciate some kind of poems? And get the some Ss to answer this question. (2) Read through the text,

25、 preferably the paragraphs beside the seven poems and then decide which poem you like best? Give reasons. (3) Try to answer the questions about the passage. ① What is the main topic of the reading passage? ② What five kinds of poems does the reading passage talk about? Suggested Answers: ①

26、: The main topic of the reading passage is about some simple forms of English poems. ②: The five kinds of poems that the reading passage talks about are: nursery rhymes, list poems, the cinquain, haiku and Tang poems. Step 5. Homework 1. Read the text fluently and then prepare for the following q

27、uestions on your textbook. 2. Get on the line and find out more beautiful poems. Period 2 Reading (2), Comprehending, Reading task (Workbook) Teaching Goals: 1. To learn about the characteristics of five simple forms of English poems. 2. To develop some basic reading skills. 3. To arouse Ss’

28、 interest in appreciating English poems. Teaching Procedures: Step 1. Reading Purpose: To get Ss to get some details in the text. 1. Scanning (1) Read the text carefully and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be

29、 like these. ① There are two poems that have a strong rhythm. Which ones are they? ② Which two poems have rhyming lines? Circle the pairs of rhyming words. ③ Which poems give you one clear picture in your mind? Suggested Answers: Q1. They are Poem A and Poem B. Each poem has four beats a lin

30、e. For example: hush, baby, don’t, word; Pa, buy, don’t, mockingbird; etc. Q2.They are Poems A and B. Poem A’s rhyming pairs: word/mockingbird, sing/ring, brass/looking-glass, broke/billy-goat, away/ today; Poem B’s rhyming pairs: fire/squire, high/sky, lead/dead, race/lace, cat/hat, too/true. Q3

31、. In my opinion, most probably they are Poems F, G, H. 2. Listen to the tape and deal with the language points in groups. (1) Listen to the tape and follow it in a low voice. (2) Group work Ss are divided into five groups. Each group is supposed to read through each part, and then discuss them

32、. Part 1 ①recite v 背誦 . He can recite that poem from memory. ② rhythm n 韻律；節(jié)奏 The exciting rhythms of African drum music make us feel good. ③ repetition n. 重復；循環(huán)；復制品；副本 I want no repetition of your bad behavior. 我不希望你重做你干的壞事。 ④diamond n. 鉆石；菱形 The diamond ri

33、ng is the most expensive. 鉆石戒指是最貴的。 Part 2 ① take it easy 從容；不緊張；輕松 Take it easy. Don’t work so hard. You’ve done quit enough work for today; now take it easy for an hour. ② run out of 用完（材料等）；耗盡（精力等） Though they are running out of food and drink, the men are cheerful and

34、 confident that they will get out soon. ● 拓展：run out 用完 The petrol is running out. We are running out of our time. Part 3 ① make up of 構(gòu)成；組成 That country is made up of ten states. Society is made up of people of widely differing abilities. ② tease vt 取笑；嘲弄 If you always t

35、ease others like that, youll forfeit the good opinion of your friends. You must not tease your little sister. Part 4 ① endless adj 無窮的；無盡的 To finish this project, we need an endless supply of money. ② branch n 枝；分枝；分部；分店；(學科)分科；部門；支流；支脈 This is a branch of a river. The company’s head off

36、ice is in the city, but it has branches all over the country. Part 5 ① translate v. 翻譯 He translated the speech from Spanish into English. Can you translate this letter from German into English? ② transform vt 使變形；使改觀；轉(zhuǎn)變；改造 She transformed the room by painting it. Step

37、 2. Post-reading Purpose: To have a deep understanding of the text. 1. Group work If you want to write your own poems about feelings, do you know how to accomplish one? Work in groups of four and discuss it with your partner and try to write one on your own. 2. Individual work Ask Ss to ans

38、wer this questions and present their opinions to your classmates. What do you think of the poems on your book? Do you think it meaningful? Step 3. Reading task (Workbook) Purpose: To take a further look at some other simple forms of poems. 1. Listening Get Ss to close their eyes while they

39、are listening to the tape. Then while Ss’ eyes are still closed, play the tape the second time but this time stop the tape after each poem. And give Ss a minute or so to write down their feelings or thoughts about the poem. 2. Discussion In groups, let Ss share their thoughts and feelings abou

40、t the poems. Then ask volunteers to share their thoughts and feelings about a poem with the rest of the class. 3. Reading Ask Ss to read the poems as you play the tape. Discuss any words and phrases that they don’t understand. Then deal with them one by one. (1) light-hearted adj 輕松愉快的

41、；隨便的；不經(jīng)心的 It was a light-hearted speech. (2) consume v. 消耗；消費 He consumed all his fortune He consumed four eggs. 4. Further study In groups of three, discuss and write about the characteristics of each poem. Read pages 10 and 11 again to help you. For each poem, you may want to talk

42、about one or more of th characteristics below. number of lines number of syllables rhythm rhyme repetition certain part of speech (1) Poem A (Tang poem) _______________________________ (2) Poem B (adverb poem) ______________________________ (3) Poem C (song) _________________________

43、___________ (4) Poem D (cinquain ) _________________________________ (5) Poem E (haiku) ____________________________________ Suggested Answers: (1) Poem A: Tang Poem This poem has beautiful imagery that conveys deep feelings. There are many things that this poem makes the reader think ab

44、out. For example, it contrasts light-heartedness (because of the singing birds) and heavy-heartedness (because of the thought of broken blossoms); it contrast morning and night, and creation of spring and destruction of the storm. (2) Poem B: adverb poem Number of lines: tow set of four lines

45、 Rhythm: regular strong beat (see bolded syllables) Hungrily the cat consumes the fish; Hungrily I close my eyes and make a wish; Hungrily the boy runs to the road’s end; Hungrily the driver takes the next bend; Hungrily the young man loves life at sea; Hungrily the beautiful girl l

46、ooks at me; Hungrily the seal dives down into the deep; Hungrily I fall into bed and sleep. Rhyme: for pairs of rhyming lines (fish / wish, end/bend, sea/me, deep/ sleep) Repetition: hungrily is repeated at the beginning of each line regularly Part of speech: the adverb hungrily starts

47、each line (3) Poem C: Song This is a love long. Rhythm: regular strong beat (see bolded syllables below) If you were the only girl in the world and I were the only boy! Nothing else would matter in the world today we could go on loving in the same old way! A garden of Eden just m

48、ade for two with nothing to mar out joy I would say such wonderful things to you there would be such wonderful things to do If you were the only girl in the world and I were the only boy! Rhyme: two pairs of rhyming lines (today / way, you / do) Repetition: first two lines are repeate

49、d at the end of the song (4) Poem D: Cinquain Number of lines: five Part of speech: line 1 --- a noun; line 2 --- two adjectives; line 3 --- three-ing verbs; line 4 --- a four-word phrase; line 5 --- a noun (see the introduction to the teaching guide for the Student’s Book for more details)

50、. Topic: sunshine (5) Poem E: Haiku Number of lines: three Number of syllables: 17 (line 1 = five syllables, line 2 = seven syllables, line three = five syllables) Meaning: This haiku conveys feelings about the temporary nature of life, the certainty that we all age (this is one interpr

51、etation). It contrasts the season of autumn (when leaves are dying) to the autumn of the poet’s life when his face is becoming like his father’s (this is one interpretation). Step 4. Homework 1. Use the new words and expressions to make some sentences. 2. Try to write five short poems in the fiv

52、e simple forms. Period 3 Learning about Language Teaching Goals: 1. To enable Ss to master some new words and expressions 2. To get Ss to have knowledge of this grammar point: the subjective mood Teaching Procedures: Step 1. Free talk If you have a special chance to become a poet, what kin

53、d of poems will you write to people? And why? Step 2. Word study Purpose: To consolidate the words and phrases in the text. 1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you. (1) dead lead red thread

54、 fed said bed (2) high (3) sing (4) today (5) lace (6) true Suggested Answers: (2) high sky pie my fly shy lie (3) sing ring wing thing king fling string (4) today away say play lay tray may (5) lace race face case chase place spac

55、e (6) true too shoe canoe blue 2. Complete the passage using the words in the box in the correct form. Suggested answer: nursery, contradictory, rhymed, forms, pattern, conveyed, minimum, translations, ran out of, cottage 3. In English we sometimes add –ful to a noun to make an adjective

56、. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know. (1) beauty __________ (5) dread ____________ (9) __________ ____________ (2) joy ____________ (6) hope ____________ (10) _________ _____________ (3

57、) sorrow _________ (7) peace ___________ (11) __________ ____________ (4) delight __________ (8) power ___________ (12). __________ ____________ Suggested Answers: (1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful (6) hopeful (7) peaceful (8) powe

58、rful (9) thankful (10) successful (11) painful (12) useful 4. Complete the table with the correct nouns, verbs, adjectives or adverbs. Noun Verb Adjective Adverb angry darken impressive repetitive transformational translation

59、 warm enjoy expressively inspire Suggested Answers: Noun Verb Adjective Adverb anger anger angry Angrily dark darken dark darkly impression impress impressive impressively repetition repeat repetitive repetitively transformation transform transforma

60、tional \ translation translate translated \ warmth warm warm wrmly enjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationally 5. Complete each sentence using the correct word from the table you have just comp

61、leted. (1) While you were reciting the poem, I think you moved your body very __________. It made the performance much more interesting. (2) Ad I lay in the _________, the words of a new poem came into my head. (3) The teacher doesn’t think that the _________ of the Tang poem is very good.

62、(4) Songs are often easy to remember because they ________ a lot of poetry. (5) Your talk was so _________ that I want to go and write lots of poetry. (6) I loved the strong images you used in your poem to convey feelings of _________. (7) We were very __________ by the students’ performance

63、of their poetry. (8) We passed the afternoon very _________ reading poetry together under the trees. (9) Mr. Tanner’s love of poetry has ________ the students’ feelings towards the subject. (10) Even though it is cold, your poem about summer has made me feel really ________. Answers: (1)

64、 expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar 1. Presentation Purpose: To revise the usage of the subjunctive mood with Ss. 所述情況 從句 主句 與現(xiàn)在事實相反 If+主語

65、+動詞過去式 （be動詞用were） 主語+ would/could/might/should+ 動詞原形 與過去事實相反 If+主語+動詞過去完成式 主語+ would/could/might/should+ have + 過去分詞 與將來事實相反 ① if+主語+動詞過去式 ② if+主語+were to + 動詞原形 ③ if+主語+should+動詞原形 主語+ would/could/might/should+ 動詞原形 此表中需要注意幾點： (1) be動詞在表示與現(xiàn)在事實相反的從句中一般用were.在非正式情況先，第一、第三人稱后偶爾也用was. 如：

66、 If he were you, he would go at once. (2) 主句中的should 通常用于第一人稱，would，could以及might可以用于各種人稱。 (3) 在表示與將來事實相反的條件句中，只能用should，而不能用would, could, might等。如：If it should rain tomorrow, we would not go camping. (should rain 也可以用rained, were to rain 代替)。 (4) 當條件狀語從句表示的行為和主句表示的行為所發(fā)生的時間不一致時，被稱為“錯綜時間條件句”，動詞的形式要分別根據(jù)它所表示的不同時間做相應的調(diào)整。如： If you had followed my advice, you would be better now. 2. Practice Purpose: To get Ss to have knowledge of the grammar through exercises. （1） Complete the s