人教版选修六unit 2《poems》教学设计1精品doc.docx

人教版选修六unit 2《poems》教学设计1精品doc.docx

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人教版选修六unit2《poems》教学设计1精品doc

Unit2　Poems

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：

类别

课程标准要求掌握的内容

话题

Differenttypesofpoems；reading，writingandlisteningtopoetry

词

汇

transform

v.转化；转换；改造；变换

sorrow

n.悲伤；懊悔；悲痛

exchange

n.&v．交换；交流；调换

librarian

n.图书馆长；图书管理员

sponsor

v.&n.发起（人）；主办（者）；倡议（者）

section

n.部分；切下的块；节

concrete

adj.具体的

diploma

n.毕业文凭；学位证书

flexible

adj.灵活的；可弯曲的

blank

n.&adj.空白；空白的；茫然的

appropriate

adj.适当的；正当的

compass

n.指南针；罗盘

eventually

adv.最后；终于

bride

n.新娘

tick

v.给……标记号

bridegroom

n.新郎

convey

v.传达；运送

championship

n.冠军称号

tease

v.取笑；招惹；戏弄

darkness

n.黑暗；漆黑

rhyme

n.&v．韵；（使）押韵

warmth

n.暖和；温暖

nursery

n.托儿所

scholarship

n.奖学金；学问；学术成就

diamond

n.钻石；菱形

pianist

n.钢琴家；钢琴演奏者

pattern

n.模式；式样；图案

violinist

n.小提琴演奏者

cottage

n.村舍；小屋

load

n.负担；负荷物

sparrow

n.麻雀

contradictory

adj.引起矛盾的；好反驳的

minimum

n.最低限度；最少量；最小数

salty

adj.含盐的；咸的

translation

n.翻译；译文

endless

adj.无穷的；无止境的

branch

n.枝条；支流；部门

forever

adv.永远

词

汇

takeiteasy轻松；不紧张；从容

bepopularwith很受欢迎

runoutof用完

translate...into...把……翻译成……

bemadeupof由……构成

stay/situp熬夜

tryout测试；试验

（sb./sth.）belikelytodosth.有可能……

letout发出；放走

lookforwardto盼望

inparticular尤其；特别

bychance/accident碰巧

句

型

1.Listpoemshaveaflexiblelinelengthandrepeatedphraseswhich_give_both_a_pattern_and_a_rhythm_to_the_poem.（theattributiveclause）

2.Wewould_have_wonifJackhad_scoredthatgoal.（thesubjunctivemood）

3.Anothersimpleformofpoemthatstudentscaneasilywriteisthecinquain，apoemmade_up_of_five_lines.（pastparticipleastheattributive）

4.WhenIwasababy，mymotherused_toreadmenurseryrhymes.（usedtodosth.）

5.With_so_many_different_forms_of_poetry_to_choose_from，studentsmayeventuallywanttowritepoemsoftheirown.（with＋object＋objectivecomplement）

功

能

语

法

虚拟语气（SubjunctiveMood）

（2）

IfRobhadn'tinjuredhimself，wewouldhavewon.

Ifshehadstudiedharder，shewouldhavegotthediploma.

教

学

重

点

1.Getstudentstoknowaboutdifferenttypesofpoems，somepoeticdeviceslikerhythm，rhyme，repetition，soundpatternsandimagery.

2．Havestudentslearnsomeusefulnewwordsandexpressionsaboutpoetryandletthemlearneffectivewaystomasterthem.

3．Enablestudentstograspandusetheexpressionsofintentionandplans.

4．Letstudentslearnthenewgrammaritem：

thesubjunctivemood

（2）．

5．Developstudents'listening，speaking，readingandwritingability.

教学

难点

1.Enablestudentstomastertheuseofthesubjunctivemood.

2．Letstudentslearntocreatetheirownpoems.

3．Developstudents'integrativeskills.

课

时

安

排

Periodsneeded：

6

Period1　WarmingUp，Pre－reading，ReadingandComprehending

Period2　LanguageStudy

Period3　Grammar—theSubjunctiveMood

（2）

Period4　ListeningandSpeaking

Period5　ReadingandWriting

Period6　SummingUp，LearningTipandAssessment

Period1　WarmingUp，Pre－reading，ReadingandComprehending

教学内容分析　　　

Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassagewiththenameofAFewSimpleFormsofEnglishPoemsshowingthestudentsafewkindsofsimpleEnglishpoems.

WarmingUpgivesthreequestionsforstudentstodiscusssothattheycanrecallanypoemstheyhaveeverlearnedandthinkaboutdifferentreasonswhypeoplewritepoems.

Pre－readingprovidesonequestionforstudentstothinkaboutandatableforstudentstofillinsoastohelpstudentsfocusonthetopicofthereadingpassageandleadthestudentstoskimthepoemsonthefollowingpagesandknowaboutthegeneralideaofthetext.

ReadingmainlyexplainsthereasonswhypeoplewritepoetryandintroducesfivesimpleformsofEnglishpoems.Nurseryrhymesarethefirstpoemsthatchildrenwillhear.Thesepoemsmaynotmakeanysensebuttheyareeasytolearnandrecite.Itisagoodwayforchildrentolearnaboutlanguage.Listpoemsoftenlistthings，usuallyhavingmanylines.Theyhaverepetitioninthemandsometimestheyhavewordsthatrhyme.Cinquainsareallmadeupoffivelinesandhavethefixedstructure.HaikuisaJapaneseformofpoetrythatismadeupof17syllables.Itisalmostlikeaphotoorpaintingasitcreatesastrongimageusingveryfewwords.TangpoemsarefamouspoemsfromAncientChina.Theyhavestrongimageryandareoftenaboutthebringingtogetherofopposites.

Comprehendingconsistsofthreegroupsofexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext.

三维目标设计　　　

Knowledgeandskills

1．Toknowthemeaningsofthefollowingnewwordsandphrases：

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），takeiteasy（轻松；不紧张；从容），runoutof（用完），bemadeupof（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），inparticular（尤其；特别）

2．TolearnaboutsomesimpleformsofEnglishpoems.

3．Todevelopthestudents'readingabilitybyskimmingandscanningthepassage.

4．Todevelopthestudents'speakingabilitybytalkingaboutsomefeaturesofsomesimpleformsofEnglishpoems.

Processandmethods

1．WhiledoingWarmingUptheteachercanaskthestudentstothinkbackandtrytorememberpoemsfromboththeirearlychildhoodandmorerecentyears.AskstudentstocompleteExercise1ingroups.Askthemwhattheynoticeaboutthesepoems，thengetstudentstoreciteanypoemsorpartsofpoemstheycanremembersoastoarousetheirinterestinstudyingthewholeunit.

2．DuringPre－readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent－centeredandarousestudents'interestinEnglishpoetry.TheteachershouldalsoaskthestudentstoskimthetextsoastoletthemhaveageneralknowledgeofsomesimpleformsofEnglishpoems.

3．WhiledoingReadingandComprehending，theteachermayfirsthavethestudentsclosetheirbooksandlistentothetextwiththeireyesclosed.Thisgivesthestudentstheopportunitytolistentothesoundsor“music”ofthepoemsbeforereadingtheminmoredetail.Thenaskthestudentstoreadthetextquicklytogetthegeneralideaofthepassage.Afterdetailedreadingofthepassage，studentsareencouragedtoanswersomequestionsanddiscussthefeaturesofeachkindofthepoems.

4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthefivekindsofpoemsintheirownwordsattheendoftheclass.

Emotion，attitudeandvalue

1．Tocultivatestudents'appreciationofpoetryandtheabilityofunderstanding，enjoyingandwritingpoems.

2．Todevelopstudents'senseofcooperativelearning.

教学重、难点　　　

1．ToenablethestudentstolearnaboutsomesimpleformsofEnglishpoetryandtodeveloptheirreadingability.

2．Toenablethestudentstowritetheirownpoems.

Step1　Warmingup

1．VocabularyinReading

Matchthewordsandphraseswiththeirpropermeanings.

1．convey　　　　（　　）A.samenessofsoundbetweenwordsorsyllables，esp.intheendoflines

2．cottage（　　）B.astrongfeelingsuchaslove，fearoranger

3．tease（　　）C.makefunofsomebodyinanunkindway

4．rhyme（　　）D.aplacewhereyoungchildrenarecaredfor

5．translate（　　）E.make（ideas，feelings，etc.）knowntoanotherperson

6．endless（　　）F.useup

7．nursery（　　）G.smallsimplehouse，esp.inthecountry

8．emotion（　　）H.relax

9．takeiteasy（　　）I.expresssth.inadifferentlanguage

10．runoutof（　　）J.withoutend

Suggestedanswers：

1.E　2.G　3.C　4.A　5.I　6.J　7.D　8.B　9.H　10.F

2．WarmingupbyaskingstudentstocompleteExercise1ingroups.Getthestudentstorecitethelittlepoemsandsongstheycanremember.Askthemwhattheynoticeaboutthesepoems.Forexample，perhapstheyhaveastrongbeat，ortheyrhyme，ortheyplaywithwordsandsounds，orperhapssomeofthemarefunnybecausetheymakenosense.

3．WarmingupbydoingExercise2withstudents.Thengetthemintogroupsasthismightprompttheirmemories.Getthestudentstoreciteanypoemsorpartsofpoemstheycanremember.（Ifthestudentscan'treciteanypoemsorpartsofpoems，prepareacoupleofpoemsthattheywouldknow，inChineseorEnglish.）

4．Tellstudentsthattherearemanyreasonswhypeoplewritepoetry.GivetheexamplesinExercise3.Askstudentsthereasonstheythinkthepoetswrotethepoemstheyhavejustrecited.Writetheirsuggestionsontheblackboard.

Step2　Pre－reading

1．Matchthefollowinginformation.

DuFu　　　　　　　　TangDynasty

FanZhongyanSongDynasty

MengHaoranModern

GuoMoruoModern

XuZhimoTangDynasty

ByronAmerica

ShellyEngland

WhitmanEngland

TagoreIndia

Suggestedanswers：

DuFu：

TangDynasty；FanZhongyan：

SongDynasty；MengHaoran：

TangDynasty；GuoMoruo：

Modern；XuZhimo：

Modern；Byron：

England；Shelly：

England；Whitman：

America；Tagore：

India

2．AskstudentstodoExercise1ingroups.Getthemtotelltheclasstheirfavouritepoemsandthereasons.Thismightbesomethingtheyfindhardtoarticulateasthepoemmightjustgivethemaspecialfeelingthat'shardtotalkabout.Ortheymightsaythingslike：

Itmakesmefeelsad.Ilikethesoundsinit.Ilikeitslanguage，it'sfunny，andmymotherusedtoreciteittome...

3．ThepurposeofExercise2istopracticeanimportantreadingskill：

scanningatext，thatis，lookingthroughatextquicklytofindspecificinformation.

Suggestedanswers：

Whichpoem

A

B

C

D

E

F

G

H

describesaperson？

√

tellsastory？

√

describesanaspectofaseason？

√

√

√

isabo