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高二选修6 Unit 2 Poems-Warming up & Reading[教案]

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Unit2 Poems

I.单元教学目标 (技能目标)

u     talk about poems and some poetry and poets.

u     practise expressing intentions

u     learn the subjunctive mood

u     write about an poem   

II.目标语言

1.功能句式: intentions

u     I am (not) going to …

u     I plan to …

u     I will…

u     I am looking forward to …

u     How are you going to ….

u     If I went …, I would…

2.词汇

  四会词汇:poem, poetry, aspect, nursery, rhyme, diamond, cottage, balloon, sparrow, translation, branch, joy, anger,sorrow,thread,compass, pattern, load, recite, convey, tease, translate, transform, underline, salty, appropriate;

词组:take it easy, run out of, make up of, nuraery rhyme, translate into

u     3. 语法:the subjunctive mood

   I suggested that he should compose a poem.

   My suggestion is that he should write a poem.

It is suggested thaat he should compose a poem.

III.教材分析

本单元以poems 为话题,旨在通过本单元教学使学生了解诗歌特别是英诗的各种形式及一些著名的诗歌和诗人。

Warming up 通过回忆所学诗歌,对人们写诗意图的探讨激活学生了解与本单元话题相关的背景知识,而后通过学习英诗各种诗体的学习引发学生对本单元话题的思考,激发学生的求知欲,为随后进行的听说读写打下基础。

Pre-reading 通过回答问题测试判断诗体内容,让学生了解英诗的类型,为阅读做好准备。

Reading 部分一列举五种英诗体并学习几首各种诗体的诗歌让学生初步了解英诗。

   Comprehending 设计了几个问题:要求学生在阅读后对各种是诗体的学习,检测学生对文章细节的理解。

   Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方面对学生学习词汇给予指导;语法部分学习虚拟语气的用法。

   Using language 以语言实践为目的,包括二个部分的内容。Listening,reading,discussing 学习“I save the summer”这首诗歌。

Reading 与writing 属于同一话题,要求根据所给信息以 I feel happy when开头写一首诗。

   Sunning up部分要求学生就诗歌,本单元词语,虚拟语气和表达情感的日常交际用语等方面进行自我评价,判定呢感学习情况。

learning tip 部分介绍单词记忆方法:利用诗歌分类记忆单词;利用诗的押韵,写诗唱歌等记忆单词;随身携带生词本;多说多写。

IV.分课时教案(多媒体教学)

The first period  Warming up and reading
I. Teaching aids: 

1.     a tape recorder

2.     a projector

3.     Slides and Pictures

II. Teaching Objectives:

1.     To present the topic of this unit —— poetry

2.     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.

III. Teaching Important Points:

How to improve the students’speaking ability.

IV. Teaching Difficult Points:

How to make the students gain enough information to express themselves.

V. Teaching Methods:

1.        Pair work or group work to make every student join in the class activities

2.        Discussion to make every student express himself freely.

VI. Teaching Procedure:

Step 1: Daily Greetings

T: Good morning, students!

Ss: Good morning, Miss Huang!

Step 2: Warming up

T: Last unit we have learnt something about art, right?

Ss: yes

T: 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。It is a countable noun. We can say “a poem” or “poems”. For example, we can say “a love poem”. Well, the word “poetry” refers to 诗歌,它是指诗歌的总称。So it is an uncountable noun. Is that clear?

Ss: Yes.

T: Ok. Who are the people that write poems?

Ss: Poet.

T: Yes, we call them poet. Can you name some famous poets in China?

>>《高二选修6 Unit 2 Poems-Warming up & Reading[教案]》这篇教育教学文章来自[www.170yx.com网]www.170yx.com 收集与整理,感谢原作者。

Ss: ……

T: Very good. So many. Now, I’d like to introduce you two of them. Who is he?

(show a picture of Li Bai on the Blackboard)

Ss: Li Bai.

T: Good. Li Bai. Can you recite any of his poems?

Ss: ……

T: Good job. (show a poem written by Li Bai on slide 1)

So from his poems, we can see that Li Bai is full of imagination, right? His poems are always very romantic. So we say Li Bai is a representative of Romanticism. What about another famous poet? Who is he?

(show a picture of Du Fu on the blackboard)

Ss: Du Fu.

T: Yes, you’ve got it. Do you know any of his poems?

Ss: ……

T: Wonderful, thank you. Compared with Li Bai, most of his  poems present us a real life in that period. For example, “朱门酒肉臭,路有冻死骨” . It tells us the living condition of the people at that time, right?

Ss: Yes

T: So, we call Du Fu realistic poet. Now, I’d like to take a poem written by Du Fu for example.

(show a poem written by Du Fu on slide 2)

Xxx, would you please read it for us?

S1: (reading)

T: Thank you very much. Well, can you understand the meaning of this poem?

Ss: No.

T: I don’t know, either. I think if we don’t know the background of the poem and some necessary explanations, it will be very difficult for us to understand a traditional poem, right?

Ss: Yes

T: Well, what about this one? Who’d like to read it for us?

(show a English songs “Do  Ri  Mi on slide 3)

S3: (reading)

T: Do you think it is easier to understand?

Ss: Yes

T: I’m sure all of us know what it talks about.

Step 3: Reading

T: Today we’ll learn some English poems. They includes many kinds….

Skinning & skimming

1)Ask students to read through the passage quickly to get a main idea of the whole passage. Give them a limited time to read the whole passage in order to encourage them to practice reading for general ideas and to  discourage them from reading word by word

  main idea: This passage is about a few simple forms of English poems.Then let students do the multiple-choices (见课件)

  2)Set Exercise 2 in “comprehending” either as a group or whole-class activity. Explain to students that the purpose of questions like these is to help them develop skills of evaluating a text.

2.Second reading (intensive reading)

  Before reading, glance through Exercise 3 on Page12.

Choose some to ask them and check their answers:

 Step 4: Discussion

T: OK, up till now, we have collected several words to describe different styles of poems. Well, what other words will we need to talk about poems? Now, would you please form a group of four and have a discussion.What other words will we need to talk about poems? Are you clear?

Ss: Yes

T: Ok. I’ll give you three minutes. After that, I’d like some of you to list some words you need. Now, go!

(Three minutes later)

T: OK. Time’s up. Who’d like to be the bravest one?

S6: funny, happy.

T: Good. Any other opinions?

S7: Boring, dull, sad.

T: Very good. Any other words?

S8: Moving, meaningful, meaningless.

……

Step 5: Pair work

T: Well, what about this one?

(Sing an English song of another style by myself——Jingle Bells)

Do you think it is very sad?

Ss: No.

T: Do you think it is happy?

Ss: Yes

T: Yes, it sounds very happy. It is also very lovely, right?

Ss: Yes

T: Well, compare with these two songs, which one do you like better? This time, I’d like you to discuss with your desk-mates and make up a dialogue.

Which song do you like better? Why?

You can make up your dialogue with these useful expressions and sentence patterns. Maybe this sample may help you a lot. (show the useful expressions and a sample on slide 5) Is that clear?

Ss: Yes

T: OK, go. You have five minutes to prepare.

(five minutes later)

T: Who is ready?

……

(check some pairs.)

Step 6: Conclusion

T: Today we just begin our magical journey of poetry. We have talked about some famous poets and learnt many words to show our ideas about poems and songs, right? Besides, we also enjoyed two beautiful songs. Do you feel good this class?

>>《高二选修6 Unit 2 Poems-Warming up & Reading[教案]》这篇教育教学文章来自[www.170yx.com网]www.170yx.com 收集与整理,感谢原作者。

Ss: Yes

T: Thank you.

Step 7: Homework

T: Here comes your homework. Next period we’ll make a further study about poetry, especially English poetry. So:

1.  Please preview the reading part and look up the new words in the dictionary.

2.     Try to find an English song or poem, and write a review.

Are you all clear?

Ss: Yes

T: Ok. So much for today. Thanks for your attention. See you!

Ss: See you!

>>《高二选修6 Unit 2 Poems-Warming up & Reading[教案]》这篇教育教学文章来自[www.170yx.com网]www.170yx.com 收集与整理,感谢原作者。 如果觉得高二选修6 Unit 2 Poems-Warming up & Reading[教案]不错,可以推荐给好友哦。

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