Unit 2 《The United Kingdom》教案2人教版必修5Word文档格式.docx
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Comprehending部分的真重点放在文中的几首诗歌上，要求提炼诗歌的主题，练习1要求选择自己喜爱的诗歌进行评述，练习2与3是对诗歌进行更深入地理解。
通过诵读感受押韵和节奏。
Learningaboutlanguage部分安排的两个练习均与诗歌有关。
第一个练习通过从课文诗歌中找押韵的词帮助学生理解课文的生词和诗歌的韵脚；
第二个练习学习构词发。
语法部分设置了两种类型的练习。
一类写诗或续诗；
另一类是用所给词的适当形式填空。
这两个练习都是操练虚拟语气的用法。
Usinglanguage部分综合训练听说读写的语言能力。
听、读和讨论部分把听力与阅读训练结合起来。
通过听理解诗歌内容，辨认写诗人的身份、诗歌的节律，并表达诗歌所激起的联想。
通过边打拍子边朗读、在欣赏中加深对诗歌的理解。
通过释义理解诗歌中的难句，并指导学生进行深层理解，学会推断人物身份与关系。
听和讨论部分有四个学生与老师交谈，围绕诗歌比赛展开。
首先通过不同的声音来辨认人物；
然后，捕捉不同人的不同事，一一对号。
该部分的两个练习，帮助学生学习和运用表达意图与决定的日常交际用语。
写的部分要求学生模仿诗歌C以IFI开头写清单诗；
或以IFEELHAPPYWHEN。
。
开头写诗。
Summingup部分运用调控策略，对本单元所涉及的知识与技能，特别是本单元所涉及的结构和词汇、话语功能以及诗歌的类型、押韵和节奏等方面进行自我评价。
Learningtip部分提示学生注意理解诗歌与应用学习的关系：
写诗、唱歌是理解和记忆词汇，学习语言的有效方法。
教学设计
第一课时：
Warmingup,Pre-reading&
Reading本课时内教师可从学生的生活实际出发，了解人们写作英语诗歌的不同目的，借助教材第9页的表格，Reading部分的诗歌进行整体理解。
建议以理解内容为主。
可以选择其中某一首诗，进行语音训练，感受英语诗歌的节奏和韵律。
第二课时：
Reading,Comprehending&
Learningaboutlanguage（Discoveringusefulwordsandexpressions）.本课时内主要是对课文进行适当的拓展、讨论，着眼于对英语诗歌的欣赏，理解这些诗歌的寓意。
利用Learningaboutlanguage中的Discoveringusefulwordsandexpressions部分，引导学生注意并感受英语诗歌的韵律。
第三课时：
Learningaboutlanguage（除Discoveringusefulwordsandexpressions）课堂上处理完该部分内容，突出两个重点：
（1）学习诗歌的写法；
（2）学习与过去事实相反的虚拟语气的用法。
第四课时：
Usinglanguage完成阅读、听力和讨论及写作部分。
第五课时：
Summingup&
Assessment小结、测试与讲评。
Period1Warmingup,Pre-reading&
Reading
Teachinggoals
1．Targetlanguage
a.Importantwordsandphrases
Poem,poetry,recite,aspect,convey,nursery,rhyme,diamond,cottage,balloon,sparrow,tease,salty,endless,translate,nurseryrhyme,takeiteasy,runoutof,makeupof
b.Importantsentences
Whichpoemisaboutthingsthatdon’tmakesense?
Poetsusemanydifferentformsofpoemstoexpressthemselves.
Ihadn’ttakenmyeyeofftheball.
Wehadn’ttakeniteasy.
Thepoemismadeupoffivelines.
AlotofTangpoetryhasbeentranslatedintoEnglish.ThetranslationshaveafreeformthatEnglishpeopleliketocopy.
2.Abilitygoals
a.EnableSstotalkaboutdifferenttypesofpoems:
nurseryrhymes;
listpoems;
cinquain,;
haiku;
Tangpoems
b.EnableSstotalkaboutdifferentpurposesofwritingpoems.
c.Understandthemainthemeofeachpoem.
d.EnableSstochantsomeoftheirfavoritepoems.
3.Learningability
EnableSstodistinguishdifferenttypesofpoems.
Teachingimportantpoints
1.Talkaboutfivemaintypesofpoems.
2.Understandthemainpurposeofwritingthepoems.
Teachingdifficultpoints
1.Findtherhythmofeachpoem.
2.Chantthepoem.
3.Understandthemainpurposeofwritingthepoems.
Teachingmethods
1.Skimmingandscanning.
2.Asking-and–answeringactivity
3.Discussion
4.Chant
Teachingaids
Multimedia
Teachingprocedures&
ways
Step1.Greetings
Step2.Presentation
AskSstothinkbackandtrytorememberpoemsfromtheirearlychildhood,eitherinChineseorinEnglish.
Talkaboutsomefamouspoetsbothhomeandabroad,eitherancientonesormodernones.
Brainstorming:
Whatwillyouthinkofwhenwetalkabouttheword“poem”?
Step3.Warmingup
Readthequestionsinthispart,remindingSswhattheynoticeabouttheabovepoems.（e.g.theyhaveastrongbeat,ortheyhaverhyme,ortheyplaywithwordsandsounds,orperhapssomeofthemarefunnybecausetheymakenosense.）
TellSsthattherearemanyreasonswhypeoplewritepoetry.GivetheexamplesontheBb.AskSswhytheythinkthepoetswrotethepoemstheyhavejustrecited..Writetheirsuggestionsontheboard.
GiveSsatimelimitofafewminutes.Dividetheclassintogroupsoffourtodiscussthepurposeofwritingpoems.Askonepersonfromeachgrouptoreadtheirgroup’slistandaddtheirsuggestionstothelistontheboard.（Suggestedreasons:
tocreatecertainfeelingsorimagesinthereader;
toshareafeelingorexperience;
todescribesomethingindetailorgiveanimpression;
togetthereadertothinkaboutanidea;
toexpressapointofview;
tomakethereaderexperiencethesight,sounds,smells,feelandtastesofsomething;
tocreateamood,toplaywithwords---theirsounds,rhymeandrhythm.）
Iftimepermits,insmallgroupsorasaclass,discussthekindsoftopicsthatpoetswriteabout.（people,animals,nature,landscapes,thesea,theseasons,stories,death,war,youthandoldage,feelingandexperiences,emotionslikelove,hate,sadness,regretanddesire,etc.）
Step4.Pre-reading
Peoplefromdifferentcountrieswritedifferentkindsofpoems.GetSstodiscussthequestionsonPage9withtheirpartners:
DoyouhaveafavoritepoeminChinese?
Why?
DoyouhaveafavoritepoeminEnglish?
Why?
Astoexercise2,giveSspracticeinanimportantreadingskill:
scanningatext,thatis,lookingthroughatextquicklytofindspecificinformation.Readthetableinexercise2withtheSs.Tellthemthattheyaregoingtolookfortheinformationinthetable,justinthepoemsthemselves,notintheotherpartsofthetext.Theyaretolookonlyforthosepiecesofinformationandnotreadeveryword.Doanexamplewiththem.
Suggestedanswerstoexercise2:
Whichpoem
A
B
C
D
E
F
G
H
describesaperson?
√
tellsastory?
describesanaspectofaseason?
isaboutsport?
isaboutthingsthatdon’tmakesense?
isrecitedtoababy?
describesariverscene?
hasrhymingwordsattheendoflines?
repeatswordsorphrases?
Step5.Reading
Scanning
GettheSstoreadthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.TeachergivesSsacoupleofminutestolookthroughthewholepassage.Tellthemtoreadthetextsilentlyandthenasksomedetailedquestionsaboutthetextontheslideshow.TeachershouldencourageSstoexpresstheirideas.
Q1.Whydopeoplewritepoetry?
Q2.Howmanyformsofpoemsarementionedinthepassage?
Whatarethey?
Q3.Whatdoes“nurseryrhyme”mean?
Whydotheydelightsmallchildren?
Q4.What’sthecharacteristicof“listpoems”?
Whatabout“cinquain”?
Q5.WhydoEnglishPeoplelike“Haiku”?
Q6.AreyoufamiliarwithTangPoems?
Doyouknowthetitleofthelastpoeminthetext?
Listening
BeforeSsreadthetext,havethemclosetheirbooksandlistentothetextwiththeireyesclosed.ThisgivesSstheopportunitytolistentothesoundsor“music”ofthepoemsbeforereadingthemindetail.Tellthemthatitdoesn’tmatteriftheydon’tunderstandeveryword.
Firstreading
GetSstoreadthetextcarefully,findingtheonesentencethatsumsuptheparagraphofeachpart..Underlinethetopicsentence.
Secondreading
TellSsthattheyaregoingtolookattherhythmoftwoofthepoems.Makesuretheyknowwhatrhythmis.ReadthelimerickaloudandhaveSslistenforthestrongbeats.Thenhavethemclapthestrongbeatsasyouread.Markthestrongbeatsonthelimerickontheboard.
Therewasanoldmanwithabeard
Whosaid“itisjustasIfeared”.
“Fourinsectsandthen
Twobirdsandahen
Haveallmadeahomeinmybeard”.
NowreadthepoemA&
B.Askthemtomarkthestrongbeatsonthetwopoemsthathaveastrongrhythm.Checktheiranswers.Thenplaythetapeandgetthemtoclaptothestrongbeatsinthosetwopoems.
Thirdreading
Justasanyscenecanserveasthesubjectofapainting,soanypartofdailylifecanprovidematerialforapoem..Ofcourse,thechoicethattheartistorpoetmakesrelatestohisorherpurpose.Poetryisusuallyshortandcompact,soitshouldbereadseveraltimes,preferablyaloud,toappreciateitsmeaning.Readthelastpoem（PoemH）,andanswerthefollowingquestions:
Q1.Whatpartsofthepoemsuggestthatthewomanlovesherhusband?
Q2.Howdoyouunderstandthesentence”Shouldthejourneyerreturn,thisstonewouldutterspeech.”?
Explainthesentenceinyourownwords.
Q3.Whatpicturedoyouhaveinyourmindwhenyoureadtheabovesentences?
Q4.DoyouknowtheChinesetitleofthispoem?
DoyouknowtheChineseversionofthepoem?
Step6.Makeashortsummaryofthisperiod.
Homework
1.Surfsomewebsitestofindoutmoreinformationaboutpoets.
2.Reviewthecontentofthereadingpassage.
3.FinishtheexercisesonPage12&
13.
Period2Reading,Comprehending&
Learningaboutlanguage
Importantwordsandphrases
joy,anger,sorrow,thread,appropriate,ending,compass
EnableStudentstodeepentheirunderstandingofthereadingpassageandlearnsomeusefulwordsandexpressions.
Learntousewordsandexpressionsintheirrightform.
EnableSstounderstandtherhymeandrhythminEnglishpoems.
1.Understandthepassageandanswerthequestionsaboutit.
2.Learntheusefulwordsandexpressionsinthepassage.
1.Discussthepoemsandunderstandtheirdeepmeaning.
2.FindtherhymeandrhythminEnglishpoemsandtrytocreatethembystudentsthemselves.
Discussion,asking-and-answeringactivity,practice,task-basedactivity
Step1.Greeting
Step2.Comprehending
Task1.Groupwork
Askstudentstoreadthepassagetogetherandthendiscussin
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