最新人教版高中英语选修六unit 2《poems》period 1 warming up教案docWord文档格式.docx
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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
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
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
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
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;
图案),cottage(村舍;
小屋),sparrow(麻雀),takeiteasy(轻松;
从容),runoutof(用完),bemadeupof(由……构成),tease(取笑;
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;
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
DuFu:
TangDynasty;
FanZhongyan:
SongDynasty;
MengHaoran:
GuoMoruo:
Modern;
XuZhimo:
Byron:
England;
Shelly:
Whitman:
America;
Tagore:
India
2.AskstudentstodoExercise1ingroups.Getthemtotelltheclasstheirfavouritepoemsandthereasons.Thismightbesomethingtheyfindhardtoarticulateasthepoemmightjustgivethemaspecialfeelingthat'
shardtotalkabout.Ortheymightsaythingslike:
Itmakesmefeelsad.Ilikethesoundsinit.Ilikeitslanguage,it'
sfunny,andmymotherusedtoreciteittome...
3.ThepurposeofExercise2istopracticeanimportantreadingskill:
scanningatext,thatis,lookingthroughatextquicklytofindspecificinformation.
Whichpoem
A
B
C
D
E
F
G
H
describesaperson?
√
tellsastory?
describesanaspectofaseason?