廣東省陸河外國語學校高二英語《Unit 2 Poems》教案 人教版選修6

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111 Ⅰ. 單元教學目標 技能目標Skill Goals ▲Talk about different types of poems ▲Talk about rhyme and rhythm ▲Practice writing simple poems ▲Learn to use the subjunctive mood ▲Talk about intentions and plans Ⅱ. 目標語言 功 能 句 式 Talk about intentions: I’m not going to ... I plan to ... How are you going to ...? I’ll ... I’m looking forward to ... 詞 匯 1． 四會詞匯 poem, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, branch, transform, joy, anger, sorrow, ending, compass, pattern, sunlight, darkness, warmth, underline, inspire 2． 認讀詞匯 poetry, emotion, rhythm, rhythmic, repetition, mockingbird, brass, billy goat, coffin, cinquain, droop, dread, haiku, syllable, brimful, translation, await, revolve, utter 3． 詞組 take it easy, run out of, make up of, nursery rhyme 語 法 Subjunctive Mood (2) If I had done ..., I would have done ... 重 點 句 子 1. Some poems tell a story or describe some-thing in a way that will give the reader a strong impression. Others try to convey certain emotions. P10 2. By playing with the words in nursery rhymes, children learn about language. P10 3. It is not a traditional form of English poetry but it is very popular with English speakers. P11 4. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you. P15 Ⅲ. 教材分析與教材重組 1. 教材分析 本單元以Poems為話題，從學生初次接觸詩歌，一直談到詩歌創(chuàng)作的動機、有關(guān)詩歌的一些基本知識（包括詩歌的種類、風格）等。旨在通過本單元的學習，使學生在初步了解和掌握詩歌這一文學形式的基本常識的基礎(chǔ)上，進行簡單的詩歌創(chuàng)作。 1.1 Warming Up部分要求學生回顧所學詩歌，啟發(fā)學生以小組活動形式分析、列舉人們進行詩歌創(chuàng)作的原因。 1.2 Pre-reading 部分首先要求學生說出自己最喜歡的中英文詩歌并闡明理由；然后通過快速閱讀Reading部分內(nèi)容填寫列表，區(qū)分詩歌種類。 1.3 Reading部分是一篇介紹詩歌基礎(chǔ)知識的文章。文章從詩歌創(chuàng)作的動機、種類、特點及讀者對象等方面簡要介紹了五種不同風格、特色的詩歌。 1.4 Comprehending 部分根據(jù)閱讀內(nèi)容設(shè)置了三個習題。第一個習題要求學生通過讀文章、聽錄音感受詩歌特色，判斷自己所喜歡的詩歌類型并說出理由；第二個習題就文章總體內(nèi)容提出了五個問題，幫助學生進一步了解不同類型詩歌的不同特點；第三個習題通過十一個具體問題考查學生對文中某些細節(jié)內(nèi)容的理解并要求分析詩歌創(chuàng)作者的情感、態(tài)度。 1.5 Learning about Language分words and expressions和structures兩部分。第一部分設(shè)置了兩個練習：第1個練習要求從所學詩歌中找出與所給詞匯壓韻的詞并添加其它韻詞；第2個練習要求用所給詞匯的正確形式填空。第二部分通過四個小練習對所學詩歌中出現(xiàn)的兩種結(jié)構(gòu)形式進行訓練。 1.6 Using Language共設(shè)置了三個任務(wù)：第一項任務(wù)通過一首小詩展開聽力、口語、閱讀訓練，加深學生對詩歌韻律知識的理解；第二項任務(wù)通過Miss Jiang與學生談?wù)撛姼韪傎惖囊欢武浺魧W習，練習“意愿（intentions）”的表達。第三項任務(wù)要求學生運用所學詩歌知識，根據(jù)所給提示進行模仿習作訓練。 1.7 SUMMING UP部分對本單元所學知識進行歸納、總結(jié)、評估。 1.8 LEARNING TIP 部分介紹了一種通過閱讀、寫作和吟誦詩歌學習語言的方法。 2. 教材重組 2.1 將課本W(wǎng)arming Up, Pre-reading, Reading, Comprehending和練習冊READING TASK部分整合成一節(jié)“閱讀課”。 2.2將課本Using Language中Writing, reading and discussing部分與練習冊TALKING，SPEAKING TASK部分整合成一節(jié)“口語課”。 2.3將課本W(wǎng)riting部分與練習冊WRITING TASK, PROJECT部分整合成一節(jié)“寫作課”。 2.4將課本Using Language中Listening and discussing部分與練習冊LISTENING, LISTENING TASK部分整合成一節(jié)“聽力課”。 2.5將課本Learning about Language部分與練習冊USING WORDS AND EXPRESSIONS,以及USING STRUCTURES部分整合成一節(jié)“語言知識課”。 3. 課型設(shè)計與課時分配 1st Period Reading 2nd Period Speaking 3rd Period Writing 4th Period Listening 5th Period Language Study Ⅳ. 分課時教案 2012年12月19日—20日 The First Period Reading Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond, endless, branch, translation, transform, joy, anger, make up of b. 重點句式 Some poems tell a story or ... Others ... P10 They delight small children because ... P10 2. Ability goals 能力目標 Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems. 3. Learning ability goals 學能目標 Enable the students to learn more about poems. Teaching important & difficult points 教學重難點 The forms of poems. Teaching methods 教學方法 Discussion. Teaching aids 教具準備 A computer and a projector. Teaching procedures & ways 教學過程與方式 Step Ⅰ Revision Talk about poems or songs the students learned before. First, show the following to the students. (If possible, present them in audio-visual form.) 夜雪 已訝衾枕冷， 復(fù)見窗戶明。 夜深知雪重， 時聞?wù)壑衤暋? ——李白 有的人活著 他已經(jīng)死了； 有的人死了 他還活著。 有的人 騎在人民頭上： “呵，我多偉大！” Because I Could Not Stop for Death Because I could not stop for death, He kindly stopped for me; The carriage held but just ourselves And Immortality. T: Who are the people in the pictures? S: Li Bai, Zang Kejia and Emily Dickinson. T: They are all famous poets in history. And they all wrote great poems. Do you know what poems are? S: Words and their sounds organized in a special way to express emotions. T: Poems are a kind of literature. Chinese has a long history of writing poems. People who write poems are poets. (Write down the word if necessary.) Do you know some poets in China or in other countries? S: In China, we have many famous poets in history. Such as Qu Yuan, Cao Zhi, Bai Juyi, Li Bai, Meng Haoran, Du Fu, Fan Zhongyan, Guo Moruo, Mao Zedong, and so on. In foreign countries, there are also many well-known poets, such as Yeats, Byron, Shelly in England; Tagore in India; Goethe in Germany; Emerson in America, etc. T: Do you still remember some of the poems or songs you learned before? Sample versions: S1: 山要找鳥兒玩，鳥兒拒絕他。 山要找風兒聊天，風兒溜走了。 只留下山愣愣的站在那里。 S2: 從天上 掉下來 嘩啦啦 嚇跑路上行人 也叫車兒躲藏 云阿姨 為何事 傷心落淚 到我家 S3: Do-re-mi (Sound of Music) Let’s start at the very beginning A very good place to start When you read you begin with A-B-C When you sing you begin with do-re-mi Do-re-mi Do-re-mi The first three notes just happen to be Do-re-mi Do-re-mi Do-re-mi-fa-so-la-ti Oh, let’s see if I can make it easier Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do ... oh oh oh Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do Do re mi fa so la ti do, so do S4: Happy and You Know It If you’re happy and you know it, clap your hands (clap clap) If you’re happy and you know it, clap your hands (clap clap) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, clap your hands. (clap clap) If you’re happy and you know it, stomp your feet (stomp stomp) If you’re happy and you know it, stomp your feet (stomp stomp) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, stomp your feet. (stomp stomp) If you’re happy and you know it, shout “Hurray!” (hoo-ray!) If you’re happy and you know it, shout “Hurray!” (hoo-ray!) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, shout “Hurray!” (hoo-ray!) If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!) If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, do all three. (clap-clap, stomp-stomp, hoo-ray!) Talk about why people write poems with the students. T: There are many reasons why people write poems. Some want to pass on some information, some tell a story, some express feeling of love, anger, joy, etc. We’ve learned a lot of poems before, especially in Chinese. But what are the reasons why people write poems? Work in groups and list some. Sample answers: People write poems: to express one’s hopes and intentions; to call up people to do something; to practice writing; to pour out one’s feelings; to show dissatisfaction or praise ... Step Ⅱ Lead-in Task 1: Talk about the kinds of poems. T: People in different countries make different kinds of poems. For example, in some western countries, there are epics, sonnets and so on; in Japan, there is haiku. Can you give examples of poems of different kinds both in Chinese and English you like best? Why? Sample answers: S1: A Chinese poem: 杜甫《春望》 國破山河在，城春草木深，感時花濺淚，恨別鳥驚心。烽火連三月，家書抵萬金。白頭搔更短，渾欲不勝簪。（I like the poem because it shows people’s miserable life because of war.） S2: A Chinese poem: 王昌齡《從軍行》 青海長云暗雪山，孤城遙望玉門關(guān)。黃沙百戰(zhàn)穿金甲，不破樓蘭終不還。（I like the poem because it shows the determination to defend the motherland.） S3: An English poem: Dare to Believe Everybody Knows: You can’t be all things to all people. You can’t do all things at once. You can’t do all things equally well. You can’t do all things better than everyone else. Your humanity is showing just like everyone else’s. So: You have to find out who you are, and be that. You have to decide what comes first, and do that. You have to discover your strengths, and use them. You have to learn not to compete with others, Because no one else is in the contest of *being you*. Then: You will have learned to accept your own uniqueness. You will have learned to set priorities and make decisions. You will have learned to live with your limitations. You will have learned to give yourself the respect that is due. And you’ll be a most vital mortal. Dare To Believe: That you are a wonderful, unique person. That you are a once-in-all-history event. That it’s more than a right, it’s your duty, to be who you are. That life is not a problem to solve, but a gift to cherish. And you’ll be able to stay one up on what used to get you down. (Because it makes me know myself well and feel confident.) Task 2: Ask the students to skim the poems in the Reading. Then tick the box. T: Poems are mostly written to show people’s emotions, as we know. In Chinese, we have “詩言志”，“詩言情”，“詩歌合為事而作”. That is, people write poems for different reasons, then we have different kinds of poems. Next please go over quickly the poems in the Reading part. And then tick the correct box / boxes for each question. Sample answers: Which poem A B C D E F G H describes a person √ tells a story √ describes an aspect of a season √ √ √ 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 words or phrases √ √ Step Ⅲ Introduction Task 1: Ask the students to read the passage quickly and fill the form below. T: Poetry is a great form of literature. There are different kinds of rules for poems, so the forms of poems are quite different from country to country. The passage in Reading will tell us something about forms of English poems. Now read and find out the information to complete the following form. Show the following. Forms of poems Features Sample answers: Forms of poems Features Nursery rhymes strong rhythm and rhyme, a lot of repetition, easy to learn and to recite List poems repeated phrases and some rhyme Cinquain made up of five lines, convey a strong picture in just a few words Haiku give a clear picture and create a special feeling in just a few words Tang poems Task 2: Ask the students to listen to the recording of the passage and try clapping the beats. Task 3: Comprehending: Ask the students to answer the questions following the text. T: Which poem do you like best? And why? S1: I like the first one best. It has strong rhythm and reads easily. S2: I like the first one best, too. Because it is fun to read. S3: I like the second one best. It has repeated phrases and strong rhythm. S4: I prefer the poem F. It is very simple and easy to recite. ... Sample answers to the rest questions: （由于教材內(nèi)容不全，本部分未給出全部答案。） 1. (1) The main topic of the reading passage: different forms of English poems (2) Five kinds of poems are: nursery rhymes; list poems; cinquain; haiku; Tang poems. (3) Poem A has a strong rhythm. Poems A and B have rhyming lines. (4) Poem F gives a clear picture in the mind. 3. (1) If the mirror gets broken, the baby’s father will buy a billy-goat instead. (2) If the goat runs away, the baby’s father will buy another goat. (3) The speaker is writing about football. (4) No, his or her team didn’t win. (5) The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t train hard ... (6) The speaker doesn’t really believe his or her own excuses, because there has too many ifs ... (7) Yes. I always give excuses when I don’t win or do something. / No. I’ve never given any excuses when I don’t win or do something. (8) The poem tells a story about a woman who was waiting on the mountain top for her husband. The story goes like this: A loyal wife kept standing on a mountain top waiting for her husband’s coming back. Year after year, the wife became a stone which looks like a woman watching into far distance. (9) The woman has the feelings of: loneliness: she was alone watching her husband on the mountain top. love: she waited year after year despite wind and rain. trust: she believed her husband would come back one day. sorrow: year after year, she waited and waited without seeing any hope of her husband’s coming back, she was very sad. Task 4: Ask the students to know something about poems. T: As we know, most poems have strong rhythms or rhyming lines. But what are rhyme and rhythm? Sample answers: A rhyme is a repetition of identical or similar sounds in two or more different words and is most often used in poetry. The term usually refers to the repetition of sounds at the end of rhymed words. If two words or lines of poetry rhyme, they end with the same sound, for example “hop” and “pop”. A rhythm is a regular repeated pattern of sounds or movements. T: Next try to define the words “cinquain” and “haiku”. Sample answers: cinquain: A short poem consisting of five lines arranged in the following structure: line one states a subject in one word, line two describes the subject in two words, line three describes an action about the subject in three words, line four expresses an emotion about the subject in four words (or describes the subject again in two words), line five restates the subject in another single word. haiku: A Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku often reflects some aspects of nature. Task 5: Ask the students to read the poems on page 52 in the workbook. Then answer the questions followed. (Encourage the students to comprehend the poems on their own.) T: We’ve known some simpler forms of English poems by now. Next, please read the poems in the workbook. First, get the main idea of each poem. Then complete the following form. Show the following. A B C D E Number of lines Number of syllables Rhythm Rhyme Repetition Certain part of speech Sample answers: A B C D E Number of lines 4 8 10 5 3 Number of syllables 22 17 Rhythm strong Rhythm strong Repetition a lot of repetition Certain part of speech adjectives Then ask the students to answer the first question on page 53 in the workbook. T: What does each poem make you feel or think about? Sample answers: S1: The first poem makes me think of such a picture in which a poet wakes up in a very bright spring morning with birds singing in the trees. But the beautiful morning reminds the poet of the blossoms which might have been broken by the night storm. S2: The second poem makes me think of the following things: a cat eating fish; a hungry boy making a wish; a boy running to the end of the road; a driver taking the next turn; a young man who loves sea; a beautiful girl looking at the poet; a seal diving into the sea; the poet falling into sleep. S3: The third poem makes me feel the passion between lovers. S4: The fourth poem makes me think of a beautiful sunshine day and a lovely pair singing cheerfully and calmly. The atmosphere makes me feel happy and relaxed. S5: The fifth poem makes me think of my father or an old man. Step Ⅳ Homework 1. Ask the students to collect at least five English poems with different forms. 2. Ask the students to do Exercise 1 in Learning about Language on page 12. 2012年12月21日—22日 The Second Period Speaking Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 pattern, sunlight, darkness, warmth, thread b. 交際用語 Do you enjoy ... P49 Do you think ... P49 What did it make you feel or ... P14 2. Ability goals 能力目標 Enable the students to talk about poems. 3. Learning ability goals 學能目標 Help the students learn how to talk about poems. Teaching important & difficult points教學重難點 How to talk about poems. Teaching methods 教學方法 Discussion. Teaching aids 教具準備 A tape recorder. Teaching procedures & ways 教學過程與方式 Step ⅠRevision and Lead-in Ask the students to read the words aloud. Then ask them to explain why “rhyming” can make vocabulary easy? T: Poems are often short, personal and not easy to understand but reading them is a very good way to learn language. For example, words that rhyme makes vocabulary easy to remember. Now look at Exercise 1 on page 12. Let’s see how easy it is to remember rhymed words. First, look at the example words that rhyme each other. Read aloud the words and try to explain why “rhyming” can make vocabulary easy? S: (After reading) Words that rhyme have the same or similar sound and their spelling forms may be quite similar, so it can be easy to learn. Ask the students to show their work. T: Well. Read out the words you’ve found for the given words. Ask the students to answer the questions in TALKING on page 49 in the workbook. T: We can see from the above that words become much easier to remember. So learning by reading poems can be a good way. Do you enjoy listening to poetry or reading it? S1: Yes. I enjoy reading it very much. And I sometimes write a few. I practice my language in this way. S2: I enjoy listening to poetry. It’s like listening to music. I often listen to Li Moran on CCTV reading Chinese poems. His voice often makes me feel inspired and excited. S3: I don’t like reading or listening to poetry at all. I think poems are often dull, meaningless and artificial. S4: I don’t like poems, either. Because poems are sometimes difficult to understand. Readers can’t understand the poet completely because of different situations and moods. Just think when the others are happy and you read a sad poem to them, how will the others respond? S5: I don’t like poems. Poetry’s rubbish if you ask me. T: Do you enjoy writing it? S6: Yes. But not often. I always find it difficult to find the right words to show my feelings. I just write down whatever comes into my head. S7: No, never. Writing poems is nothing different from killing myself. S8: Yes. Sometimes when I am alone or not in a good mood. I found right words just come spilling out. You just have to make it sound right. S9: Yes. I like how poetry lets you experiment. I like playing with words and sentences and lines. Step ⅡListening and Speaking Task 1: Ask the students to listen to the poem “I’ve saved the summer”. And then answer the questions in Exercise 1. T: Next we’ll listen to a poem “I’ve saved the summer”. What does the title make you feel or think of? S1: It makes me think of something regretful. S2: It makes me feel hopeful and look back to the happy days in the summer. T: Well. Let’s listen and find out what the poem tells us. After listening, ask the students to answer the questions. Sample answers: S1: I think the speaker in the poem is more likely to be a parent. Because the writer shows his great love to his son in the poem.