本單元的中心話題是詩歌。閱讀文章中涉及詩歌的韻律和節(jié)奏，并介紹了幾種不同內(nèi)容和形式的簡單詩歌。本單元語言知識的選擇和聽說讀寫等語言技能的訓(xùn)練主要圍繞“詩歌”這一主題進行。本單元的目的在于幫助學生掌握與“詩歌”這一主題有關(guān)的詞匯知識，讓學生了解詩歌的一些基本特征和寫作方法，從而學會欣賞這些優(yōu)美的文學作品，最終能夠自己嘗試寫簡單的詩歌。
本單元的主要內(nèi)容如下表所示：
類別
課程標準要求掌握的內(nèi)容
話題
Different types of poems；reading，writing and listening to poetry
[來源:學科網(wǎng)]
[來源:學科網(wǎng)]
詞[來源:學科網(wǎng)ZXXK]
匯
transform[來源:學§科§網(wǎng)]
v.轉(zhuǎn)化；轉(zhuǎn)換；改造；變換
sorrow
n.悲傷；懊悔；悲痛[來源:Z#xx#k.Com]
exchange
n.& v．交換；交流；調(diào)換
librarian
n.圖書館長；圖書管理員
sponsor
v.& n. 發(fā)起(人)；主辦(者)；倡議(者)
section
n.部分；切下的塊；節(jié)
concrete
adj.具體的
diploma
n.畢業(yè)文憑；學位證書
flexible
adj. 靈活的；可彎曲的
blank
n.& adj.空白；空白的；茫然的
appropriate
adj.適當?shù)�；正當�(shù)?br />
compass
n.指南針；羅盤
eventually
adv. 最后；終于
bride
n.新娘
tick
v.給……標記號
bridegroom
n.新郎
convey
v.傳達；運送
championship
n. 冠軍稱號
tease
v.取笑；招惹；戲弄
darkness
n.黑暗；漆黑
rhyme
n.& v．韻；(使)押韻
warmth
n.暖和；溫暖
nursery
n. 托兒所
scholarship
n.獎學金；學問；學術(shù)成就
diamond
n.鉆石；菱形
pianist
n. 鋼琴家；鋼琴演奏者
pattern
n.模式；式樣；圖案
violinist
n.小提琴演奏者
cottage
n. 村舍；小屋
load
n. 負擔；負荷物
sparrow
n. 麻雀
contradictory
adj.引起矛盾的；好反駁的
minimum
n.最低限度；最少量；最小數(shù)
salty
adj.含鹽的；咸的
translation
n.翻譯；譯文
endless
adj.無窮的；無止境的
branch
n. 枝條；支流；部門
forever
adv.永遠
詞
匯
take it easy輕松；不緊張；從容
be popular with很受歡迎
run out of 用完
translate...into...把……翻譯成……
be made up of由……構(gòu)成
stay/sit up 熬夜
try out測試；試驗
(sb./sth.)be likely to do sth.有可能……
let out發(fā)出；放走
look forward to盼望
in particular尤其；特別
by chance/accident 碰巧
句
型
1.List poems have a flexible line length and repeated phrases which_give_both_a_pattern_and_a_rhythm_to_the_poem.(the attributive clause)
2.We would_have_won if Jack had_scored that goal.(the subjunctive mood)
3.Another simple form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.(past participle as the attributive)
4.When I was a baby，my mother used_to read me nursery rhymes.(used to do sth.)
5.With_so_many_different_forms_of_poetry_to_choo se_from，students may eventually want to write poems of their own.(with＋object＋objective complement)
功
能
語
法
虛擬語氣(Subjunctive Mood)(2)
If Rob hadn't injured himself，we would have won.
If she had studied harder，she would have got the diploma.
教
學
重
點
1.Get students to know about different types of poems，some poetic devices like rhythm，rhyme，repetition，sound patterns and imagery.
2．Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.
3．Enable students to grasp and use the expressions of intention and plans.
4．Let students learn the new grammar item：the subjunctive mood(2)．
5．Develop students' listening，speaking，reading and writing ability.
教學
難點
1.Enable students to master the use of the subjunctive mood.
2．Let students learn to create their own poems.
3．Develop students' integrative skills.
課
時
安
排
Periods needed：6
Period 1 Warming Up，Pre－reading，Reading and Comprehending
Period 2 Language Study
Period 3 Grammar?the Subjunctive Mood(2)
Period 4 Listening and Speaking
Period 5 Reading and Writing
Period 6 Summing Up，Learning Tip and Assessment
Period 1 Warming Up，Pre－reading，
Reading and Comprehe nding
整體設(shè)計
教學內(nèi)容分析
This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.
Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different reasons why people write poems.
Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.
Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and are often about the bringing together of opposites.
Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
三維目標設(shè)計
Knowledge and skills
1．To know the meanings of the following new words and phrases：
tick(給……標記號)，rhyme(韻；押韻)，convey(傳達；運送)，nursery(托兒所)，concrete(具體的)，contradictory(引起矛盾的；好反駁的)，diamond(鉆石；菱形)，flexible(靈活的；可彎曲的)，pattern(模式；式樣；圖案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(輕松；不緊張；從容)，run out of(用完)，be made up of(由……構(gòu)成)，tease(取笑；招惹；戲弄)，salty(含鹽的；咸的)，endless(無窮的；無止境的)，minimum(最低限度；最少量)，translation(翻譯；譯文)，branch(枝條；支流；部門)，in particular(尤其；特別)
2．To learn about some simple forms of English poems.
3．To develop the students' reading ability by skimming and scanning the passage.
4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.
Process and methods
1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.
3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in more detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed readi ng of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.
4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.
Emotion，attitude and value
1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.
2．To develop students' sense of cooperative learning.
教學重、難點
1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.
2．To enable the students to write their own poems.
教學過程
?Step 1 Warming up
1．Vocabulary i n Reading
Match the words and phrases with their proper meanings.
1．convey ( )A.sameness of sound between words or syllables，esp.in the end of lines
2．cottage ( )B.a strong feeling such as love，fear or anger
3．tease ( )C.make fun of somebody in an unkind way
4．rhyme ( )D.a place where young children are cared for
5．translate ( )E.make(ideas，feelings，etc.)known to another person
6．endless ( )F.use up
7．nursery ( )G.small simple house，esp.in the country
8．emotion ( )H.relax
9．take it easy ( )I.express sth.in a different language
10．run out of ( )J.without end
Suggested answers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F
2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.
3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the stu dents can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.)
4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.
?Step 2 Pre－reading
1．Match the following information.
Du Fu Tang Dynasty
Fan Zhongyan Song Dynasty
Meng Haoran Modern
Guo Moruo Modern
Xu Zhimo Tang Dynasty
Byron America
Shelly England
Whitman England
Tagore India
Suggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India
2．Ask students to do Exercise 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its language，it's funny，and my mother used to recite it to me...
3．The purpose of Exercise 2 is to practice an important reading skill：scanning a text，that is，looking through a text quickly to find specific information.
Suggested 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 3 Reading and comprehending
1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.
(1)What is the main idea of the reading passage?
________________________________________________________________________
(2)How many kinds of poems does the reading passage talk about? And which of the following is not mentioned?
A．Nursery rhymes. B．Tang poems. C．Haiku. D．Adverb poems. E．List poems. F．Cinquain.
Suggested answers：
(1)A brief introduction of a few simple forms of English poems.
(2)Five.D is not mentioned.
2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)
(1)Give out the names of the forms of poems according to the descriptions.
①______ are the first poems that children will hear.They are often sung.Children love to move and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds.
②______ is made up of five lines and has the following structure：
Line 1：a noun that names the subject of the poem
Line 2：two adjectives that describe the subject
Line 3：three verbs ending with－ing that describe the subject's actions
Line 4：four words that give the writer's opinions or feelings about the subject
Line 5：a word that gives another name for the subject
③______ is a centuries－old form of Japanese poetry.It is made up of 17 syllables and has the following structure：
Line 1：5 syllables
Line 2：7 syllables
Line 3：5 syllables
④______ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，it also has a regular rhythm.
⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not rhyme.They have strong imagery and are often about the bringing together of opposites.
(2)Find the strong rhythm and rhyme in Poem A.
e．g.In the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.
(3)What's the difference between Poems B and C though they are both list poems?
________________________________________________________________________
(4)Which of the poems in the reading passage can give you a clear picture in your mind?
________________________________________________________________________
(5)Can you find out the 17 syllables in Poem F?
e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.
________________________________________________________________________.
(6)Can you give a proper title to Poem H either in English or Chinese?
________________________________________________________________________
Suggested answers:
(1)①Nursery rhymes�、赥he cinquain ③Haiku�、躄ist poems ⑤Tang poems
(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today
(3)Poem B repeats phrases and rhymes，while Poem C does not.
(4)Most probably Poems D，F(xiàn)，G and H.
(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)
(6)望夫石/A Loyal Wife
?Step 4 Language study
Deal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.
?Step 5 Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
Collocations：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.
?Step 6 Structure analyzing
After reading，ask students to discuss the text structure.
Keys for reference：
This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain emotions.From the second paragraph，the text analyses the dif ferent kinds of poems and gives examples for reference.The last paragraph encourages students to have a try and write poems of their own.
?Step 7 Retelling
Ask students to talk about the different kinds of poems in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.
?Step 8 Homework
1．Learn the useful new words and expressions in this period by heart.
2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.
?Step 9 Reflection after teaching
________________________________________________________________________
________________________________________________________________________
Reading：A Few Simple Forms of English Poems
李東玲，海南省儋州市民族中學，本教案獲2008年度“教科杯”
海南省中小學教師教學論文和教學設(shè)計大賽二等獎
教學
課題
Unit 2 Poems
A Few Simple Forms Of English Poems(Reading)
教學
設(shè)計
理論
依據(jù)
《基礎(chǔ)教育課程改革綱要(試行)》對于課程實施和教學過程有明確的要求：倡導(dǎo)學生主動參與、樂于探究、勤于動手，培養(yǎng)學生搜集和處理信息的能力、獲取新知識的能力、分析和解決問題的能力以及交流與合作的能力。教師在教學過程中應(yīng)與學生積極互動、共同發(fā)展，要處理好傳授知識與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學生的獨立性和自主性，引導(dǎo)學生質(zhì)疑、調(diào)查、探究，在實踐中學習，促進學生在教師指導(dǎo)下主動地、富有個性地學習。
教材
分析
本課是新課標高中英語選修6第二單元中的閱讀課，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、不同特色的詩歌。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礎(chǔ)常識的基礎(chǔ)上，進行簡單的詩歌創(chuàng)作。
學情
分析
本節(jié)課的教學對象是高二學生，他們很了解中文詩歌的種類、風格、特色，對英文詩歌的學習充滿了濃厚的興趣，想知道：中英文詩歌是否一樣？同時他們也有著豐富的想象力和活躍的思維，具有一定的分析和解決問題的能力，已掌 握相關(guān)的認知策略，如分析、想象、推理、歸類、總結(jié)、記憶等。大部分學生的基礎(chǔ)知識仍然較為薄弱，運用英語進行交際活動的能力較差，但他們好勝心強，渴望在班集體里得到他人的承認。個別學生基礎(chǔ)較好，能主動配合老師，具有獨立、愛表現(xiàn)的特點。因此，只有設(shè)計使他們感興趣的活動，因材施教，才能讓全班同學投入到課堂活動中來。
教
學
目
標
三維目標：
1．知識目標
Make the students master the following words，phrases and sentence patterns.
★Important words：
poem，poetry，recite，aspect，convey，rhyme，rhythm，nursery，diamond，cottage，balloon，sparrow，tease，salty，endless，branch，translation，transform
★Important phrases：
take it easy，run out of，make up of
★Important sentence patterns：
...they delight small children because...
We would have won...if Jack had scored that goal.
2．能力 目標
★To learn the main developing steps of the history of English poetry.
★To learn the characteristics of different forms of poems.
★To improve students' reading ability.
★To practice writing simple poems.
教
學
目
標
3.情感態(tài)度目標
利用多媒體手段營造積極、和諧的教學氣氛，使學生不自覺地進入情景之中，充分調(diào)動學生的思維活動和情感體驗，引起學生的共鳴。本部分旨在培養(yǎng)學生通過閱讀手段，獲取有關(guān)英國詩歌方面的知識，提高他們的素質(zhì)，擴大他們的國際視野，提高閱讀能力，強化文化意識，激發(fā)他們熱愛我國瑰麗的詩歌文化寶庫的愛國熱情。
教學重點：
★Master the important new words，phrases and sentence patterns.
★Collect the reasons why the poets write poems.
★The similarities and differences between the Chinese and English poets and poems.
教學難點：
★Find out the characteristics of each kind of poems.
★Practice writing simple poems.
教
學
策
略
★培養(yǎng)學生搜集與處理信息的能力(“有意義接受學習”教學法)
★培養(yǎng)學生獲取新知識的能力(探究式教學法)
★培養(yǎng)學生分析和解決問題的能力(問題式學習教學法、任務(wù)型教學法)
★培養(yǎng)學生交流與合作的能力(合作學習教學法)
教
學
用
具
★多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI軟件使抽象的語言變得直觀，為學生運用英語進行交際創(chuàng)設(shè)情景。
★黑板：展示本課的重點單詞、短語、句型。
教學過程設(shè)計
教學步驟
活動內(nèi)容
設(shè)計意圖
Task 1 Warming Up (4 minutes)
★Talk about poets and poems the students learned before.
★Let some students list the reasons why people write poems on the blackboard.
運用“有意義接受學習”教學法：
提示學生先回憶原有知識，獲得成就感，增強自信心，并總結(jié)出寫詩意圖，激發(fā)學生積極思考，領(lǐng)悟本課教學目標。為學習英文詩歌作好鋪墊，闡明新舊知識的各種關(guān)系，促進新知識的理解。
Task 2 Presentation (5 minutes)
★Listen to the tape about the reading passage.
★After listening，tick the correct box(es) of each question in the form in Pre－reading.
運用探究式教學法：
該任務(wù)鼓勵學生主動參與、主動探究、主動思考，概括出每首詩歌的主題大意。
Task 3 Practice (15 minutes)
★According to the Chinese meaning，fill in the correct form of the word.
e．g.The music is written in a ______(節(jié)奏)of three beats to a bar.
★Ask the students to answer the questions in Exercise 2 and Exercise 3 in Comprehending according to the text.
★Find out the information to complete
the following form.
Forms of poems
Characteristics
運用問題式學習教學法、任務(wù)型教學法：
學生帶著問題再一次詳細閱讀并理解全文，解決問題，完成任務(wù)，做好語言輸入儲備工作。該任務(wù)提高了學生的探究能力，充分發(fā)揮學生的自主性。此過程中，還能體現(xiàn)師生、生生之間互相交流、互相探討的合作學習精神。
Task 4 Group Work(15 minutes)
★Hold an English poem writing competition：
Four students work as a group.Practice writing simple poems.Then show their poems to others.
運用合作學習教學法：
以競賽為前提，喚起學生的好勝激情。小組成員各抒己見，培養(yǎng)學生交流與合作能力。把學生所學知識發(fā)散、擴展、升華并輸出，學以致用，學生又獲得成就感。
Homework(1 minute)
★Practice writing more poems.
★Ask the students to collect at least five English poems with different forms.
You can search the Internet if you want to know more about English poems.
運用任務(wù)型教學法：
課外作業(yè)，課堂小組活動延伸到課外，學生仍然可以互相合作完成該寫作任務(wù)。該環(huán)節(jié)是本課所有教學環(huán)節(jié)的延續(xù)。
教學參考
Ⅰ.Famous poetry in English
Reading poetry brings people from different places and different times together.More than any other form of literature，poetry plays with sounds，words and grammar.That makes poetry difficult to write，but very interesting to read.Poetry also calls up all the colors，feelings，experiences and curious images of a dream world.
Though it has a short history，there is a lot of good English poetry around.The seventeenth century was a great time for English poetry.Shakespeare is most famous for his plays.His sonnets，however，belong to the best English poetry.In the next generation of the English poets we meet John Donne.Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.
Before the end of the century，there was another famous writer，John Milton.Once published，his works became famous for the absence rhyme at the end of each line.In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.
The next period that produced a great number of fine poets was the nineteenth century.Greatly loved in China are the English Romantic poets.John Keats died at a very young age in 1821，while William Wordsworth，who spent much of his time in his English Lake District，lived to the a ge of the 80 and died in 1850.The nature poems by William Wordsworth，George Gordon Byron's Isles of Greece and the sonnets and long poems by John Keats have long been favorites.The style in their poems has often led to comparisons with p oets such as Du Fu and Li Bai.
Finally，modern poets have their special attraction because they stand closest to us both in the language and images they use.Among them we find the American poet Robert Frost.
More and more people are interested to read modern poetry in English.Translation can be good，but being able to read English gives you much choice.Besides，no matter how well a poet is translated，something of the spirit of the original work is lost.Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese.
Ⅱ.What is free verse?
Free verse is a modern form of poetry which does not follow any specific rhyme or metrical scheme，although it does not completely abandon the basic poetic precepts of heightened language and songs.Free verse poetry is said to have been popularized by such notable poets as Walt Whitman and Emily Dickinson during the late 19th century，although earlier poets like the mystic William Blake were beginning to pull away from the restrictions of the formal poetry of their day.Whitman's signature collection，Leaves of Grass，is almost entirely composed of free verse poetry.Dickinson，however，still wrote much of her poetry according to the metrics and rhyme of a favored hymn composer.
The free verse style of poetry soon became popular with rebellious young poets such as the Frenchman Artur Rimbaud(阿圖爾?蘭波)，who wrote many of his best free verse poems before the age of 18.Other poets embraced free verse poetry as a way to express raw emotions or unbridled passion not generally found in the formal poetry of their time.Whitman himself referred to this artistic awakening as the great YAWP，a call for all artists to break free of social conventions and live life to its fullest.
Free verse poetry continued to evolve throughout the 20th century，beginning with poets such as Carl Sandburg(卡爾?桑博格)and Robert Frost(羅伯特?弗羅斯特)，both of whom were equally comfortable with formal and free verse poetry.Perhaps the most admired free verse poet was the expatriate Ezra Pound，who became a mentor to many of the 20th century's most famous authors and poets.
本文來自：逍遙右腦記憶 http://www.yy-art.cn/gaoer/63221.html
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