高中英语人教版（新课程标准）选修6【全单元教案】Unit 2 Poems

Unit 2 Poems
1. 教材分析
本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。
1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。21·世纪*教育网
1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。【出处：21教育名师】
1.3 Reading部分是一篇介绍诗歌基础知识的文章。文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。
1.4 Comprehending 部分根据阅读内容设置了三个习题。第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。
1.5 Learning about Language分words and expressions和structures两部分。第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。
1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。
1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。
1.8 LEARNING TIP 部分介绍了一种通过阅读、写作和吟诵诗歌学习语言的方法。
2. 教材重组
2.1将课本Warming Up, Pre-reading, Reading,
Comprehending和练习册READING TASK部分整合成一节“阅读课”。
2.2将课本Using Language中Writing, reading and discussing
部分与练习册TALKING，SPEAKING TASK部分整合成一节“口语课”。
2.3将课本Using Language中Listening and discussing部分与练习册
LISTENING,LISTENING TASK部分整合成一节“听力课”。
2.4将课本Learning about Language部分与练习册USING WORDS AND EXPRESSIONS,以及USING STRUCTURES部分整合成一节“语言知识课”。
2.5将课本Writing部分与练习册WRITINGTASK,PROJECT部分整合成一节“写作课”。
3. 课型设计与课时分配
1st Period Reading
2nd Period Speaking
3rd Period Listening
4th Period Language Study
5th Period Writing
Ⅰ. 单元教学目标
技能目标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
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 ...
词汇
1． 四会词汇
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, inspire21*cnjy*com
2． 认读词汇
poetry, emotion, rhythm, rhythmic, repetition, mockingbird, brass, coffin, cinquain, droop, dread, haiku, syllable, brimful, translation, await, revolve, utter21世纪教育网版权所有
3． 词组
take it easy, run out of, make up of, nursery rhyme
语法
Subjunctive Mood (2)
If I had done ..., I would have done ...
重点句子
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
【教学重点】
1.The forms of poems.
2.How to talk about poems.
3.How to talk about plans for writing poems.
4.The subjunctive mood.
【教学难点】　
How to write or translate poems.
Multimedia, a tape recorder, a computer and some pictures.
The First Period Reading
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.)
Step Ⅱ Lead-in
1.Talk about the kinds of poems.
2.Ask the students to skim the poems in the Reading. Then tick the box.
Sample answers:
Step Ⅲ Introduction
1. Ask the students to read the passage quickly and fill the form below.
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
Ask the students to read and answer questions.
Comprehending: Ask the students to answer the questions following the text.
(Show them on the screen)
Ask the students to know something about poems.
Step Ⅳ Language points
There are various reasons why people write poetry. 21·cn·jy·com
1) various: different, its root is vary.
2) poetry is a collective noun, used as an uncountable noun.
2. Others try to convey certain emotions.
1) convey 作“传达，表达（思想或感情等）”时，常用于convey sth. (to sb.)结构。
e.g. 1). Colours like red convey a sense of energy and strength.
2). Please convey my thanks to your wife.
作“传送，运送，输送”讲时，常用于convey sb. / sth. (from ...) (to ...) 结构。
e.g. 1). This train conveys over five hundred passengers every day.
2). A taxi conveyed us to the train station.
3). Wires convey electricity from power stations to the user.
3. The language is concrete but imaginative, and they delight small children because they rhyme, have strong rhythm and a lot of repetition.
a.本句是一个由and连接的并列复合句，两个分句分别是 he language is concrete but imaginative和they delight small children ... a lot of repetition；
b. 第二个分句中含有一个由because引导的原因状语从句。
4. List poems have a flexible line length and repeated phrases which give both a pattern and a rhythm to the poem.
flexible灵活的，可弯曲的，柔顺的。
5. Another simple form of poem that students can easily write is the cinquain, a poem made up of five lines. 21cnjy.com
a.本句的主干为：Another simple form of poem is the cinquain；
b. that引导定语从句students can easily write，修饰先行词 poem；
c. a poem made up of five lines作cinquain同位语
d. 在同位语中，made up of five lines是 过去分词短语作后置定语，修饰 poem，可以改为定语从句which is made up of five lines。【版权所有：21教育】
这句话还可以这样表达：
The cinquain is another simple form of poem. It is made up of five lines and students can easily write it. 21教育网
6. We would have won ... ... if we hadn’t run out of energy.
run out of ... 为及物动词短语，意为“用完了……”，而run out为不及物动词短语，后不能接宾语，意为“被用完”。
e.g. I have run out of money. My money has run out.
It is easy to write and, like the cinquain, can give a clear picture and create a special feeling using the minimum of words.
本句包含三个并列的谓语，分别是：
a.is easy to write can give和(can) create;
b. like the cinquain作插入语;
c. using the minimum of words是动词-ing形式作方式状语。
8. Should the journeyer return, this stone would utter speech.
当if引导的虚拟条件句中有had, were, should时，可将if省去，将had, were, should提前，构成倒装语序。
Did you know that English speakers also enjoy other forms of Asian poetry — Tang
poems from China in particular?
in particular 尤其，特别，其中，形容词particular意为“特指的，特别的”。另外，
particular还可表示“讲究，挑剔”，可构成be particular about，意为“对……挑剔 / 讲究”。
StepⅤ Homework
1. Read the text aloud and recite Paragraph 1.
2. Prepare your favorite Tang poem (s) and translate it/them into English.
The Second Period Speaking
Step ⅠRevision and Lead-in
Ask the students to read the words aloud.
2. Exercise 1 on page 12. Read aloud the words and try to explain why “rhyming” can make vocabulary easy?
Step ⅡListening and Speaking
Ask the students to listen to the poem “I’ve saved the summer”. And then answer the questions in Exercise 1.
1) Do you think the speaker in the poem is more likely to be a girlfriend /boyfriend or parent?
2) Does the poem have a rhythmic pattern?
3) Does the poem have rhyming words?
4) When you were listening to the poem, did it make you feel something or think about something? What did it make you feel or think about?
2.Ask the students to read the poem after the recording and circle the words that rhyme in the poem.
1) Circle the words that rhyme. What is unusual about the rhyming words in the last four lines?
2) Try beating or clapping the strong beats of the rhythm as you read the poem to yourself. Now listen to the poem again and clap the strong beats.
I’ve saved the summer
And I give it all to you
To hold on winter mornings
When the snow is new.
I’ve saved the summer
And I give it all to you
To hold on winter mornings
When the snow is new.
And for myself I’ve kept your
smile
When you were but nineteen,
Till you’re older you’ll not know
What brave young smiles can
mean.
But if you’ve a need for love
I’ll give you all I own
It might help you down the road
Till you’ve found your own.
(by Rod McKuen)
Words that rhyme: you, new; need, feed; nineteen, mean; way, day; own, own
3.Ask the students to discuss about the poem in groups and discuss the questions on page 15.
Step Ⅲ Discussing
1. Ask the students to think about the kind of poem they would write / translate.
Kinds of poems: nursery rhymes; list poems; cinquain; haiku; Tang poems
Ask the students to discuss Exercise 3 on page of 15. (show the on the screen)
1).Who is the speaker in the poem and who is he /she speaking to? Give reasons to support your answer.(Maybe a parent speaking to a young adult child. )
2). Which of the following is the closest to the speaker’s message? Give a reason for your choice.( A. If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you.
B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you.
C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me.)
Step Ⅳ Language points
Does the poem have a rhyming pattern?
pattern:
n. (1) 图案
e.g. This cloth has a pattern of blue and white squares.
这种布有蓝白格子的图案。
(2) 模板, 式样
e.g. They like new?patterns?of family life.?他们喜欢新的家庭生活方式。
v. form a pattern
e.g. He patterned himself upon a man he admired.
他模仿一个他钦佩的人。
Till you’re older you’ll not know what brave young smiles can mean.
等你长大成人以后，才知道年轻勇敢的 微笑的奥秘。
till 用在肯定句中，意为“直到……为止”，通常表示动作的终点，因此，动词必须是延续性的。
如：We must stick to our task till it is finished. 我们必须继续工作, 直到做完为止。
Just wait till you see it. It’s great. 你就等着直到看见它吧。好看极了。
用在否定句中，意为“直到……才”，通常表示动作的起点，动词可以是延续性的也可以是非延续性的。如：
She didn’t sleep till her son came back. 直到她儿子回来她才睡着。(sleep为延续性动词)
I didn’t begin work till he had gone.
直到他走了我才开始工作。(begin为非延续性动词)
I’ll also try out his way some time.
try out: trying something to find out about it 试用, 试验
e.g. Please try out red wine. 请试试我们的红葡萄酒。
try one’s best 尽最大努力
try on试穿
try doing sth. 试着做某事
try to do st尽力做某事
StepⅤ Homework
Ask the students to write / translate the poems they talked about in the class.
The Third Period Listening
Step Ⅰ Revision and Lead-in
Ask the students to show their work and talk about it .
Step Ⅱ Listening
Question 1: What inspires you to write poetry?
Question 2: In what kind of place do you like to write poetry?
Question 3: What conditions do you need to be able to write poetry? (Does it have to be quite, do you need to be alone, do you need to listen to music and so on?)
(Textbook: Exercises 1-2, P15): Ask the students to listen to Miss Jiang, a teacher discussing about a poetry competition with her class and finish the exercises 1 and 2 on page 15. Check the answers with the students.
(1)Who has written a poem already and is ready to enter the competition? Lucy
(2) Who is not going to enter a poem for the competition this year? Pitt
(3) Who plans to write at the weekend? Jack
(4) When is the deadline for the competition? the 24th of the month.
2. (Textbook: Exercise 3, P15): Ask the students to listen to and read after the recording.
3. (Workbook: P48): Ask the students to listen to the recording and find the answers to the exercises on page 48.
Step ⅢHomework
Ask the students to do Exercise 2 on page 12 in the textbook and Exercises 1, 2 and 3 on pages 49 in the workbook.
The Fourth Period Language Study
Step ⅠGrammar Focus
Talk about “subjunctive mood”.
Show the following to the students.
虚拟情况
条件句
结果主句
(1)与过去事实相反
If+主语+ had +过去分词
主语+would(should, could, might) + have + 过去分词
(2)与现在事实相反
If + 主语 + 动词过去式（be 用were）
主语 + would (should, could, might) + 动词原形
(3)与将来事实相反
If +主语+should / were to
主语 + would （should, could, might）+ 动词原形
(4)错综时间条件句（即主从句表示不同时间的动作）
根据句义采用不同时态
Ask the students to read the following examples repeatedly. 2·1·c·n·j·y
(1) If anything had happened, he would have let her know.
I should have talked to mother if I had thought of it.
If I had been less cautious I might have been wiser.
If it had not been for Margaret, I might not have understood.
No doubt I could have earned something if I had really meant to.
He did everything for me that my father could have done if he had lived.
(2) If wishes were horses, beggars would ride.
If I were you, I’d go to night school.
If we were men, we’d be doing something decent now.
I tell you, you wouldn’t be anywhere at all if it weren’t for Ruth.
Indeed, if there were anything to tell, I would tell it to you.
If you had your choice, where would you go?
Would you mind very much if I asked you to do something?
If he went, would you go too?
I think it would be much better if you got a job.
Wouldn’t it be better if you made an appointment to see him at the office?
(3) I thought if you were to speak to him, it would carry more weight.
But if she were to lose her place they would be ruined.
I’m sure you’d be the first to be sorry if anything was to happen to him.
If they were to hear you talking, they’d think you were a school teacher.
I should be most happy to go down with you if I should not be in the way.
If it should be necessary, I could come at six.
(4) If it hadn’t been for the doctor’s care, I should not be speaking to you now.
I think we should have been told if there was anything up.
If you’d listened to me, you wouldn’t be in such trouble now.
Then ask the students to do the exercises in the workbook.
2. 虚拟语气
主要用于条件状语从句，其它从句或口语中。
1) 虚拟语气在条件状语从句中
情况
从句动词形式
主句中动词形式
与现在相反
were
过去式动词
过去式助动词 + v.
would / should / could / might + v.
If he were rich, he would buy the house.
If Mary found the book, she would bring it to you.
We could ask her if she were here.
与过去事实相反
had + pp
would / should / could / might + have + pp
If he had seen you yesterday, he would have asked you about it.
If you had come earlier, you might have caught the train.
I should have called you if I had known your telephone number.
与将来事实相反
should / were to
would / should / could / might + v.
If I should fail, I would do it again.
If the sun were to rise in the west, I would not marry him.
2) 虚拟语气在主语从句中
句型（1）： 表“做某事是必要的或重要的”(should应该，将要)
It is necessary / natural / imperative / important / proper / urgent that + S + should + v / v / be + pp
It is necessary that he take the examination.
It is proper that she refuse the offer.
句型（2）：表“情绪活动方面的主观看法” (should居然，竟然)
It is a pity / strange / surprising / wonderful / no wonder / funny / a matter of regret that + S+ should + v / v
It is strange that she should marry such a man.
It is a pity that the boy should be so proud.
句型（3）：
It is desired / ordered / requested / suggested / proposed / arranged / has been decided that + S + should + v / v
It is suggested that a meeting should be held.
It was arranged that they leave the following week.
It has been decided that the meeting be put off till next Saturday.
3）虚拟语气在宾语从句中
句型（1）： wish + 宾语从句（不可能实现的愿望）wish + S + 过去式（现在）
wish + S + had + pp（过去）
wish + S + could / would / should / might + v（将来）
I wish I were rich.
I wish I had been in Hong Kong last year.
We wish he would speak English.
句型（2）：表“建议、要求、坚持、命令”等动词后的宾语从句中 (should将做，该做)
S + require / request / recommend / propose / order / command / insist / suggest / demand / ask + that + S + should + v / v
The officer ordered that all the soldiers get ready. They insisted that we begin the work at once.
注：
1）insist“坚持，坚持主张（认为）” 强调事实或经验，用陈述语气。
I insisted that it was an accident.
2）suggest“暗示，启发” 用陈述语气。
The look on his face suggested that he was unhappy.
4）虚拟语气在表语从句或同位语从句中
Suggestion, plan, idea, order, advice, requirement, request, motion, proposal, recommendation 等后的表语从句或同位语从句中用should + v / v
My suggestion is that we visit Paris.
Her idea is that they discuss the report. What do you think of the plan that our classes be ended at the end of this month?
5）虚拟语气在定语从句中
It is / was about / high time (that) + S + 过去式动词 / should + v
It is time we went home.
It is time we should go.
It is time for us to go home.
6）在as if / though, even if / though 从句中，或目的状语从句和让步状语从句中
情 况
例 句
as if
It seems as if it were a fine day.
He speaks as if he were a professor.
so that
in order that
We study hard so that we may work well.
The teacher spoke slowly in order that the students could hear clearly.
whatever
whoever
no matter what no matter how
Whatever be the difficulties, we must go on with the work.
No matter what you may say, I am determined to do what I think is right.
You mustn’t be proud, however much you may achieved.
7）其它情况
But for = Without / If it were not for / But that + S + 现在式 v + n, S + should / could / would / might + v
But for your help / Without your help, / If it were not for your help, / But that you help him, he would fail.
Step II Homework
Do exercises 2, 3 and 4 on page 51.
The Fifth Period Writing
Step Ⅰ Revision
Ask the students to show their work.
Sample poems for reference:
1. (A nursery rhyme) Five Fat Peas
Five fat peas in a pea pod pressed
One grew, two grew, so did all the rest.
They grew and grew
And did not stop,
Until one day
The pod went POP!
2. (A haiku poem) Trees
Green every spring
Bright orange in autumn
Bare in winter
Step Ⅱ Writing
如 何 写 英 语 诗 歌
诗歌是各种英语文体中最富有激情和感彩的一种。诗歌往往用高度凝练的语言来表达诗人的喜怒哀乐，诗人把自己对生活和客观世界的理解和感悟融入诗歌，当我们在欣赏一首诗时，可以通过文字捕捉到诗人的内心情感。一首优秀的诗可以以其特有的节奏与方式影响人们的精神世界。【来源：21·世纪·教育·网】
诗歌的篇幅一般短小精悍，语言精练，感情强烈；在格式上，英语诗歌同汉语诗歌一样讲究押韵。诗的押韵是指通过重复元音或辅音以达到一定的音韵效果，一首诗的押韵具有带规律性的一致性，尤其是在诗句的末尾，称尾韵。www-2-1-cnjy-com
1.Talk with the students about how to write list poems. 21*cnjy*com
Read and find out what the poem tells us.
Show the following.
Spring
Spring, the sweet Spring, is the year’s pleasant king;21教育名师原创作品
Then blooms each thing, then maids dance in a ring,
Cold doth not sting, the pretty birds do sing,
Cuckoo, jug-jug, pu-we, to-witta-woo!
The palm and may make country houses gay,
Lambs frisk and play, the shepherds pipe all day,
And we hear aye birds tune this merry lay,
Cuckoo, jug-jug, pu-we, to-witta-woo!
The fields breathe sweet, the daisies kiss our feet,
Young lovers meet, old wives a-sunning sit,
In every street theses tunes our ears do greet,
Cuckoo, jug-jug, pu-we, to-witta-woo!
Spring! the sweet Spring!
这首诗押韵整齐，读起来很有节奏感。表现了春天里万物复苏、生机盎然、一派欢乐祥和的生动景象。
二、现代诗歌可以押韵，也可以不押韵，但是写作时需注意两点：
1. 要有节奏感。没有节奏感的诗歌，不能算诗，最多是分行的散文。
2. 要把握句子结构的平衡。也就是诗句长短不要相差太远，否则读起来给人不平衡、不舒服之感。
When You Are Old
When you are old and grey and full of sleep,
And nodding by the fire, take down this book,
And slowly read, and dream of the soft look
Your eyes had once, and of their shadows deep;
How many loved your moments of glad grace,
And loved your beauty with love false or true,
But one man loved the pilgrim soul in you,
And loved the sorrows of your changing face;
And bending down beside the glowing bars,
Murmur, a little sadly, how Love fled
And paced upon the mountains overhead
And hid his face amid a crowd of stars.
这首诗的作者是William Butler Yeats（威廉·巴特勒·叶芝）。叶芝是爱尔兰最伟大的诗人之一 ，对现代诗很有影响。这首诗是叶芝写给自己心爱的人的情诗。诗中的主人公“你”指的是爱尔兰革命家Maud Gonne，诗人遇见她并爱上她，曾多次向其求婚，均未成功，但诗人对她爱慕终生，于是就有了这篇经典之作。全诗共三节，前两节均是对 Maud Gonne的爱意的倾诉。第一节中虽然多次用第二人称“你”，但实际上是描述作者自己心中的所思所想。第二节中诗人采用了对比的手法，讲述了对 Maud Gonne的爱慕之情，突出自己永恒的爱。最后一节诗人描述了自己内心悲伤的感情。诗中sleep / deep, book / look, grace / face, bars / stars, fled / overhead这几组韵调使诗歌富于音韵感，有音律美，节奏感强，读起来琅琅上口。纵观全诗，没有华丽的辞藻，也找不到甜蜜的情话，有的只是平淡的文字背后寄予的永恒的爱意和深情，反而能让读者久久回味。2-1-c-n-j-y
The Significance of Failure
Failure doesn’t mean you are a failure,
It does mean you haven’t succeeded yet.
Failure doesn’t mean you have accomplished nothing,【来源：21cnj*y.co*m】
It does mean you have learned something.
Failure doesn’t mean you have been a fool,
It does mean you had a lot of faith.
Failure doesn’t mean you’ve been disgraced,
It does mean you were willing to try.
Failure doesn’t mean you don’t have it,
It does mean you have to do something
in a different way.
Failure doesn’t mean you are inferior,
It does mean you are not perfect.
Failure doesn’t mean you’ve wasted your life,
It does mean you have a reason to start afresh.
Failure doesn’t mean you should give up,
It does mean you must try harder.
Failure doesn’t mean you’ll never make it,
It does mean it will take a little longer.
Failure doesn’t mean God has abandoned you,
It does mean God has a better idea.
2.Ask the students to write a poem that starts with “I feel happy when ...” or “Slowly”.
First read the examples, then start your poems.
Sample version 1:
I feel happy when
The moon is round,
Brothers and sisters sitting around,
Taste the moon cake and the joy of life.
I feel happy when
My work is done,
And weariness gone.
Everything goes smoothly.
I feel happy when
You sleep soundly,
With your little hand round my neck.
Peace and love full of the room.
Sample version 2:
Slowly you turn up in my dream,
Slowly the charming face fades in the beam,
Slowly a car moves toward the east,
Slowly ladies and gentlemen joined the feast.
Slowly the sun sets in and ends the day,
Slowly you take the sleigh.
Slowly I got up silently,
Slowly another day begins carefully.
Step Ⅲ Homework
1. Ask the students to do the exercises in Discovering useful structures on page 13.
2. Ask the students to do Listening Task in the workbook on page 53.www.21-cn-jy.com
略。