Learning about Language优质教案设计

选修6 unit2 Poems

Period 1 Warming Up, Pre-reading Teaching Important Points: 1. Get Ss to talk about poetry. 2. Get the students to know a few simple English poems. Teaching Difficult Points: 1. Work together with partners and describe English poems and songs. 2. Develop Ss’ speaking ability.

3. Get Ss to learn different poems between China and the western countries. Teaching Methods: 1. Task-based teaching and learning. 2. Cooperative learning. 3. Discussion. Three-D(three-dimensional) Knowledge Aims: 1. Get Ss to learn new words and expressions. 2. Let Ss learn about poems. Ability Aims: 1. Let Ss have the ability to talk about poems. 2. Enable Ss to learn to talk about poems.

3. Let Ss discuss why people write poems to develop their discussion ability. Emotional Aims: 1. Stimulate Ss’ sense of Poems protection by talking about Poems.

2. Develop Ss’ sense of cooperative talking.

Teaching Procedures: Step 1 Greeting

Greet the whole class as usual Step 2 Warming-up 1. Ask Ss to talk about poems by answering questions: e.g. 1) Do you remember any little poems or songs you lerned when you were a child? Does any one of you know anything about poetry?

2) Do you remember any poems you have read in middle school and high school,either in Chinese or in English?

3) Can anyone recite any poems?

4) Why do people write poems?

5) Do you have a favourite poem in Chinese or in English? Why?

(Ss’ answers are various.)

Step3 Pre-reading

Ask Ss to skim the poems on the following pages and tick the correct box(es) for each question.( Sample answers) Which poem A B C D E F G H

describes a person tells a story

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[来源:学

√

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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 √

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has rhyming words at the end √

of lines repeats words or phrases

Step 4 Homework √

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Ask Ss try to search for more information about poetry.

Period 2 Reading

Teaching Important Points: 1. Let Ss read the passage A Few Simple porms of English Poemsand learn about the passage. 2. Get Ss to learn different reading skills. Teaching Difficult Points: 1. Develop Ss’ reading ability. 2. How to teach the students to know somple English poems and understand each of them.

Teaching Methods: 1. Reading (individuals) 2. Discussion (group work) 3. Cooperative learning. Three-D(three-dimensional) Knowledge Aims: 1. Help the students learn new words and expressions. 2. Get ss to learn about the forms of poems. Ability Aims: Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems. Emotional Aims:

Develop Ss’ sense of cooperative learning.

Teaching Procedures: Step 1 Greeting

Greet the whole class as usual Step 2 Revision Talk about poems or songs the students talked about yesterday and let Ss tell more about poems. Step 3 Fast Reading Task Ask the students to read the passage quickly and fill the form below. Sample answers: Forms of poems Nursery rhymes Features strong rhythm and rhyme, a lot of repetition, easy to learn and to recite List poems Cinquain repeated phrases and some rhyme 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

Step 3 Careful Reading and finish the following task

Ask Ss to finish Ex.1-3 on P11 of student’s book or……

Step 5 Homework Ask the students to find out difficult and important words, expressions, and sentences in this unit.

Periods 3&4 Learning about language points Teaching Aims: 1.

Learn the usage of some difficult words and expressions. 2. To discover some useful structures. 3. To learn about the subjunctive mood. Teaching Important Points: 1. Enable Ss to learn and use some useful words and expressions. 1.How to make Ss have the ability to use language. 2.Enable Ss to master the subjunctive mood. Teaching Methods: 1. Learning and practicing. 2. Task-based activities. Teaching Procedures: Step 1 Greeting

Greet the whole class as usual Step 2 Learning (一) Words and expressions:[来源:学科网Z.X.X.K]

poem, recite, convey, nursery, rhyme, concrete, flexible, pattern,

diamond, cottage, sparrow, tease, salty, endless, translations, branch, transformed, sorrow, eventually, exchange,appropriate……

take it easy, run out of, make up of, nursery rhyme, in particular……

（二）Sentence patterns: 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 ……

1.Some poems tell a story or…Others try to convey certain emotion. convey

1)传达，表达（感情，意见，思想等）

He was sent to convey a message to the U.N. Secretary General. convey sth to sb.向某人传达，表达（感情，意见，思想等）

convey a sense/an impression/an idea etc

I want to convey to children that reading is interesting. 2)传送，运送（可与from, to连用）

Wires convey electricity from power stations to the users.

Your luggage will be conveyed to the hotel by taxi. 2.We would have won if we hadn’t taken it easy.

take it easy

沉住气, 不紧张, 慢慢来

Sit down and take it easy.

Just take it easy and tell us exactly what happened.

知识拓展

take things/ it easy

不着急，放松，不要紧张

take one’s time

慢慢来

,不急, 或拖拉，慢吞吞

The doctor told me to take things easy and stop working so hard.

There’s no hurry; take your time.

3.if we hadn’t run out of energy. run out of 意为“用光；耗尽”。如：

It is very important that this organization does not run out of money.

这个组织没有用光钱，这是很重要的。

疑难辨析

run out, run out of

① run out是动副型短语动词，作不及物动词，表示“被用完了（become used up)”的被动含义，其主语通常是时间、金钱、食物等无生命名词。例如：

② run out of 是三个词组成的短语动词，作及物动词用，后接宾语，表示“用完(use up)”的主动含义，主语只能是人。

③ run out of还有“从（某处）流出（跑出）”的意思；run out也有“流出，跑出”的意义，但其后不能接宾语。

His money soon ran out. 他的钱很快就花完了。

I ran out of money after I finished shopping.

逛完街我用光了钱。

He ran out ofthe room.

他跑出了房间。

4.a poem made up of five lines make up ⑴形成、弥补; 补偿; 补足; 补(考)(2)拼凑成; 配制; 包装(3)编辑, 编制(4)虚构; 捏造(5)缝制(6)组成(7)调停; 和解(8)结算(帐目); 整理(房间等); 准备(床铺等); 包装(9)化装; 打扮

辨别各句make up的意义

1) They quarreled (with each other) but soon made up.

____________ 2) She made up her face to look prettier. ____________ 3) The boy made up a story; it was not true. __________ 4) We need one more player to make up a team.

_____________ Keys: 1) 和解；和好2) 化妆；化装3) 虚构; 捏造4) 补足；凑足

知识拓展

make up for

补偿

How can we make up to you for what you have suffered? 我们如何补偿你所遭受的损害？

make up for lost time

补回失去的时间

They hurried on to make up for lost time. 他们加速进行以补回失去的时间。

Some useful expressions 5. Teasing, shouting, laughing tease

v. 取笑，招惹，戏弄

tease sb. /sth.

取笑，招惹，戏弄

某人/某物

At school the other children always teased me because I was fat.

They teased her about her laziness.

Don’t take it seriously ------he was only teasing.

Stop teasing the cat!

n. 爱开玩笑的人，爱戏弄别人的人

He’s a terrible tease.

6．Transformed into stone. transform vt. 改变

(…的形状,外观,品质或性质) transform sth

(into +sth) 把…..变成…..

1) Success and wealth ___________________. 成功和财富改变了他的性格。

2) A steam-engine _________________. 蒸汽机把热变成能。

1).transformed his character 2) transforms heat into energy Step.3 Some useful expressions Slide show Some useful expressions 1. make a list of

_______________ 2.express feeling

____________

3. rhyming words

________________4.an aspect of …

_____________

5. convey certain emotions

_____________6.nursery rhymes

_____________

7. delight sb.

______________8.score goals

___________

9. take the eyes off the ball _____________10.stay up

_____________

11. take it easy____________

12.run out of energy__________

13. be made up of_____________

14.convey a strong picture__________

15. be brimful of …____________

16.transform into____________

17. translate into…____________

18.appropriate ending__________

19. by chance______________

20.pay attention to___________

Step 4 Practice 1.Ask Ss to do exercises on Page49(WB) 2.Do exercises 3&4 on Page 50 (WB)

Step5 Homework

Review the language points we have discussed this class

Ask Ss try to search for more information about English poems ,finish Ex.1-3 on P12.

Period 5 Reading and discussing Teaching goals

1. Target language

Important words and phrases: pattern, sunlight, darkness, warmth, thread,not…until/till

2. Ability goals

Enable the students to talk about poems and the rhyme and rhythm of poems.

3. Learning ability goals

Help the students learn how to talk about poems and translate them into Chinese.

Teaching Important and Difficult Points How to talk about and translate poems. Teaching methods

Discussion and translation Teaching procedures Step ⅠRevision and Lead-in Ask the students to talk about English poems and check homework.

Step ⅡListening and Discussing Task 1: 1) Ask the students to listen to the poem “I’ve saved the

summer”. And then answer the questions in Exercise 1 on P14.

2) Ask the students to read the poem after the recording and circle the words that rhyme in the poem.

Sample answers:Words that rhyme: you, new; need, feed; nineteen, mean; way, day; own, own. Task 2: Ask the students to discuss about the poem.

Wwork in groups and discuss the questions on page 15.

Sample answers:

S1: The speaker in the poem is a parent. He / She is speaking to his / her son. Reasons: firstly, the parent sends his / her son warmth of the summer; secondly, he / she leads the son to brightness; thirdly, he / she teaches the son to be brave; finally, he / she would give the son all his / her love to help him down the road. All these show the great and selfless love of a parent.

S2: I think the second statement is closest in meaning to the speaker’s message. In the poem, the speaker says to his / her son that he / she has no answers to help him on the way. Instead, the son should find the answers himself.

Step Ⅲ Translating Ask the students to translate the poem “I’ve saved the summer”into Chinese.

Sample answer: Teacher’s Book P140

Step Ⅳ

Homework Ask the students to find out difficult and important words, expressions, and sentences in this unit.

[来源:学。科。网]

Period 6 Grammar Teaching goals：

1. Target language：

Learn subjunctive mood 2. Ability goals：

Enable the students to learn to use the subjunctive mood.

3.Learning ability goals：

Help the students learn how to use the subjunctive mood.

Teaching important & difficult points:

The subjunctive mood.

Teaching methods: Task-based activities.

Teaching aids

A computer and a projector.

Teaching procedures & ways

Step ⅠGrammar Focus Task1 Talk about “subjunctive mood” and let Ss give examples.

Task2 Learn subjunctive mood about

虚拟情况

与过去事实相反

条件句

结果主句

If +主语

+ had + 主语

+ would (should,

过去分词

could, might) + have + 过去分词

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

与过去事实相反

从句动词形式

had + pp 主句中动词形式

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. 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

as if 例

句

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 IIHomework Ask the students to do Ex.1-4 on P13

….

Period 7 Listening Teaching Important Points:

Get Ss to learn listening skills. Teaching Difficult Points: How to improve the students listening ability. Teaching Methods: 1. Have a discussion. 2. Listen and do practice. 3. Cooperative learning. Three-D(three-dimensional) Knowledge Aims:

Let Ss know how to train listening ability. Ability Aims:

Develope Ss’ listening ability.

Emotional Aims:[来源:Z+xx+k.Com]

1. Develop Ss’ sense of listening.

Step 1 Greeting

Greet the whole class as usual. Step 2 Listening Get Ss to listen to the tape and finish Ex.1,2,3＆4 on page 15 Step 3 Homework

Get Ss to summarize what they have learned in unit2

Period 8

Speaking and Writing Teaching goals:

Target language

a. Words and expressions: scholarship, pianist, violinist, let out, load. b. 交际用语

I think…

I’ve never…

I’m not going to ...

I plan to ...

[来源:学科网]How are you going to...? I’ll ...

I’m looking forward to ...

2. Ability goals

Enable the students to make plans for writing poems. 3. Learning ability goals

Help the students learn how to talk about plans for writing poems. Teaching important & difficult points

How to talk about plans for writing poems. Teaching methods Listening, spaeking and discussion.

Teaching procedures & ways

Step Ⅰ Revision Ask the students to show their work and check the answers. Step Ⅱ Speaking

Get Ss to talk about how to express intention and plans. These expressions are useful: I think…

I’ve never…

I’m not going to ...

I plan to ..

How are you going to...? I’ll ...

I’m looking forward to ... Step Ⅱ Writing Task 1: Talk with the students about how to write list poems.

Task 2: Exercise 1 in Writing on page 16. Work in groups, choose one topic and then start one’s group poem.

Sample version 1: If I had a million dollars If I had a million dollars, I would buy Enough bread for hungry, Enough books for children, Enough ships for fishermen, Enough houses for homeless, Enough hope for the world.

Task 3: Ask the students to write a poem that starts with “Slowly”. For the second topic, Ss should make sure that each pair of lines rhymes. First read the examples, then start one’s poem. Sample version:

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.