【英语】2018届人教版选修6一轮复习：Unit2Poems单元教案设计（19页）

【英语】2018届人教版选修6一轮复习：Unit2Poems单元教案设计（19页）

‎2018届人教版选修6一轮复习：Unit2Poems单元教案设计 Period 1 —— Warming up and Pre-reading ‎ Teacher: Huang Likui Teaching material: NSEFC Book 6 —— Unit 2‎ Lesson type: warming up & speaking Teaching aids: ‎ 1. a tape recorder 2. a projector 3. Slides and Pictures Teaching Objectives:‎ 1. To present the topic of this unit —— poetry 2. To help students form concept of poetry.‎ 3. To learn some words and useful expressions in order to express their own feelings.‎ 4. To cultivate students’ interest of poetry.‎ Teaching Important Points:‎ How to improve the students’ speaking ability.‎ Teaching Difficult Points:‎ How to make the students gain enough information to express themselves.‎ Teaching Methods:‎ 1. Pair work or group work to make every student join in the class activities 2. Discussion to make every student express himself freely.‎ Teaching Procedure:‎ Step 1: Daily Greetings (1 minute)‎ T: Good morning, students!‎ Ss: Good morning, Miss Huang!‎ Step 2: Warming up (11 minutes)‎ T: Last unit we have learnt something about art, right?‎ Ss: yes T: It is a kind of art. This time we will learn another kind of art. What is it?‎ Ss: Poetry.‎ T: Yes, poetry. From now on, we will begin a mysterious trip of poetry——Unit 4: a garden of poems. Here “poem” means 诗,它是指一首具体的诗。It is a countable noun. We can say “a poem” or “poems”. For example, we can say “a love poem”. Well, the word “poetry” refers to 诗歌，它是指诗歌的总称。So it is an uncountable noun. Is that clear?‎ Ss: Yes.‎ T: Ok. Who are the people that write poems?‎ Ss: Poet.‎ T: Yes, we call them poet. Can you name some famous poets in China?‎ Ss: ……‎ T: Very good. So many. Now, I’d like to introduce you two of them. Who is he?‎ ‎(show a picture of Li Bai on the Blackboard)‎ Ss: Li Bai.‎ T: Good. Li Bai. Can you recite any of his poems?‎ Ss: ……‎ T: Good job. (show a poem written by Li Bai on slide 1)‎ So from his poems, we can see that Li Bai is full of imagination, right? His poems are always very romantic. So we say Li Bai is a representative of Romanticism. What about another famous poet? Who is he?‎ ‎（show a picture of Du Fu on the blackboard）‎ Ss: Du Fu.‎ T: Yes, you’ve got it. Do you know any of his poems?‎ Ss: ……‎ T: Wonderful, thank you. Compared with Li Bai, most of his poems present us a real life in that period. For example, “朱门酒肉臭，路有冻死骨” . It tells us the living condition of the people at that time, right?‎ Ss: Yes T: So, we call Du Fu realistic poet. Now, I’d like to take a poem written by Du Fu for example. ‎ ‎(show a poem written by Du Fu on slide 2)‎ Xxx, would you please read it for us?‎ S1: (reading)‎ T: Thank you very much. Well, can you understand the meaning of this poem?‎ Ss: No.‎ T: I don’t know, either. I think if we don’t know the background of the poem and some necessary explanations, it will be very difficult for us to understand a traditional poem, right?‎ Ss: Yes T: Well, what about this one? Who’d like to read it for us?‎ ‎(show a English songs “Do Ri Mi on slide 3)‎ S3: (reading)‎ T: Do you think it is easier to understand?‎ Ss: Yes T: I’m sure all of us know what it talks about.‎ Step 3: Reading (5 minutes)‎ T: Today we’ll learn some English poems. They includes many kinds….‎ Ss: (reading)‎ T: Thanks for your sweet voice. Look at the first poem , can you tell me what is the Nursery Rhymes?‎ S4: Strong rhythm and rhyme, a lot of repetition, easy to learn and to recite T: Yes. Good.‎ What the matter is. OK?‎ T: Can you understand the meaning of this poem? It talks about a football match, ‎ right? With him?‎ S5: They lost the game.‎ Step 4: Discussion (10 minutes) ‎ T: OK, up till now, we have collected several words to describe different styles of poems. Well, what other words will we need to talk about poems? Now, would you please form a group of four and have a discussion.‎ What other words will we need to talk about poems? Are you clear?‎ Ss: Yes T: Ok. I’ll give you three minutes. After that, I’d like some of you to list some words you need. Now, go!‎ ‎(Three minutes later)‎ T: OK. Time’s up. Who’d like to be the bravest one?‎ S6: funny, happy.‎ T: Good. Any other opinions?‎ S7: Boring, dull, sad.‎ T: Very good. Any other words? ‎ S8: Moving, meaningful, meaningless.‎ ‎……‎ Step 5: Pair work (10 minutes)‎ T: Well, what about this one?‎ ‎(Sing an English song of another style by myself——Jingle Bells)‎ Do you think it is very sad?‎ Ss: No.‎ T: Do you think it is happy?‎ Ss: Yes T: Yes, it sounds very happy. It is also very lovely, right?‎ Ss: Yes T: Well, compare with these two songs, which one do you like better? This time, I’d like you to discuss with your desk-mates and make up a dialogue.‎ Which song do you like better? Why?‎ You can make up your dialogue with these useful expressions and sentence patterns. Maybe this sample may help you a lot. (show the useful expressions and a sample on slide 5) Is that clear?‎ Ss: Yes T: OK, go. You have five minutes to prepare.‎ ‎(five minutes later)‎ T: Who is ready?‎ ‎……‎ ‎(check some pairs.)‎ Step 6: Conclusion (3 minutes)‎ T: Today we just begin our magical journey of poetry. We have talked about some famous poets and learnt many words to show our ideas about poems and songs,‎ ‎ right? Besides, we also enjoyed two beautiful songs. Do you feel good this class?‎ Ss: Yes T: Thank you.‎ Step 7: Homework (5 minutes)‎ T: Here comes your homework. Next period we’ll make a further study about poetry, especially English poetry. So:‎ ‎1. Please preview the reading part and look up the new words in the dictionary.‎ 2. Try to find an English song or poem, and write a review.‎ Are you all clear?‎ Ss: Yes T: Ok. So much for today. Thanks for your attention. See you!‎ Ss: See you!‎ Blackboard Design:‎ ‎ Unit2 Poems ‎ 具体的一首诗 romantic 浪漫主义的 realistic 现实主义的 poetry 诗歌（总称）‎ interesting uninteresting poet 诗人 funny 滑稽的，可笑的 dull / boring 枯燥的 limerick 打油诗 happy sad 悲伤的 style 风格 meaningful meaningless lyric 抒情的 bold and unconstrained 豪放的 moving 感人的 lovely 可爱的 encouraging 振奋人心的 附：‎ Slide 1: Slide 2 ‎ ‎ ‎ ‎《望庐山瀑布》 《冬日有怀李白》‎ ‎——李白 ——杜甫 ‎ 日照香炉生紫烟， 寂寞书斋里，终朝独尔思。‎ 遥看瀑布挂前川。 更寻嘉树传，不忘角弓诗。 ‎ 飞流直下三千尺， 短褐风霜入，还丹日月迟。 ‎ 疑是银河落九天。 未因乘兴去，空有鹿门期。 ‎ Slide 3: Slide 5:‎ 沁园春——考试 考场风光，‎ 千里纸飘，‎ 万里眼瞟。‎ 望教室内外，‎ 风景甚好，‎ 交头接耳，‎ 互打手势，‎ 欲与考官试比高；‎ 需来日，‎ 看试卷成绩，‎ 互喜互贺。‎ 惜八股取士，‎ 摇头晃脑。‎ 死记硬背，‎ 甚是苦恼。‎ 一代天骄，‎ 时代骄子，‎ 考试作弊出高招。‎ 俱往矣，‎ 数风流高手，‎ 还看今朝。‎ ‎ Useful expressions:‎ ‎1. I’m interested to …… but ……‎ ‎2. I’m (not) interested in …… so ……‎ ‎3. I think it will be too ……to ……‎ ‎4. I’ve never heard of …… so ……‎ ‎5. I don’t know much about …… but ……‎ ‎6. I’d like to ……‎ Example: ‎ A: Which song do you like better?‎ B: I’m interested in……‎ A: Why are you interested in ……?‎ B: Because …… What about you?‎ A: Well, I prefer to …… ‎ Because I think ……‎ ‎ ‎ Slide 4: the lyric of the song “My Heart Will Go On” (omit)‎ Period 2 —— Reading (content)‎ Teacher: Huang Likui Teaching material: NSEFC Book 6 —— Unit 2‎ Lesson type: Reading Teaching aids: Multi-media ‎ 1. a computer 2. a tape recorder Teaching Objectives:‎ 1. To learn the main develop steps of the history of English poetry.‎ 2. To learn the characteristics of poems during different periods.‎ 3. To master some extra-curricular knowledge about some famous poets.‎ 4. To improve students’ reading ability.‎ Teaching Important Points:‎ 1. The extra-curricular knowledge of English poetry 2. The similarities and differences between the Chinese and English poets and poems.‎ Teaching Difficult Point:‎ How to grasp the information presented in the reading material.‎ Teaching Methods:‎ 1. Fast-reading to rasp the main idea of three most important paragraphs.‎ 2. The introduction of some famous poets to widen their background knowledge about English poetry.‎ 3. Pair work or group work to get every student to join in the class activities.‎ Teaching Procedure:‎ Step 1: greeting and revision (2 minutes)‎ T: Good morning, girls.‎ Ss: Good morning, Miss Huang Likui.‎ T: Yesterday, we started our trip of poetry. We mentioned a lot of things. Some new words and some famous poets in china, right?‎ Ss: Yes Step 2: While-reading (30 minutes)‎ ‎(Deal with paragraph 3, 4 and 5)‎ ‎1. Fast-reading (10 minutes)‎ T: What about English poetry? Now, please open your textbook and turn to page 10. Let’s have a look at the poems first. Please listen to the tape carefully.‎ Ss: Yes T: OK, here we go.‎ ‎(Several minutes later)‎ ‎…………….‎ ‎2. Intensive-reading (20 minutes)‎ T: Despite its short history, there are a lot of good English poets around. This time, would you please red the third paragraph more carefully and answer the questions on the screen?‎ ‎1. How many poets are there in this text? Who are they?‎ ‎2. Whose poetry reminds Chinese readers of the poems by WangJian?‎ ‎3. What is Haiku?‎ Are you clear?‎ Ss: Yes ‎(Several minutes later)‎ ‎………………‎ T: That’s right, thank you. How time flies! The windmill of the time accompanied us going through many kinds of poems . ‎ ‎……………….‎ T: Very good. Thank you very much. No matter how well a poem is translated, something of the spirit of the original work is lost. So we’d better learn English well, thus we can read poetry in English. ‎ Step 3: Post-reading (3 minutes)‎ ‎(Adopt the first paragraph as a conclusion of the whole passage)‎ T: So, today, we have learnt a lot of things about English poetry, including some famous poets and their representative works, right? ‎ Ss: Yes T: Although we are Chinese, they are English; although we are modern people, they are ancient men; poetry can bring us together, right? Just as Mu Dan wrote: Quietly, we embrace in a world lit up by words.‎ Step 3: Homework (2 minutes)‎ T: Here comes your homework.‎ 1. Finish exercises in post-reading 2. Review the information we have collected this class.‎ 3. Read the whole passage again and underline some language points. Is that clear?‎ Ss: Yes T: So much for today. See you tomorrow!‎ Ss: See you!‎ Period 3——Reading (Language points)‎ Teacher: Huang Likui Teaching material: NSEFC Book 6 —— Unit 2‎ Lesson type: reading Teaching aids: ‎ 1. a tape recorder 2. a projector 3. slides Teaching Objectives:‎ 1. To learn some new words and phrases.‎ 2. To master the main idea of each paragraph.‎ 3. To learn some complicated sentence patterns.‎ Teaching Important Point:‎ The usage of some useful words and expressions.‎ Teaching Difficult Point:‎ How to grasp and remember the detailed information of the reading material.‎ Teaching Methods:‎ 1. Explanations of words and phrases to get the students know their meanings.‎ 2. More examples to get the students know the usage.‎ 3. Pair work or group work to get every student to join in the class activities and learn self-study.‎ Teaching Procedure:‎ Step 1: greeting and revision (2 minutes)‎ T: Good morning, girls!‎ Ss: Good morning, Huang!‎ T: Yesterday we talked about English poetry, especially some famous English poets,‎ ‎ right?‎ Ss: Yes T: I think you must have got a first impression of English poetry. This class let’s study the passage in details. In my opinion, this passage is not easy. So some language points may help you to understand it better. ‎ Step 2: Language points (32 minutes)‎ T: OK, now would you please open your textbook and turn to page 18——English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?”. Ok, let’s read the first paragraph together. Reading poetry, one two start.‎ Ss: (reading)‎ T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please? ‎ S1: ……‎ Step 3: Homework (3 minutes)‎ T: I believe you must have something in your mind. Here comes your homework.‎ 1. Review the language points we have discussed this class and try to retell the whole passage.‎ 2. Finish exercise 2 in word study.‎ Are you clear?‎ Ss: Yes T: So much for today. See you tomorrow!‎ Ss: See you!‎ Blackboard Design:‎ Language points 1. There are various reasons why people write poetry.‎ ‎ a poem ‎ various: different, its root is vary poetry is a collective noun, used as an uncountable noun.‎ ‎2. Some poems tell a story or… ‎ ‎ Others try to convey certain emotion Some …others… ／One… the other(s) …‎ 常常以固定的搭配形式出现 Convey : communicate ideas, feelings to sb Colors like red convey a sense of energy and strength.‎ Body language conveys much more information than language spoken.‎ ‎3. emotion 情绪 ‎　emotional 易动感情的 ‎4. learn about sth. ‎ ‎ learn sth ‎ ‎5. I saw a person twelve-feet high.‎ It is appropriate to “tall” here ‎6. We would have won if Jack had scored that goal.‎ Period 4 ——Grammar Teaching material: NSEFC Book 6 —— Unit 2‎ Lesson type: grammar Teaching aids: Tape recorder, Slides, Pictures ‎1.英语动词有三种语气， 陈述语气，祈使语气和虚拟语气。‎ ‎2. 定义：用来表示说的话不是事实，或者是不可能发生的情况，而是一种愿望，建议，假设的语气叫虚拟语气。‎ ‎3. 在条件句中的应用 　　 条件句可分为两类，一类为真实条件句，一类为非真实条件句。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。‎ ‎1).真实条件句 ‎ ‎　　真实条件句用于陈述语气，假设的情况可能发生，其中 if 是如果的意思。‎ 句型： 条件从句　　 主句 　　 一般现在时　 shall/will + V原形.‎ If he comes, he will bring his violin ‎2). 非真实条件句。‎ Ú 非真实条件句用语虚拟语气，假设的情况不可能发生，或者可能性很小，其中if 是“要是、如果”的意思。即: “要是……就好了”；“如果……，……就会……”‎ Period 5——Listening Teacher:‎ Teaching material: NSEFC Book 6—— Unit 2‎ Lesson type: listening Teaching aids: ‎ 1. a tape recorder 2. a projector 3. slides Teaching Objectives:‎ 1. To improve students’ ability of listening 2. To help them learn how to enjoy English poems Teaching Important Point:‎ How to get the students to grasp the main idea of a passage by listening.‎ Teaching Difficult Point:‎ How to direct the students to grasp the detailed information to finish the listening task.‎ Teaching Methods:‎ 1. To create a situation that helps the students know what they will hear from the conversation 2. To present an English poem and cultivate their interests.‎ Teaching Procedure:‎ Step 1: Greeting. (1 minute)‎ T: Good morning, girls!‎ Ss: Good morning, Miss Luo!‎ Step 2: Pre-listening (7 minutes)‎ 见课件 单元综合知识运用 数学方法一：了解定义 什么是虚拟？什么又是虚拟语气？‎ 根据语文来分析：‎ 虚拟就是假的！不存在的！‎ 虚拟语气也是假的语气，不真实的！‎ 如：太阳会从西边出来。（假的，不存在的）‎ 但要知道英语和语文还是有一定差距的：‎ 虚拟语气=含义+时态 运用数学思维就是：含义(句意)=题目，而时态=未知数x、y等。‎ 了解定义就来学公式！‎ 一、含虚拟条件句的虚拟语气公式 很多同学看到后就一头雾水，正常。下面就来解答疑惑吧（数学总是要推演公式嘛！）虚拟语气的三种基本类型解题思维：‎ ‎1.分清从句和主句。‎ 读题，找到题目给出的己知量，下一步就是解决未知数x、y了。‎ ‎2.从句往前推，主句用wcsm。‎ wcsm=would，could，should，might，可以理解为“厕所sm”，咳！别多想！‎ ‎(1)什么是从句？看到if引导的就是。‎ ‎(2)那往前推？那得读懂题目了，还记得那张“公式表”吗，里面不是有现在、过去和将来么。那往前推一个时态就可以了。如：‎ 现在：现在的前一个时态是过去。‎ 从句的谓语用相应的“一般过去时”，就是did或were。‎ 主句谓语形式就是wcsm+do 过去：过去的前一个时态是什么？哈，就是过去的过去。‎ 从句谓语形式用“过去完成时”，即had done或had been 主句谓语形式用wcsm+have done（been）‎ 将来：将来的前一个时态是什么？‎ 从句谓语用“一般过去式”“过去将来”，即did, were to do 或should do 主句谓语形式用wcsm+do ‎3.情态动词的用法。‎ 情态动词+do表示现在或将来 情态动词+have done表过去 ‎ ‎ 呼，公式推导完了！下面可以做题啦！‎ ‎[例一]‎ Sorry, I am too busy now. If I ________ time, I would go there.‎ A. have done  ‎ B.had had  ‎ C.have  ‎ D.had 第一步，读题了解其意思 。‎ 对不起,我现在太忙了。如果我有时间,我会去那里。‎ 事实：我没有时间，不能去那里。虚拟语气！‎ 第二步，找到己知量。‎ 前句：Sorry, I am too busy now.‎ 主句： I would go there.‎ 第三步，找到时态。‎ now→现在。‎ would go→现在或将来 综合上述两者：应是现在(与现在事实相反)。‎ 第四步，套用公式。‎ 从句的时态是“现在”往前推，应为一般过去时，所以是从句用did或were。‎ 浏览各选项，只有D. had正确。‎ ‎ ‎ ‎[例二]‎ ‎1.省略if的虚拟结构 (had, should, were放句首)。‎ Had they known what was coming next,they ________ second thoughts.‎ A. may have ‎ B. could have C. must have had D. might have had 第一步，读题了解其意思 。‎ 如果他们当时知道接下来会发生什么，他们会改变主意的。‎ 第二步，找到己知量。‎ 从句：Had they known what was coming next＝If they had known what was coming next 因为当虚拟条件句中有were，should，had这三个词时，if可以省略，这时要将主语提前。‎ 第三步，找到时态。‎ had known是过去完成时。‎ 可知时态为：过去(与过去事实相反)。‎ 第四步，套用公式。‎ 根据公式，可知选项D正确。‎ ‎ ‎ 需要提醒的是，有时会有虚拟条件句与主句时态不一致的情况。遇到这种情况，从句和主语要分别套用分式。如：‎ If the old man _______ given first aid immediately, he ________ dead now.‎ A. wasn’t; would be B. hadn’t been; would be C. hasn’t been; would have been D. weren’t; is 句意：如果当时不及时对这位老人采取急救，他现在可能已经去世了。‎ 显然，‎ 从句是与过去事实相反：had done 主句与现在事实相反：wcsm+do 故选B项。‎ ‎ ‎ 二、从句用“(should +)动词原形”的虚拟语气公式 大家经常能听到老师说的：‎ 一个坚持：insist 两个命令：order，command 三个建议：advise，recommend，suggest 四个要求：require，request，demand，ask 公式：这些词+名词性从句[谓语用 (should+) do]‎ ‎ ‎ 要注意两个单词：‎ insist作“坚持要求”解时，从句谓语用(should +)do；‎ 作“坚持认为”解时，用陈述语气。‎ suggest作“建议”解时，从句谓语用(should +)do；‎ 作“暗示（表明）”时，从句谓语用陈述语气。‎ 例如：‎ The man made a serious mistake on purpose; I insisted that he _______.‎ A. was punished ‎ B. is punished C. be punished D. to be punished 根据句子结构，insist后为宾语从句。‎ 根据句意，“这个人犯了严重错；我坚持要求惩罚他。”‎ 因insist表示“坚持要求”，从句应用should+动词原形。故选C项。‎ ‎ ‎