课堂实录a_few_simple_forms_of_poems
高中英语诗歌专题 人教版选修6第二单元A Few Simple Forms of English Poems
3.The students will be able to distinguish the five forms of poems；
4.The students will be able to create Cinquain poems.
★Learning Strategy Objectives
1.To develop the students’skill of fast reading;
2.To develop the students’ability of cooperative learning.
3.The students will go back to their original seats and share the characteristics they’ve found with their groupmembers;(1 minute for each)
4.The teacher will guide the students to list all the characteristics.During this process, the students will appreciate the poems and try to create the cinquain poem with the help of the teacher.
1.Linguistic Intelligence
2.Musical Intelligence
3.Interpersonal Intelligence
Book 6 Unit 2A few simple forms of English poems教案
ReadingBook 6 Unit 2A few simple forms ofEnglish poemsKnowledge aims1. Get students to learn some simple forms of English poems and their characteristics.2. Get students to learn rhymes and rhythm.Ability aims1. Enable students to write some simple English poems.2. Enable students to develop their skimming ability.Emotional aims1. Develop students’ sense of group cooperation and teamwork.2. Develop students’ sense of poem-appreciation.Teaching important points1. Enable students to learn some simple forms of English poems and their characteristics.2. Enable students to enjoy some English poems.3. Enable students to write a nursery rhyme and a list poem.4. Enable students to learn some skimming skills.Teaching difficult points1. Get students to develop students’ skimming ability.2. Get students to grasp what poems (A-H) convey.3. Get students to write a nursery rhyme and a list poem successfully.Teaching procedureStep 1 Warming up1. Show a video of the song Twinkle twinkle little star and ask the students to sing together following the video.2. Enjoy the rhymes and rhythm in the song.Step 2 Pre-readingAsk students to talk about the purposes of writing poems.Step 3 ReadingTask 1 Skimming1.What is the main topic of the reading passage?2.How many forms of poems are mentioned? What are they?Task 2 Careful reading: Fill in the blanksStep 4 Enjoying and imitatingTask 1 Nursery rhymes1. Learn rhythm in nursery rhymes.2. Learn rhymes in nursery rhymes.3. Find out more words that rhyme.4. Ask students to imitate the form of Poem A to write a nursery rhyme.Task 2 List poems1.Find out the sentence patterns in Poem C.2.Ask students to imitate Poem C to write a list poem.Step 5 Homework。
优质课MU oemsa ew simle forms of english poems课件
优质课MU oemsa ew simle forms of english poems
Back to school
Appreciation:
Enjoy some poems
优质课MU oemsa ew simle forms of english poems
Back to school
Appreciation:
-雪莱<<西风颂 >>
优质课MU oemsa ew simle forms of english poems
Appreciation:
Ode to a Goldfish(金鱼颂)
O Wet Pet!
The shortest poem in the history of English literature.
rhyme
优质课MU oemsa ew simle forms of english poems
Listen to Poem A
优质课MU oemsa ew simle forms of english poems
Poem A
优质课MU oemsa ew simle forms of english poems
What dose the poem A convey?
Poem A conveys a father’s love for his boy.
What’s the feature of a nursery rhyme?
✓for children learning English ✓concrete but imaginative language ✓has strong rhythm and a lot of repetition ✓easy to lean and recite although some may not make sense and even seem contradictory
人教版高二英语A Few Simple Forms of English Poems说课稿
obtain and process information
Step 2 Task-Cycle
Listen & Follow
Poem Theme (key words)
A B C D E F G H 4 3 6 3 4 6 4 6
Consolidate Understand Train
Step 3 Post-task
The theoretical basis 理论基础
1
Task-Based Language Teaching Method 任务型教学法
Cooperative Learning Method 合作学习教 学法 The “Top-down” Model 自上而下模 式 Schema theory 概念图
Present Goals
Purpose A Few Simple Forms of English Poems
Predict
Read actively
Step 2 Task-Cycle (29 mins)
Skim for main idea
Focusing on the first sentence of each para.
My Lesson Interpretation
5 Aspects
Analysis of the teaching material The teaching aims The teaching methods The studying methods The teaching procedure
The Important Teaching Point
1
2
Develop reading skills Improve reading ability
unit2a_few_simple_forms_of_poems
An Opening Class Teaching Plan of NSEFC BOOK 6 Unit2 Poems Reading-A FEW SIMPLE FORMS OF ENGLISH POEMS Teaching aims:1) Knowledge aims:a) Learn about the characteristics of different forms of poems mentioned in the reading passage.b)Try to learn and understand“poetry”and“poem”、“rhythm”and“rhyme”.2) Ability aims:a) To develop the students’ reading ability and the ability of listening、speaking、observing、analyzing and solving problems.b) Enable the Students to appreciate English poems.3) Feeling aims:a) To cultivate the st udents’ Literature –awareness, especially to stimulate their interest in poems.b) Train the students to cooperate with others.Teaching emphasis and difficulties:1) Teaching emphasis:a).Let students have a good understanding of the poems through the exercises.b).Get students to master the characteristics of forms of poems mentioned.c).to arouses the students’ interest in appreciating English poems.2) Teaching difficulties:a) .How to practice some reading skills.b).How to explain “poetry”and “poem”、“rhythm”and“rhyme”clearly. Teaching Method:According to the Teaching syllabus, that we English teachers should regard developing the students’ competence as our main aim, and that reading skills are very important for senior students. This period focus on the reading passage, so I put an emphasis on the “Reading Method”. Let the students read the passage with various tasks to develop their comprehension ability, to cultivate the students to analyze and solve concrete problems, to help them learn how to appreciate poems .Mainly, I carry out the reading activities using the “Task-based Approach”.The purpose of doing these is to help the students form a good habit of reading with strategies. At the same time, varieties of teaching and learning activities are designed to stir the students’ interest with the aid of CAI.Learning Method:At first, the students should learn to prepare the text by themselves before class. During the course, the students master the reading skills and develop their reading ability by taking an active part in the class activities. Meantime ,it’s important to help the students form the habit of thinking independently and solving problems cooperatively .At last, I’ll remind the students of going over to consolidate what they have learnt, they’re also encouraged to make a further study after class ,e.g., they can surf the Internet for more information about English poems.IV. Teaching Procedures:Step1 RevisionCheck some new words and phrases learned in the last period.1)押韵2)传达；运送3)童谣4)具体的5)灵活的；可弯曲的6)轻松；不紧张；从容7)用完8)由构成7)无穷的；无止境的10)最后，终于Step2 Brainstorming and Lead inT: We’ve learned a lot of poems before, especial ly in Chinese. What are the reasons why people write poems? Work in groups and list some.Keys：to tell a story.to describe something in a way that will give the reader a strong impression.to convey certain emotions.Step3 Reading1. Scanning:Task 1: Listen and answer1. Tell the Ss how to practice scanning with the reading text.[The purpose is to give students practice in an important reading skill: scanning.]Ask the Ss to listen to the text and then answer the following questions.Qs:1) What’s the m ain topic of the reading passage?2) What kinds of poems does the reading passage talk about?[Have Ss listen to the text with their eyes closed .This gives Ss the opportunity to listen to the sounds or “music” of the poems]2. Careful reading:Read the whole passage carefully for the second time. Discuss in groups and find out the features of each kind of poem.[For my students′ learning ability is poor, I just get them to find out the key words to fill in the blanks.]1) Find out the five kinds of poems in the text and fill the blanks.a. _________ is a common type of children’s poetry. They ______ smallchildren because they , have strong rhythm and a lot of_______ .They are easy to learn and _____ ___ when children learn about language.b. List poem have a line length and repeated phrases which make the poem hasboth and .c. Cinquain, a poem, consists of ____ ___ lines, where students can convey astrong ____ __ in just a few words.d. ___ ___, a _____ __ form of poetry rather than a traditional form of Englishpoetry, has 17_______, and gives a clear picture and creates a ________ feeling in just a few words.e. Tang poems, a Chinese form of poetry, are so popular that English speakerslike to __________ it.Carful reading: Read the poems and answer the following quotations.Poem A:T: Read the poem by yourself again and answer the following questions.1. What's the baby's father going to buy if the looking-glass gets broken?2. What is Papa going to buy for the baby if that Billy-goat runs away?3. What are the features of it?Keys：a Billy-goatAnother Billy-goatIt has strong rhythm and rhyme and has a lot of repetition.Poem C:1. What is the speaker writing about?2. Did his or her team win the game?3. Why his or her team didn't win the game?Keys：No, his or her team didn't win.The players didn't win because: Jack didn't score that goal; they didn't have enough time; they hadn't trained hard....The speaker doesn't really believe his or her own excuses, because there has too many ifs...Poem D&E1. What subject is the speaker writing about?2. Does the speaker like the subject? Give a reason for your answer.Keys: Brother and summerThe speaker likes the brother , because of some words: beautiful、athletic and so on.The speaker does not like the summer, because of some words: sleepy、salty、drying、drooping、dreading、endless.T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese).Can you tell me the characteristics of haiku?Keys: A Japanese form of poetryMade up of 17 syllablesEasy to writeGives a clear pictureHelp the students find the 17 syllables.Circle one or more of the feelings below that you think the woman have. Give reasons for your answers: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 coming back, she was very sad.T: Enjoy the pictures to understand the poem better.Step 4Enjoy Poems (about 3 minutes)Get students to enjoy some famous English poems.[Appreciating beautiful literature works is to stir the students’ interest and enthusiasm in poems a step further.]Step5 Homework1. Underline the key expressions and some difficult sentences in the passage.2. Try to translate some poems into Chinese.2. Surf the Internet to get more information about English poems.。
A_Few_Simple_Forms_of_English_Poems.Reading
Why do people write poems? People write poems
to teLeabharlann l a story to express feelings to make others laugh to tell the life or friendship to delight the kids to tell stories to describe the seasons or scenes for entertainment as the lyric of a song
If that billy-goat runs away, Papa is going to buy you another today.
2L__is_t_p_o_e_m__s
Easy to write Repeat _p__h_r_a_se_s_ and some rhyme while other do not
I saw a fish-pond all on fire,
I saw a house bow to a squire,
I saw a person twelve-feet high,
I saw a cottage in the sky, I saw a balloon made of lead, I saw a coffin drop down dead,
If that mockingbird won’t sing, Papa’s going to buy you a diamond ring.
If that diamond ring turns to brass, Papa’s going to buy you a looking glass.
教案 AFewSimpleFormsofEnglishPoems
Teaching Plan for Reading in M6U2by Andrew展鑫磊课题 A Few Simple Forms of English Poems基本信息授课内容：M6U2 Reading授课时间：2012-11-19授课班级：高二22班授课类型：阅读鉴赏课教学目标▲知识与能力1. I will be able to tell the major characteristics of 5 simple forms of English poems.2. I will be able to appreciate 8 simple English poems.3. I will be able to write an English poem following one of the 5 forms. (60% of the ss finish in class and 40% after class.)▲过程与方法Learning about English poems though extracting information, analyzing the characteristics of their forms, reading aloud and comparison.▲情感、态度与价值观I will Develop my love for English poems.教学分析▲教材分析与重组This passage is a 718-word reading text and a combination of introduction to poetry forms and 8 example poems. It would possible if we want to teach ss every characteristic of each form of English poems and appreciate 8 English poems in 40 minutes without reorgnizing the learning material. Consequently, we separate the introduction and the poems and get a 328-word text and 8 simple poems (6 of them are put into an envelope for each student and the other 2 as extra materials.). (See Appendix 1&2) Besides, we only focus on the major characteristics of each form, thus save time in analyzing the reading passage.▲学生情况分析Senior 2 ss have got better skills in reading. Most of them are able to literally appreciate literature works. Hardly have ss read English poems before, however, Chinese poems are quite familiar to them.▲教学重点1. Let ss tell the major characteristics of 5 simple forms of English poems.2. Help ss understand and appreciate 8 English poems.▲教学难点1. Help the ss understand why people say haiku is special.2. Ss write their own English poems in class within limited time.高二英语研究课教学设计教学过程Teacher Students Comments1.Lead-in （2 min）T: Yesterday, we have learned about the basicknowledge of English poems by comparing themwith Chinese ones. Today, we will talk aboutanother important aspect of English poems. Look atthese Chinese poems. What are the differencesbetween them?T: (summarize ss’ answers into “form”) As you allknow, Chinese Poems have a variety of forms tofollow. Do you think the same thing exists inEnglish poems?T: (collect ss’ opinions) Yes or no? You’ll figure itout after this lesson..Compare thepresented Chinesepoems and find outthe differences.Know what we’regoing to learn aboutin this lesson.继续沿用上节Warming-up中使用的中英文诗歌对比学习的方法引导学生发现本课核心内容——英文诗歌的诗体。
A Few Simple Forms of English Poems说课稿
Book 1 Unit 5 Nelson Mandela —a modern heroLesson Design of Period 1Great PeopleⅠAnalysis of English learnersa)Relatively higher degree of reading skills compared with that of speaking skills.b)Communicative skills still need to be improved through systematic guidance andcomprehensive training.Ⅱ Analysis of teaching materialsa)Not much appropriate information provided in the part of warming-up and pre-reading forthis period.b)The materials need to be rearranged.c)More background information should be offered to effectively serve the learning process.Ⅲ Teaching objectivesa)Language knowledge objectivesStudents will be able to use adjectives to des cribe a person’s character s and employ functional expressions.b)Language competence objectivesStudents will develop speaking skills such as providing information and expressing simple views and opinions effectively and appropriately.c)Emotion objectivesStudents will be led to gain a general knowledge of four great people and pay due respect to people of different nationalities, races or sexes.Ⅳ Teaching emphases & difficultiesa)Teaching emphases●To help students to grasp the basic meaning and usage of the new words.●To give instructions on how to create a biography with given information.b)Teaching difficulties●To arouse the students’ interest i n the topic and involve them in the activities as muchas possible.●To help students to create a biography in a logical and smooth way.Ⅴ Teaching methodologiesa)Engage – Study – Activateb)Communicative Language Teaching Approachc)Task-based Language Teaching ApproachⅥ Learning strategiesa)Observation – Comparison – Imitation.b)Cooperative Learning.Ⅶ Teaching aids & proceduresa)Teaching aids: Multimedia courseware & handoutsb)Teaching procedures:Teaching situation: This lesson will be set in a situation where the students are going to work as a narrator in a museum of history; their job is to introduce four great people to the visitors.At first, their knowledge of the people’s experiences, achievements and contributions is limited, and the brief introductions they collected are in disorder and mixed up, so they have to workwith their peers to create a biography. However, to work as a successful narrator, they have to make the biography smooth and attractive, which is the objective of this lesson.Step 1 Great people & great souls (6 minutes) [Free discussion]Pictures of four great people (Mohandas K. Gandhi, Nelson Mandela, Marie Curie, Helen Keller) are shown to provoke students’ interesta)Who are these people?b)What kind of people are they?Step 2 More adjectives (5 minutes)Some new adjectives are introduced to extend students’ vocabulary through example sentences, pictures, etc.Step 3 Two halves make a one (6 minutes) [Pair work]a)The brief introductions of two great people are put in disorder, mixed up and split into twoparts separately held by the two partners.b)Only through cooperation work could they rearrange and match the information to gain thewhole picture.c)There will be two sets through the activity. (Set 1 —Mohandas K. Gandhi & NelsonMandela; Set 2 —Marie Curie & Helen Keller).d)The second set will be slightly more difficult than the first one.Step 4 Create and share (20 minutes) [Group work]a)After checking the answers to the information match together, an outline of the features of abiography is drawn based on the observation of the two biography samples of Mohandas K.Gandhi provided; with further discussion, a clear understanding will be gained.b) A comparison between the two samples will be made, followed by specific instructions onhow to write a logical and smooth biography in chronological way.c)Cooperation work in groups of four to create a biography of one person (except MohandasK. Gandhi) is conducted based on what they have learnt before, including the adjectives, language rule, and features of a biography. The usage of attributive clause will be implicitly suggested.d)Several students of different groups will be invited to present their outcome as a narrator.Step 5 Summary (3 minutes)a)Which one of the four great people inspires you the most? What qualities have you noticedbased on their experiences, achievements or contributions?b)Have you noticed:●What their nationality is?●Which race they belong to?●What sex they are?c) “Greatness is beyond nationality, race and sex; it’s t he qualities rather than the identitiesthat will last forever.”ⅧHomeworkPlease write down a brief biography of one of the four great people introduced based on what you have learnt in the class as well as extra materials provided.a)Use the adjectives newly learntb)Pay attention to the features of a biographyEvaluation & ReflectionBibliographyBrown, D.. 2001. Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.Gardner, D. and L. Miller. 2002. Establishing self-access: from theory to practice. Shanghai: Shanghai Foreign Language Education Press.Hedge, Tricia. 2002. Teaching and learning in the language classroom. Shanghai: Shanghai Foreign Language Education Press.Johnson, Keith. 2002. An introduction to foreign language learning and teaching. Beijing: Foreign Language Teaching and Research Press.Ur, Penny. 1996. A course in language teaching: practice and theory. Cambridge: Cambridge University Press.Layout of blackboard writing Period 1 Great PeopleFeatures of a biography ●about a real person●3rd person●in chronological order●simple past tense●important events, achievements, contributions ●influence on other people●evaluationAppendix ⅢSample biography 1Mohandas GandhiIn 1869, Mohandas Gandhi was born in India. He went to South Africa to practice law after graduation in 1893. In 1896, he began to lead Indians in South Africa in a struggle for equal rights and the South African gave Indians their rights in 1914. In 1915, he returned to India with the goal to win for his country the right to rule itself. In 1920, he called on Indians to refuse to work with Britain as hundreds of peaceful protesters were killed. In 1939, he refused to support Britain in World War Ⅱ unless India became independent. India became a free country in 1947. He was shot and killed by an Indian who hated his efforts to achieve peace in 1948.Mohandas Gandhi is a great person in the history and we should respect him.Sample biography 2Mohandas GandhiMohandas Gandhi was born in India in 1869. After graduation from college in 1893, Gandhi worked as a lawyer in South Africa, a part of the British Empire where Indians were denied (were prevented from having) basic freedoms. Three years later, he started to lead Indians in South Africa in a struggle for equal rights. It was a struggle of nonviolence. When attacked by police, they did not fight back. In 1914, their efforts were finally paid back, as the South African government granted (officially gave) Indians their rights.However, people of his motherland were still living in misery. With the goal to win for his country the right to rule itself, he returned to India in 1915. In a case in 1920 where hundreds of peaceful protesters were killed, Gandhi called on Indians to refuse to work with Britain. They also refused to support Britain in World War Ⅱ during 1939 unless India became independent. And the goal was not realized until the year 1947 when India became a free country. A year later, he was shot and killed by an Indian who hated his efforts to achieve peace at the age of 79.Mohandas Gandhi was considered the greatest figure of the 20th century who led India to independence and inspired movements for nonviolence, civil rights and freedom across the world. He selflessly devoted his life to the people and this is well worth our deepest respect.Appendix ⅣSample of extra materials provided for after class readingNelson MandelaNelson Mandela, a boy from an African village, grew up to become the first black president of South Africa. Before he became president, Mandela led a long and difficult struggle against segregation in South Africa. Under segregation, black and white people were kept apart. Segregation denied blacks many basic rights. Mandela spent many years in prison for trying to end segregation in South Africa.EARLY LIFENelson Rolihlahla Mandela was born in 1918 in a small village in the Transkei region of South Africa. His father was a chief of the Thembu tribe. Mandela’s par ents named him Rolihlahla, an African word that means troublemaker. Little did they know how fitting his name would be!At the age of seven, Mandela became the first person in his family to go to school. At school, Mandela was given the name Nelson. He went on to attend college and earn a law degree in the city of Johannesburg.FIGHTING SEGREGATIONWhen Mandela was a young man, South Africa was divided by segregation. Segregation in South Africa was called apartheid, a word that means apartness. Under apar theid, black people couldn’t vote or hold certain jobs. Whites controlled the government. Blacks and whites lived in separate areas and went to different schools. Mandela opposed this cruel and unfair system. In 1944, Mandela joined a group called the African National Congress (ANC). The ANC opposed the rule of South Africa by whites alone. The ANC believed that South Africa belonged to everyone, whatever the color of their skin.A NATURAL LEADERMandela was a natural leader and a gifted speaker. He became a leader in the ANC, and he encouraged people to break the apartheid laws. The government saw Mandela as a troublemaker. It tried to stop him.The government made the ANC illegal. Mandela was arrested several times. When he was released, he continued to fight for an end to apartheid. In 1962, the government sentenced Mandela to five years in prison. Then, in 1964, he was accused of working to overthrow the government. The government increased Mandela’s sentence to life in prison.MANDELA IN PRISONThe government sent Mandela to a prison on Robben Island, off the coast of South Africa. The prison conditions were harsh. Mandela was allowed only one visitor every six months. Every day he was forced to break rocks in the prison yard for many hours.During this time, Mandela became the world’s most famous political prisoner. Leaders around the word demanded Mandela’s freedom. They wanted apartheid in South Africa to end.In 1982, the government moved Mandela to a prison on the mainland. This was during a time of growing violence in South Africa. Many people protested in the streets against apartheid.PEACEMAKERThe government began secret talks with Mandela. They believed that if anyone could stop the trouble, Mandela could. He was a popular leader who had won the support of many South Africans.In 1990, Mandela was released after spending 27 years in prison. The government lifted the ban on the ANC. Mandela became its leader in 1992. Mandela soon began talks with the government aimed at ending apartheid. Many white people worried about giving blacks equal rights. Mandela worked with South Africa’s president, F. W. de Klerk, to promote peaceful relations between blacks and whites. For their efforts, Mandela and de Klerk won the Nobel Peace Prize in 1993.PRESIDENT OF SOUTH AFRICAIn 1994, South Africa held elections. For the first time in South Africa’s history, men and women of all races could vote. Mandela became the first black president of South Africa. He brought an end to the hated apartheid system.After five years as president, Mandela retired from political office. He returned to live in the Transkei region, where he grew up.。
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A Teaching Plan of NSEFC BOOK 6 Unit2 PoemsReading-A FEW SIMPLE FORMS OF ENGLISH POEMS课堂实录郓城一中柳梅Before class:( Teacher: Hello, everyone. I’ m very glad to meet you. We’ll spend this lesson together, and I believe we’ll have a good time together. You’re so friendly and clever, and I believe you’ll answer the questions correctly and quickly. Thank you! )Teaching Procedures:Step One Lead- in(Teacher: Now let’s listen to a beautiful song “Twinkle, twinkle, little star.” If you like, you can sing the song together or play the rhythm with your hands.) Watch a video and listen to a nursery rhyme “Twinkle, twinkle, little star.”(Teacher: A beautiful song and also a beautiful poem. Let’s read the song lyrics together. When you read the song lyrics you’d better pay attention to the marked words “star, are, high, sky”. )Read the poem and discuss the function(功能) of the marked words:Twinkle, twinkle, little starHow I wonder what you areUp above the world so highLike a diamond in the sky(Teacher: Yes, the marked words “rhyme(押韵)” , and due to the marked words, the poem has strong rhythm（节奏）. Rhyme(押韵) and rhythm（节奏）are essential（必要的）to poetry. Without them, there wouldn’t be a poem. Would you like to know more about English poems? Let’s learn Unit 2 Poems, reading –A Few Simple Forms of English Poems.)Note: The step is designed to cheer up the students and lead in the new reading. Step Two: Pre- reading(Teacher: Look at the title, please predict what the text will mainly talk about.) Look at the title , please predict what the text will mainly talk about.A. ways of writing poemsB. forms of English poemsC. famous English poemsNote: The question above is designed to arouse th e students’ interest in the topic so as to get them prepared for the next step.Step Three: Skimming(Teacher: Yes, the passage will talk about a few forms of English poems. How many forms are there in the passage? What are they? Three minutes for you, read the passage as quickly as possible and find the answers to the questions.) The reading passage discusses ______ forms of poems. What are they?Note: This step aims to guide students to grasp the main idea of a passage as quickly as possible.Step Four: Detailed-reading(Teacher: When you read the passage, maybe you’ve found so many beautiful poems in the passage. Let’s read and appreciate the poems. )Read and appreciate the poems.Read the passage, especially poems carefully and finish the following tasks.Form One:Poem A: Listen to poem A and answer the following questions(Teacher: Listen to poem A and answer the following questions.)1. What’s poem A about?Poem A is a _________ ________that conveys a father’s _______for his baby. 2. Find the words that rhyme（押韵）:word sing brass broke away mockingbird __________ _________ __________ __________(Teacher: Poem A is a nursery rhyme and it’s just for babies, and let’s appreciate another two poems for us – poems B & C. Read poems B & C carefully and finish the following tasks.)Poem B and Poem C: Read poems B & C and answer the following questions.1.Poems B and C belong to and they _______ things.2. How many excuses（理由）are there in poem C for their failure? _______.3. Complete the last sentence “If we’d been better!__________________________________ .4. What does this sentence mean?__________________________________.(Teacher: Poems B & C are so long and perhaps we feel tired. Luckily, there’re two short poems D & E. Read them carefully and finish the tasks. )Poem D& E: Read poems D& E and answer the following questions.1. What subject is the author writing about?Poem D:_________ Poem E:________2. Do the authors like or dislike the subjects? Give the words to support your idea.Poem D: The author _________ his brother.The supporting words _______________________________________.Poem E: The author _________ summer.The supporting words _______________________________________.3. The purpose of writing the poems is to _________ a person and a season.4. Features(特点) of cinquain.(Teacher: Look at poems D & E carefully, and you can find they have clear structures. Each poem has 5 lines. Firstly, look at Line One, “how many words are there?” Yes, there’s one word to give a name for the subject, and Line Two has two adjectives to describe the subject. Line Three has three verb – ing forms to describe the subject’s actions and Line Four has four words to express opinions or feelings to the subject. Line Five has one word to give another name for the subject. These are the features(特点) of cinquain.)( Five lines )Brother (a word to give a _____ for the subject) Beautiful ,athletic (______ ______ to describe the subject）Teasing, shouting ,laughing (_____ _____ forms to describe actions)Friend and enemy too (_____ _____ to express opinions or feelings) Mine (a word to give another name for the ______). (Teacher: The cinquain has a clear structure and it’s so easy to write. Now, I’ll write a poem for you:YouLovely, friendlyThinking, discussing, answeringStudents and friends tooMineDo you think it’s a beautiful poem? I believe you can write more beautiful poems for me, after a while, you’ll have a try.)Form Four: HaikuPoems F& G : Features(特点) of Haiku(Teacher: We have known a lot about English poems, and let’s look at a Japanese form of poems F& G. Pay attention to the marked letters.)1. Have Ss count the number of syllables .A fallen blossom Line1: 5 syllables.is coming back to the branch.Line2: _____ syllables.｛____syllables in total｝.look, a butterfly! Line3: _____ syllables.2.When you read the poems you can get a clear ___________ in your mind. (Teacher: The marked letters stand for syllables. There are 5 syllables in Line One, count Line Two and Three, and there’re 7 and 5 syllables. So there’re 17 syllables in each poem in total. Close your eyes, and keep the poems in mind , and you can get a clear picture in your mind. These are features(特点) of Haiku.) Form Five: Tang poems.(Teacher: We’re so lucky to appreciate Chinese poems – Tang poems.Read poem H and finish the following questions :)Poem H : Read poem H and finish the following questions:1. Translate the poem into Chinese.2. Let Ss discuss two questions in pairs.⑴Choose the words to show the woman’s feelingsloneliness joy love trust anger hate sorrow⑵Could you tell us the woman’s story in your own words according to theinformation?when wherewho whywhat result3. The purpose of writing this poem is to ________________.Note: These detailed - reading steps are designed to improve the students’ intensive reading ability and the ability of their information acquisition. Step Five: Enjoy poems(Teacher: We’ve known a lot about English poems. Now, let’s enjoy the following poems and tell which form the poems belong to.)What forms are the following poems?I II IIILife is beauty, admire it. Trees Are you sleepingLife is bliss, taste it. green every spring Are you sleepingLife is a dream, realize it. bright orange in autumn Are you sleepingLife is a challenge, meet it. bare in winter Brother Bear, Brother bear Life is a duty, complete it. Morning bells are ringing Life is a game, play it. Morning bells are ringing Life is a promise, fulfill it. Ding Dang DongLife is sorrow, overcome it. Ding Dang Dong ( ) ( ) ( ) Note: This step is designed to consolidate and test what the students have learned by appreciating beautiful poems and arouse the students’ inte rest and enthusiasm in poems.]Step Six: Summary.Have a brief summary using the FREEMIND(思维导图).Step Seven: Group work(Teacher: From the analysis above, we’ve learned a lot about English poems and let’s have a discussion – Why do people write poems? Have a discussion with your classmates and share your opinion.We’ll have a competition. Group One: Girls. Group Two, Boys. If you know the answer, you’d better stand up and tell me quickly.)Topic One: Discussion:Why do people write poems?To tell a story……Topic Two: Writing(Teacher: Poems play an important part in our daily life, and it is not difficult to write a poem. We can’t wait to have a try. Now, it’s your turn to write a poem.)Write a poem about your friends, your teachers or your parents according to the example or using any form you like.You (a word to name subject of the poem)Lovely, friendly (two adjs to describe the subject）Thinking, discussing ,answering (three v–ing forms to describe actions) Students and friends too (four words to express opinions or feelings) Mine (A word to give another name for the subject). Note：In this step, the students should learn to express their ideas clearly. (Teacher: Some of you have written so excellent poems.Thank you for your good poems, and I believe everyone can write a beautiful poem. But due to the limited time, so much for writing poems.)Step Eight: Assessment(Teacher: What have you learned in this lesson? How many points can you get?)(Teacher: Concluding remarks（结束语）: Poems play an important part in our daily life, and we can get a lot from poems, such as, hopes, happiness, courage and so on. Poems make our life more and more colorful, and poems make the world more and more beautiful. So, we’d better learn to appreciate poems and even write poems. Finally, I wish you success! The following is today’s homework, and you can choose any you like to finish it.)Step Nine: Assignment1. Try to surf the internet to admire more English poems.2. Try to write more English poems.Note：This assignment is designed to consolidate what the students have learned and improve their writing ability.Thank you for your attending! Good – bye!【教师寄语】：If winter comes, can spring be far behind?冬天来了，春天还会远吗？(西风颂)Book 6 Unit 2 Poems郓城一中柳梅。