选修6unit2教学设计新部编版
高中英语新人教版精品教案《选修6 unit 2 Reading教学设计》
教学设计教材：普通高中课程标准实验教科书选修6第二单元阅读课一、教学课型：阅读课〔45分钟〕本课是第二单元的阅读课，主要介绍了几种英文诗歌。
二、教材分析教材处理本课时是对几种英文诗歌的介绍。
除了著名的英文诗的诗句，学生平时很少接触英文诗歌，对这种体裁也很陌生。
因此，本节课的学习目的是通过学生的阅读，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们语言运用能力，在此根底上，熟悉英文诗歌，并学会鉴赏和写简单的英文诗。
教学目标➢知识和能力目标：1．引导学生掌握一些新的词汇、句型的用法2．引导学生掌握从文章中获取和处理主要信息的方法和技巧3．培养学生把握文章脉络和进行整体阅读的能力4 使学生了解英文诗歌的相关知识，并学会鉴赏和写简单的英文诗➢情感目标：引导学生了解英文诗，并且学会鉴赏，体会诗歌当中传递的情感。
教学重点和难点➢如何培养学生的阅读策略及获取信息的方法➢如何引导学生在讨论中用自己的语言表达自己的观点和想法三、教学设计1．总体思路本课的教学设计可以分为读前活动〔ming、Scanning、Grou2 A the tudent a quetion:What the write aboutThen ead in the toain idea of each ming the tet 〔5分钟〕e have trong rhthm and a ot of re have a fied ine ength___________i a made uaimum of word __________设计说明：学生通过这一活动，进一步理解和掌握了文章的内容，通过细读课文，要求学生带着明确的目标去阅读、查找答案，以到达有的放矢地分析课文、理解课文、解决问题的目的。
学生首先在书上查找信息，属于知识的输入阶段，然后带着问题找出答案，是知识输出的过程，真正把知识转换为能力。
Ta 3: Fi in the form 〔7分钟〕When the earthquae came, what did Timm …设计说明：让学生归纳每种英文诗的特点。
选修六unit2 Reading and discussing 教案
人教版选修六UNIT 2 POEMSPeriod 5Reading and discussing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent speaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.三维目标设计Knowledge and skills1．To enable the students to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程Step1 Read and enjoyWhen you are old(by Irish poet William Butler Yeats )When You Are Old And Tired And GrayWear You Overcoat On Sunny DaysWhen Your Brave Tales Have All Been ToldI'll Ask For Them When You AreWhen You Are Old And Full Of SleepAnd Death No Longer Makes You WeepWhen Your Body Aches With ColdI'll Warm Your Heart when You Are OldYou'll Still Be The Same To MeA Comfort And A MysteryAnd I Will Be Old To SeeI'll Need Someone To Comfort MeWhen You Are Old And Pale And GoneAnd A Gentle Hand Is All You WantI Will Give You Mine To HoldAnd I'll Be Here When You Are OldYes I Will Give You Mine To HoldAnd I'll Be Here When You Are Old.Step 2Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a 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?Step 3Reading1．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 yourse lf.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might hel p you down the roadTill you've found your own.Step 4Discussion1 .Who is the speaker in the poem and who is he /he speaking to? Give reasons to support your answers.(Find supporting sentences in the poem)2. Does the poem have images(意象)? If it has, please find out.3.What has the parent kept?1)What do brave young smiles mean to parents?When parents see the young brave smile, they will feel ________ because the child is confident. However, they will be ________ about his/her future.2) Can the parents help the child all his life?Step 5Writing (Choose one of the three according to your interest)A) Write a poem of your own starting with "If I......"B) Please write a poem to match the picturesThe following rhyming words may help you :high/sky/cry/reply yellow wood/childhood/ youthhooddisappears/tears bright/lightC) Write a poem freely to match the picturesA) Sentence patterns：(1)If I were the ruler of the world，I would...(2)If I had a million dollars，I would...(3)If I had taken your advice，I would have/wouldn't have...B) Write a poemAsk students to write a poem that st arts with “I feel happy when...”．The lines do not have to rhyme.Or write a poem that starts with “Slowly...”．Start each line with “Slowly” and make each pair of lines rhyme.To show the students what to do，list the first four lines of two sample poems.And ask students to write their own poems of eight to ten lines.Example AI feel happy when...The sky is blue，You smile at me with your sparkling black eyes，It's my birthday.Example BSlowly the moon climbs in the sky，Slowly the blackbird lets out a cry，Slowly the dog crosses the road，Slowly the old man carries his load.If time permits，the teacher asks students to finish their poems and share in class.If not，Tas k 2 of writing can be as homework.Step 6Homework1．Master the language points in the text.2．Finish their poems after class.3．Reread the poem “I've saved the summer” and appreciate the beauty of the poem.4．Make more sentences with “If I had done...，I would...”．Step 7Reflection after teaching。
河北省高二英语选修6 Unit2《Poems》全套教案
河北省高二英语选修6 Unit2《Poems》全套教案教学目标Teaching goals:1. Help students know more about English poems.2. Understand fives kinds of poems in the unit.3. By learning the text, make students interested in writing poems by themselves.教学重难点Teaching important points:Make students get across the text and improving their reading ability to English poems.Teaching difficult points:Find out and master the characteristics of different poems in the text.教学过程Teaching procedures:Step I Review1. Review the content of unit1 about art. Help students to associate new knowledge with old one.Time periodAD5th----15th The Middle Ages15th----16th The RenaissanceLate 19th----early 20th Impressionism20th ----today Modern art2. By recalling the content of art, lead in the topic of unit 2.Step II New wordsAsk students to look at Page 90 first and then read the first part of new words. Help students to understand the reading passage.Step III Lead-in1. Show an interesting and familiar song to lead new class. Ask students fill the blankets with words that they hear.2. Discuss the reasons why people write poems. Brainstorming discuss the reasons why people write poemsto tell a story to express feelingsto describe something to play with wordsto create images in the readers to express a point of viewto make others laugh to create a moodto encourage peopleExample: Looking up, I find the moon bright,Bowing, in homesickness I’m drownedStep IV ReadingTask1 Fast reading1. Qs: How many kinds of poems did the text mention?What are they?1.Nursery rhymes2.List poems 3 .Cinquain 4.Haiku 5.Tang poems2. Read and listen to the poems in the passage.Poetry is a great form of literature. There are different kinds of rules for poems, so the forms of poems are quite different from country to country. The passage i n Reading will tell us something about forms of English poems.3. Read the text on P 10 and find out information to complete the form.forms of poem characteristicsNursery rhymes strong rhythm and rhyme, a lot of repetition, easy to learn and to reciteList poems repeated phrases and some rhymeCinquain made up of five lines; convey a strong picture in just a few word sHaiku made up of 17 syllables, give a clear picture and create a special feeling in just a few words.Tang Poems have a free formTask2: pair workPeople write poems for different reasons. Next go over quickly the poems in the reading part. And then tick the correct Box/boxes for each question on P9As we know, poems are mostly written to show people’s emotions.. In Chinese , we have 诗言志，诗言情，诗歌合为事而作.That is, people write poems for different reasons, and then we have different kind of poems.Task 3: Careful readingAnswer questions of each poem and understand these poems in details.Poem A: What is the baby’s father going to buy if the mirror gets broken?Poem C: What sports d o you think the speaker is writing about? Did his or her team win the game?Q: What’re Poems D & E about? Does the authors like the subjects?Poem H: Could you tell us the woman’s story in your own words?Q: Choose the words to show the woman’s feelingsloneliness joy love trust anger hate sorrowStep V: PracticeQs:Could you try to write some poems or just some lines for some reason.Let students appreciate some interesting poems and encourage them to write some simple poems by themselves. Show examples.课后小结学完了这节课，你有什么收获？课后习题1.Choose two of the eight poems to recite.2.Translate an English poem into Chinese by yourself.板书Unit 2Poems。
高中英语选修6：Unit+2+Poems+教学设计1+
Unit 2 Poems 教学设计Analysis of the students Students in this stage is lovely, enthusiastic, eager to learn and active in class. They have been accustomed to life and study in Senior high school after two yea rs’ study here. Since poems are beautiful in sound and picturesque in creating the imagery, students are interested enough and well prepared to understand some simple English poems and ready to try to write the poems of their own.Analysis of the teaching materials The text,Poems, is from Unit 2 in New Senior English For China Student’s Book 3, published by the People’s Education Press. Five simple kinds of English Poems are listed in the reading, among which cinquain and haiku show a clear character. Students can learn to write their own poems of this category.Teaching Objectives:Based on the analysis of students and the teaching materials, this lesson is to achieve the following goals:1.Knowledge Objectives：(1) To learn about the terms in poems and the characteristics of poems.(2) To learn about the features of the five kinds of poems.2. Ability objectives:(1) To develop the student s’reading strategie s—skimming , scanning andcareful reading.(2) To develop student s’inductive ability by observing the features of eachpoem.(3) To develop student s’ creative ability by writing their own poems.3. Emotion and Culture Cultivation:(1) To develop student s’cooperative and competitive ability through group work.(2) To arouse the students’ awareness of the cultural exchange by translation ofthe poems.(3) To encourage students to lead a life full of poems.Teaching key Points:To learn about the features of five kinds of poems.Teaching difficulties:To arouse the students’awareness of the cultural exchange by translation of the poems and encourage students to lead a life full of poems.Teaching strategies:Cooperative teaching method, Inductive method and functional teaching methods.Teaching aids : computers and the projector.Teaching procedures:Step 1. Lead-in1.Play the song “Twinkle, twinkle, little star” in order to make students appreciatethe “rhyme”and “rhythm” of poems.2.Read the poem footprints to learn about some terms of poems: line, verse,rhyme, rhythm, and imagery.Purpose of my design:To arouse students’interest in learning the text and learn about the terms and general characteristics of poems.Step 2. Presentation.1.Skim to find out the topic of the reading and five kinds of poems in the reading. Purpose of my design: To know about the main idea of the text.2.Appreciate each kind of poems and try to conclude their features by filling in theblanks.(1)nursery rhymes—Poem A: first listen to the recording and then makestudents tell the rhymes and then call one student to tap the rhyme for several lines or the whole poem. Conclude the features of poem A by filling the blanks.Features of nursery rhymes:Strong and .and imaginative wordsSometimes .(2)List poems—Poem B and C: read by girls and boys and conclude the featuresof List Poem by telling the difference of poem B and C.Features of list poems::They ______ things.__________ phrases.__________ line length.Some ________, others not.(3)cinquain—Poem D and E: read and then conclude the features of cinquain byobserving the words, the length, and the function of the words.(4)haiku—Poem F and G: Read and conclude the features of haiku by noting thesyllables of the whole poem.(5)Tang poem—Poem H: read and tell the Chinese title of the poem. Introduceto students Professor Xu Yuanchong in Peking University who is devoted to translating the Tang Poem into English. Make students appreciate his contribution and the cultural transmission realized by translation.Purpose of my design: To enable students to learn about the five kinds of poems and their characteristics, which will lay a solid foundation for their further writing activities.Step 3. Practice.Students are divided into 4 groups and each group send an representative to pick out the luck number from 1 to 4 and manage to finish the task. The representative is responsible for collecting all the papers of each team member and decides on the best on for presentation.Purpose of my design: To stimulate students to write their own poems and develop their appreciation of the poem by selecting the best one among the team membersand sharing the best one with the rest students of the class. Students are encouraged to cooperate with each team member and compete with each other through learning from the others.Step 4：EvaluationStudents finish the following evaluation form. Standard: A, B,CStep 5. Homework.1.Polish and exchange your own poems.2.Surf the internet to find more English poems and pick out your favorites. Purpose of my design: To consolidate what students have covered in class and motivate them to find more beneficial poems by themselves to satisfy their taste for poems.Blackboard DesignUnit 2 PoemsReading A Few Simple Forms of English Poemsr h ym e y t h mAssessment and FeedbackThe advantages of this class are as follows: 1. With the aid of the multimedia, the class inspires students within the 45 minites. From the general command of the whole text to separate understanding of each type of poem, to the competition of writing poems, students are trained in the reading skills in different ways.2. The teacher of this class created many questions to attract students ’ attention in order to make the learning more lively and illuminating.3. The timely and active interaction between the teacher and students give an immediate response and assessment of the students ’ learning process. The teacher ’s to-the-point comments on students ’ performance during the class make them more confident such as the comment “Well done! You have given some reasonable opinions. I would like to have some other opinions” etc.4. Through step-by-step reading —the general cognition, fast reading, carefulreading and summarizing, the class demonstrates the effectiveness of the task-based Poemsrepetition Poetimageryli n ev e r s eteaching method. Abiding by the students’ psychology, the teacher take different measures to make them concentrated on the teaching process. For example, the teacher keeps students concentrated on what they will learn by making them tap the rhythm of the nursery rhyme “twinkle, twinkle ,little star”, which are familiar to students, meanwhile the teacher makes them absorbed in what they have covered in the reading text by group competition to write some poems.5. By creatively combing the teaching materials, such as matching each part of the text with different design of questions, the teacher makes full use of the materials.However, some problems also remains to be desired as follows:1. How to motivate some students who just sit by and watch others perform and discuss to actively participate in the class discussion remains to be dealt with in the future.2. How to make the class student-centered is also a big headache. While preparing the class, teachers should take into account students’ original knowledge, interest, ways of imitation, cooperation etc. How to make the class effective and efficient, or in other words, how to maximize the class effectiveness deserves teachers’ study and research in the future.。
人教新课标高二英语 选修六 Unit 2 Poems reading 教案设计
Book 6 Unit 2 PoemsReading: A few simple forms of English poemsTeaching aims:Knowledge and skills1 To enable the students to learn about so me simple forms of English poems andtheir characteristics and be capable of identifying the style of a particular poems.2. To let students practice skimming, scanning and summarizing.Process and methods1. To make the students discuss in group and make use of the reading skills.2. To help Ss to figure out the characteristics of English poems.Emotion，attitude and value1. To cultivate students’ appreciat ion of poetry and the ability to read, appreciateand write poems.2. To arouse studenrs’ cultural awareness3. To develop students’ sense of cooperative learning.Teaching main points1. To enable the students to learn about some simple forms of English poetry.2. To improv e the students’ ability to appreciate poems.Teaching difficult points:To enable the students to write their own poems.Teaching aids:A computer and a projector.Teaching proceduresStep1. Warming up and pre-readingPlay the song Twinkle Twinkle little Star to motivate the interest and lead in the topic.Step 2. Fast readingTask 1. Scan the text to find the main idea of the passage.Task 2. Skim the text to find out:How many forms of poems are mentioned in the passage?What are they?Step3:Careful readingForms of poems featuresNursery rhymes(A) Strong rhythm and rhyme, a lot of repetition, easy to learnand to reciteList poems (B and C) Repeated phrases and some rhymeCinquain (D and E) Made up of five lines, convey a strong picture in just a fewwordsHaiku (F and G) Give a clear picture and create a special feeling in just a few wordsTask 2 Read the five kinds of poems aloud and appreciate them.Step 4Post readingShow some poems to the students and let them guess which form of poem each poem belongs to.Step 5Writing1 .Let students read Poems E and D again and write their own cinquains.2.Get some students to read their poems aloud.Step 6Homework1. Surf some websites to find out more beautiful poems.2. Write a list poem.Blackboard desig nBook 6 Unit 2 Poems Reading:A few simple forms of English poems。
新人教英语选修六 Unit2 Poems[教案新部编本]
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教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校教案1 Unit2 Poems - ReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching AimsTo cultivate students’ interest of poetry and improve their reading skills.Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, Slides and PicturesTeaching ProcedureStep 1 Warming up1. Which poems and poets can you think of when seeing the following pictures?静夜思李白床前明月光，疑是地上霜。
举头望明月，低头思故乡。
古风其二李绅锄禾日当午，汗滴和下土。
谁知盘中餐，粒粒皆辛苦。
望夫石王健望夫处，江悠悠。
化为石，不回头。
山头日日风复雨，行人归来石应语。
2. Match the following information.Li Bai Song DynastyDu Fu Tang DynastyFan Zhongyan Tang DynastyMeng Haoran ModernGuo Moruo ModernMao Zedong Tang DynastyByron AmericaShelly EnglandEmerson EnglandTagore GermanyGoethe IndiaStep 2 BrainstormingDiscuss the reasons why people write poems.Fast readingScan the passage and answer the following questions.1. What is the main topic of the reading passage?2. What five kinds of poems does the reading passage talk about?different forms of English poemsnursery rhymes, list poems, cinquain, haiku, Tang poems.Step 3 Careful readingT: Now let’s read the following five poems and finish tasks.Slide showListen to Poem A and pay attention to its rhyming lines and words.Hush, little baby, don’t say a w ord,Papa’s going to buy you a mockingb ird.If that mockingbird won’t s ing,Papa’s going to buy you a diamond r ing.If that diamond ring turns to br ass,Papa’s going to buy you a looking gl ass.If that looking-glass gets br o ke,Papa’s going to buy you a billy-g oa t.If that billy-goat runs aw ay,Papa is going to buy you another d ay.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：1. a billy -goat2. another billy-goat3. It has strong rhythm and rhyme and has a lot of repetition.Poem COur first football matchWe would have won…If Jack had just scored that goal,If we’d had just a few more minutes,If we had trained harder,If Ben had passed the ball to Joe,If we’d had thousands of fans screaming,If I hadn’t taken my eye off the ball,If we hadn’t stayed up so late the night before,If we hadn’t taken it easy,If we hadn’t run out of energy,We would have won…If we’ve been b etter!Questions1. Did his or her team win the game?2. Why his or her team didn’t win the game?3. Does the speaker really believe his or her own excuse? How do you know?Keys:1. No, his or her team didn’t win.2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3. 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.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).In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems fromChina. Poem H at the bottom of this passage is a translation from the Chinese.Poem HWhere she awaits her husband,On and on the river flowsNever looking back,Transformed into stone.Day by day upon the mountain top,wind and rain revolve.Should the journey return,this stone would utter speech.(By Wang Jian)望夫石王健望夫处，江悠悠。
高二英语选修六_Unit2_Reading_公开课教学设计(一)
Unit1 Reading 名师教学设计（一）课标分析：新课标下的高中英语诗歌教学高中英语课程改革的目的是要使新世纪的每一位高中毕业生都具有基本的英语语言素养，也就是具备共同的语言能力基础，使他们不论是升学还是就业，都具有终身学习所必备的英语语言基础知识和基本技能，具有一定的自主学习的愿望和能力，具有初步的跨文化交际的意识和能力，这一共同的语言能力基础应该成为普通高中教育为每个学生未来发展所创设的平台和机会。
在新课标对英语教学目标的指导下，本单元的诗歌教学对学生英语语言学习的影响力是可见一斑的；首先，听的能力，通过听各种旋律的诗歌及培养了学生听得能力同时提高了学生的语言情怀；其次，读的能力，诗歌是在朗读的过程中才更能感知其美好和美丽，通过大声朗读，及提高了学生的朗读能力又培养了学生欣赏诗歌的能力；再次，说的能力；通过听和读，学生就需要把对诗歌的理解用自己的语言进行简单地描绘，这一过程不但让学生真正体会诗歌的美也鼓励了学生用英语表达自己观点诉求；最后，写的能力，对简单的诗歌有了充分的欣赏和认知后，学生就会有创作诗歌的想法和能力，因此写诗歌更是用实实在在的方式不但让学生身临其境的感受诗歌的生动，也让学生运用语言的能力得到了升华。
《高中英语新课程标准》把英语课程的设置同提高整个民族的素质联系起来，强调了英语课程对促进对外交往和增强国力具有重要的意义。
它指出，“高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学和进行国际交往创造条件。
本单元的诗歌教学用不同于其他题材的单元主题用更加丰富生动的课堂教学方式和手段；用诗歌自身所具备的天然的灵活性和丰富性在高二这个关键的英语学习阶段为学生的英语学习开启了一扇特殊的门，让学生用英语感知了诗歌的无国籍和语言界限的震撼和魅力，很好地推进了新课标下英语教学中学生所应达到的水平；更好的引导出高中英语课程注重培养学生学英语和用英语的能力，学用结合，促进积极思维和有效表达。
高中英语(新课程标准)选修6全单元教案Unit2
Unit 2 Poemsi. 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。
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。
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 禾口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 Jia ng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。
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教师学科教案任教学科:任教年级:任教老师:q %宀「紐八二V■:无工-a1 -.〕'二-pi厂二一 J ：■••- ■，“•丿--• j--i ■=_•・a*応；j ■xx 市实验学校[20 -20 学年度第—学期］Book2 Unit 3 Comp uterReadi ng【学习目标】1. 语言目标 Language aims:1 )学会谈论电脑所用的有关单词和短语 ：calculate, un iversal,sim plify, sum, op erator, logical, tech no logical, revoluti on, artificial, in tellige nee, solve, reality, person al, tube, n etwork, web, app licatio n, cinan ce, mobile, rocket, explore2)让学生了解计算机的历史和基本知识。
2. 能力目标 Ability aims:1) 进一步熟悉掌握一些阅读技巧，比如快速寻找文章细节信息 (scanning)、归纟内和总结(summarizing )。
2) 让学生学会表达自己的观点。
3. 情感目标 Emotional aims: 1) 引起学生学习电脑的兴趣。
2) 培养学生的合作学习能力。
重点 key P oi nts:1. let students learn more about history and basic knowledge of PC 。
2. Get stude nts to lear n differe nt read ing skills. 难点 important points:1. Devel op stude nts 'ead ing ability.2. En able stude nts to lear n to exp ress their opinions.二课时，第一课时完成导学案，第二课时小组安排代表展示。
导学案： 教学过程： 一.温故互查 I 根据词性和汉语意思写出该单词 1. , (vt.)计算 _______ (n.计算者，计算器 (vt.)简化 _________ (n.)智力；聪明_ (adj.)私人的；亲自的 2. 3. 4. _______ 而言；亲自(n.)幸福；快乐(n)简化(adj.(n.)计算；考虑(adj.) _(adv.)就个人教学重点&难点教学方法独学、合作、探究、交流、展示。
课时安排1. have sth. ____ com mon ______ 和 .... 有共有之处2. ________ ...with … 扌巴 与 ... 相比3. from _________ / ________ on 从那时/这时起 _过去；经过；走过 …如此…以致……__果7. P rovide ab. _______ sth.为某人提供某物 8. ___________ sth. with sb 与 某人分担 9. as _________ as … 既 .... .又.，不但…而且…二. 自学检测1. 主旨归纳 Skim （略读）for the ma in ideaTips :统揽全文，注重第一段，获得大意即可，不要句句阅读。
一 定要快呦！1. Who am I ? A . An operator. B . Alan Turing . C . A computer. D . Humanrace.2. What' s the p assage about?It ' s about ________________ of computer. 2. 细节理解 Scanning for detailed information Summary of the p assageI bega n as a _________ mach ine in 1642. It took n early two hun dredyears ___________ I was built as an analytical machine. I became a universal machine” in 1936 to _________ any mathematical problem. I was very big at one time. However, as time _____ by, I was made smaller and smaller. I was give n a family ____ by a n etwork in the early 1960s. I was able to ______________ my kno wledge with others ____________ the World Wide Web.I have bee n widely used in many fields, such as in com muni cati on, _____ , trade and medical ___________ . I have also bee n put into robots and sp ace rockets to ________ the Moon and Mars. I m glad I am a devoted friend and helper of the human race.三. 巩固练习1. 单词拼写6. ________ II 重点短语(n.)真实；现实（adj.）4. go _5. so6. as a1.The children were given an 2,PI ease help me to智力，智能）test.解决）the problem, I can ' t work it3. ____________________________________ The manager received fifteen __________________________________ 申请）for the position .4. Columbus discovered America but he did not ____________ 探究）the new con ti nent. n.完成句子1 .我解决不了这道物理题。
你能帮助我吗？I can ' ___________________________ help me?2. 从那时起，他就对UFO 非常感兴趣。
_______________________________ , he showed a great interest in UFOs.3. 他遭雨淋了，结果感冒了。
He was caught in the rain.4.还要过两个小时他才能回来。
（before ）It comes back.四. 拓展延伸 m.单项填空1. Since we met last time two years have A . gone on B . gone by C . gone out D . gone off2. Un like most of the other twin sisters, Mary and her sister Jane who is half an hour younger , have with each other except that theylook alike .A . a lot in com monB . 1ittle in com monC . nothing to doD . no com mon3. In _______ , he began to learn Russian when he was in _________ . A . 1970: the 50 s ' B . the 1970; his 50s C . the 1970s ； his fifties D . 1970s ； his fifties 4 . His _________ exp ressi on suggested that he _____ good n ewsA . excited ; haveB . exciting ； hadC . excited ; hadD . exciting ； have5. Can you move that box away? Its ________ . A. i n the wayB. by the wayC. on the wayD. i n a way 6. ______ thehelp all over the coun try,peopi ' life in Yushu is gett ing,heheB. OnD. For difficulti 二 Can youbefore I knew itB. roseC. raisedD. arise n8.He may not like my visit, but I shall go and see himA.by the wayB. i n the wayC. in the endD. any way9.Can you __________ m y dog while 'm on holiday?A. watch outB. watch overC. watch out forD. look over教学反思：Book2 Unit 2 Compu tersGrammar学习目标:1 .知识与技能Lan guage aims:Get students to know the structure of the Present Perfect PassiveVoice.Let the stude nts lear n the usage of the P rese nt P erfect Passivtsice.2.过程与方法Ability aims:En able stude nts to use the Prese nt P erfect P assive Voicecorrectly and prop erly.3.情感态度与价值观Emotio nal aims:Get stude nts to become in terested in grammar lear ning.Devel op stude ntsse nse of group coop erati on重点key points:Get stude nts to master the structure and usages of 教学重点&难点the P rese nt P erfect P assive V)ice.难点difficult points:En able stude nts to lear n how to use the P rese nt P erfect Passiveice correctly教学方法独学、合作、探究、交流、展示。