高中英语Unit2PoemsSectionⅤWriting改写诗歌教学案新人教版选修6
高中英语Unit 2 Poems Reading and Writing 教案设计
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英语：unit 2《poems》教案-writing(新人教版选修6)
（四）On teaching procedures
Teaching steps
Teacher’s activity
Students’activity
Designing purpose
1. Lead-in
Show the students two Read the two poems and Get the students to poems try to discover the features. discover the features themselves so that it will be easier for them to write.
designed according to this subject. In this unit, different forms of poems are introduced. The students are
required to learn about the features of different forms of poems as well as try to write simple poems and appreciate beautiful literature works. Lessons arrangement Period 1: Warming up & Reading Period 2: Language Points Period 3: Word study &Using language Period 4: Listening Period 5: Grammar teaching Period 6: Writing 2.The function of this lessonin the unit
高中英语 Unit 2 Poems教案 新人教版选修6
Unit 2 Poems【美文阅读】THE WINDWho has seen the wind?Neither I nor you；But when the leaves hang trembling，The wind is passing through.Who has seen the wind?Neither you nor I；But when the trees bow down their heads，The wind is passing by.【诱思导学】1．Do you know about the author of the poem?________________________________________________________________________ 2．Who has seen the wind according to the poem?________________________________________________________________________ 【答案】 1.略 2.Nobody.Period ⅠPreviewing●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。
●教学地位本单元话题是“诗歌”。
文中涉及诗歌的韵律、节奏，并介绍了几种不同内容和形式的简单诗歌。
本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。
●新课导入建议可以通过给学生看地图，拼地形图卡片，看幻灯片等，尽可能多的直观地向学生介绍有关英国概况的知识，使学生对当代英国的经济与政治，城市与乡村等诸多方面有一个整体认识。
老师要尽量给学生自主学习的时间和空间，通过自学、自做、自悟、自助等方式，让学生体会和理解文章的内容，探讨英国的文化。
高中英语 Unit 2 Poems Section Ⅴ Writing教学案 新人教版选修6-新人教
Section ⅤWriting诗歌改写技法指导本单元的写作任务是诗歌改写。
改写是用不同形式表达同一内容，使之成为与原文意思相同而表达方式、文体不同的作品。
改写可以变换文章的人称、顺序，可以改变原文的体裁、结构，也可以灵活运用自己的语言，尽可能用多种方法来表达、替换原文的内容。
一、基本框架具体写作步骤一般是“三段式”，具体为：第一段：简要介绍诗歌的内容。
第二段：详细论述诗歌的主题。
第三段：总结照应上文。
二、注意事项1．改写必须忠实于原作的中心思想。
这就要求想象和联想要符合原作精神，不能任意想象，谈得漫无边际。
2．改写要注意创作性。
改写是再创作的过程。
作者并不是单纯地翻译诗歌，不能仅就诗歌的内容进行简单的扩充，而是要进一步展开种种想象，使人物形象有血有肉，栩栩如生，使故事情节更加完整生动。
3．改写时可以插入丰富的想象，将原来文中没有的东西，如人物的表情、动作、语言、神态和行为等都加进去，在不改变原作主题思想的基础上，写成一篇完整的文章。
总之，诗歌改写应该把握原文的主题，结合自己的理解，用通俗易懂的语言进行创作，加入自己的语言，使文章符合主题，流畅易懂。
黄金表达1．开头①The poem is written by the famous poet ...②It is rhymed at the end of every line.2．中间①As far as I am concerned, this poem is ...②Compared with other poems, ...③In the poem, we can sense/find ...④The poet expressed his/her feeling of ... in the poem.⑤This poem has successfully touched the hearts of the readers.⑥In my opinion, we should learn ...⑦Therefore, we can find that ...⑧If I were the poet, I would ...⑨We can appreciate the image of ... through the piece of poem. 3．结尾①In conclusion, ...②Through the poem, ...[典题演练]请将下面的英文短诗，以“Reading Is Valuable”为题改写成为一篇短文。
高中英语新人教版精品教案《unit 2 poems》
Lesson Plan Unit2 PoemsThe fourth period Using LanguageBackground informationStudents: 50 senior high school students, Grade 2Materials: PEP Book 6 unit 2 _ PoemsType of lesson: speaking and listeningTeaching method: TBLT PPPLesson duration: 45 minutesAids: ppt , blackboardTeachi ng im portan t point s （教学重点）:1.Know how to catch the key words when do the listening2.Learn the usages of some important new words and phrases.Teaching difficult points （教学难点）:1. Grasp the usages of some important new words and expressions.Teaching methods （教学方法）:Communicative Approach, Task -based teaching method, discussion, pair -workTeaching aids （教具）: Teaching objectives(教学目标):1.Review the poem I've saved the summer by listening exercise.2.Learn and grasp the usages of some important new words and expressions.3.Share some poems with others.PPT, a tape recorder,blackboardContents (教学内容) :1. Speaking and listening2. Pair-work3. Key words and phrasesTeaching procedures and Time Allotment:I.Getting students ready for learning (3mins)T: Good morning, boys and girls.Ss:…Task 1 Presentation: a student will do a presentation according to the list.II.Lead-in(4mins)Task 1 Pair-work1）Imagination: If you had a bottle which could save everything, what would you put into it and why?e.g. I would save the good old days, so when I grow old I can taste it again.2）Discussion：If you could save a season for someone you love, which one would you choose? Why? Then invite some students to express their ideas.Aims: (1) to catch students’ attention about the topic.(2)to set up develop interest in poems.III.Presentation(12mins)Task 1 Listening: play the tape and fill in the blanks. I’ve saved the summerAnd I ___give___it all to youTo hold on winter___mornings___When the __snow___ is new.I’ve saved some __sunlight___If you should ever__need____A place away from ___darkness____Where your mind can feed.And for myself I’ve kept your __smile__When you were but __nineteen____,Till you’re older you’ll not knowWhat __brave__ young smiles can mean.I know no answersTo __help___ you on your wayThe answers lie somewhereAt the __bottom___ of the day.But if you’ve a need for __love__I’ll give you all I ownIt might help you down the __road__Till you’ve found your own.Aims: (1) to review the poem by listening.(2) to grasp the key words when do the listening.Task 2 Group work: Translate the poem into Chinese Then invite some students to share their opinions.I've saved the summerI’ve saved the summer我把夏天省下,And I give it all to you全部交给了你To hold on winter mornings当雪花儿初降时When the snow is new .让冬天的早晨停住I’ve saved some sunlight我把阳光省下If you should ever need以供你不时之需A place away from darkness在那远离黑暗的地方Where your mind can feed你的心灵会得到养料And for myself I've kept your smile 那年你才十九岁I know no answers我不知道有什么办法To help you on your way帮你踏上你人生的旅程The answers lie somewhere答案也许就在某处At the bottom of the dayBut if you've a need for love但是如果你需要爱I’ll give you all I own我会献上我所有的爱It might help you down the road它也许能帮你踏上旅程Till you've found your own.直到你也找到属于你的爱.When you were but nineteen珍藏了你的微笑Till you'll not know等你长大成人以后What brave young smiles can mean才知道年轻勇敢的微笑的奥秘Aims: (1) to have a better understanding about the poem by translation.(2)to improve the teamwork between group members by discussion.nguage points (15mins)1. appropriate adj. 适当的；正当的e.g. 1)Match the beginning of each sentence with the appropriate ending.把每句话的开头和结尾进行适当的连线搭配。
高中英语 Unit 2 Poems Section Ⅴ Guided Writing(教师用书)教案
Unit 2诗歌改写[文体指导]本单元的写作任务是诗歌改写。
改写是用不同形式表达同一内容，使之成为与原文意思相同而表达方式、文体不同的作品。
改写可以变换文章的人称、顺序，可以改变原文的体裁、结构，也可以灵活运用自己的语言，尽可能用多种方法来表达、替换原文的内容。
具体写作步骤一般是“三段式〞，具体为：第一段：简要介绍诗歌。
第二段：详细论述诗歌的主要内容。
第三段：发表看法。
改写诗歌时，应遵循以下原那么：1．要忠实于原作的中心思想这就要求想象和联想要符合原作精神，不能任意想象，漫无边际。
2．适当拓展，服务主题诗歌用词比较精炼、含蓄，感情色彩较浓厚，也就是说它们的内在含义比较丰富，改写时，有发挥想象的余地，可以把原作简洁的词句拓展成具体的景象，形成一篇与主题相关的文章。
3．避免简单翻译，要有创作性改写是再创作的过程，并不是单纯的翻译诗歌，不仅能就诗歌的内容进行简单的扩充，而是要进一步展开种种想象，使人物形象有血有肉，栩栩如生，使故事情节更加完整生动。
总之，诗歌改写应该把握原文的主题，用通俗易懂的语言进行创作，加入自己的语言，使文章符合主题，流畅易懂。
[亮点句式]1．The poem is written by the famous poet．．．这首诗是由著名的诗人……写的。
2．Its concrete content goes as follows．它的具体内容如下。
3．We can appreciate the image of．．．through the piece of poem．我们可以通过这首诗歌欣赏到……的意境。
4．In the poem，we can sense/find．．．在诗歌中，我们能够意识到/发现……5．The writer expressed his/her feeling of．．．in the poem．作者在诗歌中表达了自己……的感情。
6．This poem has successfully touched the hearts of the readers．这首诗歌成功地触动了读者的心弦。
高中英语《Unit 2 Poems》优质课教案、教学设计
yourmoney.
2.be made up of/make up for/makeup
a.Afootballteam11members.
b.They hurried onto
the lost time.
c.She spent anhour
before the party.
Part I Basic knowledge
Step I
Words dictation:
具体内容参见教案
Let the students master the important words, phrases and sentence patterns of this unit through
dictation.
Let the students read the phrases loudly after the teacher and correct
their pronunciation.
Let the students grasp the usage of the important phases and enable the students use them flexibly in different sentences.
hotel.
10. The truck wasl(装载)withallkindsofgoods.
Step II
Tell the differences:
1.run out of/run out
a.Oncewenaturalresources,
the consequence will be unimaginable.
高中英语 Unit 2 Poems教案 新人教版选修6
Unit 2 Poems Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。
旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。
1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。
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和structures两部分。
第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。
第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。
1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。
第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。
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Unit 2 Poems Section Ⅴ Writing —改写诗歌
本单元的写作任务是诗歌改写。
改写是用不同形式表达同一内容，使之成为与原文意思相同而表达方式、文体不同的作品。
改写可以变换文章的人称、顺序，可以改变原文的体裁、结构，也可以灵活运用自己的语言，尽可能用多种方法来表达、替换原文的内容。
一、基本结构
具体写作步骤一般是“三段式”，具体为：
第一段：简要介绍诗歌的作者及内容。
第二段：详细论述诗歌的主题。
第三段：启迪与感想。
二、注意事项
1．改写必须忠实于原作的中心思想。
这就要求想象和联想要符合原作精神，不能任意想象，扯得漫无边际。
2．改写要注意创作性。
改写是再创作的过程。
作者并不是单纯地翻译诗歌，不能仅就诗歌的内容进行简单的扩充，而是要进一步展开种种想象，使人物形象有血有肉，栩栩如生，使故事情节更加完整生动。
3．改写时可以插入丰富的想象，将原来文中没有的东西，如人物的表情、动作、语言、神态和行为等都加进去，在不改变原作主题思想的基础上，写成一篇完整的文章。
总之，诗歌改写应该把握原文的主题，用通俗易懂的语言进行创作，加入自己的语言，使文章符合主题，流畅易懂。
三、增分佳句
(一)开头常用句式——介绍诗歌及作者
Here is a poem entitled “...” by ..., which enjoys great popularity among readers.
……是……写的一首诗，它深受读者欢迎。
(二)主体常用句式
1．Young as we are, we come to realize that as long as we try, nothing is impossible.
尽管我们年轻，但我们认识到只要我们尝试，一切皆有可能。
2．She often encourages me to face everything, sad or happy.
她常常鼓励要我面对一切，无论是悲伤还是幸福。
3．Remember, the best love is to love others unconditionally rather than make demands on them.
记住，最好的爱存在于对别人的无条件的爱之中，而不是从中有所索求。
(三)结尾常用句式
1．I'm deeply moved by the above poem reminding me of the importance of trying to seize every chance to do what we should before it's too late in our life.
上面这首诗告诉我们抓住机遇及时做好该做的事情对我们人生的重要性，为此我很感动。
2．We should call on people all over the world to change our living ways before all hopes have gone.
我们应该号召全世界的人们在希望破灭之前改变我们的生活方式。
[题目要求]
下面是唐朝诗人李绅的名作《悯农》(Sympathy on the Farmers)，请写一篇短文解释一下诗的意思及诗中所蕴含的作者的思想感情。
《悯农》
锄禾日当午，汗滴禾下土。
谁知盘中餐，粒粒皆辛苦。
第一步：审题构思很关键
一、审题
1．确定体裁：本文为诗歌改写；
2．确定人称：本文的主要人称应为第三人称和第一人称；
3．确定时态：主要使用一般现在时。
二、构思
第一部分，诗歌的作者：李绅；时代：唐朝；地位：深受欢迎。
第二部分，介绍诗歌所表达的内容。
第三部分，诗歌的写作意图及现实意义。
第二步：核心词汇想周全
1．be_popular_with 受到……欢迎
2．frequently 频繁地
3．delicious 美味的
4．remind_..._of_... 提醒某人某事
5．waste_food 浪费食物
6．treasure 珍惜
第三步：由词扩句雏形现
1．《悯农》是唐朝诗人李绅写的一首诗。
(过去分词作后置定语；被动语态)
The_poem_entitled_“Sympathy_on_the_Farmers”_is_written_by_Li_Shen_in_the_ Tang_Dynasty.
2．夏日正午时刻，外面天气炎热；农民依然在地里劳作。
(although引导的让步状语；主谓结构；现在进行时)
Although_it's_so_hot_outside_at_this_summer_noon_time,_the_farmers_are_stil l_working_in_the_fields.
3．他们全身湿透，汗水频繁地掉在庄稼生长的土地上。
(主系表结构；and连接的并列句；主谓结构；where引导的定语从句)
They_are_wet_all_over_and_their_sweat_are_frequently_falling_into_the_soil, _where_the_crops_grow.
4．我认为对于当代年轻人来理解这首诗歌并珍惜粮食是很重要的。
(it is＋adj.＋for sb. to do sth.)
I_think_it's_very_important_for_the_young_generation_today_to_understand_th e_poem_and_treasure_every_grain.
第四步：句式升级造亮点
1．用as引导的倒装句改写句2
Hot_as_it_is_outside_at_this_summer_noon_time,_the_farmers_are_still_workin g_in_the_fields.
2．用with的复合结构改写句3
They_are_wet_all_over_with_their_sweat_frequently_falling_into_the_soil,_wh ere_the_crops_grow.
3．用“it is of＋抽象名词＋主语从句”结构改写句4
I_think_it's_of_great_importance_that_the_young_generation_today_should_und erstand_the_poem_and_treasure_every_grain.
第五步：过渡衔接联成篇
Here_is_a_poem_entitled_“Sympathy_on_the_Farmers”_by_Li_Shen_in_the_Tang_ Dynasty,_which_enjoys_great_popularity_among_Chinese_readers._It_goes_like_this :_Hot_as_it_is_outside_at_this_summer_noon_time,_the_farmers_are_still_working_ in_the_fields._They_are_wet_all_over_with_their_sweat_frequently_falling_into_t he_soil,_where_the_crops_grow._But_who_on_earth_knows_exactly_all_the_delicious _dishes_on_our_table_come_from_the_hard_work_of_the_farmers?
Li_Shen_wrote_this_poem_in_order_to_remind_people_of_the_importance_of_the_farm
ers'_hard_work._Nowadays,_many_young_people_waste_a_lot_of_food._I_think,_it's_ of_great_importance_that_the_young_generation_today_should_understand_the_poem_ and_treasure_every_grain.。