【学习实践】高二英语A garden of poems教案

【学习实践】Unit 4 A garden of poems 教案

Unit 4 A garden of poems 教案Unit4AgardenofpoemsI.BriefStatementsBasedontheUnitDoyoulikepoetry?Haveyoureadalimerick?Thewholeconten tsofUnit4areaboutpoetry.Fourseparatepartsconsistoft hisunit.First,thesimplequestionsbringthestudentsbac ktothepoems,songsandrhymestheyhavelearned.Byrecitin gthem,thestudentswillbestruckbythewordsandcolorfulm eaningofsomepoems.Thentheyarearrangedtoreadandenjoy aspecial,funnypoem-alimerick,listentoapassageaboutp oemsandtalkaboutallkindsofpoemswrittenbysomegreatma sters.Thiswillgreatlyraisethestudents'interestsabou tpoems.TheywillbesuretowantfurtherinformationaboutE nglishpoems.Thetext“EnglishPoetry”describestheadvantagesofreadingpoems.Plentyofdetail edinformationaboutthehistoryanddevelopmentofEnglish poemsisalsogiveninthetext.ThecomparisonofEnglishand chinesepoemsshowsusaclearpictureofthesimilarityandd ifferencebetweenthepoemsofthetwocountries.Thetextsi ngshighpraiseforthetwogreattranslators--LuXunandGuomoruo.However,attheendofthetext,thewritertellsustha tsomethingofthespiritoftheoriginalworksislostintran slatedworks.Thismeansthatweshouldreadoriginalworksi nsteadoftranslatedonesasmanyaspossible.Plentyofexer cisesbeforeandafterthetextgetthestudentstounderstan dthewholetextandgraspitsdetailedinformation.Thethir dpartismainlyaboutpastparticipleusedasattributeanda dverbial.Throughdifferentkindsofexercisesthestudent scanmasterthispartwell.Attheendofthisunit,asimplebutinterestingpassagetellsusalotandgivesusap erfectanswertothequestionwhypeoplereadandsometimese venwritepoetry.Asimpleandpracticalwaytoenjoythepoem sisshowntous.Thiswillencouragemorestudentstojoinint helearningandappreciatingpoetry.Thestudentswillimpr ovetheirabilitytolisten,speak,readandwriteaswellasl earningplentyofusefulwordsandexpressionsaftertheyle arntheunit.II．TeachingGoals.TalkaboutEnglishpoetry.2.Practiceexpressingintentionanddecision.3.LearnaboutthePastParticipleusedasAdverbial.4.writeaboutapoem.III.TeachingTime:FiveperiodsIV.BackgroundInformation.ShakespeareForanyEnglishman,therecanneverbeanydiscussionastowh oistheworld'sgreatestpoetandgreatestdramatist.onlyo nenamecanpossiblysuggestitselftohim:thatofwilliamSh akespeare.EveryEnglishmanhassomeknowledge,howeversl ight,oftheworkofourgreatestwriter.Allofususewords,p hrasesandquotationsfromShakespeare'swritingsthathavebecomepa rtofthecommonpropertyofEnglish-speakingpeople.mosto fthetimeweareprobablyunawareofthesourceofthewordswe use.ratherliketheoldladywhowastakentoseeaperformanc eofHamletandcomplainedthatitwasfullofwell-knowprove rbsandquotations!Shakespeare,moreperhapsthananyotherwriter,madefullu seofthegreatresourcesoftheEnglishlanguage.mostofususeaboutfivethousandwordsinournormalemploymentofEngl ish;Shakespeareinhisworksusedabouttwenty-fivethousa nd!Thereisprobablynobetterwayforaforeignertoappreci atetherichnessandvarietyoftheEnglishlanguagethanbys tudyingthevariouswaysinwhichShakespeareusedit.Sucha studyiswellworththeeffort,eventhoughsomeaspectsofEn glishusage,andthemeaningofmanywords,havechangedsinc eShakespeare'sday.Itisparadoxicalthatweshouldknowcomparativelylittlea boutthelifeofthegreatestEnglishauthor.weknowthatSha kespearewasbornin1564inStratford-on-Avonandhediedth erein1616.HealmostcertainlyattendedtheGrammarSchool inthetown,butofthiswecannotbesure.weknowhewasmarrie dtherein1582toAnneHathawayandthathehadthreechildren ,aboyandtwogirls.weknowthathespentmuchofhislifeinLo ndonwritinghismasterpieces.Butthisisalmostallthatwe doknow.However,whatisimportantaboutShakespeare'slifeisnoti tsincidentaldetailsbuthisproducts,theplaysandthepoe ms.FormanyyearsscholarshavebeentryingtoaddafewfactsaboutShakespeare'slifetothesmallnumberwealreadyposs essandforanequallylongtimecriticshavebeentheorising abouttheplays.Sometimes,indeed,itseemsthatthepoetry ofShakespearewilldisappearbeneaththegreatmassofcomm entthathasbeenwrittenuponit.Fortunatelythisisnotlikelytohappen.Shakespeare'spoe tryandShakespeare'speoplehavelongdelightednotjustth eEnglishbutloversofliteratureeverywhere,andwillcont inuetodosoafterthescholarsandcommentatorsandallthei rworkshavebeenforgotten.2.AboutShakespeare'sPlayswilliamShakespeare,Englishdramatistandpoet,isregard edbymanypeopleasthegreatestEnglishwriterofalltime.H ewrotehisfirstplaywhenhewastwenty-sixyearsold.withi nabouttwenty-twoyearsofthiswritingcareer,hegavetoth eworldnearlyfortyplays,includingcomedies,historiesa ndtragedies.ofallhisplays,“Hamlet”isperhapsthebestknown.Hisplays,writteninthelate16th andearly17thcenturiesforasmalltheatre,aretodayper-f ormedmoreoftenandinmorecountriesthaneverbefore.manyofthewordsfirstusedbyhim,andmanyofhisexpressionshav ebecomeeverydayusageinEnglishspeechandwriting.ofShakespeare'splayshavecomedowntous.Theirprobablec hronologicalorderisarrangedasfollows：TheFirstPeriod 590--HenryVI,PartI.HenryVI,PartII.591--HenryVI,PartIII.592--RichardIII.ThecomedyofErrors.593--TitusAndronicus.TheTamingoftheShrew.594--TheTwoGentlemenofVerona.Love'sLabour'sLost.Romeoandjuliet.595--RichardIIAmid-summerNight'sDream.596--kingjohn.ThemerchantofVenice.597--HenryIV,PartI.HenryIV,PartII.598--muchAdoAboutNothing.HenryV. Themerrywivesofwindsor. 599--juliuscaesar. AsyouLikeIt.600--TwelfthNight. TheSecondPeriod:601--Hamlet.602--Troilusandcressida. All'swellThatEndswell. 604--measureformeasure. othello.605--kingLear. macbeth.606--Antonyandcleopatra. 607--coriolanus. TimonofAthens.608--Pericles. TheThirdperiod:609--cymbeline.610---Thewinter'sTale. 612--TheTempest. HenryVIII.TheFirstPeriodTeachingAims:.Talkingaboutpoemstoraisethestudents'interestinpoems.2.Listeningtoimprovethestudents'listeningability.3. makingupdialoguestoimprovethestudents'speakingabili ty.TeachingImportantPoints:.Howtogetthestudentstograspthemainideaofapassag ebylistening.2.Howtoimprovethestudents'speakingability.TeachingDifficultPoint:Howtodirectthestudentstograspthedetailedinformation tofinishthelisteningtask.Teachingmethods:.Pairworkorgroupworktomakeeverystudentjoininthe classactivities.2.Discussiontomakeeverystudentexpresshimselffreely.TeachingAids:.ataperecorder2.acomputer3.aprojectorTeachingProcedures:StepIGreetingsandRevisionT:Goodmorning,everyone!Ss:Goodmorning,mrs/mr×!T:Sitdown,please.Haveyoufinishedyourhomework?Ss:yes.T:Pleasetakeoutyourexercise-books.Let'scheckyourhom ework.wuDong,…StepIIwarmingupT:Doyoulikepoetry,SA?SA:yes,Ido.Ilikeitverymuch.T:whydoyoulikeit?SA:Ilearnagreatdealfrompoetry.whenIwasasmallchild,m ymothertaughtmethepoem:锄禾日当午，汗滴禾下土。

Agardenofpoemsperiod4教案

Unit 4 A Garden of poemsThe third period language pointsTeaching Aims:1.Learn the following words and expressions: call up, glory, pattern, absence,play with, open the door to, lead to, remind of, follow, stand out.2.Help students to get a clear understanding of the text.3.Cultivate the reading ability.Teaching Difficult Points:1.The usage of some useful words and expressions.Teaching Methods:1.Analyzing method to get the students to further understand what they’velearned.2.Practice method to get the students to master what they’ve learned. Teaching Aids: Tape RecorderTeaching Procedures:Step 1 RevisionT: Yesterday, we’ve learned something about English poetry. And we mentioned all together 8 poets. Do you still remember?S: Yes.T: Good. Now make a guess who are they. The first one, he is the most famous writer in the world. He wrote many plays. One of them is Romeo and Juliet. Who is he? S: Shakespeare.T: Correct. William Shakespeare. Now the next one, He is a very handsome romantic poet. One of his works is the Isles of Greece. He took part in the independence war for Greece.S: Byron!T: Well done! And listen to the last one. He is also a romantic poet. He lived by the lake. And he always wrote about nature. Who is he?S: Wordsworth.T: Good, William Wordsworth. It seems that most of you have read the text carefully after class.Step 2: language points1. More than any other form of literature, poetry plays with sounds, words and grammar.与其他任何形式的文学相比，诗歌更能集声音，词汇，语法为一体。

新高二Unit4 A garden of poems Language Point(人教版高二英语教

新高二Unit4 A garden of poems Language Point(人教版高二英语教案教学设计)Warming up:1. get through接通（电话）；让人了解；办完；完成；了结；（使议案在议会）通过e.g. She is too fat to get through the door.她太胖了，连这扇门都进不去。

It is difficult to get through this amount of work in such a short time.很难在这么短的时间内干完这么多工作。

I finally got through at twenty past ten.我最终在十点二非常接通了电话。

2. as mad as a door: angry or madmad adj. 有精神病的；疯狂的；不顾危急的；生气的；生气的；极愉快的e.g. She was mad with me for losing my keys.她为我丢了钥匙而生我的气。

He was mad with joy. 他欣喜若狂。

Listeningput …together1.装配，组装e.g. He took the machine to piece and then put it together again.他把那台机器拆开，然后又重新组装起来。

2.整理（思绪等）；综合（多数人的意见、想法等）e.g. She tried to put her thoughts together. 她设法整理思绪。

Reading:1. Some English poetry reminds readers of Chinese poetry.读者有时发觉英文诗与中文诗有异曲同工之妙。

remind sb of sth使某人回想起或意识到某人或某事物e.g. This song reminds me of France. 我一听到这首歌就想起了法国。

【教育学习文章】Unit 4 A garden of poems 教案

Unit 4 A garden of poems 教案Unit4AgardenofpoemsI.BriefStatementsBasedontheUnitDoyoulikepoetry?Haveyoureadalimerick?Thewholeconten tsofUnit4areaboutpoetry.Fourseparatepartsconsistoft hisunit.First,thesimplequestionsbringthestudentsbac ktothepoems,songsandrhymestheyhavelearned.Byrecitin gthem,thestudentswillbestruckbythewordsandcolorfulm eaningofsomepoems.Thentheyarearrangedtoreadandenjoy aspecial,funnypoem-alimerick,listentoapassageaboutp oemsandtalkaboutallkindsofpoemswrittenbysomegreatma sters.Thiswillgreatlyraisethestudents'interestsabou tpoems.TheywillbesuretowantfurtherinformationaboutE nglishpoems.Thetext“EnglishPoetry”describestheadvantagesofreadingpoems.Plentyofdetail edinformationaboutthehistoryanddevelopmentofEnglish poemsisalsogiveninthetext.ThecomparisonofEnglishand chinesepoemsshowsusaclearpictureofthesimilarityandd ifferencebetweenthepoemsofthetwocountries.Thetextsi ngshighpraiseforthetwogreattranslators--LuXunandGuomoruo.However,attheendofthetext,thewritertellsustha tsomethingofthespiritoftheoriginalworksislostintran slatedworks.Thismeansthatweshouldreadoriginalworksi nsteadoftranslatedonesasmanyaspossible.Plentyofexer cisesbeforeandafterthetextgetthestudentstounderstan dthewholetextandgraspitsdetailedinformation.Thethir dpartismainlyaboutpastparticipleusedasattributeanda dverbial.Throughdifferentkindsofexercisesthestudent scanmasterthispartwell.Attheendofthisunit,asimplebutinterestingpassagetellsusalotandgivesusap erfectanswertothequestionwhypeoplereadandsometimese venwritepoetry.Asimpleandpracticalwaytoenjoythepoem sisshowntous.Thiswillencouragemorestudentstojoinint helearningandappreciatingpoetry.Thestudentswillimpr ovetheirabilitytolisten,speak,readandwriteaswellasl earningplentyofusefulwordsandexpressionsaftertheyle arntheunit.II．TeachingGoals.TalkaboutEnglishpoetry.2.Practiceexpressingintentionanddecision.3.LearnaboutthePastParticipleusedasAdverbial.4.writeaboutapoem.III.TeachingTime:FiveperiodsIV.BackgroundInformation.ShakespeareForanyEnglishman,therecanneverbeanydiscussionastowh oistheworld'sgreatestpoetandgreatestdramatist.onlyo nenamecanpossiblysuggestitselftohim:thatofwilliamSh akespeare.EveryEnglishmanhassomeknowledge,howeversl ight,oftheworkofourgreatestwriter.Allofususewords,p hrasesandquotationsfromShakespeare'swritingsthathavebecomepa rtofthecommonpropertyofEnglish-speakingpeople.mosto fthetimeweareprobablyunawareofthesourceofthewordswe use.ratherliketheoldladywhowastakentoseeaperformanc eofHamletandcomplainedthatitwasfullofwell-knowprove rbsandquotations!Shakespeare,moreperhapsthananyotherwriter,madefullu seofthegreatresourcesoftheEnglishlanguage.mostofususeaboutfivethousandwordsinournormalemploymentofEngl ish;Shakespeareinhisworksusedabouttwenty-fivethousa nd!Thereisprobablynobetterwayforaforeignertoappreci atetherichnessandvarietyoftheEnglishlanguagethanbys tudyingthevariouswaysinwhichShakespeareusedit.Sucha studyiswellworththeeffort,eventhoughsomeaspectsofEn glishusage,andthemeaningofmanywords,havechangedsinc eShakespeare'sday.Itisparadoxicalthatweshouldknowcomparativelylittlea boutthelifeofthegreatestEnglishauthor.weknowthatSha kespearewasbornin1564inStratford-on-Avonandhediedth erein1616.HealmostcertainlyattendedtheGrammarSchool inthetown,butofthiswecannotbesure.weknowhewasmarrie dtherein1582toAnneHathawayandthathehadthreechildren ,aboyandtwogirls.weknowthathespentmuchofhislifeinLo ndonwritinghismasterpieces.Butthisisalmostallthatwe doknow.However,whatisimportantaboutShakespeare'slifeisnoti tsincidentaldetailsbuthisproducts,theplaysandthepoe ms.FormanyyearsscholarshavebeentryingtoaddafewfactsaboutShakespeare'slifetothesmallnumberwealreadyposs essandforanequallylongtimecriticshavebeentheorising abouttheplays.Sometimes,indeed,itseemsthatthepoetry ofShakespearewilldisappearbeneaththegreatmassofcomm entthathasbeenwrittenuponit.Fortunatelythisisnotlikelytohappen.Shakespeare'spoe tryandShakespeare'speoplehavelongdelightednotjustth eEnglishbutloversofliteratureeverywhere,andwillcont inuetodosoafterthescholarsandcommentatorsandallthei rworkshavebeenforgotten.2.AboutShakespeare'sPlayswilliamShakespeare,Englishdramatistandpoet,isregard edbymanypeopleasthegreatestEnglishwriterofalltime.H ewrotehisfirstplaywhenhewastwenty-sixyearsold.withi nabouttwenty-twoyearsofthiswritingcareer,hegavetoth eworldnearlyfortyplays,includingcomedies,historiesa ndtragedies.ofallhisplays,“Hamlet”isperhapsthebestknown.Hisplays,writteninthelate16th andearly17thcenturiesforasmalltheatre,aretodayper-f ormedmoreoftenandinmorecountriesthaneverbefore.manyofthewordsfirstusedbyhim,andmanyofhisexpressionshav ebecomeeverydayusageinEnglishspeechandwriting.ofShakespeare'splayshavecomedowntous.Theirprobablec hronologicalorderisarrangedasfollows：TheFirstPeriod 590--HenryVI,PartI.HenryVI,PartII.591--HenryVI,PartIII.592--RichardIII.ThecomedyofErrors.593--TitusAndronicus.TheTamingoftheShrew.594--TheTwoGentlemenofVerona.Love'sLabour'sLost.Romeoandjuliet.595--RichardIIAmid-summerNight'sDream.596--kingjohn.ThemerchantofVenice.597--HenryIV,PartI.HenryIV,PartII.598--muchAdoAboutNothing.HenryV. Themerrywivesofwindsor. 599--juliuscaesar. AsyouLikeIt.600--TwelfthNight. TheSecondPeriod:601--Hamlet.602--Troilusandcressida. All'swellThatEndswell. 604--measureformeasure. othello.605--kingLear. macbeth.606--Antonyandcleopatra. 607--coriolanus. TimonofAthens.608--Pericles. TheThirdperiod:609--cymbeline.610---Thewinter'sTale. 612--TheTempest. HenryVIII.TheFirstPeriodTeachingAims:.Talkingaboutpoemstoraisethestudents'interestinpoems.2.Listeningtoimprovethestudents'listeningability.3. makingupdialoguestoimprovethestudents'speakingabili ty.TeachingImportantPoints:.Howtogetthestudentstograspthemainideaofapassag ebylistening.2.Howtoimprovethestudents'speakingability.TeachingDifficultPoint:Howtodirectthestudentstograspthedetailedinformation tofinishthelisteningtask.Teachingmethods:.Pairworkorgroupworktomakeeverystudentjoininthe classactivities.2.Discussiontomakeeverystudentexpresshimselffreely.TeachingAids:.ataperecorder2.acomputer3.aprojectorTeachingProcedures:StepIGreetingsandRevisionT:Goodmorning,everyone!Ss:Goodmorning,mrs/mr×!T:Sitdown,please.Haveyoufinishedyourhomework?Ss:yes.T:Pleasetakeoutyourexercise-books.Let'scheckyourhom ework.wuDong,…StepIIwarmingupT:Doyoulikepoetry,SA?SA:yes,Ido.Ilikeitverymuch.T:whydoyoulikeit?SA:Ilearnagreatdealfrompoetry.whenIwasasmallchild,m ymothertaughtmethepoem:锄禾日当午，汗滴禾下土。

高二英语Agardenofpoems教案

高二英语Agardenofpoems教案高二英语Agardenofpoes教案TeachingPlanUnit4AgardenofpoesReadingENGLISHPoETRTeachingobjectivesnoledgeobjectives：ToreadfortheinforationofthehistoryofEnglishPoetry&t hecharacteristicsofEnglishPoetryindifferentties.Abilityobjectives：Enablethestudentstogivetheirideasaboutpoetsandpoest oothers,usingthetargetlanguage.oralobjectives：ToletSsexperiencethespiritofthepoesandencouragetheS stolearntoappreciatepoes.Learningstrategies：Tosoeextend,studentsdeveloptheabilitiesofstudy,effe ctiveunication,dealingithinforationandthiningandexp ressinginEnglish.Teachingiportant&difficultpointsHelpthestudentslearntoappreciatepoesandnoaboutpoesa ndpoets.Todevelopsoebasicreadingsills.TeachingethodsListening,siing,grouporTeachingproceduresArousingstudents’interests—reading—experiencing—autoaticlearningStep1:Lead-inInteractivities：Activity1:playapoebyengHaoran.Activity2:atchtheauthorincolunAiththeirpoesincolunB.Activity3:PresentsoeEnglishfaouspoets’portraitsandhaveabriefintroductionabouttheirpoes,an dthenasthestudentstoanserthefolloingtoquestions.).DoyounosoefaousEnglishpoets?)hataretheyfaousfor?Step2:Reading:SiingInteractivities:Activity4:Dividethetextintoseveralparts.Findouttheainideaorthetopicsentenceofeachpart.Part1BriefintroductiontopoetrPart2ThefeatureofchinesepoetryandsoefaouspoetsPart3ThehistoryofEnglishpoetryintieorderandtheirsty lesPart4IntroductionofEnglishpoetryintochinaStep3:Reading:ScanningInteractivities：Activity5:GettheSstoprehendthepassageParagraphbyParagraphcare fullyandaccuratelyanserthefolloingquestions.Q1.hatarethedifferencesbeteenpoetryandotherforsofli terature?Q2.hostandsoutinthehallsofgloryinchinesepoetryhisto ry?Q3.hatdofinepoesshare?Q4.FillthechartofsoedetailsofEnglishpoetry.Q5.hataretheadvantagesanddisadvantagesofreadingthet ranslation?春晓----孟浩然春眠不觉晓，处处闻啼鸟。

高二英语unit4-a-garden-of-poem

2) Ss put the key words in order according the text. Keys: d－a－e－j－c－h－f－k－i
3) Ss discuss in groups “How many parts should the text be divided into?” and sum up the main idea.
3.Besides, no matter how well a poem is translated, something of the spirit of the original work is lost. 析：①no matter 引导一个让步状语从句 “no matter+特殊疑问词 ”=“特殊疑问词+ever” eg. No matter where you go ,I’ll be right here waiting for you. =Wherever you go , I’ll be right here waiting for you. ②“特殊疑问词+ever”还可引导名词性从句，而“no matter +特殊疑问词”只引导状语从句。 eg. Whatever you say is right. （不用no matter what 来代替） 4． …being able to read in English gives you much more choice. 析：being able to read in English 是v-ing作主语。
★ Literature helps us love each other , respect each ot world will have no war. People all over the world will peacefully.

高二英语教案：《Unit 4 A garden of poems》教学设计(二)

高二英语教案：《Unit 4 A garden of poems》教学设计（二）高二英语教案：《Unit 4 A garden of poems》教学设计（二）Warming-up & Listeningby Wang JinghongTeaching Aims:1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.2.Improveing the students’ listening ability.3.Introduce some poems to the students.Teaching Difficult points:1.To teach the students how to grasp the detailed information to finish the listening task.2.How to make every students active in this lesson.Teaching Aids:1.a computer2.a projectorTeaching Procedures:(Play the song “Ten little Indian boys”)Step I Greetings and Lead in.T: Good morning, everyone!Ss: Good morning, Mrs/Mr …!T: Sit down please. Just now we’ve enjoyed a song. Do you like it?Ss: Yes./(No)T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.Step II Warming up.1) Listen and read the rhymeGood, better, best!Never have it rest!Till good is better!And better, best!2) Listen and read the limerick.People laugh and people cry.Some give up, some always try.Some say hi while some say bye.Others may forget you but never I.Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.3)Read the limericks and ask “What is the pattern of each poem?Step III. Pre-listeningT:Mmm, it seems poems are really interesting. I’d like to know more about poetry.But where can I find a certain poem? Are poems put together in collections of poetry?Maybe these questions can help us.Who wrote them?What are they about?When were they written?Step IV. While listeningIn collections of poetry, poems are put together because they belong to the same group.They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.1.Listen to the tape and list the name of the books on poems by different writers.(Suggested answers: A Garden of Poems”“1001 Songs or Poems in English”2.Listen to the tape and list the the information of poems by a certain topicSuggested answers: The topic can be human feeings (hum our & love…)“Poetry about Nature” (flowers, trees, plants & the old countryside)“The Earth is Painted Green”3.Poems by a certain period timeSuggested answers: “English Poem of the Early 17th Century”“Poetry Between the World Wars”4.OK, Si nce we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.Suggested answer: poem, collection, the World Wars , The countryside and nature5.Listen to the tape again and answer the following questions.1).What is the dialogue about?2)What kind of book is A Garden of Poems?3)Which period is meant when we say “between the World Wars”?4)How should you read a book such as 1001 Songs and Poems in English?5)Which topic for poetry does the student like?Step V. Post-listening1.T: OK. What topic for poetry do you like?S: …….T:Sometimes English poems can be read in a really interesting way.Now I’d like you to enjoy one of t hem.(A rhymePick an applePick a pearPick a banana over there.Let’s work and let’s play,Picking apples every day.)2.Listen and imitate.Step VI. Listening on the workbook.Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.1)Before the invention of writing, was there any other way but to remember important things?2)Were rhyme and rhythm very helpful when they are trying to remember things?3)Why did our ancestors invent poetry?4)What is the listening text about?Listen to the tape and find out the answers to the questions.Tape description: People invented poetry as they help to rememberthings. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.(Collect the answers from the students.)T: Yes. Before the invention of writing, there was no other way but to remember important things.And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.Step VII. Listening and imitating.T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus S ailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.2.There are also short lines to remember how many days each monthhas. “30 days has September, April, June and November. The rest have 31. Fine! February 28 exc ept when 29.”3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.Suggested answers:Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas) Rhyme 2 is useful to remember how many days each month has.Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.Rhymes and rhythms are helpful. Do you use poetry to remember things?Who sometimes still uses poetry to remember things today?(Collect answers then listen to the following.)But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or whento plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.So anyone who want to remember things better can still use poetry to remember things.Step VIII. Post-listeningYou’ve done a good job today.Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.1)WomenIf you kiss her, you are not a gentlemanIf you don’t, you are not a manIf you praise her, she thinks you are lyingIf you don’t, you are good for nothingIf you agree to all her likes, she is abusingIf you don’t, you are not understandingIf you make romance, you are an experienced manIf you don’t, you are half a manIf you visit her too open, she thinks it’s boringIf you don’t, she accuses you of double crossingIf you are well dressed, she says you are a playboyIf you don’t, you are a dull boy….“O Lord, tell me what to do. AMEN”2)Always Have a DreamForget about the days when it’s been cloudy,But don’t forget your hours in the sun.Forget about the times you’ve been defeated,But don’t forget the victories you’ve won.Forget about the misfor tunes you’ve encountered,But don’t forget the times your luck has turned.Forget about the days when you’ve been lonely,But don’t forget the friendly smiles you’ve seen.Forget about the plans that didn’t seem to work out right.But don’t forge t to always have a dream.Step IX Homework.Recite one or two poems and get ready for tomorrow’s lesson!。

高二英语Unit4 A garden of poems教案二

高二英语Unit4 A garden of poems教案二教材分析本单元中心话题是“诗歌与文化”。

单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。

由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。

通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。

“热身”(Warming up) 部分由English Poetry的一个分支——学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。

在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。

“听力”(Listening)部分的内容分两部分内容：WB与SB。

SB内容可以由“热身”(Warming up)活动结束后自然过渡导入， SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。

对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的A garden of poems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。

这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。

WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。

通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。

“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。

然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。

Unit 4 A garden of poems 教案

Unit 4 A garden of poems 教案Unit 4 A garden f pesI Brief Stateents Based n the UnitD u lie petr? Have u read a lieri? 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人教高二英语教案 Unit4 a garden of poems

Unit 4 A garden of poems主备课人：杨敏组员：时尚敏、吴慧敏、吴家军、李巧玲、刘芳、顾慧芹、刘治豪. 袁启燕、吴小萍备课时间：2010年 9 月 29 日Period 1 warming up ______月______日第______周星期______总第_______课时Teaching aims:1. To improve students' speaking ability by talking about some poems and poets.2. To develop students' interest in poetry.Suggestions for teaching:1. Important and difficult points:(1) Learning how to talk about poetry and how to comment on poems and poets.(2) Learning the expressions:I'm interested to ... but ... I'm interested in ... so ...I think it will be too difficult to ... I don't know much about ... but ...2. Suggested teaching methods:Task 1 Lead-inAsk students to name some famous poets and their poems.Task 2 DiscussionAsk students to say something about the favorite poets or poems.Task 3 DebateTopic: Which one do you like better, Chinese poetry or English poetry?Task 4 DialogueAsk the students to choose one word from each of the four circles in the textbook to make up a dialogue, asking each other what kind of poem they like and why they would like to read a poem like that.Homework :Practice the dialogue with your partners.Period 2 reading ______月______日第______周星期______总第_______课时Teaching aims:1. To improve students' reading abilities of skimming and scanning.2. To learn something about the history of poetry and get to know some important poets. Suggestions for teaching:1. Important and difficult points;(1) The history of English poetry. (2) Knowledge of important western poets.2. Suggested teaching methods;A. Pre-readingTask 1 BrainstormAsk students the following question:When talking about poetry, what comes to your mind?B. ReadingTask 1 ListeningListen to the tape and decide whether each sentence is True or False.(1) Poetry often follows special patterns of rhythm and rhyme.(2) English poetry has a long history.(3) Modern English came into being around the middle of the seventeenth century.(4) Marvell's work became famous for the absence of rhyme at the end of each line.(5) Lu Xun and Guo Moruo played an important role in introducing English poetry to China. Suggested answers:(1) T (2) F (3) F (4) F (5) TTask 2 SkimmingAsk students to read the passage fast according to the following questions offered on the blackboard .(1) Is it difficult to write a poem? Why or why not?(2) What are the important features that all good Chinese poetry shares?(3) What are the advantages and disadvantages of reading English poetry in Chinese translation? Task 3 ScanningAsk students to finish the diagram that shows the period that each English poet lived in andthe characteristics of different poets' works.Suggested answers:.C. Post-readingTask Group discussionTopic; Which one do you prefer to read, original English poems and novels or their Chinese versions?Homework: Read the text after class more to understand it better and try to retell it.Period 3 language points______月______日第______周星期______总第_______课时Teaching aims:1. To learn the useful words, expressions and sentence structures in the reading passage.2. To enable students to learn to use these language points in both spoken and written English. Important and difficult points:词语学习:1.intention n. 意图;目的intention of doing sth./ that…I came with the intention of staying, but now I’ve decided to leave.我来时一心想留下，但现在我已决定离开。