单元要览
本单元的中心话题是诗歌。阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。
本单元的主要内容如下表所示：
类别
课程标准要求掌握的内容
话题
Different types of poems；reading，writing and listening to poetry
[来源:学科网]
[来源:学科网]
词[来源:学科网ZXXK]
汇
transform[来源:学§科§网]
v.转化；转换；改造；变换
sorrow
n.悲伤；懊悔；悲痛[来源:Z#xx#k.Com]
exchange
n.& v．交换；交流；调换
librarian
n.图书馆长；图书管理员
sponsor
v.& n. 发起(人)；主办(者)；倡议(者)
section
n.部分；切下的块；节
concrete
adj.具体的
diploma
n.毕业文凭；学位证书
flexible
adj. 灵活的；可弯曲的
blank
n.& adj.空白；空白的；茫然的
appropriate
adj.适当的；正当的
compass
n.指南针；罗盘
eventually
adv. 最后；终于
bride
n.新娘
tick
v.给……标记号
bridegroom
n.新郎
convey
v.传达；运送
championship
n. 冠军称号
tease
v.取笑；招惹；戏弄
darkness
n.黑暗；漆黑
rhyme
n.& v．韵；(使)押韵
warmth
n.暖和；温暖
nursery
n. 托儿所
scholarship
n.奖学金；学问；学术成就
diamond
n.钻石；菱形
pianist
n. 钢琴家；钢琴演奏者
pattern
n.模式；式样；图案
violinist
n.小提琴演奏者
cottage
n. 村舍；小屋
load
n. 负担；负荷物
sparrow
n. 麻雀
contradictory
adj.引起矛盾的；好反驳的
minimum
n.最低限度；最少量；最小数
salty
adj.含盐的；咸的
translation
n.翻译；译文
endless
adj.无穷的；无止境的
branch
n. 枝条；支流；部门
forever
adv.永远
词
汇
take it easy轻松；不紧张；从容
be popular with很受欢迎
run out of 用完
translate...into...把……翻译成……
be made up of由……构成
stay/sit up 熬夜
try out测试；试验
(sb./sth.)be likely to do sth.有可能……
let out发出；放走
look forward to盼望
in particular尤其；特别
by chance/accident 碰巧
句
型
1.List poems have a flexible line length and repeated phrases which_give_both_a_pattern_and_a_rhythm_to_the_poem.(the attributive clause)
2.We would_have_won if Jack had_scored that goal.(the subjunctive mood)
3.Another simple form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.(past participle as the attributive)
4.When I was a baby，my mother used_to read me nursery rhymes.(used to do sth.)
5.With_so_many_different_forms_of_poetry_to_choo se_from，students may eventually want to write poems of their own.(with＋object＋objective complement)
功
能
语
法
虚拟语气(Subjunctive Mood)(2)
If Rob hadn't injured himself，we would have won.
If she had studied harder，she would have got the diploma.
教
学
重
点
1.Get students to know about different types of poems，some poetic devices like rhythm，rhyme，repetition，sound patterns and imagery.
2．Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.
3．Enable students to grasp and use the expressions of intention and plans.
4．Let students learn the new grammar item：the subjunctive mood(2)．
5．Develop students' listening，speaking，reading and writing ability.
教学
难点
1.Enable students to master the use of the subjunctive mood.
2．Let students learn to create their own poems.
3．Develop students' integrative skills.
课
时
安
排
Periods needed：6
Period 1 Warming Up，Pre－reading，Reading and Comprehending
Period 2 Language Study
Period 3 Grammar?the Subjunctive Mood(2)
Period 4 Listening and Speaking
Period 5 Reading and Writing
Period 6 Summing Up，Learning Tip and Assessment
Period 1 Warming Up，Pre－reading，
Reading and Comprehe nding
整体设计
教学内容分析
This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.
Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different reasons why people write poems.
Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.
Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and are often about the bringing together of opposites.
Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
三维目标设计
Knowledge and skills
1．To know the meanings of the following new words and phrases：
tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)
2．To learn about some simple forms of English poems.
3．To develop the students' reading ability by skimming and scanning the passage.
4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.
Process and methods
1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.
3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in more detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed readi ng of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.
4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.
Emotion，attitude and value
1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.
2．To develop students' sense of cooperative learning.
教学重、难点
1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.
2．To enable the students to write their own poems.
教学过程
?Step 1 Warming up
1．Vocabulary i n Reading
Match the words and phrases with their proper meanings.
1．convey ( )A.sameness of sound between words or syllables，esp.in the end of lines
2．cottage ( )B.a strong feeling such as love，fear or anger
3．tease ( )C.make fun of somebody in an unkind way
4．rhyme ( )D.a place where young children are cared for
5．translate ( )E.make(ideas，feelings，etc.)known to another person
6．endless ( )F.use up
7．nursery ( )G.small simple house，esp.in the country
8．emotion ( )H.relax
9．take it easy ( )I.express sth.in a different language
10．run out of ( )J.without end
Suggested answers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F
2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.
3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the stu dents can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.)
4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.
?Step 2 Pre－reading
1．Match the following information.
Du Fu Tang Dynasty
Fan Zhongyan Song Dynasty
Meng Haoran Modern
Guo Moruo Modern
Xu Zhimo Tang Dynasty
Byron America
Shelly England
Whitman England
Tagore India
Suggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India
2．Ask students to do Exercise 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its language，it's funny，and my mother used to recite it to me...
3．The purpose of Exercise 2 is to practice an important reading skill：scanning a text，that is，looking through a text quickly to find specific information.
Suggested answers：
Which poem
A
B
C
D
E
F
G
H
describes a person？
√
tells a story？
√
describes an aspect of a season？
√
√
√
is about sport？
√
is about things that don't make sense？
√
is recited to a baby？
√
describes a river scene？
√
has rhyming words at the end of lines？
√
√
repeats words or phrases？
√
√
√
?Step 3 Reading and comprehending
1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.
(1)What is the main idea of the reading passage?
________________________________________________________________________
(2)How many kinds of poems does the reading passage talk about? And which of the following is not mentioned?
A．Nursery rhymes. B．Tang poems. C．Haiku. D．Adverb poems. E．List poems. F．Cinquain.
Suggested answers：
(1)A brief introduction of a few simple forms of English poems.
(2)Five.D is not mentioned.
2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)
(1)Give out the names of the forms of poems according to the descriptions.
①______ are the first poems that children will hear.They are often sung.Children love to move and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds.
②______ is made up of five lines and has the following structure：
Line 1：a noun that names the subject of the poem
Line 2：two adjectives that describe the subject
Line 3：three verbs ending with－ing that describe the subject's actions
Line 4：four words that give the writer's opinions or feelings about the subject
Line 5：a word that gives another name for the subject
③______ is a centuries－old form of Japanese poetry.It is made up of 17 syllables and has the following structure：
Line 1：5 syllables
Line 2：7 syllables
Line 3：5 syllables
④______ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，it also has a regular rhythm.
⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not rhyme.They have strong imagery and are often about the bringing together of opposites.
(2)Find the strong rhythm and rhyme in Poem A.
e．g.In the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.
(3)What's the difference between Poems B and C though they are both list poems?
________________________________________________________________________
(4)Which of the poems in the reading passage can give you a clear picture in your mind?
________________________________________________________________________
(5)Can you find out the 17 syllables in Poem F?
e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.
________________________________________________________________________.
(6)Can you give a proper title to Poem H either in English or Chinese?
________________________________________________________________________
Suggested answers:
(1)①Nursery rhymes ②The cinquain ③Haiku ④List poems ⑤Tang poems
(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today
(3)Poem B repeats phrases and rhymes，while Poem C does not.
(4)Most probably Poems D，F，G and H.
(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)
(6)望夫石/A Loyal Wife
?Step 4 Language study
Deal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.
?Step 5 Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
Collocations：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.
?Step 6 Structure analyzing
After reading，ask students to discuss the text structure.
Keys for reference：
This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain emotions.From the second paragraph，the text analyses the dif ferent kinds of poems and gives examples for reference.The last paragraph encourages students to have a try and write poems of their own.
?Step 7 Retelling
Ask students to talk about the different kinds of poems in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.
?Step 8 Homework
1．Learn the useful new words and expressions in this period by heart.
2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.
?Step 9 Reflection after teaching
________________________________________________________________________
________________________________________________________________________
Reading：A Few Simple Forms of English Poems
李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”
海南省中小学教师教学论文和教学设计大赛二等奖
教学
课题
Unit 2 Poems
A Few Simple Forms Of English Poems(Reading)
教学
设计
理论
依据
《基础教育课程改革纲要(试行)》对于课程实施和教学过程有明确的要求：倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。教师在教学过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。
教材
分析
本课是新课标高中英语选修6第二单元中的阅读课，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、不同特色的诗歌。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础常识的基础上，进行简单的诗歌创作。
学情
分析
本节课的教学对象是高二学生，他们很了解中文诗歌的种类、风格、特色，对英文诗歌的学习充满了浓厚的兴趣，想知道：中英文诗歌是否一样？同时他们也有着丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力，已掌 握相关的认知策略，如分析、想象、推理、归类、总结、记忆等。大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，但他们好胜心强，渴望在班集体里得到他人的承认。个别学生基础较好，能主动配合老师，具有独立、爱表现的特点。因此，只有设计使他们感兴趣的活动，因材施教，才能让全班同学投入到课堂活动中来。
教
学
目
标
三维目标：
1．知识目标
Make the students master the following words，phrases and sentence patterns.
★Important words：
poem，poetry，recite，aspect，convey，rhyme，rhythm，nursery，diamond，cottage，balloon，sparrow，tease，salty，endless，branch，translation，transform
★Important phrases：
take it easy，run out of，make up of
★Important sentence patterns：
...they delight small children because...
We would have won...if Jack had scored that goal.
2．能力 目标
★To learn the main developing steps of the history of English poetry.
★To learn the characteristics of different forms of poems.
★To improve students' reading ability.
★To practice writing simple poems.
教
学
目
标
3.情感态度目标
利用多媒体手段营造积极、和谐的教学气氛，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。
教学重点：
★Master the important new words，phrases and sentence patterns.
★Collect the reasons why the poets write poems.
★The similarities and differences between the Chinese and English poets and poems.
教学难点：
★Find out the characteristics of each kind of poems.
★Practice writing simple poems.
教
学
策
略
★培养学生搜集与处理信息的能力(“有意义接受学习”教学法)
★培养学生获取新知识的能力(探究式教学法)
★培养学生分析和解决问题的能力(问题式学习教学法、任务型教学法)
★培养学生交流与合作的能力(合作学习教学法)
教
学
用
具
★多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。
★黑板：展示本课的重点单词、短语、句型。
教学过程设计
教学步骤
活动内容
设计意图
Task 1 Warming Up (4 minutes)
★Talk about poets and poems the students learned before.
★Let some students list the reasons why people write poems on the blackboard.
运用“有意义接受学习”教学法：
提示学生先回忆原有知识，获得成就感，增强自信心，并总结出写诗意图，激发学生积极思考，领悟本课教学目标。为学习英文诗歌作好铺垫，阐明新旧知识的各种关系，促进新知识的理解。
Task 2 Presentation (5 minutes)
★Listen to the tape about the reading passage.
★After listening，tick the correct box(es) of each question in the form in Pre－reading.
运用探究式教学法：
该任务鼓励学生主动参与、主动探究、主动思考，概括出每首诗歌的主题大意。
Task 3 Practice (15 minutes)
★According to the Chinese meaning，fill in the correct form of the word.
e．g.The music is written in a ______(节奏)of three beats to a bar.
★Ask the students to answer the questions in Exercise 2 and Exercise 3 in Comprehending according to the text.
★Find out the information to complete
the following form.
Forms of poems
Characteristics
运用问题式学习教学法、任务型教学法：
学生带着问题再一次详细阅读并理解全文，解决问题，完成任务，做好语言输入储备工作。该任务提高了学生的探究能力，充分发挥学生的自主性。此过程中，还能体现师生、生生之间互相交流、互相探讨的合作学习精神。
Task 4 Group Work(15 minutes)
★Hold an English poem writing competition：
Four students work as a group.Practice writing simple poems.Then show their poems to others.
运用合作学习教学法：
以竞赛为前提，唤起学生的好胜激情。小组成员各抒己见，培养学生交流与合作能力。把学生所学知识发散、扩展、升华并输出，学以致用，学生又获得成就感。
Homework(1 minute)
★Practice writing more poems.
★Ask the students to collect at least five English poems with different forms.
You can search the Internet if you want to know more about English poems.
运用任务型教学法：
课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续。
教学参考
Ⅰ.Famous poetry in English
Reading poetry brings people from different places and different times together.More than any other form of literature，poetry plays with sounds，words and grammar.That makes poetry difficult to write，but very interesting to read.Poetry also calls up all the colors，feelings，experiences and curious images of a dream world.
Though it has a short history，there is a lot of good English poetry around.The seventeenth century was a great time for English poetry.Shakespeare is most famous for his plays.His sonnets，however，belong to the best English poetry.In the next generation of the English poets we meet John Donne.Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.
Before the end of the century，there was another famous writer，John Milton.Once published，his works became famous for the absence rhyme at the end of each line.In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.
The next period that produced a great number of fine poets was the nineteenth century.Greatly loved in China are the English Romantic poets.John Keats died at a very young age in 1821，while William Wordsworth，who spent much of his time in his English Lake District，lived to the a ge of the 80 and died in 1850.The nature poems by William Wordsworth，George Gordon Byron's Isles of Greece and the sonnets and long poems by John Keats have long been favorites.The style in their poems has often led to comparisons with p oets such as Du Fu and Li Bai.
Finally，modern poets have their special attraction because they stand closest to us both in the language and images they use.Among them we find the American poet Robert Frost.
More and more people are interested to read modern poetry in English.Translation can be good，but being able to read English gives you much choice.Besides，no matter how well a poet is translated，something of the spirit of the original work is lost.Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese.
Ⅱ.What is free verse?
Free verse is a modern form of poetry which does not follow any specific rhyme or metrical scheme，although it does not completely abandon the basic poetic precepts of heightened language and songs.Free verse poetry is said to have been popularized by such notable poets as Walt Whitman and Emily Dickinson during the late 19th century，although earlier poets like the mystic William Blake were beginning to pull away from the restrictions of the formal poetry of their day.Whitman's signature collection，Leaves of Grass，is almost entirely composed of free verse poetry.Dickinson，however，still wrote much of her poetry according to the metrics and rhyme of a favored hymn composer.
The free verse style of poetry soon became popular with rebellious young poets such as the Frenchman Artur Rimbaud(阿图尔?兰波)，who wrote many of his best free verse poems before the age of 18.Other poets embraced free verse poetry as a way to express raw emotions or unbridled passion not generally found in the formal poetry of their time.Whitman himself referred to this artistic awakening as the great YAWP，a call for all artists to break free of social conventions and live life to its fullest.
Free verse poetry continued to evolve throughout the 20th century，beginning with poets such as Carl Sandburg(卡尔?桑博格)and Robert Frost(罗伯特?弗罗斯特)，both of whom were equally comfortable with formal and free verse poetry.Perhaps the most admired free verse poet was the expatriate Ezra Pound，who became a mentor to many of the 20th century's most famous authors and poets.
本单元的中心话题是诗歌。阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。
本单元的主要内容如下表所示：
类别
课程标准要求掌握的内容
话题
Different types of poems；reading，writing and listening to poetry
[来源:学科网]
[来源:学科网]
词[来源:学科网ZXXK]
汇
transform[来源:学§科§网]
v.转化；转换；改造；变换
sorrow
n.悲伤；懊悔；悲痛[来源:Z#xx#k.Com]
exchange
n.& v．交换；交流；调换
librarian
n.图书馆长；图书管理员
sponsor
v.& n. 发起(人)；主办(者)；倡议(者)
section
n.部分；切下的块；节
concrete
adj.具体的
diploma
n.毕业文凭；学位证书
flexible
adj. 灵活的；可弯曲的
blank
n.& adj.空白；空白的；茫然的
appropriate
adj.适当的；正当的
compass
n.指南针；罗盘
eventually
adv. 最后；终于
bride
n.新娘
tick
v.给……标记号
bridegroom
n.新郎
convey
v.传达；运送
championship
n. 冠军称号
tease
v.取笑；招惹；戏弄
darkness
n.黑暗；漆黑
rhyme
n.& v．韵；(使)押韵
warmth
n.暖和；温暖
nursery
n. 托儿所
scholarship
n.奖学金；学问；学术成就
diamond
n.钻石；菱形
pianist
n. 钢琴家；钢琴演奏者
pattern
n.模式；式样；图案
violinist
n.小提琴演奏者
cottage
n. 村舍；小屋
load
n. 负担；负荷物
sparrow
n. 麻雀
contradictory
adj.引起矛盾的；好反驳的
minimum
n.最低限度；最少量；最小数
salty
adj.含盐的；咸的
translation
n.翻译；译文
endless
adj.无穷的；无止境的
branch
n. 枝条；支流；部门
forever
adv.永远
词
汇
take it easy轻松；不紧张；从容
be popular with很受欢迎
run out of 用完
translate...into...把……翻译成……
be made up of由……构成
stay/sit up 熬夜
try out测试；试验
(sb./sth.)be likely to do sth.有可能……
let out发出；放走
look forward to盼望
in particular尤其；特别
by chance/accident 碰巧
句
型
1.List poems have a flexible line length and repeated phrases which_give_both_a_pattern_and_a_rhythm_to_the_poem.(the attributive clause)
2.We would_have_won if Jack had_scored that goal.(the subjunctive mood)
3.Another simple form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.(past participle as the attributive)
4.When I was a baby，my mother used_to read me nursery rhymes.(used to do sth.)
5.With_so_many_different_forms_of_poetry_to_choo se_from，students may eventually want to write poems of their own.(with＋object＋objective complement)
功
能
语
法
虚拟语气(Subjunctive Mood)(2)
If Rob hadn't injured himself，we would have won.
If she had studied harder，she would have got the diploma.
教
学
重
点
1.Get students to know about different types of poems，some poetic devices like rhythm，rhyme，repetition，sound patterns and imagery.
2．Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.
3．Enable students to grasp and use the expressions of intention and plans.
4．Let students learn the new grammar item：the subjunctive mood(2)．
5．Develop students' listening，speaking，reading and writing ability.
教学
难点
1.Enable students to master the use of the subjunctive mood.
2．Let students learn to create their own poems.
3．Develop students' integrative skills.
课
时
安
排
Periods needed：6
Period 1 Warming Up，Pre－reading，Reading and Comprehending
Period 2 Language Study
Period 3 Grammar?the Subjunctive Mood(2)
Period 4 Listening and Speaking
Period 5 Reading and Writing
Period 6 Summing Up，Learning Tip and Assessment
Period 1 Warming Up，Pre－reading，
Reading and Comprehe nding
整体设计
教学内容分析
This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.
Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different reasons why people write poems.
Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.
Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and are often about the bringing together of opposites.
Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
三维目标设计
Knowledge and skills
1．To know the meanings of the following new words and phrases：
tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)
2．To learn about some simple forms of English poems.
3．To develop the students' reading ability by skimming and scanning the passage.
4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.
Process and methods
1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.
3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in more detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed readi ng of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.
4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.
Emotion，attitude and value
1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.
2．To develop students' sense of cooperative learning.
教学重、难点
1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.
2．To enable the students to write their own poems.
教学过程
?Step 1 Warming up
1．Vocabulary i n Reading
Match the words and phrases with their proper meanings.
1．convey ( )A.sameness of sound between words or syllables，esp.in the end of lines
2．cottage ( )B.a strong feeling such as love，fear or anger
3．tease ( )C.make fun of somebody in an unkind way
4．rhyme ( )D.a place where young children are cared for
5．translate ( )E.make(ideas，feelings，etc.)known to another person
6．endless ( )F.use up
7．nursery ( )G.small simple house，esp.in the country
8．emotion ( )H.relax
9．take it easy ( )I.express sth.in a different language
10．run out of ( )J.without end
Suggested answers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F
2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.
3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the stu dents can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.)
4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.
?Step 2 Pre－reading
1．Match the following information.
Du Fu Tang Dynasty
Fan Zhongyan Song Dynasty
Meng Haoran Modern
Guo Moruo Modern
Xu Zhimo Tang Dynasty
Byron America
Shelly England
Whitman England
Tagore India
Suggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India
2．Ask students to do Exercise 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its language，it's funny，and my mother used to recite it to me...
3．The purpose of Exercise 2 is to practice an important reading skill：scanning a text，that is，looking through a text quickly to find specific information.
Suggested answers：
Which poem
A
B
C
D
E
F
G
H
describes a person？
√
tells a story？
√
describes an aspect of a season？
√
√
√
is about sport？
√
is about things that don't make sense？
√
is recited to a baby？
√
describes a river scene？
√
has rhyming words at the end of lines？
√
√
repeats words or phrases？
√
√
√
?Step 3 Reading and comprehending
1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.
(1)What is the main idea of the reading passage?
________________________________________________________________________
(2)How many kinds of poems does the reading passage talk about? And which of the following is not mentioned?
A．Nursery rhymes. B．Tang poems. C．Haiku. D．Adverb poems. E．List poems. F．Cinquain.
Suggested answers：
(1)A brief introduction of a few simple forms of English poems.
(2)Five.D is not mentioned.
2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)
(1)Give out the names of the forms of poems according to the descriptions.
①______ are the first poems that children will hear.They are often sung.Children love to move and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds.
②______ is made up of five lines and has the following structure：
Line 1：a noun that names the subject of the poem
Line 2：two adjectives that describe the subject
Line 3：three verbs ending with－ing that describe the subject's actions
Line 4：four words that give the writer's opinions or feelings about the subject
Line 5：a word that gives another name for the subject
③______ is a centuries－old form of Japanese poetry.It is made up of 17 syllables and has the following structure：
Line 1：5 syllables
Line 2：7 syllables
Line 3：5 syllables
④______ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，it also has a regular rhythm.
⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not rhyme.They have strong imagery and are often about the bringing together of opposites.
(2)Find the strong rhythm and rhyme in Poem A.
e．g.In the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.
(3)What's the difference between Poems B and C though they are both list poems?
________________________________________________________________________
(4)Which of the poems in the reading passage can give you a clear picture in your mind?
________________________________________________________________________
(5)Can you find out the 17 syllables in Poem F?
e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.
________________________________________________________________________.
(6)Can you give a proper title to Poem H either in English or Chinese?
________________________________________________________________________
Suggested answers:
(1)①Nursery rhymes ②The cinquain ③Haiku ④List poems ⑤Tang poems
(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today
(3)Poem B repeats phrases and rhymes，while Poem C does not.
(4)Most probably Poems D，F，G and H.
(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)
(6)望夫石/A Loyal Wife
?Step 4 Language study
Deal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.
?Step 5 Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
Collocations：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.
?Step 6 Structure analyzing
After reading，ask students to discuss the text structure.
Keys for reference：
This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain emotions.From the second paragraph，the text analyses the dif ferent kinds of poems and gives examples for reference.The last paragraph encourages students to have a try and write poems of their own.
?Step 7 Retelling
Ask students to talk about the different kinds of poems in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.
?Step 8 Homework
1．Learn the useful new words and expressions in this period by heart.
2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.
?Step 9 Reflection after teaching
________________________________________________________________________
________________________________________________________________________
Reading：A Few Simple Forms of English Poems
李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”
海南省中小学教师教学论文和教学设计大赛二等奖
教学
课题
Unit 2 Poems
A Few Simple Forms Of English Poems(Reading)
教学
设计
理论
依据
《基础教育课程改革纲要(试行)》对于课程实施和教学过程有明确的要求：倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。教师在教学过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。
教材
分析
本课是新课标高中英语选修6第二单元中的阅读课，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、不同特色的诗歌。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础常识的基础上，进行简单的诗歌创作。
学情
分析
本节课的教学对象是高二学生，他们很了解中文诗歌的种类、风格、特色，对英文诗歌的学习充满了浓厚的兴趣，想知道：中英文诗歌是否一样？同时他们也有着丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力，已掌 握相关的认知策略，如分析、想象、推理、归类、总结、记忆等。大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，但他们好胜心强，渴望在班集体里得到他人的承认。个别学生基础较好，能主动配合老师，具有独立、爱表现的特点。因此，只有设计使他们感兴趣的活动，因材施教，才能让全班同学投入到课堂活动中来。
教
学
目
标
三维目标：
1．知识目标
Make the students master the following words，phrases and sentence patterns.
★Important words：
poem，poetry，recite，aspect，convey，rhyme，rhythm，nursery，diamond，cottage，balloon，sparrow，tease，salty，endless，branch，translation，transform
★Important phrases：
take it easy，run out of，make up of
★Important sentence patterns：
...they delight small children because...
We would have won...if Jack had scored that goal.
2．能力 目标
★To learn the main developing steps of the history of English poetry.
★To learn the characteristics of different forms of poems.
★To improve students' reading ability.
★To practice writing simple poems.
教
学
目
标
3.情感态度目标
利用多媒体手段营造积极、和谐的教学气氛，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。
教学重点：
★Master the important new words，phrases and sentence patterns.
★Collect the reasons why the poets write poems.
★The similarities and differences between the Chinese and English poets and poems.
教学难点：
★Find out the characteristics of each kind of poems.
★Practice writing simple poems.
教
学
策
略
★培养学生搜集与处理信息的能力(“有意义接受学习”教学法)
★培养学生获取新知识的能力(探究式教学法)
★培养学生分析和解决问题的能力(问题式学习教学法、任务型教学法)
★培养学生交流与合作的能力(合作学习教学法)
教
学
用
具
★多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。
★黑板：展示本课的重点单词、短语、句型。
教学过程设计
教学步骤
活动内容
设计意图
Task 1 Warming Up (4 minutes)
★Talk about poets and poems the students learned before.
★Let some students list the reasons why people write poems on the blackboard.
运用“有意义接受学习”教学法：
提示学生先回忆原有知识，获得成就感，增强自信心，并总结出写诗意图，激发学生积极思考，领悟本课教学目标。为学习英文诗歌作好铺垫，阐明新旧知识的各种关系，促进新知识的理解。
Task 2 Presentation (5 minutes)
★Listen to the tape about the reading passage.
★After listening，tick the correct box(es) of each question in the form in Pre－reading.
运用探究式教学法：
该任务鼓励学生主动参与、主动探究、主动思考，概括出每首诗歌的主题大意。
Task 3 Practice (15 minutes)
★According to the Chinese meaning，fill in the correct form of the word.
e．g.The music is written in a ______(节奏)of three beats to a bar.
★Ask the students to answer the questions in Exercise 2 and Exercise 3 in Comprehending according to the text.
★Find out the information to complete
the following form.
Forms of poems
Characteristics
运用问题式学习教学法、任务型教学法：
学生带着问题再一次详细阅读并理解全文，解决问题，完成任务，做好语言输入储备工作。该任务提高了学生的探究能力，充分发挥学生的自主性。此过程中，还能体现师生、生生之间互相交流、互相探讨的合作学习精神。
Task 4 Group Work(15 minutes)
★Hold an English poem writing competition：
Four students work as a group.Practice writing simple poems.Then show their poems to others.
运用合作学习教学法：
以竞赛为前提，唤起学生的好胜激情。小组成员各抒己见，培养学生交流与合作能力。把学生所学知识发散、扩展、升华并输出，学以致用，学生又获得成就感。
Homework(1 minute)
★Practice writing more poems.
★Ask the students to collect at least five English poems with different forms.
You can search the Internet if you want to know more about English poems.
运用任务型教学法：
课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续。
教学参考
Ⅰ.Famous poetry in English
Reading poetry brings people from different places and different times together.More than any other form of literature，poetry plays with sounds，words and grammar.That makes poetry difficult to write，but very interesting to read.Poetry also calls up all the colors，feelings，experiences and curious images of a dream world.
Though it has a short history，there is a lot of good English poetry around.The seventeenth century was a great time for English poetry.Shakespeare is most famous for his plays.His sonnets，however，belong to the best English poetry.In the next generation of the English poets we meet John Donne.Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.
Before the end of the century，there was another famous writer，John Milton.Once published，his works became famous for the absence rhyme at the end of each line.In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.
The next period that produced a great number of fine poets was the nineteenth century.Greatly loved in China are the English Romantic poets.John Keats died at a very young age in 1821，while William Wordsworth，who spent much of his time in his English Lake District，lived to the a ge of the 80 and died in 1850.The nature poems by William Wordsworth，George Gordon Byron's Isles of Greece and the sonnets and long poems by John Keats have long been favorites.The style in their poems has often led to comparisons with p oets such as Du Fu and Li Bai.
Finally，modern poets have their special attraction because they stand closest to us both in the language and images they use.Among them we find the American poet Robert Frost.
More and more people are interested to read modern poetry in English.Translation can be good，but being able to read English gives you much choice.Besides，no matter how well a poet is translated，something of the spirit of the original work is lost.Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese.
Ⅱ.What is free verse?
Free verse is a modern form of poetry which does not follow any specific rhyme or metrical scheme，although it does not completely abandon the basic poetic precepts of heightened language and songs.Free verse poetry is said to have been popularized by such notable poets as Walt Whitman and Emily Dickinson during the late 19th century，although earlier poets like the mystic William Blake were beginning to pull away from the restrictions of the formal poetry of their day.Whitman's signature collection，Leaves of Grass，is almost entirely composed of free verse poetry.Dickinson，however，still wrote much of her poetry according to the metrics and rhyme of a favored hymn composer.
The free verse style of poetry soon became popular with rebellious young poets such as the Frenchman Artur Rimbaud(阿图尔?兰波)，who wrote many of his best free verse poems before the age of 18.Other poets embraced free verse poetry as a way to express raw emotions or unbridled passion not generally found in the formal poetry of their time.Whitman himself referred to this artistic awakening as the great YAWP，a call for all artists to break free of social conventions and live life to its fullest.
Free verse poetry continued to evolve throughout the 20th century，beginning with poets such as Carl Sandburg(卡尔?桑博格)and Robert Frost(罗伯特?弗罗斯特)，both of whom were equally comfortable with formal and free verse poetry.Perhaps the most admired free verse poet was the expatriate Ezra Pound，who became a mentor to many of the 20th century's most famous authors and poets.
