选择性必修 第三册Unit 5 Poems教案

这是一份选择性必修 第三册Unit 5 Poems教案，共11页。教案主要包含了句子翻译等内容，欢迎下载使用。
By the end f this perid, students will be able t:
Knw the reasns why peple want t write pems;
Knw the characteristics f different types f pems ;
Recgnize the pems accrding t their different characteristics.
Master sme key wrds.
教学重点
1. Knw the characteristics f different types f pems ;
2. Recgnize the pems accrding t their different characteristics.
3. Master sme key wrds.
教学难点
Let the students analyze sme pems and induct their characteristic.
Answer sme questins accrding t the pems.
教学资源
textbks、multimedia、clrful chalks
教学过程
Step 1 Lead in
Enjy a famus English pem named “The Rad Nt Taken” thrugh a shrt vide t aruse the students’ interest.
(设计意图：本节课用美国诗人罗伯特•弗罗斯特写的“The Rad Nt Taken” 《未选择的路》作为课堂的导入，不仅是因为它出现在本单元的首页，更是告诉学生，在现实生话中，鱼和熊掌不可兼得，选择一条路的同时，也就意味着放弃了另外一种可能性，要学会勇敢地坚定自我，只要是自己的选择，就要无怨无悔。）
Step 2 While-reading
Activity 1: Pre-reading Have a cmpetitin!
Accrding t the translatin t guess Chinese pems and the writers and then ask the students t summary the reasns why peple write pems.
(设计意图：用家户喻晓的中国名诗作阅读前准备，不仅可以调动学生对中国诗歌的激情和热爱，更是用英语传播中国文化，让中国的诗歌走向世界。）
Activity 2: Skim t read t find ut the keys t the questins.
1. Hw is the text rganized?
A. Tpic—Argument—Explanatin
B. Opinin—Discussin—Descriptin
C. Main idea—cmparisn—supprting examples
D. Intrductin—supprting examples--cnclusin
2. What des the first passage mainly talk abut?
A. The develpment f English pems.
B. The reasns fr writing pems.
C. The types f English pems.
D. The rigin f writing pems.
3. Hw many frms f pems des the passage talk abut?
A. 5 B.2 C.6 D.4
4. Why d many children enjy nursery rhymes?
A. Because they are t the pint.
B. Because they are have s stryline.
C. Because they are usually the traditinal pems r flk sngs.
D. Because they have nt nly a strng rhythm but als a repetitin in wrds.
(设计意图：通过快速阅读，让学生对本节课的内容、体裁，诗歌特征做个大概了解，做到心中有数。）
Activity 3 Carefully reading
Read the pems carefully in the text and answer the fllwing questins.
Abut nursery rhyme（paragraph 2）
What’s the features ?
Hw d the children learn abut language?
3. Which sentence is true?
A. Nursery rhyme is the first pem fr every children.
B. All the nursery rhymes are cntradictry.
C. Each each enjys nursery rhyme.
D. Nursery rhyme dn’t necessarily have meanings.
Pem A
What’s the cntent abut the nursery rhyme?
2. What’s the baby’s father ging t buy if the mirrr gets brken?
A. a mcking bird B. a diamnd ring
C. lking glass D. a billy-gat
3. Pint ut the rhyming wrds.
Hush, little baby, dn’t say a wrd,
Papa’s gnna buy yu a mckingbird.
If that mckingbird wn’t sing,
Papa’s gnna buy yu a diamnd ring.
If that diamnd ring turns t brass,
Papa’s gnna buy yu a lking glass.
If that lking-glass gets brke,
Papa’s gnna buy yu a billy-gat.
If that billy-gat wn’t pull,
Papa’s gnna buy yu a cart and bull.
Abut list pem (paragraph 3)
Pem B
What subject des Pem B write abut?
What’s the purpse f dewdrps in Pem B highlight?
What d s many “hundreds f” in Pem B highlight?
Pem C
Translate the Pem C int Chinese.
2.What can life be full f ? Hw can we live happily ?
3. The riginal Pem C is missing a part, try t cmplete it.
(Give students a few minutes t finish, then shw the riginal pem t them.)
Abut the cinquain (paragraph 4)
Pem D
Analyze the characteristics f each line.
Brther
Beautiful, athletic
Teasing, shuting, laughing
Friend and enemy t
Mine
Answer the questins:
（1）.What d the authr mainly talk abut?
（2）.D yu think the writer like his/her brther? Please give a reasn fr yur answer.
Abut Haiku (paragraph 5)
Pem E
Please mark ut the 17 syllables f Haiku E.
A fallen blssm
Is cming back t the branch.
Lk, a butterfly!
Chse the best answer
（1）. What was it that fell n the branch?
A. a fallen blssm B. a dead leaf
C. a delicate butterfly D. a happy bird
（2）. Which sentence is true?
A. Haiku riginates frm Eurpe.
B. Haiku is ppular with Japanese writers.
C. Haiku is a traditinal frm f Japanese petry with 17 rhythms.
D. Haiku shw a clear picture and cnvey a special feelings.
Pem F
1. What are the feelings f the wman frm Pem F ?
2. What rhetrical device (修辞手法) is used in the sentence “This stne wuld utter
speech” ?
3.Which phrase in this pem cnveys the same meaning as “Wind and rain revlve”?
(设计意图：通过不同的问题设计，让学生掌握每种诗歌的特点。)
Step 3 Pst-reading
Activity 4: T put int practice what has been learned（学以致用）
T judge which type the pems belng t?
1.
Summer
Sleepy, salty
Drying, drping, dreading
Week in, week ut
Endless
2.
I saw a fish-pnd all n fire
I saw a fish-pnd all n fire,
I saw a huse bw t a squire,
I saw a persn twelve-feet high,
I saw a cttage in the sky,
I saw a balln made f lead,
I saw a cffin drp dwn dead,
I saw tw sparrws run a race,
I saw tw hrses making lace,
I saw g girl just like a cat,
I saw a kitten wear a hat,
I saw a man wh saw these t,
And said thugh strange they all were true.
Snw having melted,
The whle village is brimful
Of happy children.
(by Issa)
4.
HOME-COMING
Old, I return t the hmeland while yung,
Thinner has grwn my hair, thugh I speak the same tngue.
My children, whm I meet, d nt knw am I,
“Where are yu frm, dear sir?” they ask with beaming eyes.
5.
Bye, baby bunting,
Daddy’s gne a-hunting,
Gne t get a rabbit skin
T wrap the baby bunting in.
6.
A drizzling rain falls like tears n the Murning Day;
The murner's heart is ging t break n his way.
Where can a wineshp be fund t drwn his sad hurs?
A cwherd pints t a ct 'mid apict flwers.

(设计意图：根据诗歌特点判断诗歌类型。此环节旨在考查学生掌握诗歌特点的情况。)
Activity 5 summary
语法填空（根据课文内容和语法规则完成短文）
There are a variety f reasns fr peple t write pems. In the text, five kinds f pems 1. (intrduce). Sme pems cnvey sme certain emtins
2. the readers, such as well-being and srrw; Sme leave a deep
3. (impress) n the readers. What’s 4. , we learn abut sme characteristics f petry thrugh the text. Nursery rhymes seem
5. （cntradict) and smetimes senseless, but they can help children learn abut language. List pems have a flexible line length and 6. （repeat） phrases. Cinquain, 7. (make) up f five lines, cnveys a strng picture r a certain md . Haiku is a Japanese frm f petry 8. (cnsist)
f 17 syllables with nly three lines. It isn’t a 9. (traditin) English, but English writers are attracted t it. English speakers appreciate Tang petry as well. With s many different frms f petry 10 （chse) frm, students may eventually feel like cmpsing pems f their wn.
(设计意图：以完形填空的方式对本节课所学内容做出总结。)
Step 4 Vcabulary
Activity 6 核心词汇
cmpare【句子翻译】
(1). 我的书法不能与我父亲的相比。
(2). 莎士比亚把人世比做舞台。
(3). 与杭州相比上海大。
cmpse【句子翻译】
(1). 写一篇文章来表达你在这个话题上的观点。。
(2). 水由氢和氧组成。。
(3). 当迷失在森林中时，他迫使自己冷静下来想出一个好办法。
express【句子翻译】
(1). 我对他佩服得无法表达。
(2).他觉得很难用英语来表达自己的想法。
(3).这是一趟开往的上海的特快专列。
t the pint【句子翻译】
(1). 他的评论总是切中要害。
(2). Nise is cming t the pint where we can’t put up with it.
(3). 我希望你的发言直接了当。
make sense【句子翻译】
(1).他们试图明白这个乞丐在说什么。
(2).这部电影对学生来说很有意义。
(3).我们绝不允许这样的事情发生在学校。

while【句子翻译】
(1). 只要有空气和水,就会有生命。
(2). 他在玩电脑而弟弟在写作业。
(3). 虽然我能理解你说的话,但是我不能同意你.。
. 趁热打铁。
7. be made up f 【句子翻译】
(1). 这个书架是由木头制成的。
(2). "书店"一词是由"书"及"店"两字组成。。
(3). 这是一个由46个学生组成的班级。
(设计意图：熟悉并掌握本节课的重点词汇。)
Step 4: Hmewrk
1. Review the characteristics f each kind f pem
2. Write a summary f abut 60 wrds based n the text.Frms f pems
characteristics
List pems
(B & C)
Frms f pems
characteristics
Cinquain
(D)
Frms f pems
characteristics
Haiku
(E)