1.教材分析（The a nalysi s of teaching materials）
This Unit mainly focuses on aim is to let the Ss enjoy the beauty in poems. Therefore they need to know some basic knowledge in poetry, such as the forms of poems, the characteristics. With this basis, we can promote the Ss’ emotional development.
2.學情分析（The analysis of the students）
The Ss have read a lot of Chinese poems. This cultural foundation can make them understand “rhythm, rhyme” easily. On the other hand, the Ss need broadern their horizon in English poems. This lesson can give them a rough but systematic knowledge of English poems.
3.教學目標(Teaching aims)
*知識目標(Knowledge aims)
Important words and phrases:
Poem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up of
*能力目標(Ability aims)
Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems.
* 情感目標(Emotional aims)
Promote the Ss to enjoy the beau ty in poems and try to use this technique to express themselves.
4.教學重點（Teaching important points）
about five main types of poems.
rstand the main purpose of writing the poems.
5.教學難點（Teaching and difficult points）
the rhythm of each poem.
t the poem.
rstand the main purpose of writing the poem
6.教學過程(Teaching procedures)
Step I Warming up
Ask the Ss the following questions.
you prepared a favorite poem in Chinese or in English?
(Ask one or two students to present their favorite poems emotionally.)
do people write poems?
you know the characteristics of poems?
Step 2 Fast reading
Ask the Ss to read the words aloud in this reading.
Ask the Ss to go through this passage and finish the following exercise.
① What does this passage mainly refer to?
to write Tang poems. B. How to teach poems.
ral forms of English poems kind of Japanese poems
② What does poem H belong to?
A. Tang poems poems C. Nursery rhymesD. Cinquain
③Which of the following can we find in poem A?
A. AngerB. SorrowC. D arknessD. Joy
④Which poems are made up of five line?
s D and E s B and s C and D D. Poems F and H
⑤How many syllables are there in Haiku?
A. 5B. 7 C. 17 D. 20
(Keys :CADAC)
Step 3 Reading for fun
Listen to the eight poems and try to enjoy them.
Poem A: Try to clap the beat and circle the strong rhythm.
Poem B&C: Find out the repeated phrases
Poem D—H: Translate them
Step 5 Summary
According to the functions of poems and contents of the form, summarize this lesson.
知識結構（板書設計）
Unit2Poems
A Few Simple Forms of English Poems
Characteristics
Nursery rhyme
Poet List Poems
RhythmCinquain
Rhyme Haiku
Tang Poems
poem教學設計2教學目標
1.知識目標
★Important words：
tick, rhyme, convey, nursery, concrete, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, translation, branch, eventually, transform
★Important phrases：
take it easy, run out of, be made up of, in particular
★Important sentence patterns：
We would have Jack had scored that goal.
With so many different forms of poetry to choose from, students may eventually want to…
2．能力 目標
★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.
3.情感態度目標
本部分旨在培養學生通過閱讀手段，獲取有關英國詩歌方面的知識，提高學生的素質，擴大學生的國際視野，提高閱讀能力，強化文化意識，激發學生熱愛我國瑰麗的詩歌文化寶庫的愛國熱情。
教學重難點
【重點】理解、掌握英文詩的創作動機、類型、風格及創作方法；激發學生創作英文詩的熱情、對詩歌的喜愛之情、對祖國的自豪之情。
【難點】理解英文詩的特點和寫作方法；掌握簡單英文詩歌的創作方法。
教學過程
（一）導入新課，以生爲本，激發興趣
步驟一：問候語。Hello, everyone, today we are going tolearn something about English poems. Are you ready to share with us what youhave found online?
步驟二：抽查學生預習情況。請兩位學生以演示文稿形式展示他們利用百度引擎所查找到的相關資料。
步驟三：導入幾位著名詩人的圖片，並引導學生說出他們的著作及寫作風格。
步驟四：簡述詩歌的相關知識
（二）以生爲本，實施任務式教學，提供必要教學支架，教學新課
1、請學生聽課文錄音、同桌討論下列問題並派代表作答：
1）What are poems?（什麼是詩歌？）
2）Why do people write poems?（人們爲什麼寫詩？）
3）How many types of poems are there in the text? （本文講了幾種詩歌類型？）
2、Skimming(略讀)小組討論2分鐘並列出課文提綱後，派代表以30詞左右簡述課文內容。
3、Scanning(掃讀)請學生快速閱讀教材並找到以下問題的答案。
1）What five kinds of poems does the reading passage talkabout?（文章列舉了哪五種詩歌？）
2）Which two poems have rhyming lines?（哪兩首詩是押韻的？）
3）Which poems give you one clean picture in your mind?（哪幾首詩使你聯想起清晰的畫面？）
4、Careful Reading(細讀)
步驟一：依據高中生生理、心理特點，播放課文視頻資料，緩解閱讀疲勞，降低課文難度，激發學生學習的興趣。
步驟二：細讀課文完成課本第12頁第三大題。
步驟三：以詩歌H篇《望夫石》爲引子，簡要介紹中文詩歌在世界文學史上的地位，激發學生的愛國之情。
5、講解課文長難句
步驟一：要求學生就重點長難句劃線並進行同桌討論，請學生翻譯相關句子。
步驟二：引導學生正確理解相應的長難句。
6、以詩歌C爲範例，讓學生當堂嘗試“清單詩”的寫作請學生以The exam爲題自主創作詩歌；5分鐘後抽查並投影三位學生的作品；同學互評後，教師提出改進意見或給予表揚鼓勵。
7、初步介紹本單元重點語法“虛擬語氣”
步驟一：提供5組例句並要求學生討論、總結出該項語法的特點。
步驟二：揭示虛擬語氣的概念及使用方法。
步驟三：練習鞏固
課後小結
課堂小結 ： 學生對課文難點進行小組討論或向老師提問；教師以Summary形式進行課文教學總結。
課後習題
佈置作業 1）背誦劃線重點句子、背誦英文詩C；D；H三首。 2）以My Mid-term exam爲題（或自擬題目）寫一首清單詩。
poem教學設計3一、教學課型：閱讀課（40分鐘）
本課是第二單元Poems的閱讀課，主要介紹了幾種英文詩歌。
二、教材分析
1．教材處理
本課時是對幾種英文詩歌的介紹。除了著名的英文詩的詩句，學生平時很少接觸英文詩歌，對這種體裁也很陌生。因此，本節課的學習目的是通過學生的閱讀，從語言材料中獲取相關的信息，並通過對信息的加工和處理，提高他們語言運用能力，在此基礎上，熟悉英文詩歌，並學會鑑賞和寫簡單的英文詩。
2、教學目標
1．掌握一些新的詞彙、句型的用法
2．掌握從文章中獲取和處理主要信息的方法和技巧
3．把握文章脈絡和進行整體閱讀的能力
4. 瞭解英文詩歌的相關知識，並學會鑑賞和寫簡單的英文
情感目標：
瞭解英文詩，並且學會鑑賞，體會詩歌當中傳遞的`情感。
3．教學重點和難點 如何培養學生的閱讀策略及獲取信息的方法
三、教學設計
1．總體思路
本課的教學設計可以分爲讀前活動（Pre-reading）、讀中活動(While-reading)、讀後活動(Post-reading)。本節課先以一首英文詩的學唱導入話題（Lead-in）；讀中活動主要讓學生進行Skimming、Scanning、Group work等活動，通過完成問題和填寫表格等理解課文；讀後活動主要是讓學生在對英文詩有了一定的瞭解之後，通過討論、小組合作等活動，培養學生的分析和運用能力。
2．教學過程
Step 1 Pre -reading Lead-in
1. Get the students to listen and sing an English song “Twinkle, twinkle, little star”
2. Ask the students to try to find out something special at the end of the lines
Brainstorming
Why people write poems? Then lead in the topic. 設計說明：
這樣的導入緊扣主題，通過讓學生學唱一首英文詩和大腦風暴，激發了學生的求知慾和好奇心，爲下一步的閱讀教學作了很好的鋪墊。 While-reading
Step 1 Fast-reading
Q1: what's the passage about?
Q2: How many forms of poems are mentioned in the passage? what are they?
Q3: pair work-------Just read the 8 poems & finish the chart with your partner by ticking the correct box(es) on P. 9
設計說明：
本活動的目的是讓學生通過快速閱讀尋找有用信息，以此形成對課文內容的初步理解。
Q4:group work---------
what are the characteristics of each kind of poem?
設計說明：
讓學生歸納每種英文詩的特點。既能培養學生的歸納與概括能力，也可以對詩歌特點加深記憶，方便活用。
Step 2
careful-reading
Q1:what are the poems (A---H) about ? use your own words to explain them.
Q2:Which poems give you a clear picture in your mind? Q3:which two poems have a strong rhythm?
Q4 Read each of the poem and answer the questions Poem A and Poem B
Find out the words that rhyme Poem C
1. Did the players win the match? Why didn’t they win? Write down some excuses that the speaker gives.
2. Does the speaker really believe his or her own excuses? How do you know? Poem D & E
subject is the speaker writing about? 2. Does the speaker like the subject? Give a reason for your answer. Poem F& Gt
the features of them Poem H
設計說明 :
學生通過這一活動，進一步理解和掌握了文章的內容，通過細讀課文，要求學生帶着明確的目標去閱讀、查找答案，以達到有的放矢地分析課文、理解課文、解決問題的目的。學生首先在書上查找信息，屬於知識的輸入階段，然後帶着問題找出答案，是知識輸出的過程，真正把知識轉換爲能力。
Step 3 Post-reading
Task 1: discussion:What can we get from poems?
Task 2 :writing Get the students to write their own poems.
Let several students show their works to others.
設計說明：
學生在學習了簡單的英文詩之後，進行適當的練習。用寫英文詩的
方法將理論應用到實踐上。寫英文詩簡單、有趣並且富有想象，讓學生自己創造一首詩歌，既運用了所學知識，又能夠陶冶情操。 Task 3 Competition
Try to think back & remember some poems or songs you learned
when you were a child.
Step 4 Homework
Surf some websites to find out more beautiful poems.
設計說明： 本設計將課堂延伸到課外，有利於學生延伸課外知識。同時採用課外活動途徑，倡導體驗參與，符合新課程標準的要求。
四、本節課的設計反思
本課的教學設計有利於培養學生的學習能力，提高學生實際英語運用能力；運用任務型教學，採用小組活動學習，提高了課堂學習效率，培養了學生的合作能力，符合英語課程標準。在教學過程中，使用小組合作評價方式我收穫很大，但也有許多不足，例如：學生的參與度不均衡 ,個別學生的合作不主動 個別小組出現“冷清”的場面.出現上述情況，從合作學習的參與者——教師的角度分析主要是教師的設計和引導不恰當、或小組的編排不夠合理等。從合作學習的參與者---學生的角度分析，主要是學生還沒有掌握基本的合作技能，或者合作意識淡薄，角色的落實不到位，或合作能力不強，合作精神不夠。因此作爲教師既要注意到每個合作小組成員的合理編排，又要注意到自己教學內容的設計、話題的趣味性以及如何把學生的積極性真正的調動起來。
通過對本單元的教學反思，我從中領悟到了一種思想，一種理念，那就是優化課堂教學，提高課堂效果。我要以此作爲我的教學思想，指導我下一步的教學工作。
