Book 3 Unit 5 Poems教案设计

Book 3 Unit 5 Poems教案设计

单元主题 本单元主题语境是“人与社会”，涉及的主题语境内容诗歌，本单元涉及诗歌的韵律，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，目的在于让学生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。

1. 语言能力目标

朗读简单的诗歌并简要介绍一些简单的英语诗歌形式，讨论诗歌的形式和如何写简单的诗歌。会用学过的话题词汇写自己的诗歌。

2. 文化意识目标

能够初步了解中外诗歌，学会欣赏中外诗歌。热爱我国的诗歌，特别是唐诗，描述了我国的大好河山。

3. 思维品质目标

能够通过比较、分析，准确获取语篇中诗歌的简单形式，理解诗歌几种形式的特点和内含，并学会些简单的诗歌。

4. 学习能力目标

能够通过了解诗歌的几种形式，激发学生学习诗歌的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。

单元目标

Reading and thinking板块教学设计

（建议时长10–15分钟，教师可根据教学实际酌情调整。）

课型

主题语境

内容分析

Reading + Speaking

人与社会——诗歌

本部分是一篇文本阅读—记叙文（A Few Simple Forms of English

Poems）。讲述的是诗歌的几种形式：nursery rhymes；list poem; Cinquain;

Haiku; Tang poem。具体讲述了这几种诗歌形式的特点。第一段阐述写诗的目的，自然而然地引出下文，即诗歌的种类；第二段分析不同种类的诗歌，并举例说明。所举的诗歌例子有韵律，节奏，朗朗上口，不断重复，利于记忆。

1.了解不同内容的诗歌，并学会欣赏；

2.学习有关诗歌的词汇。

1.引导学生通过语篇，学习诗歌的几种简单的；

2.自己学写诗歌。

1.引导学生比较并表达中文诗歌和外国诗歌的异同；

2.引导学生通过回答问卷调查表的问题表达对新学校的印象。

任务型教学

Procedures

Teacher’s activity

1. T asks Ss to

compare with other

forms of literature

such as the

novel,drama,and the

short are

the characteristics of

poetry?

2. T asks the Ss read

the questions in

Activity 1.

3.T asks Ss why you

think people write

poems.

1. T asks Ss what the

passage mainly talks

about.

2. T asks Ss to share

with the class.

Students’ activity

1. Ss compare with

other forms of

literature

2. Ss answer the

questions why you

think people write

poems.

教学目标

教学重点

教学难点

教学策略

Teaching

contents

Activity 1

（Before

reading）

Purposes

tand forms

of literature.

tand the

reason why people

write poems.

Activity 2

(While

reading)

1. Ss complete the

questionnaire and

share.

2. Ss talk about the

main idea of the

passage.

Train comprehensive

language application

ability to express

ideas and give

reasons.

Activity 2

(While

reading)

3. T asks Ss to read

the text and complete

the table on P51.

Ss read the text and

complete the table on

P51.

the structure

of the text.

ized

integrating

information

1. Improve

communication

skills.

2. Improve the

ability of

autonomous

learning.

Activity 2

(While

reading)

4. T asks Ss to read

Poem A aloud and pay

attention the last

rhyme word.

1).All the following

make small children

like nursery

rhymes,except___.

rhyme

B. Strong rhythm

C. Much meaning

D. A lot of repetition

2).Children who learn

and recite nursery can

easily_____.

form the ability of

writing poems

B. learn about their

language

C. make progress in

study

D. produce love to

their parents.

5. T asks Ss to read

Poem B&C aloud and

choose the best

the

questions.

1. What does the

author want to tell us

in Poem B?

life do you

think the speaker want

us in Poem C?

6. T asks Ss to read

Poem D&

the questions.

7. T asks Ss to read

Poem one or

read Poem A

aloud and pay

attention the last

rhyme word.

talk with the

classmates and tell the

characteristic of Poem

A.

answer the

questions.

Activity 2

(While

reading)

read Poem B&C

aloud and choose the

best

the questions.

share their

opinions.

1. Improve

communication

skills.

2. Improve the

ability of

autonomous

learning.

Activity 2

(While

reading)

read Poem

D& the

questions.

2. Ss share their

opinions.

1. Improve

communication

skills.

2. Improve the

ability of

more of the feelings

below that you think

the woman had.

Activity 2

(After

reading)

1.T asks Ss to analyze

the sentences.

1).Some of the first

poems a young child

learns in English are

nursery rhymes.

2). One of the

simplest kinds of

poem is the “list

poem”,which contains

list of things, people,

ideas,or descriptions

that develop a

particular theme.

2. T asks Ss to retell

the text.

to analyze the

sentences.

share their

opinions.

autonomous

learning.

1. Improve

communication

skills.

2. Improve the

ability of

autonomous

learning.

Language points板块教学设计

（建议时长40–45分钟，教师可根据教学实际酌情调整。）

课型

主题语境

内容分析

Reading + Speaking

人与社会——诗歌

本部分学习的是语言点，语境中学习阅读文章的重点词汇：

1. Others try to convey certain feelings and sorrow.

2. ...,and arrange of words,lines,rhymes,and rhythm.

3. ...but they are easy to learn and recite.

4. With these,you can convey a strong picture or a certain mood in just a few

words.

g,shouting,laughing.

6.I has a format of three lines,containing 5,7, and 5 syllables respectively.

7. Another simple form of poem that amateurs can easily write is the

cinquain,which is made up of five lines.

are various reasons why people write compose poetry.

根据语境学习的词汇，也让学生练习词汇题，目的是让学生熟悉词汇的用法和运用。

1.通过讲解语境中的词汇的词性和用法，让学生了解这个词的运用。

2.通过词汇练习题，让学生知道如何使用这个词，提高综合语言能力。

引导学生学习阅读文本的单词，在语境中的意思，同时学会辨析。

引导学生学习阅读文本的单词，在语境中的意思，同时学会辨析。

举例、讲授法

Procedures

Teacher’s activity

T asks Ss to learn this

word:

Others try to convey

certain feelings and

sorrow.

① It was a time of

great sorrow .② The

news of her death

caused widespread

sorrow.

T asks Ss to learn this

word:

...,and arrange of

words,lines,rhymes,and

rhythm.

Students’ activity

read the sentence.

take notes.

do the exercises

about this word.

教学目标

教学重点

教学难点

教学策略

Teaching

contents

Activity 1

Purposes

the usage of

the word and use it.

2. Cooperative

learning.

Activity 2

read the sentence.

take notes.

do the exercises

about this word.

the usage of

the word and use it.

2. Cooperative

learning.

① Can you think of a

rhyme for ‘beauty’?

② My mother taught

me many children's

rhymes and stories

Activity 3

T asks Ss to learn this

word:

...but they are easy to

learn and recite.

① Each child had to

recite a poem to the

class.

② They recited poetry

to one another.

T asks Ss to learn this

word:

With these,you can

convey a strong picture

or a certain mood in just

a few words.

① I'm just not in the

mood for a party

tonight.

② He is clearly in a

good mood today.

T asks Ss to learn this

word:

Teasing,shouting,laughing.

① Don't get upset─I

was only teasing.

② I used to get teased

about my name.

T asks Ss to learn this

word:

I has a format of three

lines,containing 5,7,

and 5 syllables

respectively.

① They finished first

and second

respectively.

②. Julie and Mark,

aged 17 and 19

read the sentence.

take notes.

do the exercises

about this word.

the usage of

the word and use it.

2. Cooperative

learning.

Activity 4 read the

sentence.

take notes.

do the exercises

about this word.

the usage of

the word and use it.

2. Cooperative

learning.

Activity 5 read the sentence.

take notes.

do the exercises

about this word.

the usage of

the word and use it.

2. Cooperative

learning.

Activity 6 read the sentence.

take notes.

do the exercises

about this word.

the usage of

the word and use it.

2. Cooperative

learning.

respectively.

Activity 7 T asks Ss to learn this

word:

Another simple form of

poem that amateurs can

easily write is the

ciquain,which is made

up of five lines.

① The class is made

up of fifty students.

② A message can be

made up of one or more

parts.

T asks Ss to learn this

sentence:

There are various

reasons why people

write compose poetry.

① The reason for his

being late was that his

car was held up.

② The only reason

why I came was that I

wanted to meet your

friends.

T asks Ss to do some

exercises:

in the blanks.

ation.

rk.

read the sentence.

take notes.

do the exercises

about this word.

the usage of

the word and use it.

2. Cooperative

learning.

Activity 8 read the sentence.

take notes.

do the exercises

about this word.

the usage of

the word and use it.

ative

learning.

Activity 9 read the sentence.

take notes.

do the exercises

about this word.

finish homework

after class.

the usage of

the word and use it.

2. Cooperative

learning.

idate the

use of the word

Build up your vocabulary板块教学设计

（建议时长60–70分钟，教师可根据教学实际酌情调整。）

课型

主题语境

内容分析

词汇练习课

人与社会——诗歌

本板块主要是练习有关诗歌的词汇。本模块包括的内容有：

1.出阅读文本诗歌押韵的词，帮助学生理解诗歌押韵的韵脚；

2.用生词完成句子填空；

3.选出正确的词填空，给予学生自主学习的机会，让学生对比分析了解词汇在文中的含义并能自己造句。

目的是让学生对诗歌的词汇熟悉，并且会运用。

教学目标

教学重点

教学难点

教学策略

1.能够在教师的引导下，复习并运用上节课学习的词汇。

2.学习并运用话题词汇写诗歌；

1.引导学生熟悉词汇并运用词汇自己写诗歌；

2.引导学生通过阅读材料和所学词汇了解韵脚。

1.引导学生熟悉词汇并运用词汇自己写诗歌；

2.引导学生通过阅读材料和所学词汇了解韵脚。

交际教学法

Teaching

contents

Activity 1

Procedures

Teacher’s activity Students’ activity

Purposes

Understand the

rhyme.

1.T asks Ss to find the 1. Ss find the words in

words in the poem that the poem that rhyme

rhyme with the words with the words

add other add other

words that words that rhyme.

first one has been done 2. Ss finish Activity 1 .

for you.

1). mockingbird, word,

2 ).sad,

3).sky,

4). together,

5). teasing

2. T asks Ss to

complete the posters in

Activity 1.

1. T asks Ss to

complete the sentences

using the correct forms

of the words in the box.

2. T asks Ss to

complete the sentences

in Activity 2.

1.T asks Ss to complete

each sentences using

the correct word.

2. T asks Ss to complete

the sentences in

Activity3

1. Ss complete the

sentences using the

correct forms of the

words in the box.

2. Ss give the answer

to the teacher.

1. Ss complete each

sentences using the

correct word.

2. Ss give the answer

to the teacher.

Activity 2

Use language in the

real situation.

Activity 3

Comparison and

analysis to

understand new

words

Discover Useful Structures板块教学设计

（建议时长80–90分钟，教师可根据教学实际酌情调整。）

课型

主题语境

内容分析

Grammar

人与社会——诗歌

本部分是复习定语从句(Review relative clauses)。本部分包括下面几个内容：

1.用定语从句连接两个简单句，目的是让学生写长句；

2.出可以用定语从句连接的句子，并用定语从句写，目的是是文本更加简洁；

3.用定语从句描述你最喜欢的诗人。

本部分的练习目的是使学生对定语从句更加熟练，会使用定语从句写句子，是学生写的作文更加好。

1. 复习和掌握定语从句中关系代词的作用和功能，能准确选择定语从句所需的关系代词；

2. 能较好地运用定语从句，能正确组织包含定语从句的复合句；

3. 进一步加深理解定语从句；

4. 会用定语从句写句子；

1. 引导学生复习定语从句的概念：先行词，关系词，及其功能；

2. 引导学生较好地掌握定语从句的用法，理解定语从句，运用定语从句进行解题。

1. 引导学生复习定语从句的概念：先行词，关系词，及其功能；

2. 引导学生较好地掌握定语从句的用法，理解定语从句，运用定语从句进行解题。

协作、讨论、探究

教学目标

教学重点

教学难点

教学策略

Teaching

contents

Activity 1

Procedures

Teacher’s activity

1. T asks Ss to pay

attention to the

circled words.

2. T invites some Ss

to share their opinion

and asks the class the

function of the circle

words.

1. T invites Ss to read

the sentences aloud.

2. T asks Ss to have a

look at the sentences.

T asks Ss to Review

the concept of the

attribute clause..

1. T asks Ss to fill in

the blanks.

Students’ activity

1. Ss read the

sentences and pay

attention to the circled

words.

2. Ss show their

opinions in class.

Purposes

Lead to grammar

learning.

Activity 2

Activity 3

Activity 4

1. Ss read the

sentences aloud.

2. Ss tell the function

of the sentences.

Ss answer the three

questions in Activity

3.

1. Ss complete the

blanks.

Improve students'

language

competence.

Consolidate the

concept of

attributive clauses.

Consolidate the

attributive clause the

2. T asks Ss to discuss

and finish the blanks.

3. T invites some Ss

to share their

opinions.

Activity 5 1. T asks Ss to

connect the sentences

using relative

pronouns or

put the

sentences in the

correct order to

compose a passage.

1. T asks Ss to review

the grammar:考点与难点归纳

考点：

1). 关系词that/which的定语从句

2). 只能用that不能用which的情况

3). the way后面的定语从句

4 ).whose的用法

5). 介词+关系词

难点

6 ).as的使用

7). where/when/why的考查

8). 综合考查

2.T asks Ss to do

some exercises.

1. T shows some

sentences and asks Ss

to summarize it.

1 ).Take a couple of

breaths and think of

something__gives you

2 ).Is there anything

___I can do for you?

3). All __ I want is

your advice.

2. Ss talk with

classmate and then

share with the class.

function of the word

1. Ss connect the

sentences using

relative pronouns or

adverbs

2. Ss work in groups

and organize their

ideas.

Consolidate and

integrate the

language and

content learned.

Activity6 1. Ss review the

grammar .

2. Ss summarize the

usage of the attributive

clauses.

Consolidate the

attributive clauses.

Activity 7 1. Ss review the

grammar .

2. Ss summarize the

usage of the attributive

clauses. Ss show their

opinions:

1.先行词为all、much、little、none、few、one、something、anything等不定代词时或由它们修饰时

Consolidate the

attributive clauses.

2.T invites Ss

summarize it.

2.先行词前有序数词修饰时

3.先行词被形容词最高级 ，序数词 ，数词几种词修饰或被

only、any、few、little、no、all、one of等修饰时

3.先行词中既有人又有物时

4.先行词在主句中作表语关系词在从句中作表语时

5.当主句中含有疑问词which时

6.先行词前被the

very,the only,the

same,the right修饰时

1. Ss review the

grammar .

2. Ss summarize the

usage of the attributive

clauses. Ss show their

opinions:

宜用which不用that情况，逗号之后，

介词之后

Consolidate the

attributive clauses.

Activity 8 1. T shows some

sentences and asks Ss

to summarize it.

1). this is the house

____he once lived

2). Now Irene Astbury

works from 9am to

5pm daily at the pet

shop in Macclesfield,

___she opened with

her late husband

Les.[2019年全国2]

2.T invites Ss

summarize it.

1.T asks Ss to fill in

the blanks.

2. T asks Ss to

summarize the usage.

Activity 9 1. Ss review the

grammar .

2. Ss summarize the

usage of the attributive

clauses. Ss

summarize:

as 引导限制性定语从句先行词常被such，the same,so,as修饰，即as,the

same ...as结构。as 在从句中充当Consolidate the

attributive clauses.

的成分：主语，宾语，表语。

as与which引导的定语从句都能指代整句话内容，但是定语从句位于句首时，只能用as，以为“正如，恰如”。

Activity 10 1.T asks Ss to fill in

the blanks.

2. T asks Ss to

summarize the usage.

1. Ss review the

grammar .

2. Ss summarize the

usage of the attributive

clauses. Ss

summarize:

介词+关系代词=关系副词

do the exercise

about the attributive

clauses.

show their

answers.

Ss review the usage of

the attributive clauses.

Finish the exercise

after class.

Consolidate the

attributive clauses.

Activity 11 1.T asks Ss to do

some exercises.

2. T invites Ss to show

their answers.

1. T asks Ss to review

what they learned in

class:

2. T asks Ss to do

homework.

Consolidate the

attributive clauses.

Activity 12 idate the

attributive clauses.

idate what

they have learned in

class.

Using Language 1 板块教学设计

（ Using Language 1 部分建议总时长40–45分钟，

教师可根据教学实际酌情调整。）

课型

主题语境

内容分析

Listening

人与社会——诗歌

Listening版块主要是要求学生听懂听力材料的内容，该板块包括下面几个内容：

1.听前预测；

2.围绕诗歌比赛展开，捕捉不同的人做不同的事；

3.填写关键信息；

4.再次听，勾出表扬人和鼓励人的句子；

5.写自己喜欢的诗歌；

6.发音：目的是让学生读准单词，读诗歌读得更好。

Listening板块这样设计，目的是给学生练习听力和口语，欣赏诗歌。

教学目标 1.听懂听力材料关于是个比赛的内容；

2. 学习表扬人和鼓励人的句子表达；

3. 联系生活，表扬和鼓励同学。

1.引导学生听懂听力材料；

2. 引导学生从听力材料中，抓住表扬人和鼓励人的句子；

3. 引导学生会用句子表扬人和鼓励人。

1.引导学生听懂听力材料；

2. 引导学生从听力材料中，抓住表扬人和鼓励人的句子；

3. 引导学生会用句子表扬人和鼓励人。

听前预测、抓关键信息

教学重点

教学难点

教学策略

Teaching

contents

Activity 1

Procedures

Teacher’s activity

1. Before listening ,T

asks Ss to discuss the

following questions

with your partner.

2. T asks Ss to write

down the answer they

hear.

1. T tells Ss they are

going to listen to a

conversation between

a teacher and her

students about a

poetry contest. Listen

to part 1 and answer

the questions.

2. T asks Ss to work

in groups, share their

ideas and prepare to

answer them.

1. T asks Ss to listen

to Part 2 and find out

how the students will

inspire themselves to

write poetry.

2. T asks Ss to show

their answers.

1. T guides Ss to

listen to part 2 again

Students’ activity

1. Ss discuss the

following questions

with your partner..

2. Ss write down the

answer they hear.

Purposes

Understand the

content of the

listening session.

Activity 2

1. Ss listen to part 1

and answer the

questions.

2. Ss work in groups,

share their ideas and

prepare to answer

the questions. .

mous

learning ability and

hands-on ability.

2. Cooperative

learning.

Activity 3

1. Ss listen to Part 2.

2. Ss show their

answers.

mous

learning ability and

hands-on ability.

2. Cooperative

learning.

Activity 4 listen to part 2

again and tick the

mous

learning ability and

and tick the

expressions you hear

that are used to praise

and encourage

somebody.

2. T asks Ss to take

notes about the

sentences praised

somebody.

Activity 5 1.T asks Ss to discuss

entering a poem

contest like the one in

the listening

expressions in

Activity 5.

2.T asks Ss to show

their answer.

expressions.

write down the

sentences which praise

somebody.

hands-on ability.

2. Cooperative

learning.

discuss entering a

poem contest

show their

answer.

mous

learning ability and

hands-on ability.

2. Cooperative

learning.

Using Language 2 板块教学设计

（此部分教师可根据教学实际酌情调整。）

课型

主题语境

内容分析

Speaking+Writing

人与社会——诗歌

本板块要求用英语写自己喜欢的诗歌，内容有以下几个：

1.学生讨论如何理解诗歌，列举清单：主题，押韵，对象，感情等；

2.读诗歌，完成表格；

3.选一首诗读，写诗；

4.按给出的写诗的步骤，写自己的诗歌；

5.大声朗读自己写的诗歌；

6.向同学展示自己写的诗歌。

1.了解和掌握写诗歌的步骤；

2.综合运用本单元所学诗歌的几种简单形式和特点，自己写简单的诗歌；

3.小组合作写诗歌。

1.引导学生利用单元所学，用英语写诗歌；

2.引导学生进一步熟悉写诗歌的步骤。

1.引导学生利用单元所学，用英语写诗歌；

2.引导学生进一步熟悉写诗歌的步骤。

3.引导学生明确小组分工合作，相互协作完成写诗歌。

任务型教学法

教学目标

教学重点

教学难点

教学策略

Teaching

contents

Activity 1

Procedures

Teacher’s activity

1.T asks Ss to read,

discuss how to

understand a poem

with your

a list of

questions that the

readers should

consider while

reading poems.

2.T invites some Ss to

do it.

1. T asks some Ss to

read the poems on

P 56 and then

complete the table.

2. T asks Ss to work

in pairs.

3. T asks Ss to

complete their

reading after class. T

reminds Ss to

cooperate as a group.

T asks some Ss to

choose one of the

poems and write a

short essay about it.

Students’ activity

read, discuss how

to understand a poem.

give their

opinions.

Purposes

Know about the

preparation for

mastering to write

poems.

Activity 2

1. Ss share what

they’ve found after

class and understand

the poems.

2. Ss work in groups

and fill in the blanks.

Improve the writing

ability.

Activity 3 Ss choose one of the

poems and write a

short essay about it.

Improve the writing

ability.

Activity 4 1.T arranges time to Ss write their own

write their own poem poem by following

by following these these steps.

steps. 1).Pick a topic;

1).Pick a topic; 2).Try using rhymes or

2).Try using rhymes alliteration;

or alliteration; 3).Set your writing

3).Set your writing down;

down; 4). Read your draft;

4). Read your draft; 5). Revise your work.

5). Revise your work. 2. Ss write a poem.

2. T asks some Ss to

write a poem.

Understand the

structure of writing a

poem.