| 人教版高二Unit 4 A garden of poems |
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The First Period Warming-up & Speaking Teaching time: Oct. 8 Teaching goals教学目标 1．Target language目标语言 a. 重点词汇和短语 poem, poet, poetry, recite, rhyme, loneliness, sadness, humour, pattern, board a plane, reach a decision b. 交际用语 Expressing intention and decision I’m interested to ... I think I might want to ... I want to ... I’d like to ... I hope to ... I hope not to ... I intend to ... I plan to ... I wish to ... I think ... I’ve decided (not) to ... I’ve made up my mind to ... 2．Ability goals能力目标 Enable the students to give their ideas about poets and poems to other group members, using the target language. 3． Learning ability goals学能目标 Help the students learn to appreciate poems and know about poems and poets. Teaching important points教学重点 Let the students learn to express intention and decision. Teaching difficult points教学难点 How to read and understand a poem. Teaching methods教学方法 1． Discussion：Let the students express themselves freely. 2． Group work or pair works：Give every student a chance to express themselves. Teaching aids教具准备 1． A tape recorder 2． A computer Teaching Procedures and ways教学过程与方法 Step I Revision T： Good morning, everyone. S： Good morning, teacher. T： Sit down, please. In this class, I’ ll check your homework first. Mary, read your homework to us, ... The teacher checks the students’ homework and discuss with the students about the mistakes Mary made. Let the students understand and correct it. Step ⅡWarming up T： Next we’ ll learn Unit 4 “A garden of poems”. Do you know what a poem is? S：Yes, it means "shi" in Chinese. T：Very good! What about other words related to “poem”? S：Poet. T：Right. There are some others such as poetry, rhyme, limerick, sonnet and so on. The teacher should explain these words if necessary. Please turn to Page 25. Let’s do warming up. You can discuss the following questions with your partner. QS：1．What English poems, songs or rhymes have you read? Can you recite any? 2． Do you like poetry? Why or why not? 3． Read and enjoy the following examples. 4． What is the pattern of each poem? 5． What words will you need to talk about poets and poetry? Discussion Sa： Do you like poetry? Sa： I like poetry very much. I think it can bring me pleasure when I read it. Sb： What English poems, songs or rhymes have you read? Can you recite any? Sa： “When you are old and gray and full of sleep, And nodding by the fire, take down this book And slowly read and dream of the soft look In your eyes had once, and of their shadows deep.” This is from “When You Are Old” by W.B. Yeats Sb： Fantastic! I begin to feel like reading some poems. Sa： Look at the two poems in our book, which are special and funny. The pictures may help you understand them. Sb： It is true that they are really funny. How to read them? Sa： Sorry, I don’ t know. Maybe the teacher can help us. Teacher’s help T： Well, can I help you? Now look at the two poems in our books. They are limericks. Maybe some of you don’t know how to read the poems in the book. Now I’ll play the tape for you. Remember to enjoy them while listening and then follow the tape to read them. Pay attention to the patterns of rhythm and rhyme. Step Ⅲ Speaking T： Next we’ ll learn more about poems and poets. Please turn to Page 26. Let’s do speaking. Do you know about the poets listed here? Sa： (put up his hand) I know Du Fu and Li Bai. They are famous Chinese poets in Tang Dynasty. I’ve read many poems written by them. But I don’t know those foreign poets. T： Good! I will tell you something about them. Now look at the screen. The teacher should collect as much information about the poets mentioned in the book as possible and show it to the students using a computer. In this way, the students will become more interested in poems and poets. Meanwhile, it can enrich students’ knowledge on poems. T：OK. It’s time for you to do some oral practice. Each circle below gives you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in pairs. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would like to read a poem like that or not. Better use the sentence patterns in Useful expressions on Page 27. The examples on page 26 may be helpful to you. Then I will get some pairs to come to the front and act out your dialogue. A few minutes later T： Well, have you finished your dialogue? Which pair would like to have a try? Some students are well prepared for their dialogues. Sample dialogue： Sa： Hi, Mary. What book are you reading? Sb： It’ s a collection of poetry. I bought it yesterday. Sa： Really? I love poems too. Can I have a brief look at it? Sb： Sure, Tom. Sa： Oh, English poems! I’ve never read any English poem before so I think it will be too difficult for me to understand them. But I’m interested to read some. Maybe you can help me. Sb： Of course I will. Sa： What kind of poetry would you like to read? Sb： I’ m interested to read some Romantic poetry about love, and friendship. Sa： Why are you interested in that kind of poetry? Sb： I like reading poems about friendship and I think Romantic poetry will be very nice to read. Sa： I see. What kind of poetry would you not like to read? Sb： I don’t want to read English poetry about death and World War I because I think it is too sad. Sa： Whose poems do you like? Sb： I like poems written by Byron, Frost and Keats. Step Ⅳ Homework 1．Review the new words and sentence patterns you learned in this class. 2．Finish your dialogue. 3．Read an English poem. Step Ⅴ Record after Teaching The students were not very familiar with poets . They couldn’t talk much about them . Unit 4 A garden of poems The Second Period Listening Teaching time: Oct. 9 1．Target language目标语言 a. 重点词汇和短语collection, period, type, sort, fill in, belong to b. 重点句子： What kind of book is A Garden of Poems? Which period is meant when we say “between the World Wars”? How should you read a book such as 1001 Songs and Poems in English? Which topic for poetry does the student like? 2．Ability goals能力目标 By means of listening practice, enable Ss to get more information about poetry and improve their listening level. 3．Learning ability goals学能目标 Enable Ss to master the listening technique of focusing on key points while listening after scanning the given questions first. Teaching important points教学重点 1．Listen to the dialogue and give correct answers. 2．Enable the Ss to learn to appreciate English poems and songs. Teaching difficult point教学难点 Work together with partner and read or explain one of Ss’ favorite English poems or songs. Teaching methods教学方法 Listening and pair work Teaching aid教具准备 in a language lab, computers Teaching procedures & ways教学过程与方式 Step ⅠRevision 1．Review the new words and sentence patterns by asking some questions. 2．Check their homework----read an English poem Step Ⅱ Listening * Ss are asked to read fast the questions to find out the listening points first, then listen to the tape twice to give the correct answers. T：Now please turn to Page 25, let’s do listening. Before you listen to the tape, please read fast the questions to find out the listening points. Pay much attention to these important points while listening. * The teacher plays the tape for the first time. Help Ss get a general understanding about the dialogue. Ss listen and try to answer Question 1. Play the tape again, train Ss’ ability to spot specific information and to understand what is behind the words. Ss listen and answer Question 2 and fill in the chart in Question 3. Several minutes later T： Have you finished the questions? S： Yes. T： OK, let’s check your answers. Explain some difficult listening points if necessary. Step Ⅲ Extensive listening * The teacher may collect some other listening materials about English poems or songs which Ss are familiar with or interested in. Train Ss’ ability to listen, read and understand English poems or songs. T：You’ ve done a very good job. Next you’ll enjoy some other English poems and songs. You’ll see the words on the screen of your computer, pay attention to the words that rhyme. Samples: Fire and Ice by Robert Frost Some say the world will end in fire, Some say in ice. From what I’ ve tasted of desire， I hold with those who favor fire. But if it had to perish twice, I think I know enough of hate To know that for destruction ice Is also great and would suffice. Step Ⅳ Practise T: What do you think of the poem and the song? Now work in pairs to practise reading and explain one of them to each other. 5 minutes later T: Are you ready? Who would like to read and explain the poem or the song? In this part get as many students as possible to practise if time permits Step Ⅴ Homework 1．Listen to the materials again after class so that Ss can get very familiar with them. 2．Do listening in your workbook. 3．Preview the Reading. Step Ⅵ Record after Teaching It’s difficult for the Ss to write the words, expressions and sentences . Unit 4 A garden of poems The Third Period Reading Teaching time: Oct. 10 Teaching goals教学目标 1．Target language目标语言 a．重点词汇和短语 glory, sonnet, absence, translate, translation, scan, curious, active, feature, despite, besides, spirit, literature, embrace, atmosphere, style, image, remind sb. of sth., a magical world, call up, stand out, be famous for, lead to, translate... into..., come into being, refer to, in one’s own words b．重点句子 Some English poetry reminds readers of Chinese poetry. P27 Reading poetry brings people from different places and different times together. P27 Poetry also calls up all the colours, feelings, experiences and curious images of a dream world. P27 The earliest poem was written in a kind of English that is now difficult to understand. P28 Finally, poems and literature can be bridges between the East and the West. P28 No matter how well translated, something of the spirit of the original work is lost. P28 2．Ability goals能力目标 Enable Ss to learn more about poems and poets and to tell each other about them using the target language. 3．Learning ability goals学能目标 Cultivate Ss’ literature-awareness Teaching important points教学重点 （1）Explain the text using the questions in pre-reading as a foreshadow and questions in post-reading a guideline (以pre-reading的问题为铺垫，post-reading中的问题为主线，讲解课文。) （2）How to use an image in writing Teaching difficult points教学难点 How to explain an English poem. Teaching methods教学方法 Listening, skimming, group work Teaching aids教具准备 A recorder, a projector and some slides Teaching procedures && ways教学过程与方式 Step ⅠRevision Check Ss’ homework and deal with any problem that Ss raise. Step Ⅱ Pre-reading T: Have you prepared for the reading? S: Yes, sir/madam. T: Good! Now please look at the screen. And discuss these questions with your partner. Then I’ll ask some students to report you work. Are you clear? S: Yes, sir/madam. Questions: 1. Can you name some famous Chinese poets? Can you recite any of their poems? 2. What are their poems about? Try to explain one of them in English. 3. Poetry is a special way of using language. Explain some of the characteristics of poetry. Give an example for each characteristic. 4. Write down five key words that you would expect to find in a text about poetry. 5. Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo? Sample answers (various answers are possible) T: Now who would like to answer the questions? Volunteer! S: I know some famous Chinese poets such as Li Bai, Du fu and Su Dongpo. I can recite some of them. For example, “Ye Si” by Li Bai 床前明月光，疑是地上霜。 举头望明月，低头思故乡。 T: Good. You seem to enjoy their poems very much. What about the next question? S: Their poems are about love, friendship, wars, fantasy, nature. For example in the poem “Ye Si”, Li Bai expressed his strong homesickness. T: Yes, I agree with you. Then who would like to answer question 3? S: I think poetry often follows special patterns of rhythm and rhyme. For example , when you read the poem “Ye Si”, you have to pay more attention to the stressed and unstressed syllables in words, which we call rhythm Just like the way I read ... Besides, characters“光”and“霜”rhyme. T: Quite right. What about the last question? S: In my opinion, poetry, feature, history, spirit and understand are the five key words. T: Good! What about other students? Now please scan the text to check whether the five key words you wrote down for question 4 are in the text. S: Yes, they are. T: Very good! Another question for you: Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo? S: According to the text, poems by Wordsworth, Byron, Shelley and Keats remind us of Du Fu and Li Bai while poems by Donne and Marvell remind us of Su Dongpo. T: Quite right. Step Ⅲ While-reading * Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. T: What do you expect to know at the sight of the title “English Poetry”? Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, divide the whole passage into several parts and find out the main idea of each part. Summary Main idea Writing techniques 1. General introduction to poetry (paragraph1) making comparison using images 2．Poetry often follows special patterns of rhythm and rhyme (paragraph 2 ) giving examples explanation 3．Introduction of the history of English poetry in chronological order (paragraph 3,4 and 5) giving examples making comparison 4．Poems and literature can be bridges between the East and the West (paragraph 6 and 7) giving examples using images Step Ⅳ Post-reading * Read the passage again to get the answers to the questions. Work in groups. T: Now let’s listen to the tape. While listening, pay more attention to the pronunciation and tone. Then read the whole passage by yourselves to get answers to these questions (Page29). You can work in groups. Suggested answers: 2． （1）“That”refers to“Poetry plays with sounds, words and grammar”. （2）“its”refers to“English poetry’s” （3）“their”refers to “English Romantic poets’such as Wordsworth, Byron, Shelley and Keats.” （4）“they”refers to “modern poets” （5）“They” refers to “Poems and literature” 3．Various answers are possible. Encourage Ss to think of as many poets as possible. 4．Various answers are possible. For example, if a poem is translated into another language , it’s not the same as before because no matter how well translated, something of the spirit of the original work is lost. Encourage Ss to think of more. 5．First, the teacher get the Ss to guess the meaning of “image”. Then ask them what other images they could use to express the same idea. Tell them we can also say. “poems and literature can be ties/bonds between the East and the West.”(The teacher many give more examples: the bonds/ties of friendship) 6．Various answers are possible. For example, we are together in a beautiful world full of poems and literature. Step Ⅴ Homework 1．Read the passage again and recite the key sentences in the text. 2．Prepare for Language Study. Step Ⅵ Record after Teaching There are many new words in this text. It is hard for students to grasp it. Unit 4 A garden of poems The Forth & Fifth Period Language points Teaching time: Oct. 11& 12 Teaching goals教学目标 1．Target language目标语言 remind sb. of sb./sth call up feel good ect. 2．Learning ability goals学能目标 Let Ss learn how to use the expressions Teaching important points教学重点 The use of the expressions. Teaching difficult points教学难点 How to teach Ss to master the usage of the expressions Teaching methods教学方法 Explanation, Practice Teaching aids教具准备 A computer A blackboard Teaching procedures && ways教学过程与方式 Step Ⅰ Revision T: Good morning, Students！ S: Good morning, sir/madam！ T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to poetry? S: Let me try. Poem, poet, rhyme, rhythm, style, atmosphere, image, spirit, fantasy, modern, romantic, happiness, loneliness, sadness. T: Well done! Another question: What are characteristics of poetry? S: Let me think. Poetry often follows special patterns of rhythm and rhyme. T： Yes. Step Ⅱ Language points 课文注释与疑难解析 1． Because I think Romantic poetry is about real passion. 因为浪漫主义诗歌表达了人类真实的情感 。 ▲本句中think后接了一个由that引导宾语从句。但应注 意的是：特殊宾语从句即当为一般疑问句的主句的谓语动词是think, believe, suppose, consider, imagine, guess和suggest等时，表疑问的连词要放在主句前即句首。 例如： [正]Who do you think will win in the game? [误]Do you think who will win in the game? 当然一般情况下宾语从句的连词应放在主句之后，例如： [误]Why do you know we can’t cut down the big tree? [正]Do you know why we can’t cut down the big tree? 2．Some English poetry reminds readers of Chinese poetry. 读者有时发现英文诗与中文诗有异曲同工之妙。 ▲短语remind sb. of sb./sth.本意为(cause sb. to remember or be newly aware of sb./sth)使某人回想起或意识到某人或某事物。例如： This song reminds me of France. 我一听到这首歌就想起了法国。 当然，在课本的原句中若直搬其中文意思就会使语义不太顺畅。故在翻译句子时，还应注意其意义。 3．Poetry also calls up all the colours，feelings, experiences and curious images of a dream world. 诗歌还能唤起梦幻世界的一切色彩，感情，经历和各种奇特的意象。 ▲call up 在本句中意为"唤起，回忆起"还可表示给某人打电话。例如： The sound of happy laughter called up memories of his childhood. 这欢快的笑声使他回忆起童年时代的情景。 拓展：有关call的短语 call on sb. (拜访某人) call at a place (拜访某地) call for sth. (需求某事物) call back (叫回，回电话) call off (取消) 例如： Let’s call on John. / Let’s call at John’s house. The situation calls for prompt action. 4． The earliest poem was written in a kind of English that is now difficult to understand. 早期诗中运用的英文很难被现代人理解。 ▲本句的定语从句中运用了一个重点句式：sth. /sb. is+ adj. + to do注意在本结构中常用不定式的主动形式与前面的句词构成逻辑上的动宾关系。类似的结构还有： have sth. to do; There is sth. to do; with sth. to do。例如： The book is easy to understand. 这本书易懂。 With a lot of difficult problems ________，the newly- elected President is having a hard time.（2002上海春招） A．settled B．steeling C．to settle D．being settled 正确答案为C。（注：在with复合宾语结构中也可用分 词，但根据本句意——有很多难题还有待解决，故应用不定式表将来，选C） 5．The style and atmosphere in their poems has often led to comparisons with poets such as Du Fu and Li Bai. 他们的诗歌风格和氛围经常会引发人们将其与杜甫和李白的诗对比。 ▲lead v. 领导，导致，造成，过……生活。如： He led the blind man across the street. 他领那个盲人过了马路。 Too much work often leads to illness. 劳累过度可导致疾病。 They are leading a happy life. 他们过着幸福的生活。 [相关句式] lead sb. to a place 领某人到…… lead sb. to do sth. 使/领某人干…… lead to 导致,引起 lead a...life = live a... life 过……生活 ▲such as意为“例如，诸如此类的”例如： I visited several cities such as New York, Chicago and Boston. 我游览过几个城市，像纽约、芝加哥、波士顿等。 辨析：such as, for example和namely/that is such as用来列举事物，常用在列举的事物和前面的名 词之间，但是所列事物的数量不能等同于前面所提及事 物的总数，否则应用that is或者namely；for example主要用于举例说明，一般只列举同类事物中的“一个”，其位置灵活，可置于句首，句中或句末，用标点符号隔开，而such as只能放在所列举事物之前。如： He knows several languages such as English, French and German. I have three friends, namely/that is, John, Jack and Tom. Some students, for example, John, live in the neighbourhood. 6．Why read, and sometimes even write poetry? 为什么读，有时还要写诗呢？ ▲Why (not) do sth. ? 其肯定式有时还含有责备的意味，否定形式则用来表示建议。 注意：Why do …… = Why do you do …… Why not do ……= Why don’t you do …… Why not 表示“为什么不或当然，好啊”等意. 例如: — Let’s go to the movies. — Why not? 7. I sing when I feel good. 我心情好的时候就唱歌. ▲feel 为系动词, 表示感觉,觉得. 注意: feel good 表示感觉精神好而feel well 表示感觉身体好. 例如: She feels well enough to go to school today. She doesn’t feel good about her son’s disappearance. 8. Reading aloud gives you a strange feeling, but when you have some practice and fall into the rhythm, the rhyme and the sounds of the words, it is really very specialexperience. 大声朗读这些诗的时候,你会有一种奇怪的感觉.但当你 经过一番练习,进入诗词的节奏韵律以及声音中时那确 实是一种特殊的体验 . ▲fall into 表示掉入,陷入某种状态,养成(坏习惯),开始……起来 拓展: fall into a deep sleep 进入酣睡状态 fall into poverty 陷入穷困 fall into rage 勃然大怒 fall into a bad habit 养成坏习惯 9. When the poem is finished, I close the book and my sadness is gone. 诗读完后,我把书合上, 悲伤也消失得无影无踪了 . ▲gone 为go的过去分词, 可作为形容词使用,表示 “过去了的;不见了的;已死的;用光了的”等. 例如: Summer is gone. 夏天已经过去了. All my hope is gone. 我的所有希望都破灭了. With all his money gone, he had to return home. 钱都用光了他只好回家去了. When I returned there, I found the book gone. 当我回到那时,我发现那本书不见了。 10．Collect your favourite poems in a notebook and ask your friends to contribute to it. 将你喜欢的诗收集在一起并让你的朋友们参与进来。 ▲在本句中短语contribute to意为向…投稿。又如： She has contributed（several poems）to literary magazines. 她给文学刊物投了（几首诗）稿。 contribute to还可表示“为…作贡献（或捐款）；有助于；促成某事物”等，例如： He contributes ten pounds to a charity collection every month. 他每月都捐献十镑给慈善事业。 Her work has contributed enormously to our understanding of this difficult subject. 她的著作极有助于我们理解这一难题。 拓展：contributor n. 捐款人，投稿者 contribution n. 捐款，贡献；稿件 Step Ⅲ Record after Teaching We should do more exercises to let the students know how to teach Ss to master the usage of the expressions Unit 4 A garden of poems The Sixth Period Grammar Teaching time: Oct. 13 Teaching goals教学目标 1．Target language目标语言 a．重点词汇和短语 poem, absence, atmosphere, glory, poet, translate b．重点句子 Once published, his work became famous for the absence of rhyme of each line. No matter how well translated, something of the spirit of the original work is lost. 2．Ability goals能力目标 Learn to match the words that rhyme. Learn the Past Participle used as Adverbial. 3．Learning ability goals学能目标 Let Ss learn how to use the Past Participle as Adverbial. Teaching important points教学重点 The use of the Past Participle as Adverbial. Teaching difficult points教学难点 How to teach Ss to master the usage of the Past Participle as Adverbial. Teaching methods教学方法 Explanation, Practice Teaching aids教具准备 A computer A blackboard Teaching procedures && ways教学过程与方式 Step Ⅰ Revision T: Good morning, Students！ S: Good morning, sir/madam！ T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to poetry? S: Let me try. Poem, poet, rhyme, rhythm, style, atmosphere, image, spirit, fantasy, modern, romantic, happiness, loneliness, sadness. T: Well done! Another question: What are characteristics of poetry? S: Let me think. Poetry often follows special patterns of rhythm and rhyme. T： Yes. Step Ⅱ Word Study T：Now please open your books and turn to Page 29. Let’s learn Language Study. First let’s do Word Study. For part 1 please fill in the blanks with words in the text, remember to use the correct form. * Teacher presents the words on the screen and check the answers with the whole class. Answers to part 1 1．Poem 2．Absence 3．Atmosphere 4．glory 5．Poets 6．translated T：Any questions? If not, let’s look at Part 2. Please match the words that rhyme. Think about the characteristics of poetry that you learnt in the last class. OK, who can read the words that rhyme? S：Let me try, mad-glad; tale-fail; glory-story; recite-night; cow-plough; shade-afraid; isle-smile; embrace-base. T：Quite right. Remember to practise more after class. It is helpful for you to read poems. Step Ⅲ Grammar T： Let’s look at the next part Grammar. * The teacher presents the two sentences on the screen. 1．Once published, his work became famous for the absence of rhyme of each line. 2．No matter how well translated, something of the spirit of the original work is lost. T：Look at the sentences on the screen. Do you know the function of the past participle phrase in each sentence? * The students are thinking about it. S：Let me try. I think they are used as attribute. T：Well, I’m afraid you are wrong. Remember if we use the past participle as attribute, we can find the nouns they modify in a sentence. But can you find any in these two sentences? S：No. T：Therefore, they are not used as attribute. Then what are they used as? Who knows? S：In my opinion, they are used as adverbial. T：Why do you think so? S：Because I can change the two sentences into adverbial clauses. One is: Once it was published, his work became famous for the absence of rhyme of each line. The other is: No matter how well it was translated, something of the spirit of the original word is lost. T：Quite right. He used a very good way to decide whether the past participle is used as adverbial or not. I hope you can follow his example. Next, I’ll give you several minutes to do exercise one, two and three independently. * Five minutes later, teacher checks the answers with the whole class. Suggested answers to exercise 1, 2 and 3. 1. Frightened; followed; examined; Built; Seen; trapped; shot 2．AT，AD，AD，AT 3. 1）When he was asked what had happened, he told us about it. 2）As he was well known for his expert advice, he received many invitations to give lectures. 3）If we were given more time, we would be able to do the work much better. 4）Once the book was translated into Chinese, the book became very popular among Chinese teenagers. 5）Because / As she was deeply interested in medicine, she decided to become a doctor. 6）Although he was left alone at home, Sam did not feel afraid at all. Step Ⅳ Practice * give Ss more exercises about the usage of the Past Participle T： Now, look at the screen. Here are some more exercises about the usage of the Past Participle. Do them carefully. Let’s see who can do the best. Exercises： 1．_______ black and blue, the lady couldn’t move. A． Beaten B． Beating C． To be beaten D． To beat 2．Most of the men ________ to the party were from town. A． invited B． to invite C． being invited D． had been invited 3．English is a language ________ in many countries. A． spoken B． speaking C． be spoken D． to speak 4．There seemed to be nothing ________ to do but _______ for the doctor. A． leave, send B． left, to send C． left, send D． leaving, send 5．The ________ girl sat in the corner, crying. A． frighten B． frightened C． frightening D． fright 6．This is a ________ car. A． use B． using C． to be used D． used 7．________ everywhere, the wolves had no where ________ themselves. A． Hunting, hiding B． To hunt, to hide C． Hunted, hiding D． Hunted, to hide 8．The teacher walked to lab, ________. A． followed by his students B． his students followed C． and followed by his students D． both A and B 9．When ________ into the warm room, ice soon changes into water. A． heating and taking B． heated, and taking C． heating or taken D． heated or taken 10．The lecture ________ will be given the day after tomorrow. A． has been talked about B．to talk about C． so much talked about D．so much talking of Answers：1-5 AAABB 6-10 DDADC Step Ⅴ Homework 1．Finish the exercises Vocabulary and Grammar in workbook. 2． Prepare for Integrating Skills. Step Ⅵ Record after Teaching The differences between the use of the present and past participle are difficult for the Ss to master . Unit 4 A garden of poems The Seventh Period Integrating skills Teaching time: Oct. 14 Teaching Goals教学目标 1．Target language目标语言 a. 重点词汇和短语 shade, extraordinary, avoid, idiom, stupidity, dust, crow, mood, rue, lengthen, apart, look up, fall into, start with b. 重点句子 They are like bright and warm colours in the middle of greys and shades. Poetry uses many difficult words and idioms, but the best thing is to just forget about them When the poem is finished, I close the book and my sadness is gone. 2．Ability goals能力目标 Learn how to appreciate poems and songs. 3．Learning ability goals学能目标 Improve Ss’ reading comprehension skills. Teaching important points教学重点 Teach Ss how to appreciate poems and songs. Teaching difficult points教学难点 Understand English poems. Teaching methods教学方法 Listening and reading Teaching aids教具准备 A recorder Teaching procedures & ways教学过程与方式 Step Ⅰ Revision Check homework to see whether Ss have mastered the usage of the Past Participle. Deal with any questions that Ss raise. Step Ⅱ Pre-reading * Prepare Ss for the reading by asking questions T: In this unit we have learnt a lot about poetry. Do you have any idea about how to read an English poem? If you meet some difficult words while reading, what will you do? Sa: I like reading poetry with my friends. If there are some words the meaning of which I don’t know, I’ll look up a dictionary. T: I see. Then what about others? Sa: I have a different way of reading poetry. I like reading poetry alone in a quiet place. Though I often meet some difficult words and idioms, I won’t look them up. In my opinion, the most important thing is to enjoy rather than to understand each word or sentence. T: Well, what do other students think? Which way is the better one? The text on page 31 may help you make a choice. Step Ⅲ Listening && Reading the Text * Play the tape for students to follow and try to answer the following questions. 1．What’s the text mainly about? 2．What techniques of reading poetry are mentioned in the text? After reading through the text on Page 31, students should give the possible answers. 1．The text mainly tells us the writer’s experience of reading poetry. 2．Techniques of reading poetry: recite them and not to look up the meaning of the words; read alone and aloud; practise more; read different poems when having different feelings. Step Ⅳ Listening and Singing * Enable Ss to master the techniques of understanding poetry and inspire their interest in poetry or songs. T: Now, look at the poem on Page 31. You listen to the tape and follow it to read the poem aloud. Then discuss with your partner what they mean to you. S: I think Robert Frost wants to tell us to value everything around us, learn to forget the unhappy things and enjoy our life. T: Quite right. You’ve got a very clear understanding about the poet. Several minutes later T: Next, let’s enjoy a beautiful English song Right Here Waiting by Richard Marx. * The teacher plays the tape T: Do you like it? S: Yes. We like it very much. T: Then do you want to learn to sing it? S: Yes. T: Ok. Let’s follow the tape. You may refer to the song words on Page 32 Step Ⅴ Homework Finish off the exercises in your workbook. Review the text on Page 31. Step Ⅵ Record after Teaching The Ss were very interested in appreciating poems and songs . Unit 4 A garden of poems The Eighth Period Writing Teaching time: Oct. 17 Teaching Goals教学目标 1．Target Language目标语言 a．重点词汇和短语 review, essay, collection, recommend, theme, set up, contribute to b．重点句子 Describe what you think the poem is about. Reading poems takes a bit of work, but it is well worth the effort. 2．Ability goals能力目标 Enable Ss to write a review of an English poem or song. 3．Learning ability goals学能目标 Learn how to write a review. Teaching important points and difficult points教学重点和难点 How to choose a poem or song. How to write a review of the poem or song. Teaching methods教学方法 Task-based method Teaching aids教具准备 projector, A computer Teaching procedures && ways教学过程与方式 Step Ⅰ Revision * Check homework and the teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any. Step Ⅱ Pre-writing * Tell Ss how to find poems to read T: Today we are going to write a review of a poem or a song. But before that, you should know how to choose a poem. Now look at the screen. Here are some tips which may be helpful for you. Tips-Finding poems to read Look for collections of poems. Find a theme you like. Read poems and enjoy them. Choose one you understand well. T: Next, you’ll find many poems or songs on the screen of your computers, which I recommend to you. Read them carefully and then choose one to write a review. Step Ⅲ Writing * Teach Ss how to write a review of an English poem or song T: Have you chosen a poem or song for writing a review? S: Yes, We are ready. T: Good. Remember your essay should include the following. The teacher shows them on the screen Title Name of the poets Describe what the poem is about. Describe your images, and what feelings the poem gives you. Describe your thought when you understand about it more deeply. Also, give your opinions about the poem. * give Ss time to do it Sample: A Song If I Could (El Condor Parsa) by Paul Simon && Art Garfunkel I’d rather be a sparrow than a snail. Yes, I would. If I could, I surely would I’d rather be a hammer than a nail Yes, I would. If I only could, I surely would. Away, I’d rather sail away Like a swan that’s here and gone A man gets tied up to the ground. He gives the world its saddest sound, its saddest sound I’d rather be a forest than a street. Yes, I would If I could, I surely would. I’d rather feel the earth beneath my feet Yes, I would. If I only could, I surely would. Title : If I could writer : Paul Simon Essay : As we know, If I Could is a classic English song sung by Paul Simon and Art Garfunkel. But I would rather say it’s a poem than a song with its unique style of playing with words and sound. Without flowery language or complicated rhythm, still it moves thousands of listeners greatly. Paul Simon, a famous American singer, wrote the words. Although it’s short, it shows us a skilful portrayal of the writer’s inner world. At the beginning of the song, the writer desires to fly freely in the sky like a sparrow or to be a strong hammer but not a fragile nail. He would not like to be tied up to the ground. Later when he realizes that it’s impossible for him to escape from the real world, he begins to summon up courage to face reality. He doesn’t desire to fly to the sky any more and would like to "be a forest to feel the earth beneath his feet". Whenever I listen to the song or read the song words, I am always deeply moved. It makes me deep in thought. Anyone will experience sadness as well as happiness during his lifetime. When we are not satisfied with or unhappy about what we are doing, we are always eager to have a change and fly freely in a world without any ties and sadness. Every time I get caught in a difficult situation, I turn on the recorder and listen to the song or just read the song, which makes me become more strong-willed and have the courage to encounter difficulties. I love it. It’s my best teacher and friend. Step Ⅳ Homework Finish your essay Review Unit 4, including the new words and language points Step Ⅴ Record after Teaching It is very important to teach the students the skills of writing, especially the sentence. |
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