| 高二上英语培训单元教学设计-Module 6 Unit 2 poems(新课标版高二英语选修六教案教学设计) |
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单元重点内容与教学目标 本单元的中心话题是诗歌。听说读写等语言知识和语言技能主要围绕“诗歌”这一主题设计的。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌。本单元引导学生讨论这些内容，目的在于让他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。 Warming up部分围绕诗歌这一话题设置了两个练习。第一个练习引导学生回顾儿时所接触的诗歌；第二个练习引导学生探讨写诗的目的。 Pre-reading 部分主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。该部分设置了两个练习，第一个练习让写诗交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让写诗从内容和写作风格两个方面认识阅读课文中的诗歌。 Reading 部分介绍了五种简单的英语诗歌共8首：儿歌节奏明快，韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。俳句起源于日本，由17个音节组成。唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。 Comprehending部分的真重点放在文中的几首诗歌上，要求提炼诗歌的主题，练习1要求选择自己喜爱的诗歌进行评述，练习2与3是对诗歌进行更深入地理解。通过诵读感受押韵和节奏。 Learning about language部分安排的两个练习均与诗歌有关。第一个练习通过从课文诗歌中找押韵的词帮助学生理解课文的生词和诗歌的韵脚；第二个练习学习构词发。语法部分设置了两种类型的练习。一类写诗或续诗；另一类是用所给词的适当形式填空。这两个练习都是操练虚拟语气的用法。 Using language 部分综合训练听说读写的语言能力。听、读和讨论部分把听力与阅读训练结合起来。通过听理解诗歌内容，辨认写诗人的身份、诗歌的节律，并表达诗歌所激起的联想。通过边打拍子边朗读、在欣赏中加深对诗歌的理解。通过释义理解诗歌中的难句，并指导学生进行深层理解，学会推断人物身份与关系。听和讨论部分有四个学生与老师交谈，围绕诗歌比赛展开。首先通过不同的声音来辨认人物；然后，捕捉不同人的不同事，一一对号。该部分的两个练习，帮助学生学习和运用表达意图与决定的日常交际用语。写的部分要求学生模仿诗歌C以IF I开头写清单诗；或以I FEEL HAPPY WHEN。。。开头写诗。 Summing up部分运用调控策略，对本单元所涉及的知识与技能，特别是本单元所涉及的结构和词汇、话语功能以及诗歌的类型、押韵和节奏等方面进行自我评价。 Learning tip部分提示学生注意理解诗歌与应用学习的关系：写诗、唱歌是理解和记忆词汇，学习语言的有效方法。 教学设计 第一课时：Warming up, Pre-reading & Reading 本课时内教师可从学生的生活实际出发，了解人们写作英语诗歌的不同目的，借助教材第9页的表格，Reading部分的诗歌进行整体理解。建议以理解内容为主。可以选择其中某一首诗，进行语音训练，感受英语诗歌的节奏和韵律。 第二课时：Reading, Comprehending & Learning about language (Discovering useful words and expressions ). 本课时内主要是对课文进行适当的拓展、讨论，着眼于对英语诗歌的欣赏，理解这些诗歌的寓意。利用 Learning about language 中的Discovering useful words and expressions 部分，引导学生注意并感受英语诗歌的韵律。 第四课时：Using language 完成阅读、听力和讨论及写作部分。 第五课时：Summing up & Assessment小结、测试与讲评。 Period 1 Warming up, Pre-reading & Reading Teaching goals 1． Target language a. 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 b. Important sentences Which poem is about things that don’t make sense? Poets use many different forms of poems to express themselves. I hadn’t taken my eye off the ball. We hadn’t taken it easy. The poem is made up of five lines. A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy. 2. Ability goals a. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poems b. Enable Ss to talk about different purposes of writing poems. c. Understand the main theme of each poem. d. Enable Ss to chant some of their favorite poems. 3. Learning ability Enable Ss to distinguish different types of poems. Teaching important points 1. Talk about five main types of poems. 2. Understand the main purpose of writing the poems. Teaching difficult points 1. Find the rhythm of each poem. 2. Chant the poem. 3. Understand the main purpose of writing the poems. Teaching methods 1. Skimming and scanning. 2. Asking-and –answering activity 3. Discussion 4. Chant Teaching aids Multimedia Teaching procedures & ways Step 1. Greetings Step 2. Presentation Ask Ss to think back and try to remember poems from their early childhood, either in Chinese or in English. Talk about some famous poets both home and abroad, either ancient ones or modern ones. Brainstorming: What will you think of when we talk about the word “poem”? Step 3. Warming up Read the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.) Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board. Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.) If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.) Step 4. Pre-reading People from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why? Suggested answers to exercise 2: 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 5. Reading Scanning Get the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas. Q1. Why do people write poetry? Q2. How many forms of poems are mentioned in the passage? What are they? Q3. What does “nursery rhyme” mean? Why do they delight small children? Q4. What’s the characteristic of “list poems”? What about “cinquain”? Q5. Why do English People like “Haiku”? Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text? Listening Before Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word. First reading Get Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence. Second reading Tell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board. There was an old man with a beard Who said “it is just as I feared”. “Four insects and then Two birds and a hen Have all made a home in my beard”. Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems. Third reading Just as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions: Q1. What parts of the poem suggest that the woman loves her husband? Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words. Q3. What picture do you have in your mind when you read the above sentences? Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem? Step 6. Make a short summary of this period. Homework 1. Surf some websites to find out more information about poets. 2. Review the content of the reading passage. 3. Finish the exercises on Page 12& 13. Period 2 Reading, Comprehending & Learning about language Teaching goals 1． Target language Important words and phrases joy, anger, sorrow, thread, appropriate, ending, compass 2. Ability goals Enable Students to deepen their understanding of the reading passage and learn some useful words and expressions. Learn to use words and expressions in their right form. 3. Learning ability Enable Ss to understand the rhyme and rhythm in English poems. Teaching important points 1. Understand the passage and answer the questions about it. 2. Learn the useful words and expressions in the passage. Teaching difficult points 1. Discuss the poems and understand their deep meaning. 2. Find the rhyme and rhythm in English poems and try to create them by students themselves. Teaching methods Discussion, asking-and-answering activity, practice, task-based activity Teaching aids Multimedia Teaching procedures & ways Step 1. Greeting Step 2. Comprehending Task 1. Group work Ask students to read the passage together and then discuss in group which poem they like best and give reasons. After discussion, ask someone to present his/her idea to the class. Task 2. Ask and answer Answer the questions about the passage on Page 11 – 12. Step 3. Explanation 1. Others try to convey certain emotions. “convey” here means communicate (an idea, meaning, etc.). I can’t convey how angry I feel. “emotion” means strong feeling Love and hatred are basic emotions. His voice was shaking with emotion. 2. They delight small children because they have strong rhythm and rhyme. “delight” means make sb. pleased greatly. The gift of the child delighted his parents. I am delighted to help you. “rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables. the exciting rhythms of African drum music “rhyme” means identity for sound between words or the endings of words, esp. in verse. Shakespeare sometimes wrote in rhyme. He made up funny rhymes to make us laugh. 3. We would have won if we hadn’t taken it easy. “take it easy” means to proceed gently or carefully; to relax and avoid overwork. You’ve done quite enough work for today; now take it easy for an hour. 4. We would have won if we hadn’t run out of energy. “run out(of sth.)” means to use up; to come to an end. The petrol is running out. We are running out of out time. = Our time is running out. 5. a poem made up of five lines “make sth. up” means to put together; to compound What are the qualities that make up his character? Society is made up of people of widely differing abilities. Step 4. Learning about language Check the exercise on Page 12-13. Task 1. Discovering useful words and expressions 1. Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary. Sample answers: 2 high sky pie my fly shy lie 3 sing ring wing thing king fling string 4 today away say play lay tray may 5 lace race face case chase place pace 6 true too new flew few shoe canoe Ask students to try to create more lists by themselves. 2. Complete the passage using the correct words. Ask students to finish the passage and explain why the form of the words must be changed. Task 2. Discovering useful structures 1. Rewrite the poem about winning the match and the reasons. 2. Rewrite the poem about the attempt to win the competition. Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through. 3. Match the sentences. Explain some rules of subjunctive mood if necessary. 4. Complete the sentences using the correct forms of the verbs. Step 5. Using words and expressions(Workbook) Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form. Task 2. Complete the table with the correct words. Noun Verb Adjective Adverb Task 3. Complete the sentences using the correct word from the table. Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures. Step 6. Make a short summary of this period. Homework 1. Remember important language points. 2. Write a simple English poem by using rhyme and rhythm. 3. Preview “Learning about language”. Period 3 Learning about Language Teaching goals 1． Target language a. Important words Appropriate , ending , compass b. Important sentences If she had stueide harder , she would have passed the exam. If she had been there , she would have met some really interesting people. 2. Ability goals a. Enable Ss to grasp the ways of writing poems. b. Enable Ss to use subjunctive mood correctly. 3. Learning ability Teach Ss how to write some poems and how to use subjunctive mood correctly. Teaching important points 1. the way of writing poems. 2. Subjunctive Mood Teaching difficult points Using subjunctive mood correctly in different situations. Teaching methods 1. Task-based learning 2. instructions 3. practice Teaching aids Multimedia Teaching procedures & ways Step 1. Greetings Step 2. Warming up Task1: Free talk------ why do you enjoy learning English? T: I’m glad to see you again and I’m happy because we can enjoy English together. Do you enjoy learning English? S: Yes . Because English is a very beautiful language. S2: Because we can enjoy a lot of funny stories if we know English. S3: Because we can communicate with foreigners in English. S4: Because we can introduce China to foreigners if we know English. S5…… T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team) Step 3. Presentation Task2: Group talk-----Try to talk about the famous persons. Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:….. Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:…….. Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired… Q4: Complete the sentence : They would win if they ……… S1:They would win if they had a good rest. S2:…… T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems.. Task3: Turn to page 13 , and do exercises 1 and 2. Step 4. Grammar Task4: Present some sentences on the blackboard , and ask Ss to tell the difference among them. a. If I knew it , I would tell you. b. If I had known it yesterday , I would have told you . c. If I had known it , I would have told you. d. If I had finished my homework , I would have gone to bed. e. If I had known his telephone number , I would have made a phone to him. S1: In these sentences , they use different tenses. S2: They describe different situations. S3:………… T: Yeah . We can draw a conclusion as follows: Verb forms If –clause The main sentence The present situation Ved would /could/should/might +V The past situation had Ved would/could/should/might +have Ved Task5: Compare some special sentences and draw a conclusion. A. Had I not seen it with my own eyes , I would not have believed it. Were it not to rain tomorrow , we would have a picnic. Should it rain tomorrow , we would have a picnic. Conclusion: connect subjunctive mood with inversion. B. If the weather had been finer, the crops would be growing still better. If you had followed the teacher’s advice, you wouldn’t be in hospital. Conclusion: The situations in the clause and the main sentence are different. C. If only I knew his name! If only we had followed your advice! If only I could see him again! Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only. D. Without sunlight, people’s life would be different from today. But for your help, I wouldn’t have finished the work. Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood. Step5. Practice Task6 : Do exercises 3 and 4 on page13. Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood. Picture1: A rocket e.g •If I were a designer , I would design a spaceship . •If I were clever enough , I would have designed a spaceship. Picture2: the universe e.g.:•If I were an astronaut , I would travel into space. •If I had been to space , I would have known what were there in space. Picture3:a lot of money e.g.:•If I had a lot of money , I would run a big company. •If I had earned a lot of money , I would have built a lot of houses for the poor Picture 4:the farmer and the snake e.g.:•If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms. •If he hadn’t put it in the arms , the snake wouldn’t have bitten him. •If the snake hadn’t bitten him , he wouldn’t have died Task8: Do some exercises on screen. Step6: summary and homework Do exercises 1-4 on page 50 and 51. Period 4 Reading , Listening and Writing Teaching goals 1. Target language a. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, load b. key sentences: I’m not going to do…. I plan to do… I’ll do…. I am looking forward to do….. If I were the ruler of the world, I would do…. If I had a million dollars, I would do…. I feel happy when…. Slowly the moon climbs in the sky…. 2. Ability goals a. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea. b. Enable the students can get the information from the long passage by listening. c. Enable the students can express their feelings by writing poems. 3. Learning ability goals: a. Enable the students to know how to get the key words to understand the poem. b. Enable the students can find where the rhyme and the rhythm of the poem are. c. Help the students learn how to get some skills in listening. d. Enable the students to learn to present enough reasons to support their opinions. e.. Help the students learn to write poems using the target language according to the writing steps. 4.Teaching important points a. Help the students to understand what the rhyme and rhythm are. b. Train the students to get the key words by reading the question before listening. c. Teach the students to write according to the writing steps. 5.Teaching difficult points a. How to help the students can find where the rhyme and the rhythm of the poem are. b. How to help the students to make up dialogues, using the target language. c. How to help the students to write the poem to express their feelings. 6.Teaching methods Cooperative learning and Task-based learning 7.Teaching aids A recorder, computer, slide and blackboard 8.Teaching procedure & ways: Step1 Greetings and revision Teacher greets the whole class and checks the homework. Task1.Rhyme Teacher asks the whole class to enjoy a poem (showing it on the screen by computer) There was an old woman they say; Who would eat an apple a day; When asked she replied; It’s good for my inside; For I am never ill anyway. Teacher asks some questions: Question1: Do you think poem is funny? What is main idea of the poem? (To tell us an apple is good for our health) Question2: Could you find the rhyme of the last word in each line? (say//day; replied//inside; anyway) The rhyme in this poem is “a a// b b //a ”. Task 2 .Rhythm Enjoy a song----Little Stars Teacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it. Step2 pre-reading Teacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about. Task1. Speaking Show some questions on the screen before students listen. 1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent? 2.Does the poem have a rhythmic pattern? 3.Does the poem have rhyming words? After listening to the poem, the students have some minutes to speak and share their opinions. Task2.Discussion Open question: When you were listening to the poem, did it make you feel something or think about something? What did it make you feel or think about? This question has no standard answers , the students can discuss and express what they think freely. Step3 While -reading Teacher asks the students open their books and turn to page14. Task1 Read the text following the tape. Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs. Task 2 Find the words that rhyme and circle them. Teacher asks students to find and circle the rhyming words and list them on the blackboard to share. Task3 Clap the strong beats of the rhythm Teacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class. Step4. Post –reading Teacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class. Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer. Question2: Which of the following is the closest to the speaker’s message? Give a reason for your choice. A .If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you. B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you. C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me. Suggested answers. Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter) Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin his/her journey through life. For example, I’ve saved the summer …and I’ve saved some sunlight….when the speaker says Till you’re older…. We know that the speaker is probably a parent because he/she is offering the child unconditional love ( But if you’ve a need for love, I’ll give you al I own.).we know that son/daughter is a young adult because the speaker refers to the time when you were but nineteen. Answer2: B is the best answer. Step5 Pre-listening Teacher tells students the listening is a conversation between a teacher and three of her students about a poetry competition. the students talk about when they are going to write their poems and how they become inspired to write poetry. Their discussion illustrates the function of intention. Teacher first asks the students to discuss the following questions in groups about their experiences writing Chinese poetry.(show these questions by computer) Question1: In what kind of place do you like to write poetry? Question2: What conditions do you need to be able to write poetry? ( Does it have to be quite ,do you need to be alone, do you need to listen to music and so on?) The discussion gives a context for the listening, prepares them for what they will hear and will help them understand the listening more easily. Step6 Listening Task1 First listening Teacher reads the exercise1 with students before they listen and asks them whether ,in their discussion, any of them likes to write poetry under the same conditions as Lucy, Tom or Jack(ie in the countryside, at home, listening to music ). As students listen, they should circle the correct student’s name in Exercise1.Check the answers together. (suggested answers: 1.Lucy;2. Jack;3.Lucy; 4.Tom) Task2. Second listening Teacher asks students to listen to the tape again , more than 2 times if possible. Exercise 2 asks more detailed questions. Teacher can reform and design the different forms of these question so that students will be more interested in them. Exercises: A. Multiple Choices 1.When do the students have to have their poems completed? (B) A. By the 23th of the month B. By the 24th of the month C. By the 20th of the month 2. Who had decided not to write a poem for the competition but then changed is or her mind? (C) A. Lucy B. Jack C. Tom B. True or False 1.Lucy is satisfied with the poem she has written. (F) Explanation: She thinks that if she had an extra week to work on it, she could improve it. 2.Tom has used music before while studying. (T) Explanation: he works best when he is listening to his favorite music, but he has never tried writing poetry to music. C. Complete the sentences 1. Why does Jack like to go into the countryside to write? Because he finds that he notices all sorts of the things and he has interesting thoughts. 2. Why does Lucy stay at home to write? Because she likes the quiet and likes to have her own things around her. Task3 Third listening This time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3.These sentences are model ways of expressing intention. A. Filling the blanket Teacher asks students close their books and show the sentences on the screen. Then Teacher plays the tape again and asks the students listen for these sentences. 1___________ enter a poem this.(I’m not going to) 2. ___________ do it this weekend.(I plan to) 3.How_____________become inspired to write this weekend?(are you going to) 4.__________________go on a hike into the countryside and sit quietly somewhere by myself.(I am going to) 5.____ also try out his way some time.(I’ll) 6.________________ try it tonight.(I ‘m going to) 7.__________________________ reading all your poems.(I’m looking forward to) Check the answers together. B. Repeating and Practicing Imagine that the class has to enter poems in a competition next week. In small groups discuss the question :How are you going to become inspired to write your poem? Teacher asks students to use some of the expressions in Exercise3 to talk about their plans. Students practise by oral and share in pairs. Step 7 Writing Task1.Revise the grammar Students work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesn’t have to rhyme. Each group can choose one of these lines to start their group poem. Then share these poems in class. Sentences pattern: 1. If I were the ruler of the world, I would…. 2. If I had a million dollars, I would… 3. If I had taken your advice, I would have/wouldn’t have… Task2 Write a poem Teacher asks students to write a poem that starts with I feel happy when .The lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show the students what to do, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines. Eg: A I feel happy when… The sky is blue, You smile at me with your sparking black eyes, It’s my birthday. Eg B Slowly the moon climbs in the sky, Slowly the black-tailed bird lets out a cry, Slowly the dog crosses the road, Slowly the old man carries his load. If time permitting, the teacher asks students to finish their poems and share in class. If not, the task 2 of writing can be as homework. Step8 Summary In this period, all the students revise the key points of a poem-----Rhyme and rhythm. And they also enjoy a beautiful poem ----I’ve saved the summer. Students can understand the deep meaning in the poem and the parents’ love to the children. It’s good to help students how to appreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.) Stop 9 Homework 1. Finish their poems after class. 2. Reread the poem “I’ve saved the Summer” and appreciate the beauty of the poem. 3. Make more sentences with If I had done….., I would…. Period5 Summary Teaching goals 1.Target language All useful words and structures in this unit. 2. Ability goals a. Help students master the usage of the words and expressions in the unit. b. Translate some sentences on Page 51. c. Enable students to summarize what they learned by answering the questions in Summing up (P16) and Checking Yourself (P54). 3. Learning ability goals Help students learn how to summarize what they have learned in this unit. Teaching important and difficult points How to review and conclude what students learned. Teaching methods Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation. Teaching aids A projector and a recorder Teaching procedures & ways Step1 Revision Check the homework left before. Ask some students to present the poems that they have written. Teacher can give them some remarks if necessary. Step2 Ex on Page 49-50 This part is a consolidation of the words and expressions learned in this unit. 1. Let students finish part 1 and part2 ( 5 minutes ) T: Now please open your books and turn to page 49. Let’s use words and expressions. Make adjectives from the nouns and complete the table with the correct nouns, verbs, adjectives or adverbs. 2. Give the students 3 minutes to finish part 3 on next page. T: Try to complete each sentence using the correct word from the table you have completed within 3 minutes. 3.Check the answers with the whole class. Suggested answers: Exercise 1 on P49 1.beauty beautiful 2.joy joyful 3.sorrow sorrowful 4.delight delightful 5. dread dreadful 6. hope hopeful 7. peace peaceful 8. power powerfu Exercise 2 on P49 Noun Verb Adjective Adverb anger anger angry angrily dark darken dark darkly impression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational translation translate translated warmth warm warm warmly enjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationally Exercise 3 on P50 1. expressively 2. darkness 3. translation 4. repeat 5. inspirational 6. anger 7. impressed 8. enjoyably 9. transformed 10. warm Step3 Translation on page 51 T: Please turn to page 51 and translate some sentences into English, using the word and phrases in bracket. This part is a consolidation of the grammar item in this unit. You should pay more attention to the sentence structure. Are you clear? S: Yes. For the exercise, teacher can ask some of them to go to the blackboard to write down their translations. And then check them with the whole class. If there are some problems, teacher can ask the students to discuss and give them some suggestions to solve them. Suggested answers: 1. 如果我们的糖没有用完, 我是不会去商店的。（run out of ) If we hadn’t run out of sugar, I wouldn’t have gone to the shops. 2. 如果刘思嘉没有考上大学， 她就不用离别父母搬到千里以外的地方去了。（thousands of) If Liu Sijia hadn’t gone to university, she wouldn’t have moved to thousands of kilometres away from her parents. 3. 他会为你准备一杯由果汁、酸奶和鸡蛋制成的特殊饮料。（be made up of) He’ll prepare for you a special drink that is made up of fresh fruit juice, yoghurt and eggs. 4. 如果你当时留心看着她，你就不会在人群中把她弄丢了。（keep an eye on) If you had kept your eye on her, you wouldn’t have lost her in the crowd. 5. 如果你放松一段时间，你就会康复得更快一些。 （take it easy) You ‘ll get better more quickly if you take it easy for a while. 6. 如果埃米莉没有逗那只猫，它就不会打翻那个漂亮的花瓶了。（tease; knock over) If Emily hadn’t teased that cat, it would not have knocked over that beautiful vase. Step4 Summary T：Today we have done a lot. We have finished using words and expressions and done some translations. We have also reviewed what we have learned in this unit. Now let’s fill in the chart on Page 16. Think about what you have read and practised in this unit. Then tick the boxes. SUMMING UP Think about what you have read and practised in this unit. Then tick the boxes. I have learned I need to this well learn more I have learned about : some simple types of poetry ; rhythm and thyme; some new words and phrased; how to write some simple poetry; how to use the subjunctive mood; how to talk about intentions and plans; Step5 Project ( on Page 54) Teacher can ask the students to find their favourite English poem or a translation of their favourite Chinese poem. Get them to read it or write it on a poster and put it on the wall for the rest of the class to share. Here is a sample for them to refer to : 静夜思 唐-李白 床前明月光， 疑是地上霜。 举头望明月， 低头思故乡。 1) In the Still of the Night（徐忠杰译） I descry bright moonlig ht in front of my bed. I suspect it to be hoary frost on the floor. I watch the bright moon, as I tilt back my head. I yearn, while stooping, for my homeland more 2) A Tranquil Night (许渊冲译 ） Abed, I see a silver light, I wonder if it's frost aground. Looking up, I find the moon bright; Bowing, in homesickness I'm drowned. T: As we know , the lyrics of many songs are good poems . Can you tell me what is your favourite song at the moment? S: Various answers. T: Different students have different answers. Now I will introduce my favourite song Seasons in the sun to you. Please listen carefully and try to write out the words. Do you understand? S: Yes. After enjoying the song, teacher can show the words for them. Seasons In The Sun ----by Westlife Goodbye to you, my trusted friend, we've known each other since we were nine or ten; together we've climbed hills and trees, learned of love and A-B-C`s, skinned our hearts and skinned our knees. Goodbye my friend, it's hard to die, when all the birds are singing in the sky; now that the spring is in the air, pretty girls are every where; think of me and I'll be there. We had joy, we had fun, we had seasons in the sun; but the hills that we climb were just seasons out of time. Goodbye, Papa, please pray for me, I was the black sheep of the family; you tried to teach me right from wrong, too much wine and too much song, wonder how I got along. Goodbye, Papa, it's hard to die, when all the birds are singing in the sky; now that the spring is in the air, little children every where, when you'll see them, I'll be there. We had joy, we had fun, we had seasons in the sun; but the wild and the song, like the season has all gone Goodbye, Michelle, my little one, you gave me love and helped me find the sun; and every time that I was down, you would always come around and get my feet back on the ground. Goodbye, Michelle, it's hard to die, when all the birds are singing in the sky; now that the spring is in the air, with the flowers every where I wish that we could both be there. All our lives we had fun, we had seasons in the sun; But the stars we could reach were just starfish on the beach. 再见了,我忠实的朋友 我们从孩提时就已相识,相知, 我们一起爬山,爬树 学会去爱和其他基本知识 我们心意相同,情同手足 再见了朋友,我实在不愿意离去 当所有的鸟儿在天空歌唱. 空气中弥漫着春天的气息. 到处是漂亮的女孩.想我了,我就会与你同在。 我们曾共享快乐。 也曾共享阳光季节。 但我们一起爬山 的那些日子已经逝去。 再见了爸爸,请为我祈祷. 我是家里的害群之马. 你费尽心思教我明辨是非. 我却沉醉于歌酒狂欢中. 真不知道我以前是如何过日子的. 再见了爸爸,我实在不愿意离去.当所有的鸟儿在天空歌唱. 空气中弥漫着春天的气息.小孩子在到处嬉戏. 当你看见他们,我就会与你同在. 我们曾共享快乐,也曾共享阳光季节. 但昔日的歌酒狂欢, 犹如季节更迭已消逝。 再见了蜜雪儿,我的小可爱. 你给了我爱,帮我找到希望. 每当我意志消沉时, 你总会来到我的身边. 鼓励我振作起来 再见了蜜雪儿,我实在不愿意离去. 当所有的鸟儿在天空歌唱, 空气中弥漫着春天的气息 到处都是美丽的花朵 我希望我们都在那儿欢聚！ 我们曾共享快乐。 也曾共享阳光季节。 但昔日的歌酒狂欢。 犹如季节更迭已消逝。 也曾共享阳光季节。 我们曾共享快乐。 也曾共享阳光季节。 但昔日的歌酒狂欢。 犹如季节更迭已消逝。 我们曾共享快乐。 也曾共享阳光季节。 但昔日的歌酒狂欢。 犹如季节更迭已消逝。 我们曾共享快乐。 也曾共享阳光季节。 Step6 Check yourself This is a chance for students to collect knowledge they have learned in the unit. Teacher can leave them some time to finish the questions in the chart. Doing this task can improve students ability of teaching by oneself. If they like they can have a discussion in pairs, teacher can walk among them and give them some help. Step7 Homework T: The homework today is to preview the next unit; get familiar with the new words and expressions. OK, class is over. See you later. S: See you. 教学建议： 本单元的教学围绕诗歌这一主题展开，听说读写等语言知识和语言技能应要围绕“诗歌”这一主题设计。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌，要积极引导学生进行讨论，让他们了解诗歌的一些基本特征和写作方法，并学会欣赏这些优美的文学作品。另外将语法基础知识的训练放在诗歌优美的语言环境中进行，在提高学生审美能力的同时，避免了以往语法讲解的枯燥感。 1、 本单元的中心话题是诗歌，由于诗歌包含的内容丰富，所以每节课的设计都应有所侧重，注意掌控课堂教学节奏，不要面面俱到。 2、 由于学生平日较少接触英语诗歌，因此鼓励学生进行课文预习的学习策略，对英语诗歌有个大概的了解，但不主张将所有新单词的意思标注出来，这会削弱阅读训练的作用。 3、 课堂教学的活动设计应有梯度，任务设计要符合学生的实际水平，难易要适中。考虑到诗歌易于朗诵等特点，可增加互动性的教学内容，但应避免流于形式，使课堂既“热闹”又有实效。 4、 在实现教学任务的过程中，老师应加强对学生的引导，比如可进行示范性的诗歌朗诵，引导学生主动参与到互动性的教学活动中来，让学生在轻松的氛围中完成学习任务，体味到诗歌独特的韵味，享受课堂内成功的喜悦。 5、 对学生的课堂表现应于正面鼓励为主，引导学生相互交流和评价，与学生形成互学共进的良好教学环境。 |
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