【英语】2018届人教新课标选修6一轮复习：Unit2Poems教案设计（35页）

【英语】2018届人教新课标选修6一轮复习：Unit2Poems教案设计（35页）

Unit 2 Poems Ⅰ. 单元教学目标 技能目标Skill Goals ‎▲Talk about different types of poems ‎▲Talk about rhyme and rhythm ‎ ‎▲Practice writing simple poems ‎▲Learn to use the subjunctive mood ‎▲Talk about intentions and plans Ⅱ. 目标语言 功 ‎ 能 ‎ 句 ‎ 式 Talk about intentions:‎ I’m not going to ...‎ I plan to ...‎ How are you going to ...?‎ I’ll ...‎ I’m looking forward to ...‎ 词 汇 ‎1． 四会词汇 poem, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, branch, transform, joy, anger, sorrow, ending, compass, pattern, sunlight, darkness, warmth, underline, inspire ‎2． 认读词汇 poetry, emotion, rhythm, rhythmic, repetition, mockingbird, brass, billy goat, coffin, cinquain, droop, dread, haiku, syllable, brimful, translation, await, revolve, utter ‎3． 词组 take it easy, run out of, make up of, nursery rhyme 语 法 Subjunctive Mood (2)‎ If I had done ..., I would have done ...‎ 重 点 句 子 ‎1. Some poems tell a story or describe some-thing in a way that will give the reader a strong impression. Others try to convey certain emotions. P10‎ ‎2. By playing with the words in nursery rhymes, children learn about language. P10‎ ‎3. It is not a traditional form of English poetry but it is very popular with English speakers. P11‎ ‎4. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you. P15‎ Ⅲ. 教材分析与教材重组 ‎1. 教材分析 本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。‎ ‎1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。‎ ‎1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。‎ ‎1.3 Reading部分是一篇介绍诗歌基础知识的文章。文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。‎ ‎1.4 Comprehending 部分根据阅读内容设置了三个习题。第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。‎ ‎1.5 Learning about Language分words and expressions和structures两部分。第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2‎ 个练习要求用所给词汇的正确形式填空。第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。‎ ‎1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。‎ ‎1.7 SUMMING UP部分对本单元所学知识进行归纳、总结、评估。‎ ‎1.8 LEARNING TIP 部分介绍了一种通过阅读、写作和吟诵诗歌学习语言的方法。‎ ‎2. 教材重组 ‎2.1 将课本Warming Up, Pre-reading, Reading, Comprehending和练习册READING TASK部分整合成一节“阅读课”。‎ ‎2.2将课本Using Language中Writing, reading and discussing部分与练习册TALKING，SPEAKING TASK部分整合成一节“口语课”。‎ ‎2.3将课本Writing部分与练习册WRITING TASK, PROJECT部分整合成一节“写作课”。‎ ‎2.4将课本Using Language中Listening and discussing部分与练习册LISTENING, LISTENING TASK部分整合成一节“听力课”。‎ ‎2.5将课本Learning about Language部分与练习册USING WORDS AND EXPRESSIONS,以及USING STRUCTURES部分整合成一节“语言知识课”。‎ ‎3. 课型设计与课时分配 ‎1st Period Reading ‎ ‎2nd Period Speaking ‎ ‎3rd Period Writing ‎ ‎4th Period Listening ‎ ‎5th Period Language Study ‎ ‎ Ⅳ. 分课时教案 The First Period ‎Reading Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond, endless, branch, translation, transform, joy, anger, make up of b. 重点句式 Some poems tell a story or ... Others ... P10 ‎ They delight small children because ... P10‎ ‎2. Ability goals 能力目标 Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems. ‎ ‎3. Learning ability goals 学能目标 Enable the students to learn more about poems. ‎ Teaching important & difficult points 教学重难点 The forms of poems.‎ Teaching methods 教学方法 Discussion.‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision ‎ Talk about poems or songs the students learned before. First, show the following to the students. (If possible, present them in audio-visual form.)‎ ‎ ‎ 夜雪 已讶衾枕冷，‎ 复见窗户明。‎ 夜深知雪重，‎ 时闻折竹声。‎ ‎——李白 有的人活着 他已经死了；‎ 有的人死了 他还活着。‎ 有的人 骑在人民头上：‎ ‎“呵，我多伟大！”‎ ‎ ‎ Because I Could Not Stop for Death Because I could not stop for death,‎ He kindly stopped for me;‎ The carriage held but just ourselves And Immortality.‎ T: Who are the people in the pictures? ‎ S: Li Bai, Zang Kejia and Emily Dickinson.‎ T: They are all famous poets in history. And they all wrote great poems. Do you know ‎ what poems are?‎ S: Words and their sounds organized in a special way to express emotions. ‎ T: Poems are a kind of literature. Chinese has a long history of writing poems. People who write poems are poets. (Write down the word if necessary.) Do you know some poets in China or in other countries?‎ S: In China, we have many famous poets in history. Such as Qu Yuan, Cao Zhi, Bai Juyi, Li Bai, Meng Haoran, Du Fu, Fan Zhongyan, Guo Moruo, Mao Zedong, and so on. In foreign countries, there are also many well-known poets, such as Yeats, Byron, Shelly in England; Tagore in India; Goethe in Germany; Emerson in America, etc. ‎ T: Do you still remember some of the poems or songs you learned before?‎ Sample versions: ‎ S1: 山要找鸟儿玩，鸟儿拒绝他。‎ 山要找风儿聊天，风儿溜走了。‎ 只留下山愣愣的站在那里。‎ S2: 从天上 掉下来 哗啦啦 吓跑路上行人 也叫车儿躲藏 云阿姨 为何事 伤心落泪 到我家 S3: Do-re-mi (Sound of Music)‎ Let’s start at the very beginning ‎ A very good place to start When you read you begin with ‎ A-B-C When you sing you begin with do-re-mi Do-re-mi Do-re-mi The first three notes just happen to be Do-re-mi Do-re-mi Do-re-mi-fa-so-la-ti Oh, let’s see if I can make it easier Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do ... oh oh oh Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do Do re mi fa so la ti do, so do S4: Happy and You Know It If you’re happy and you know it, clap your hands (clap clap)‎ If you’re happy and you know it, clap your hands (clap clap)‎ If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, clap your hands. (clap clap)‎ If you’re happy and you know it, stomp your feet (stomp stomp)‎ If you’re happy and you know it, stomp your feet (stomp stomp)‎ If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, stomp your feet. (stomp stomp)‎ If you’re happy and you know it, shout “Hurray!” (hoo-ray!)‎ If you’re happy and you know it, shout “Hurray!” (hoo-ray!)‎ If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, shout “Hurray!” (hoo-ray!)‎ If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)‎ If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)‎ If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, do all three. (clap-clap, stomp-stomp, hoo-ray!)‎ Talk about why people write poems with the students. ‎ T: There are many reasons why people write poems. Some want to pass on some information, some tell a story, some express feeling of love, anger, joy, etc. We’ve learned a lot of poems before, especially in Chinese. But what are the reasons why people write poems? Work in groups and list some.‎ Sample answers:‎ People write poems: to express one’s hopes and intentions; to call up people to do something; to practice writing; to pour out one’s feelings; to show dissatisfaction or ‎ praise ...‎ Step Ⅱ Lead-in ‎ Task 1: Talk about the kinds of poems.‎ T: People in different countries make different kinds of poems. For example, in some western countries, there are epics, sonnets and so on; in Japan, there is haiku. Can you give examples of poems of different kinds both in Chinese and English you like best? Why?‎ Sample answers:‎ S1: A Chinese poem: 杜甫《春望》‎ 国破山河在，城春草木深，感时花溅泪，恨别鸟惊心。烽火连三月，家书抵万金。白头搔更短，浑欲不胜簪。（I like the poem because it shows people’s miserable life because of war.）‎ S2: A Chinese poem: 王昌龄《从军行》‎ 青海长云暗雪山，孤城遥望玉门关。黄沙百战穿金甲，不破楼兰终不还。（I like the poem because it shows the determination to defend the motherland.）‎ S3: An English poem: Dare to Believe ‎ Everybody Knows:‎ You can’t be all things to all people.‎ You can’t do all things at once.‎ You can’t do all things equally well.‎ You can’t do all things better than everyone else.‎ Your humanity is showing just like everyone else’s.‎ So:‎ You have to find out who you are, and be that.‎ You have to decide what comes first, and do that.‎ You have to discover your strengths, and use them.‎ You have to learn not to compete with others,‎ Because no one else is in the contest of *being you*.‎ Then:‎ You will have learned to accept your own uniqueness.‎ You will have learned to set priorities and make decisions.‎ You will have learned to live with your limitations.‎ You will have learned to give yourself the respect that is due.‎ And you’ll be a most vital mortal.‎ Dare To Believe:‎ That you are a wonderful, unique person.‎ That you are a once-in-all-history event.‎ That it’s more than a right, it’s your duty, ‎ to be who you are.‎ That life is not a problem to solve, ‎ but a gift to cherish.‎ And you’ll be able to stay one up on what used to get you down.‎ ‎(Because it makes me know myself well and feel confident.)‎ Task 2: Ask the students to skim the poems in the Reading. Then tick the box. ‎ T: Poems are mostly written to show people’s emotions, as we know. In Chinese, we have “诗言志”，“诗言情”，“诗歌合为事而作”. That is, people write poems for different reasons, then we have different kinds of poems. Next please go over quickly the poems in the Reading part. And then tick the correct box / boxes for each question. Sample answers:‎ ‎ ‎ 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 Ⅲ Introduction ‎ Task 1: Ask the students to read the passage quickly and fill the form below. ‎ T: Poetry is a great form of literature. There are different kinds of rules for poems, so the forms of poems are quite different from country to country. The passage in Reading will tell us something about forms of English poems. Now read and find out the information to complete the following form. ‎ Show the following.‎ Forms of poems Features Sample answers:‎ Forms of poems Features Nursery rhymes strong rhythm and rhyme, a lot of repetition, easy to learn and to recite List poems repeated phrases and some rhyme Cinquain made up of five lines, convey a strong picture in just a few words Haiku give a clear picture and create a special feeling in just a few words Tang poems Task 2: Ask the students to listen to the recording of the passage and try clapping the beats.‎ Task 3: Comprehending: Ask the students to answer the questions following the text. ‎ T: Which poem do you like best? And why?‎ S1: I like the first one best. It has strong rhythm and reads easily. ‎ S2: I like the first one best, too. Because it is fun to read. ‎ S3: I like the second one best. It has repeated phrases and strong rhythm. ‎ S4: I prefer the poem F. It is very simple and easy to recite. ‎ ‎...‎ Sample answers to the rest questions:‎ ‎（由于教材内容不全，本部分未给出全部答案。）‎ ‎1. (1) The main topic of the reading passage: different forms of English poems ‎(2) Five kinds of poems are: nursery rhymes; list poems; cinquain; haiku; Tang poems.‎ ‎(3) Poem A has a strong rhythm. Poems A and B have rhyming lines.‎ ‎(4) Poem F gives a clear picture in the mind. ‎ ‎3. (1) If the mirror gets broken, the baby’s father will buy a billy-goat instead.‎ ‎(2) If the goat runs away, the baby’s father will buy another goat.‎ ‎(3) The speaker is writing about football.‎ ‎(4) No, his or her team didn’t win. ‎ ‎(5) The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t train hard ...‎ ‎(6) The speaker doesn’t really believe his or her own excuses, because there has too many ifs ...‎ ‎(7) Yes. I always give excuses when I don’t win or do something. / No. I’ve never given any excuses when I don’t win or do something.‎ ‎(8) The poem tells a story about a woman who was waiting on the mountain top for her husband. The story goes like this: A loyal wife kept standing on a mountain top waiting for her husband’s coming back. Year after year, the wife became a stone which looks like a woman watching into far distance. ‎ ‎(9) The woman has the feelings of: ‎ loneliness: she was alone watching her husband on the mountain top.‎ love: she waited year after year despite wind and rain.‎ trust: she believed her husband would come back one day.‎ sorrow: year after year, she waited and waited without seeing any hope of her husband’s coming back, she was very sad.‎ Task 4: Ask the students to know something about poems. ‎ T: As we know, most poems have strong rhythms or rhyming lines. But what are rhyme and rhythm? ‎ Sample answers:‎ A rhyme is a repetition of identical or similar sounds in two or more different words ‎ and is most often used in poetry. The term usually refers to the repetition of sounds at the end of rhymed words. If two words or lines of poetry rhyme, they end with the same sound, for example “hop” and “pop”. ‎ A rhythm is a regular repeated pattern of sounds or movements. ‎ T: Next try to define the words “cinquain” and “haiku”.‎ Sample answers:‎ cinquain: A short poem consisting of five lines arranged in the following structure: line one states a subject in one word, line two describes the subject in two words, line three describes an action about the subject in three words, line four expresses an emotion about the subject in four words (or describes the subject again in two words), line five restates the subject in another single word.‎ haiku: A Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku often reflects some aspects of nature.‎ Task 5: Ask the students to read the poems on page ‎52 in the workbook. Then answer the questions followed. (Encourage the students to comprehend the poems on their own.)‎ T: We’ve known some simpler forms of English poems by now. Next, please read the poems in the workbook. First, get the main idea of each poem. Then complete the following form. ‎ Show the following.‎ A B C D E Number of lines Number of syllables Rhythm Rhyme Repetition Certain part ‎ of speech Sample answers:‎ A B C D E Number of lines ‎4‎ ‎8‎ ‎10‎ ‎5‎ ‎3‎ Number of syllables ‎22‎ ‎17‎ Rhythm strong Rhythm strong Repetition a lot of repetition Certain part of speech adjectives Then ask the students to answer the first question on page ‎53 in the workbook. ‎ T: What does each poem make you feel or think about?‎ Sample answers: ‎ S1: The first poem makes me think of such a picture in which a poet wakes up in a very bright spring morning with birds singing in the trees. But the beautiful morning reminds the poet of the blossoms which might have been broken by the night storm. ‎ S2: The second poem makes me think of the following things: a cat eating fish; a hungry boy making a wish; a boy running to the end of the road; a driver taking the next turn; a young man who loves sea; a beautiful girl looking at the poet; a seal diving into the sea; the poet falling into sleep.‎ S3: The third poem makes me feel the passion between lovers. ‎ S4: The fourth poem makes me think of a beautiful sunshine day and a lovely pair singing cheerfully and calmly. The atmosphere makes me feel happy and relaxed. ‎ S5: The fifth poem makes me think of my father or an old man. ‎ Step Ⅳ Homework ‎ ‎1. Ask the students to collect at least five English poems with different forms.‎ ‎2. Ask the students to do Exercise ‎1 in Learning about Language on page 12.‎ The Second Period Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 pattern, sunlight, darkness, warmth, thread b. 交际用语 Do you enjoy ... P49‎ Do you think ... P49‎ What did it make you feel or ... P14‎ ‎2. Ability goals 能力目标 Enable the students to talk about poems. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about poems. ‎ Teaching important & difficult points教学重难点 How to talk about poems.‎ Teaching methods 教学方法 Discussion. ‎ Teaching aids 教具准备 ‎ A tape recorder.‎ Teaching procedures & ways 教学过程与方式 Step ⅠRevision and Lead-in Ask the students to read the words aloud. Then ask them to explain why “rhyming” can make vocabulary easy?‎ T: Poems are often short, personal and not easy to understand but reading them is a very good way to learn language. For example, words that rhyme makes vocabulary easy to remember. Now look at Exercise 1 on page 12. Let’s see how easy it is to ‎ remember rhymed words. First, look at the example words that rhyme each other. Read aloud the words and try to explain why “rhyming” can make vocabulary easy?‎ S: (After reading) Words that rhyme have the same or similar sound and their spelling forms may be quite similar, so it can be easy to learn. ‎ Ask the students to show their work. ‎ T: Well. Read out the words you’ve found for the given words.‎ Ask the students to answer the questions in TALKING on page ‎49 in the workbook. ‎ T: We can see from the above that words become much easier to remember. So learning by reading poems can be a good way. Do you enjoy listening to poetry or reading it?‎ S1: Yes. I enjoy reading it very much. And I sometimes write a few. I practice my language in this way. ‎ S2: I enjoy listening to poetry. It’s like listening to music. I often listen to Li Moran on CCTV reading Chinese poems. His voice often makes me feel inspired and excited. ‎ S3: I don’t like reading or listening to poetry at all. I think poems are often dull, meaningless and artificial. ‎ S4: I don’t like poems, either. Because poems are sometimes difficult to understand. Readers can’t understand the poet completely because of different situations and moods. Just think when the others are happy and you read a sad poem to them, how will the others respond?‎ S5: I don’t like poems. Poetry’s rubbish if you ask me. ‎ T: Do you enjoy writing it?‎ S6: Yes. But not often. I always find it difficult to find the right words to show my feelings. I just write down whatever comes into my head. ‎ S7: No, never. Writing poems is nothing different from killing myself. ‎ S8: Yes. Sometimes when I am alone or not in a good mood. I found right words just come spilling out. You just have to make it sound right. ‎ S9: Yes. I like how poetry lets you experiment. I like playing with words and ‎ sentences and lines.‎ Step ⅡListening and Speaking Task 1: Ask the students to listen to the poem “I’ve saved the summer”. And then answer the questions in Exercise 1. ‎ T: Next we’ll listen to a poem “I’ve saved the summer”. What does the title make you feel or think of?‎ S1: It makes me think of something regretful. ‎ S2: It makes me feel hopeful and look back to the happy days in the summer. ‎ T: Well. Let’s listen and find out what the poem tells us. ‎ After listening, ask the students to answer the questions. ‎ Sample answers:‎ S1: I think the speaker in the poem is more likely to be a parent. Because the writer shows his great love to his son in the poem. ‎ S2: Yes. The poem has a rhythmic pattern. ‎ S3: Yes. The poem has rhyming words.‎ S4: Yes. When I was listening to the poem, I felt great love in it and thought of someone who recalled the past happy moment.‎ Ask the students to read the poem after the recording and circle the words that rhyme in the poem. ‎ T: Rod McKuen is an American poet, singer, songwriter and musician. “I’ve saved the summer” is his last work. McKuen himself took it as a lullaby that a father might sing to his growing son. Now read after the recording and circle the words that rhyme.‎ Sample answers:‎ Words that rhyme: you, new; need, feed; nineteen, mean; way, day; own, own Task 2: Ask the students to discuss about the poem. ‎ T: Now work in groups and discuss the questions on page 15. ‎ Sample answers: ‎ S1: The speaker in the poem is a parent. He / She is speaking to his / her son. Reasons: firstly, the parent sends his / her son warmth of the summer; secondly, he / she leads ‎ the son to brightness; thirdly, he / she teaches the son to be brave; finally, he / she would give the son all his / her love to help him down the road. All these show the great and selfless love of a parent. ‎ S2: I think the second statement is closest in meaning to the speaker’s message. In the poem, the speaker says to his / her son that he / she has no answers to help him on the way. Instead, the son should find the answers himself. ‎ Step Ⅲ Discussing Task 1: Ask the students to think about the kind of poem they would write / translate. ‎ T: Suppose you want to write or translate a poem. Now think about the kind of poem you would like to write or translate. ‎ Sample answers:‎ Kinds of poems: nursery rhymes; list poems; cinquain; haiku; Tang poems Task 2: Ask the students to discuss the kind of poem they are going to write / translate. ‎ Sample dialogue 1: ‎ S1: When are you going to do your poetry homework?‎ S2: I’ll have a go in the evening. ‎ S3: What kind of poem are you planning to write?‎ S2: I think I’ll try writing some nursery poems. ‎ S1: What are you going to write about?‎ S2: I’m going to write about a birthday. ‎ S3: What are you going to do yours on?‎ S2: I’m going to see if I can use my computer. ‎ Sample dialogue 2: ‎ S1: When are you going to do your poetry homework?‎ S2: I’ll do it at this weekend.‎ S3: What kind of poem are you planning to write?‎ S2: I think I’ll try writing some haiku poems. ‎ S1: What are you going to write about?‎ S2: I’m going to write about trees. ‎ S3: What are you going to do yours on?‎ S2: I’m going to see if I can use my computer. ‎ Sample dialogue 3: ‎ S1: When are you going to do your poetry homework?‎ S2: I’ll do it after supper. ‎ S3: What kind of poem are you planning to translate?‎ S2: I think I’ll try translating some Tang poems. ‎ S1: Whose poems are you going to translate?‎ S2: I’m going to translate He Zhizhang’s poems. ‎ S3: What are you going to do yours on?‎ S2: I’m going to see if I can use my computer.‎ Step Ⅳ Homework Ask the students to write / translate the poems they talked about in the class.‎ The Third Period Writing Teaching goals 教学目标 ‎1. Target language 目标语言 重点词汇和短语 load, translate, recite, poster, lyrics ‎2. Ability goals 能力目标 Enable the students to write / translate simple poems. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to write / translate poems.‎ Teaching important & difficult points 教学重难点 How to write or translate poems.‎ Teaching methods 教学方法 Comparing.‎ Teaching aids 教具准备 ‎ A computer and some slides.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision Ask the students to show their work. ‎ T: Till now, we’ve learnt a lot about poems, including forms, characteristics, etc. As for poem writing, there are many rules and regulations. For example, some poems should have strong rhythm and rhyming lines, some should have certain number of lines. When we practice writing poems, we should follow these rules. Now who’d like to share your work?‎ Sample poems for reference:‎ ‎1. (A nursery rhyme) Five Fat Peas Five fat peas in a pea pod pressed ‎ One grew, two grew, so did all the rest. ‎ They grew and grew ‎ And did not stop, ‎ Until one day ‎ The pod went POP!‎ ‎2. (A haiku poem) Trees Green every spring Bright orange in autumn Bare in winter ‎ ‎3. (A translation of a Tang poem) Coming Home (by He Zhizhang)　 ‎ I left home young and not till old do I come back, My accent is unchanged, my hair no longer black. ‎ The children don’t know me, whom I meet on the way, ‎ ‎“Where do you come from, reverend sir?” they smile and say. ‎ Step Ⅱ Writing Task 1: Talk with the students about how to write list poems. ‎ T: The list poem (also called “catalog poem”) consists of an itemization of things or events. First brainstorm a list of titles / topics and pick a favorite one. Then list ideas and descriptions. For example, if you want to write a poem about thunderstorms, you might start by writing down relevant words, and then choose the most suitable ones: flash, blowing, rumble, night, deadly and rain, perhaps. Here’s an example for you. Read and find out what the poem tells us. ‎ Show the following. ‎ A Day in the Barnyard Farmers cutting grass Tractors in the fields Farmers planting corn Cows eating grass Tractors making noises Farmers picking weeds Farmers fixing fences Lawn mowers going back and forth.‎ S: The above poem shows us a picture of farmer’s life. ‎ T: There is no rhyme lines but a list of things that the writer has seen in a barnyard. So it’s very easy to make one. Now look at Exercise ‎1 in Writing on page 16. Work in groups, choose one topic and then start your group poem. If you write about something that you know a lot about you will be more likely to write from your heart and it will be a very interesting story because it has come from your heart.‎ Sample version 1:‎ If I were the ruler of the world If I were the ruler of the world, ‎ I would make some changes fast. ‎ I would make peace last War disappear, ‎ I would make poor rich, ‎ Good become better.‎ I would remove anything,‎ That hinder the progress of human being. ‎ I would make the world ‎ Full of harmony, friendship,‎ And love. ‎ A true family. ‎ Sample version 2:‎ If I had a million dollars If I had a million dollars,‎ I would buy ‎ Enough bread for hungry,‎ Enough books for children, ‎ Enough ships for fishermen,‎ Enough houses for homeless, ‎ Enough hope for the world. ‎ Sample version 3:‎ If I had taken your advice If I had taken your advice,‎ I would have caught the train, ‎ I would have arrived on time,‎ I would have met my father,‎ I would have hugged him long,‎ I would have thanked him more,‎ I would have made him happiest ‎ Man in the world. ‎ Task 2: Ask the students to write a poem that starts with “I feel happy when ...” or “Slowly”.‎ T: Next, we’ll go on with two other poems that start with “I feel happy when ...” or ‎ ‎“Slowly”. For the second topic, you should make sure that each pair of lines rhymes. First read the examples, then start your poems. ‎ Sample version 1: ‎ I feel happy when ‎ The moon is round, ‎ Brothers and sisters sitting around, ‎ Taste the moon cake and the joy of life. ‎ I feel happy when ‎ My work is done,‎ And weariness gone. ‎ Everything goes smoothly.‎ I feel happy when You sleep soundly, ‎ With your little hand round my neck.‎ Peace and love full of the room.‎ Sample version 2: ‎ Slowly you turn up in my dream, ‎ Slowly the charming face fades in the beam,‎ Slowly a car moves toward the east, ‎ Slowly ladies and gentlemen joined the feast. ‎ Slowly the sun sets in and ends the day, ‎ Slowly you take the sleigh. ‎ Slowly I got up silently,‎ Slowly another day begins carefully.‎ Step Ⅲ Homework ‎1. Ask the students to do the exercises in Discovering useful structures on page 13. ‎ ‎2. Ask the students to do Listening Task in the workbook on page 53.‎ The Fourth Period Listening Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 darkness, warmth, enter, deadline ‎ b. 交际用语 I think…‎ I’ve never…‎ ‎2. Ability goals 能力目标 Enable the students to make plans for writing poems.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about plans for writing poems.‎ Teaching important & difficult points 教学重难点 How to talk about plans for writing poems.‎ Teaching methods 教学方法 Listening and discussion.‎ Teaching aids 教具准备 ‎ A computer and some pictures.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision and Lead-in Ask the students to show their work. ‎ T: Poem writing can be easy and fun. Sometimes we needn’t think about grammar rules, rhyme or anything. Just make a list of your ideas and thoughts, that’s OK. Now let’s see how you have your poems done. ‎ Sample versions (to Exercises 1 and 2):‎ ‎1. Our second football match We won in the second match Because we hadn’t missed any chance,‎ Because Ben had a good pass,‎ Because we had thousands more fans screaming,‎ Because we had a good sleep the night before, ‎ Because we had taken it seriously,‎ Because we had endless energy.‎ We won, ‎ Because we’d been better!‎ ‎2. We would win We would win ‎ ‎...‎ If we played against Team Tiger If our classmates came to help If we knew their style of playing If we could work better If we missed no goal If we never broke the rule T: When we practice writing poems, remember the most important is to write about things we are familiar with. Writing poems is also a good way to learn vocabulary. Next we’ll listen to some others talking about poetry. ‎ Step Ⅱ Listening Task 1: (Workbook: P48): Ask the students to listen to the recording and find the answers to the exercises on page 48. ‎ T: The teacher, Mr Tanner, and three students, Wu Zhe, Lily and Chelsea, are talking about how they feel about poems. Now listen and find out. ‎ Play the recording three times and then check the answers with the students.‎ Task 2: (Textbook: Exercises 1-2, P15): Ask the students to listen to Miss Jiang, a teacher discussing about a poetry competition with her class and finish the exercises 1 and 2 on page 15. Check the answers with the students. ‎ Task 3: (Textbook: Exercise 3, P15): Ask the students to listen to and read after the recording. ‎ Step ⅢHomework Ask the students to do Exercise 2 on page ‎12 in the textbook and Exercises 1, 2 and 3 on pages ‎49 in the workbook.‎ The Fifth Period Language Study Teaching goals 教学目标 ‎1. Target language 目标语言 重点词汇和短语 nursery, rhythm, recite, run out of ‎2. Ability goals 能力目标 Enable the students to learn to use the subjunctive mood. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to use the subjunctive mood. ‎ Teaching important & difficult points 教学重难点 The subjunctive mood. ‎ Teaching methods 教学方法 Task-based activities. ‎ Teaching aids 教具准备 A computer and a projector. ‎ Teaching procedures & ways 教学过程与方式 Step ⅠGrammar Focus Talk about “subjunctive mood”.‎ T: During the previous periods, we learned a lot about nursery rhymes for which we practiced a lot on the “if I ...” pattern. The “If I ...” poem works so well because it allows you to follow one of the first rules of writing: Write about the things you know. Write about something that you feel very strongly about. Next we are going to talk about the “if” pattern.‎ Show the following to the students.‎ 虚拟情况 条件句 结果主句 ‎(1)与过去事实相反 If +主语 + had + 过去分词 主语 + would (should, could, might) + have + 过去分词 ‎(2)与现在事实相反 If + 主语 + 动词过去式（be 用were）‎ 主语 + would (should, could, might) + 动词原形 ‎(3)与将来事实相反 If +主语+should / were to 主语 + would （should, could, might）+ 动词原形 ‎(4)错综时间条件句（即主从句表示不同时间的动作）‎ 根据句义采用不同时态 Ask the students to read the following examples repeatedly. ‎ ‎(1) If anything had happened, he would have let her know. ‎ I should have talked to mother if I had thought of it. ‎ If I had been less cautious I might have been more wise.‎ If it had not been for Margaret, I might not have understood.‎ No doubt I could have earned something if I had really meant to.‎ He did everything for me that my father could have done if he had lived. ‎ ‎(2) If wishes were horses, beggars would ride.‎ If I were you, I’d go to night school. ‎ If we were men, we’d be doing something decent now. ‎ I tell you, you wouldn’t be anywhere at all if it weren’t for Ruth. ‎ Indeed, if there were anything to tell, I would tell it to you.‎ If you had your choice, where would you go?‎ Would you mind very much if I asked you to do something?‎ If he went, would you go too?‎ I think it would be much better if you got a job.‎ Wouldn’t it be better if you made an appointment to see him at the office?‎ ‎(3) I thought if you were to speak to him, it would carry more weight. ‎ But if she were to lose her place they would be ruined.‎ I’m sure you’d be the first to be sorry if anything was to happen to him.‎ If they were to hear you talking, they’d think you were a school teacher. ‎ I should be most happy to go down with you if I should not be in the way. ‎ If it should be necessary, I could come at six. ‎ ‎(4) If it hadn’t been for the doctor’s care, I should not be speaking to you now.‎ I think we should have been told if there was anything up. ‎ If you’d listened to me, you wouldn’t be in such trouble now.‎ Then ask the students to do the exercises in the workbook. ‎ T: As for the subjunctive mood, we usually have the above structures. The only thing to do is to decide which pattern we should use. Now do Exercises 2, 3 and 4 on page 51. ‎ Step II Homework Ask the students to do the task in PROJECT.‎ 附 件 ‎1. 虚拟语气 ‎ 主要用于条件状语从句，其它从句或口语中。‎ ‎1) 虚拟语气在条件状语从句中 情况 从句动词形式 主句中动词形式 与现在相反 were 过去式动词 过去式助动词 + v.‎ would / should / could / might + v.‎ If he were rich, he would buy the house. ‎ If Mary found the book, she would bring it to you. ‎ We could ask her if she were here.‎ 与过去事实相反 had + pp would / should / could / might + have + pp If he had seen you yesterday, he would have asked you about it.‎ If you had come earlier, you might have caught the train. ‎ I should have called you if I had known your telephone number.‎ 与将来事实相反 should / were to would / should / could / might + v.‎ If I should fail, I would do it again.‎ If the sun were to rise in the west, I would not marry him.‎ ‎2) 虚拟语气在主语从句中 句型（1）： 表“做某事是必要的或重要的”(should应该，将要)‎ It is necessary / natural / imperative / important / proper / urgent that + S + should + v / v / be + pp It is necessary that he take the examination. ‎ It is proper that she refuse the offer.‎ 句型（2）：表“情绪活动方面的主观看法” (should居然，竟然)‎ It is a pity / strange / surprising / wonderful / no wonder / funny / a matter of regret that + S+ should + v / v It is strange that she should marry such a man. ‎ It is a pity that the boy should be so proud.‎ 句型（3）：‎ It is desired / ordered / requested / suggested / proposed / arranged / has been decided that + S + should + v / v It is suggested that a meeting should be held. ‎ It was arranged that they leave the following week.‎ It has been decided that the meeting be put off till next Saturday.‎ ‎3）虚拟语气在宾语从句中 句型（1）： wish + 宾语从句（不可能实现的愿望）wish + S + 过去式（现在）‎ wish + S + had + pp（过去）‎ wish + S + could / would / should / might + v（将来）‎ I wish I were rich. ‎ I wish I had been in Hong Kong last year. ‎ We wish he would speak English.‎ 句型（2）：表“建议、要求、坚持、命令”等动词后的宾语从句中 (should将做，该做)‎ S + require / request / recommend / propose / order / command / insist / suggest / demand / ask + that + S + should + v / v The officer ordered that all the soldiers get ready. They insisted that we begin the work at once. ‎ 注：‎ ‎1）insist“坚持，坚持主张（认为）” 强调事实或经验，用陈述语气。 ‎ I insisted that it was an accident. ‎ ‎2）suggest“暗示，启发” 用陈述语气。‎ The look on his face suggested that he was unhappy.‎ ‎4）虚拟语气在表语从句或同位语从句中 Suggestion, plan, idea, order, advice, requirement, request, motion, proposal, recommendation 等后的表语从句或同位语从句中用should + v / v My suggestion is that we visit Paris.‎ Her idea is that they discuss the report. What do you think of the plan that our classes be ended at the end of this month?‎ ‎5）虚拟语气在定语从句中 It is / was about / high time (that) + S + 过去式动词 / should + v It is time we went home. ‎ It is time we should go.‎ It is time for us to go home.‎ ‎6）在as if / though, even if / though 从句中，或目的状语从句和让步状语从句中 情 况 例 句 as if It seems as if it were a fine day.‎ He speaks as if he were a professor.‎ so that We study hard so that we may work well. ‎ in order that The teacher spoke slowly in order that the students could hear clearly.‎ whatever whoever no matter what no matter how Whatever be the difficulties, we must go on with the work. ‎ No matter what you may say, I am determined to do what I think is right. ‎ You mustn’t be proud, however much you may achieved.‎ ‎7）其它情况 But for = Without / If it were not for / But that + S + 现在式 v + n, S + should / could / would / might + v But for your help / Without your help, / If it were not for your help, / But that you help him, he would fail.‎ ‎2. 文化背景知识 Narrative, lyric, dramatic ‎ As an art form, poetry is thousands of years old. There are three basic types of poem: the narrative poem, the lyric poem, and the dramatic poem. Of course any poem may contain elements of all three, but essentially you will find that anything you read falls into one of these categories.‎ The narrative poem tells a story. This might, for example, be a rhyming ballad or an epic like Homer’s Odyssey, or it might be a much shorter poem which tells a tale. ‎ The lyric poem is often short, and tends to be written in the first person about an intense private experience. ‎ The dramatic poem assumes a voice (often the voice of someone who is clearly not the poet) or voices. ‎ ‎3. 读小诗学英语 If If you can keep your head when all about you Are losing theirs and blaming it on you;‎ If you can trust yourself when all men doubt you,‎ But make allowance for their doubting too;‎ If you can wait and not be tired by waiting,‎ Or, being lied about, don’t deal in lies,‎ Or, being hated, don’t give way to hating,‎ And yet don’t look too good, nor talk too wise;‎ If you can dream-and not make dreams your master;‎ If you can think-and not make thoughts your aim;‎ If you can meet with triumph and disaster And treat those two impostors just the same;‎ If you can bear to hear the truth you’ve spoken Twisted by knaves to make a trap for fools,‎ Or watch the things you gave your life to broken,‎ And stoop and build ‘em up with wornout tools;‎ If you can make one heap of all your winnings And risk it on one turn of pitch-and-toss,‎ And lose, and start again at your beginnings And never breathe a word about your loss;‎ If you can force your heart and nerve and sinew To serve your turn long after they are gone,‎ And so hold on when there is nothing in you Except the Will which says to them “Hold on!”;‎ If you can talk with crowds and keep your virtue,‎ Or walk with Kings-nor lose the common touch;‎ If neither foes nor loving friends can hurt you;‎ If all men count with you, but none too much;‎ If you can fill the unforgiving minute With sixty seconds’ worth of distance run Yours is the Earth and everything that’s in it,‎ And-which is more-you’ll be a Man my son!‎ The Pride of Youth ‎ Proud Maisie is in the wood,‎ Walking so early;‎ Sweet Robin sits on the bush,‎ Singing so rarely.‎ ‎“tell me, thou bonny bird,‎ when shall I marry me?”‎ ‎“when six braw gentlemen kirkward shall carry ye.”‎ ‎“Who makes the bridal bed,‎ birdie, say truly?”‎ ‎“The gray-headed sexton That delves the grave duly.”‎ ‎“The glowworm o’er grave and stone Shall light thee steady;‎ The owl from the steeple sing,‎ Welcome, proud lady.”‎ Saying Goodbye to Cambridge Again Very quietly I take my leave,‎ As quietly as I came here; ‎ Quietly I wave goodbye To the rosy clouds in the western sky.‎ The golden willows by the riverside Are young bridges in the setting sun;‎ Their reflections on the shimmering waves ‎ Always linger in the depth of my heart.‎ The floating heart growing in the sludge ‎ Sways leisurely under the water, ‎ In the gentle waves of Cambridge, ‎ I would be a water plant That pool under the shade of elm trees ‎ Holds not water but the rainbow from the sky;‎ Shattered to pieces among the duck weeds ‎ Is the sediment of a rainbow-like dream. ‎ To seek a dream? Just to pole a boat upstream ‎ To where the green grass is more verdant;‎ Or to have the boat fully loaded with starlight And sing aloud in the splendor of starlight. ‎ But I cannot sing aloud:‎ Quietness is my farewell music; ‎ Even summer in sects keep silence for me;‎ Silent is Cambridge tonight! ‎ Very quietly I take my leave,‎ As quietly as I came here;‎ Gently I flick my sleeves,‎ Not even a wisp of cloud will I bring away.‎