Unit two 教案设计 教材分析 课时内容的处理与调整：本单元的中心话题是诗歌。文中涉及诗歌的韵律、节奏，并介绍了几种不同内容和形式的简单诗歌。为了 让学生能对诗歌的认识和理解有一定的基础和鉴赏水平，笔者将本单元的课时安排进行了处理和调整。第一课时听说训练，引导学生谈 论对诗歌的喜好以及诗歌创作灵感的汲取；第二课时学习 using language “ i’ve saved
the summer ”, 让学生通过听读理解诗歌内容， 辨认诗人的身份，体会感受，找出诗歌的韵律，并表达由诗歌所激起的联想。继而，引导学生边打拍子边朗读，在欣赏中加深对诗歌的 理解。阅读后，由五个学习小组分别翻译该诗歌的五小节。经过两个课时的学习，学生已经不惧怕诗歌，同时还有了创作的愿望。在此 基础上，笔者着手教学 reading--- a few simple forms of english poems。reading 教学内容分析：该部分介绍了几种简单的英语诗歌。第一段 总括全文，阐述写诗的目的；第二段起，分析不同种类的诗歌，并举例说明。它们分别是节奏明快、韵律和谐、不断重复、利于记忆； 清单诗；五行诗；俳句和被译为英文的唐诗。 3.教学目标分析 知识目标 （1）能领会诗歌的意境，把握诗歌内在节奏，有感情地朗诵诗歌； （2）发现英语诗歌特点并能补全英语诗歌中押韵的词。 能力目标 促进对诗歌的领悟理解能力，提高语言实际运用能力。 情感目标 感受英语诗歌的美，提高欣赏和朗读英语诗歌的兴趣，形成积极的学习态度。 4.教学重点、难点分析 （1）教学重点 1) 欣赏和朗诵英语诗歌； 2) 发现英语诗歌特点并能补全英语诗歌押韵的词。 （2）教学难点 感受诗歌的韵律美和节奏美；提高知识迁移能力，尝试仿写英语小诗。 Reading Teaching material: Teaching Aims To cultivate students’ interest of poetry and improve their reading skills. Teaching Important & Difficult Points How to help the students to grasp and remember the detailed information of the reading material. Teaching aids: a tape recorder, a projector, Slides and Pictures Teaching Procedure Step 1 Warming up 1. Which poems and poets can you think of when seeing the following pictures? 2. Match the following information. Li Bai Du Fu Fan Zhongyan Meng Haoran Guo Moruo Mao Zedong Byron Shelly Emerson Tagore Song Dynasty Tang Dynasty Tang Dynasty Modern Modern Tang Dynasty America England England Germany NSEFC Book 6 —— Unit 2 教案 1 Unit2 Poems
Goethe Step 2 Brainstorming Discuss the reasons why people write poems. Fast reading
Scan the passage and answer the following questions. 1. What is the main topic of the reading passage? 2. What five kinds of poems does the reading passage talk about? different forms of English poems nursery rhymes, list poems, cinquain, haiku, Tang poems. 3. Scan the poems and fill in the following form. Which poem tells a story? describes an aspect of a person? 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 and phrases? Step 3 Careful reading T: Now let’s read the following five poems and finish tasks. Slide show Listen to Poem A and pay attention to its rhyming lines and words. Hush, little baby, don’t say a word, Papa’s going to buy you a mockingbird. If that mockingbird won’t sing, Papa’s going to buy you a diamond ring. If that diamond ring turns to brass, Papa’s going to buy you a looking glass. If that looking-glass gets broke, Papa’s going to buy you a billy-goat. If that billy-goat runs away, Papa is going to buy you another day. Read the poem by yourself again and answer the following questions. 1. What’s the baby’s father going to buy if the looking-glass gets broken? 2. What is Papa going to buy for the baby if that billy-goat runs away? 3. What are the features of it? Keys： 1. a billy -goat 2. another billy-goat 3. It has strong rhythm and rhyme and has a lot of repetition. Poem C Our first football match We would have won… If Jack had just scored that goal, A B C D E F G H describes a person?
If we’d had just a few more minutes, If we had trained harder, If Ben had passed the ball to Joe, If we’d had thousands of fans screaming, If I hadn’t taken my eye off the ball, If we hadn’t stayed up so late the night before, If we hadn’t taken it easy, If we hadn’t run out of energy, We would have won… If we’ve been better! Questions 1. Did his or her team win the game? 2. Why his or her team didn’t win the game? 3. Does the speaker really believe his or her own excuse? How do you know? Keys: 1. No, his or her team didn’t win. 2. The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard…. 3. The speaker doesn’t really believe his or her own Poem D&E 1. What subject is the speaker writing about? 2. Does the speaker like the subject? Give a reason for your answer. T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese). In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems from China. Poem H at the bottom of this passage is a translation from the Chinese. Poem H Where she awaits her husband, On and on the river flows Never looking back, Transformed into stone. Day by day upon the mountain top, Discussion 1. What is the story that the poem tells? Tell the story in your own words. The poem tells a story about a woman who was waiting on the mountain top foe 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. 2. Circle one or more of the feelings below that you think the woman has. Give reasons for your answers: loneliness Reasons 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. Step 4 Summary After enjoying these five types of poem, can you tell me the names of these five types? And how about their features? joy anger love hate trust sorrow excuses, because there has too many ifs…
Forms of poems features Nursery rhymes(A) Strong rhythm and rhyme, a lot of repetition, easy to learn and to recite List poems (B and C) Cinquain (D and E) Made up of five lines, convey a strong picture in just a few words Haiku Tang poems Step 5 Homework 1. Review the text and pay attention to some key words, phrases, and sentences. 2. Recite more English poems. 3. Surf the internet to appreciate more English poems. 教案 2 Language points Teaching material NSEFC Book 6 —— Unit 2 Teaching Aims 1. 2. 3. To learn some new words and phrases. To master the main idea of each paragraph. To learn some complicated sentence patterns. (F and G) Give a clear picture and create a special feeling in just a few words (H) The translations have a free form. Repeated phrases and some rhymes
Unit 2 Poems
Teaching Important Point How to help the students to master the usage of some useful words, expressions and sentences. Teaching Difficult Point How to enable the students to grasp and remember the detailed information of the reading material. Teaching Procedure Step1 Revision T: Yesterday we talked about English poetry, especially some famous English poets, right? First let’s do a small quiz to see how much you have mastered the detailed information of the passage. (Slide show) 1. Poetry is used to tell a story or _________ what will give us a strong impression. Or it is used to ______ certain _______. 2. ______________ is a common type of children’s poetry. They ______ children because of strong rhythm and _______ and also r epetition, and make them easy to learn and ________ when they learn about language. 3. Cinquain, a poem, consists of _______ lines, where students can convey a strong ______ in just a few words. 4. ______ a _______ form of poetry rather than a traditional form of English poetry, has ___________, and gives a clear picture and creates a ________ feeling in just a few words. 5. Tang poems, a Chinese form of poetry, whose English ___________ have a _______ form, is so popular that English speakers like to __________ it. Keys: 1. describe; convey; emotions 2. Nursery rhymes; delight; rhyme; recite 3. five; picture 4. Haiku; Japanese; 17 syllables; special 5. translations; free; copy Step 2: Language points T: OK, now would you please open your textbook and turn to page 18 ——English poetry. Have you noticed that in some paragraphs, there are some words in bold? Please pay attention to these words and make clear what do the words in bold refer to. Ok, let’s read the first paragraph together. T: I think you must have got a first impression of English poetry. This class let’s study the passage in details. In my opinion, this passage is not easy. So some language points may help you to understand it better. (Slide show)
1．Some poems tell a story or?Others try to convey certain emotion. convey 1)传达，表达（感情，意见，思想等） He was sent to convey a message to the U.N. Secretary General. convey sth to sb.向某人传达，表达（感情，意见，思想等） convey a sense/an impression/an idea etc I want to convey to children that reading is interesting. 2)传送，运送（可与 from, to 连用） Wires convey electricity from power stations to the users. Your luggage will be conveyed to the hotel by taxi. 2．Nursery rhyme are still a common type of children’s poetry. They delight small children because? delight 1)[u] 欢喜，高兴，愉快 I read your new book with real delight. 2)[c]乐事；讨人喜欢的人，爱好的事物 Your little dog is a real delight. 3) Vt. 使喜欢，使高兴 He delighted the audience with his performance. 相关短语 be delighted with 对?感到高兴 take delight in 嗜好，乐于，喜欢 to one’s delight 令某人高兴的事 with delight 高兴地，欣然 ____________________________________. Keys: He takes great delight in painting. 3. We would have won if Jack had scored that goal. score v. 得分, 刻划, 划线 n. 得分, 刻痕, 二十 He scored high/well in the test. Arsenal scored in the final minute of the game. I recorded the score in a notebook. score 意为二十，它与 dozen, hundred, thousand, million 等词一样，前面有确定 数字时，不加 s，但可以与介词 of 连用，但 hundred, thousand 和 million 前面 有确定数词时，不能跟 of 短语。没有确定数词时加 s 及 of 表示许许多多。 The bus can hold two score and ten people. 这辆汽车可以容纳 50 人。 Scores of people took part in the game. 许多人参加了这次比赛。 4 .We would have won if we hadn’t taken it easy. take it easy 沉住气, 不紧张, 慢慢来 Sit down and take it easy. Just take it easy and tell us exactly what happened. 知识拓展 take things/ it easy take one’s time 不着急，放松，不要紧张 慢慢来 ,不急, 或拖拉，慢吞吞 他爱好绘画。 be delighted to do 乐于做某事
The doctor told me to take things easy and stop working so hard. There’s no hurry; take your time. 5. if we hadn’t run out of energy. 这个组织没有用光钱，这是很重要的。 run out of 意为“用光；耗尽” 。如： It is very important that this organization does not run out of money.
疑难辨析 run out, run out of ① run out 是动副型短语动词，作不及物动词，表示“被用完了（become used up)”的被动含义，其主语通常是时间、金钱、食物等 无生命名词。例如： ② run out of 是三个词组成的短语动词，作及物动词用，后接宾语，表示“用完(use up)”的主动含义，主语只能是人。 ③ run out of 还有“从（某处）流出（跑出） ”的意思；run out 也有“流出，跑出”的意义，但其后不能接宾语。 His money soon ran out. 他的钱很快就花完了。 I ran out of money after I finished shopping. 逛完街我用光了钱。 He ran out of the room. 他跑出了房间。 6. a poem made up of five lines make up ⑴形成、弥补; 补偿; 补足; 补(考)(2)拼凑成; 配制; 包装(3)编辑, 编制(4)虚构; 捏造(5)缝制(6)组成(7)调停; 和解(8)结算(帐 目); 整理(房间等); 准备(床铺等); 包装(9)化装; 打扮 辨别各句 make up 的意义 1. They quarreled (with each other) but soon made up. ____________ 2. She made up her face to look prettier. ____________ 3. The boy made up a story; it was not true. __________ 4. We need one more player to make up a team. 知识拓展 make up for 补偿 补回失去的时间 How can we make up to you for what you have suffered? 我们如何补偿你所遭受的损害？ make up for lost time Some useful expressions 7. Teasing, shouting, laughing tease tease sb. /sth. v. 取笑，招惹，戏弄 取笑，招惹，戏弄 某人/某物 They hurried on to make up for lost time. 他们加速进行以补回失去的时间。 _____________ Keys: 1. 和解；和好 2. 化妆；化装 3. 虚构; 捏造 4. 补足；凑足
At school the other children always teased me because I was fat. They teased her about her laziness. Don’t take it seriously ------he was only teasing. Stop teasing the cat! n. 爱开玩笑的人，爱戏弄别人的人 He’s a terrible tease. 8. Transformed into stone. transform vt. 改变 (?的形状,外观,品质或性质) transform sth (into +sth) 把?..变成?.. 1. Success and wealth ___________________. 成功和财富改变了他的性格。 2. A steam-engine _________________. 蒸汽机把热变成能。 3. He transformed the garage into a recreation room. ____________________________________________ 1. 2. transformed his character 2. transforms heat into energy 他把车库改造成娱乐室。
9. translate 翻译，能译，把?.用另一种形式表达出来 n. translation
A lot of Tang poetry has been translated into English. Most poems don’t translate well. 译得不好 The sentence won’t translate. 译不出来 It’s time to translate your idea into action. 10. appropriate adj.恰当的，合适的 I think this is an appropriate moment to raise the question of my promotion. （晋升） v.拨出（款项） ，挪用 The government has appropriated a large sum of money for building hospitals. The minister was found to have appropriated government money. Step 3 Some useful expressions Slide show Some useful expressions 1. make a list of 3. rhyming words 7. delight sb. _______________ 2.express feeling ________________4.an aspect of … _____________6.nursery rhymes ______________8.score goals _______________ _________________ _________________ ___________ __________________
5. convey certain emotions
9. take the eyes off the ball _____________10.stay up 11. take it easy____________ 13. be made up of_____________ 15. be brimful of …____________ 17. translate into…____________ 19. by chance______________ Keys: 1. 把?列成一张表 2
12.run out of energy__________ 14.convey a strong picture__________ 16.transform into____________ 18.appropriate ending__________ 20.pay attention to___________
表达思想 3. 押韵的词 4. ??的一方面?..
5.传达某种感情 6.童谣 7.使某人高兴 8.进球 9.没有留心看球 10.不睡觉,熬夜 11.放松,不着急 12.精疲力竭 13.由??组成 14.呈现一幅清晰的画 15 洋溢着?? 16.改变,转变成?? 17.翻译成?? 18.恰当的结尾 19.碰巧 20.注意到,留意到?? Step 4 Homework 1. 2. Review the language points we have discussed this class and try to retell the whole passage. Finish exercise 2 in word study. Unit2 Poems
教案 3 Grammar
Teaching material NSEFC Book 6 —— Unit 2 Teaching aims Enable the students to master the usage of the Subjunctive mood. Teaching important points How to enable the students to know the structure and the usage of the Subjunctive mood. Teaching difficult points How to help the students to master the usage of the Subjunctive mood. Teaching aids tape recorder, slides Teaching procedures Step1 Revision 1. 虚拟语气在 if 条件状语从句中的用法 设类型 条件从句谓语
主语谓语 /could/ might+动词原形
与现在事实相反 动词的过去式(be 用 were 而不用 was) should/ would 与过去事实相反 had + 过去分词 should/ would/could /might + have+过去分词 与将来事实相反 1.should+动词原形 2.动词过去式 3.were to+动词原形 与现在 事实相反 与过去事实相反 与将来 事实相反 I wish I were a bird. I wish he hadn‘t done that. (do) I wish I would be rich in the future. 3. 表示要求,命令,建议的虚拟语气 一个坚持 ___________ 两个命令_____________ 2). order, command 三个建议_____________四个要求____________ Keys：1). insist 3). advise, suggest, and propose 4). demand, require, request, desire should/ would/ could/ might +动词原形 过去时（were） had+过去分词 would/could/might+动词原形 2. Wish 引导的宾语从句
这些动词后面的宾语从句要使用虚拟语气用法。即从句中的动词使用 should + 动词原形, 或者将 should 省略。 The doctor suggested that he (should) try to lose his weight. He insisted that we (should) tell him the news. 虚拟语气(二) the Subjunctive mood 1. 表语从句、同位语从句中的虚拟语气 在 suggestion， proposal， order， plan， idea， advice， decision 等需要有内涵的名词后面的表语从句、同 位语从句中，要使用 虚拟语气。其谓语动词应用：should＋原形动词。另外连接从句的 that 不能省 略。例： My suggestion is that we should go there at once. What do you think of his proposal that we should put on a play at the English evening? 2、It’s necessary/strange/natural/ important/pity/no wonder/impossible + that Clause 从句中的动词要用虚拟, 即(should)+动词原形 It is strange that he (should) say so. 他居然会这样说，真是奇怪。 It is a great pity that you (should) think so. 他居然会这样想，真是一件憾事。 It is natural that a bird (should) rest in trees. 鸟在树上安歇是很自然的。 It is necessary that he be sent to Beijing right away. 有必要立即派他去北京。 3、在 It is/was suggested /ordered / demanded / proposed / etc. 结构中要使用虚拟语气。如： It‘s requested that we （should） keep the stability of the society for the people’s peaceful life. It’s suggested that the plan be carried out. It is ordered that all the troops (should) withdraw three miles away. 根据命令，所有部队撤至三英哩以外。 It is arranged that he leave for Canada on Friday. 照安排，他星期五动身去加拿大。 It is suggested that the English evening be held on Saturday. 有人建议，英语晚会周六举行。 4. would rather 后的宾语从句。如：
I would rather you could teach me again. The manager would rather that his secretary went to the meeting instead of him .经理宁愿他的秘书代替他去开会。 5. as if， as though 引导的从句。 以 as if 、as though（似乎，仿佛）引出的方式状语从，如果表示真实情况应该用直陈语气；如果表示非真实情况则应该用虚拟语气, 其谓语动词的虚拟式与 wish 后面宾语从句中谓语动词的虚拟式相同。 The little boy knows so many things as if he was a man. He acted as usual as though nothing had happened. 1. The boy acted ____ he had never lived in Canada before. B. even if C. as D. since A. as though Key：A 6. 由 if only （要是??，那该多好啊！ ）引导的惊叹句。如： If only I had passed the test ！ If only it stopped raining！ 比较 if only 与 only if only if 表示"只有"；if only 则表示"如果??就好了"。If only 也可用于陈述语气。 I wake up only if the alarm clock rings. 只有闹钟响了，我才会醒。 If only the alarm clock had rung. If only he comes early. 7. It is (high) time that It is (high) time that 后面的从句谓语动词要用过去式或用 should 加动词原形，但 should 不可省略。 It is time that the children went to bed. It is high time that the children should go to bed. It is high time that we had our lunch. 该是我们吃午饭的时候了。 It is time that he made up his mind. 该是他作出决定的时候了。 Step3 Exercises Slide show Multiple choices 1. It was urgent that he _________ her immediately. A. calls B.called C.call D.would call 2. It’s high time that something _________ to prohibit selling fake commodities. A. must be done B.was done C. be done D. were done 3. There was a traffic jam; otherwise I ____ here on time. A. would be B. had been C. should be D. would have been 当时闹钟响了，就好了。 但愿他早点回来。
4．The teacher agreed to the suggestion that the students ___ two weeks to prepare for the exam. A. give B. A. was B. should give C. were C. be given went D. happened D. would be given 5．I didn’t go to the party, but I do wish I ___ there. had been D. 6．It is strange that such a thing ___ in your school. A. will happen B. A. leave B. happens C. should happen Left C. will leave D. 7．I’d rather you ___ right away. to leave C. arrived D. would arrive 8．It is required that you ____ at six. A. will arrive B. arrive 9. If only I _____ how to operate an electronic computer as you do.
A. had known Step 4 Homework
B. would know
C. should know
Keys： CBDC CCBBD 1.Finish exercises of Discovering useful structures. 2. Preview Using Language. 教案 4 Using language Teaching aims Enable the students to understand the poem and learn something about the language points in the poem. Teaching important&difficult points How to help the students to master some language points in the poem. Teaching aids tape recorder, slides Teaching procedures Step1 Revision Check exercises on Page 12. Step2 Listening Slide show Listen to the poem ‘I’ve saved the summer’ and answer thesequestions. 1．Do you think the speaker in the poem is more likely to be a girlfriend /boyfriend or parent? 2．Does the poem have rhyming words? 3. How does it make you feel and what does it make you think about? 4. What came into your mind? Step 3 Careful reading Read the poem ‘I’ve saved the summer’ and answer these questions. Circle the words that rhyme. you / new; Slide show I’ve saved the summer And I give it all to you To hold on winter mornings When the snow is new. I’ve saved some sunlight If you should ever need A place away from darkness Where your mind can feed. And for myself I’ve kept your smile When you were but nineteen, Till you’re older you’ll not know What brave young smiles can mean. I know no answers To help you on your way The answers lie somewhere At the bottom of the day. But if you’ve a need for love I’ll give you all I own need/ feed; nineteen/ mean way/day; own/ own Unit 2 Poems
It might help you down the road Till you’ve found your own. 2. What is unusual about the rhyming words in the last four lines? The rhyming words in the last four lines are unusual because they are the same word( although they each have a different meanings) 3. Which sentences in the poem imply that the speaker is an older person who has experienced their own journey through life and is offering love to young person. 1.Till you’re older,….(that is ,till you’re older like me) 2.I know no answer to help you on your way….( I also don’t know the answers to life’s questions.) 3.But if you need for love, I’ll give you all I own. Step 4 Discussion Who is the speaker and who is he/ she reasons . This poem is talking about that a parent is speaking to a young adult child. Step5 Language points 1．pattern 1)模式，方式，形式 The illness is not following its usual pattern.不循常规 Does the poem have a rhythmic pattern?这诗遵守了押韵的规律吗？ 2)图案 She wore a dress with a pattern of roses on it. 3)模范；榜样 The company set a pattern for others to follow. 4)v.模仿，用图案装饰 He patterned himself upon a man he admired. 2．load n. 担子，负担，工作量 They work under the load of responsibility. He climbed the hill with a heavy load on his shoulder. My work load is more than forty hours a week. 2)v. 装货，将货物装上?? They loaded the ship quickly. The truck was loaded with bananas. 3．inspire inspire vt. ① 鼓舞,激励,驱使(+to) inspire sb. to do sth. 鼓舞某人做某事 ②赋予...灵感,给...以启示 inspire sb.赋予某人灵感 ③激起,唤起(感情,思想等) inspire sth. in sb. 使某人产生某种感情; 激发某人的某种感情 inspire sb. with sth. 使某人产生某种感情; 激发某人的某种感情 inspired inspiring inspiration adj.受到鼓舞的 adj.令人振奋的 n.灵感 他那高尚的榜样激发我们大家更加努力。 speaking to? And give your
His noble example inspired the rest of us to greater efforts.
His speech inspired us to try again.
他的演讲鼓舞了我们再作尝试。 美丽的景色使作曲家灵思泉涌。 军乐声总是令人振奋的。
His encouraging remarks inspired confidence in me. 他的一番鼓励激起了我的信心。 The beautiful scenery inspired the composer. 4. hold on They managed to hold on until help arrived. Hold on to your glass, Bob! 知识拓展 hold back ___________ hold sth./ sb. up keys: 阻挡, 抑制压制, 限制 5. try out 试用, 试验 他哥哥的榜样激励他去接受足球队的选拔测试。 请试试我们的红葡萄酒。 她很想试试她那双新溜冰鞋. 燃料如果被燃烧，就放出热。 囚犯们被放出到花园里去劳动。 当看见陆地时，那水手发出一声欢呼。 大发议论, 夸夸其谈 , 紧紧抓住不放, 保住 坚持, 信守, 忠于 推迟, 使耽搁 ___________ hold down___________ hold forth ___________ hold onto ___________ hold to ___________ 他们设法坚持住直到有救援到来。 使劲抓住你的杯子，鲍勃！ The sound of martial music is always inspiring.
His brother‘s example inspired him to try out for the football team. Please try out red wine. She is raring to try out her new skates. If the fuel is burnt, just heat is let out.
The prisoners were let out to work in the garden. Step6 Homework 1. Memorize the language points of the passage.
When the land was seen, the sailor let out a whoop of joy.
2. Surf the Internet to find more information of English and Chinese poems. 教案 5 Unit 2 Poems Listening and Speaking Teaching materials Listening on page 15，48，53 Target language Communicating expressions: I’m not going to… I plan to… Are you going to… I’ m going to… I will… I am looking forward to… Ability goals Enable the students to listen for details and catch the specific information as much as possible. Learning ability goals Enable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials. Teaching important and difficult points How to make sure the answers of listening material and talk about plans and intentions Teaching aids A recorder and cassette tapes, a projector, and a computer Teaching procedures Step1 Dictation 1. She wore a dress with a p_____ of roses on it.
2. He climbed the hill with a heavy l_____ on his shoulder. 3. His speech i_______ us to try again. 4. The sound of martial music is always i_______. 5. 他们设法坚持住直到有救援到来。 6. 燃料如果被燃烧，就放出热 7. 他哥哥的榜样激励他去接受足球队的选拔测试。 8. 他的一番鼓励激起了我的信心。 Keys: 1.patten 2. load 3. inspired 4. inspiring If the fuel is burnt, just heat is let out. His brother‘s example inspired him to try out for the football team. His encouraging remarks inspired confidence in me。 They managed to hold on until help arrived. Step2 Pre-listening The listening on Page 15 is a conversation between a teacher and three of her students about a poetry competition. Predict how they become inspired to write poetry when they are going towrite their poems. Step3 Listening on P15 Listen to the tape for the first time and write out the correct names. 1. Who has written a poem already? 2. Who likes to write when he or she is in the countryside? 3. Who likes to write when he or she is at home? 4. Who likes to study when he or she is listening to music? Keys: 1. Lucy 2. Jack 3. Lucy 4. Tom Listen to the tape again and answer the questions. 1. When do the students have to have their poems completed? By the 24th of the month. 2. Is Lucy satisfied with the poem she has written? No, not completely. She thinks that if she had an extra week to work on it, she could improve it. 3. Who had decided not to write a poem for the competition but then changed his or her mind? Tom. 4. Why does Jack like to go into the countryside to write? Because he finds that he notices all sorts of things and he has interesting thoughts. 5. Why does Lucy stay at home to write? Because she likes the quiet and likes to have her own things around her. 6. Has Tom used music before while studying? Yes, but he has never tried writing poetry to music before. Step4 Listening on P48 1. Who enjoys listening to poetry? Lily ( ) ) Chelsea ( Lily ( ) ) Wu Zhe ( Chelsea ( ) ) 2. Who enjoys writing poetry? Wu Zhe ( the questions. Wu Zhe Lily Chelsea Poetry is like music.; It is rubbish. I like experimenting with words.; The language in poetry is strange. Poetry takes you to a different world. ;You don’t have to follow grammar rules. 2. Read the questions. Then listen to the conversation again and answer
Step5 Discussion 1.Who finds that the right words just come into his/her head when he/she feels inspired? 2. Who thinks he/she just writes down things that don’t mean anything? 3. Who has to think carefully about how to express a feeling in a poem?Chelsea Step6 Listening on P53 1．The students have to give their poetry homework to the teacher today. 2． Sam is going to try to write his poem on the weekend. 3．Sam doesn’t like the poetry homework. 4． Sally doesn’t want to do her poetry homework. 5． Sam doesn’t remember what a haiku is. Ben is going to the park on Saturday. 7． Sam is going to write a poem about himself. 8． Sally, Ben and Sam are all present at the beginning of the conversation. Keys: FTTF TTFF Step7 Speaking (Talking about plans and intentions) Imagine that your 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? Use some of the expressions in Exercise 3 to talk about your plans. The following sentence patterns are helpful for you: I’m not going to… I plan to… Are you going to… I’ m going to… I will… I am looking forward to… Step8 Homework 1. Read the listening materials and pay attention to some key points. 2. Write a short dialogue about your plan. 教案 6 Teaching goals Ability goals Enable the Ss to talk about poems and write or translate a poem. Learning ability goals Help the Ss to write or translate a poem. Teaching important & difficult points Help the Ss to write or translate a poem. Teaching aids A computer and a projector Teaching procedures Step1 Revision T: Read aloud your writing in class. Step2 Reading on P52 Listen to the tape and tell whether it makes you feel something or think about something? 人教选修 6 Unit 2 Poems Extensive reading and writing Wu Zhe Lily
If so, explain it. Step 3 Discussion In groups of three, discuss and then write about the characteristics ofeach poem. Read pages 10 and 11 again to help you. Slide show Poem A Tang poem This poem has beautiful imagery that conveys deep feelings. There are many things that this poem makes the reader think about: light heartedness and heavy heartedness, it contrasts morning and night, and creation and destruction. Poem B adverb poem Number of lines: two sets of four lines Rhythm: regular strong beat Rhyme: four pairs of rhyming lines Repetition: hungrily is repeated at the beginning of each line regularly. Part of speech: The adverb hungrily starts each line. Poem C: a love song Rhythm: regular strong beat Rhyme: two pairs of rhyming lines Repetition: first two lines are repeated at the end of the song Poem D: cinquain Number of lines: five Topic : sunshine Poem E: haiku Number of lines: three Number of syllables: 17 Step4 Brainstorming Brainstorming for poem types, topics and human feelings classical funny modern topics: the sea drinking wine World War Ⅰ friendship the countryside peace broken heart trust human feelings anger happiness Step 5 Writing Now it is your turn to write or translate a poem. When you have finished writing or translating your poem, practice reciting it aloud with correct rhythm and intonation. Step 6 Homework sadness death fear power pets imagination nature… loneliness homesick romantic realism Serious fantasy
Finish your writing or translating of your poem.
2. Prepare for the exam of the unit.