高中英语 Unit 2 Poems教案 新人教版选修6 教案 37页

Unit2PoemsⅠ.单元教学目标技能目标SkillGoals▲Talkaboutdifferenttypesofpoems▲Talkaboutrhymeandrhythm▲Practicewritingsimplepoems▲Learntousethesubjunctivemood▲TalkaboutintentionsandplansⅡ.目标语言功能句式Talkaboutintentions:I’mnotgoingto...Iplanto...Howareyougoingto...?I’ll...I’mlookingforwardto...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,inspire2．认读词汇poetry,emotion,rhythm,rhythmic,repetition,mockingbird,brass,billygoat,coffin,cinquain,droop,dread,haiku,syllable,brimful,translation,await,revolve,utter3．词组takeiteasy,runoutof,makeupof,nurseryrhyme\n语法SubjunctiveMood(2)IfIhaddone...,Iwouldhavedone...重点句子1.Somepoemstellastoryordescribesome-thinginawaythatwillgivethereaderastrongimpression.Otherstrytoconveycertainemotions.P102.Byplayingwiththewordsinnurseryrhymes,childrenlearnaboutlanguage.P103.ItisnotatraditionalformofEnglishpoetrybutitisverypopularwithEnglishspeakers.P114.Althoughthefuturemaybedifficultforyou,wheneveryouneedwarmthandlove,rememberI’llhavesometogiveyou.P15Ⅲ.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。1.1WarmingUp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。1.2Pre-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。1.3Reading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。1.4Comprehending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。1.5LearningaboutLanguage分wordsand\nexpressions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。1.6UsingLanguage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MissJiang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。1.7SUMMINGUP部分对本单元所学知识进行归纳、总结、评估。1.8LEARNINGTIP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WarmingUp,Pre-reading,Reading,Comprehending和练习册READINGTASK部分整合成一节“阅读课”。2.2将课本UsingLanguage中Writing,readinganddiscussing部分与练习册TALKING，SPEAKINGTASK部分整合成一节“口语课”。2.3将课本Writing部分与练习册WRITINGTASK,PROJECT部分整合成一节“写作课”。2.4将课本UsingLanguage中Listeninganddiscussing部分与练习册LISTENING,LISTENINGTASK部分整合成一节“听力课”。2.5将课本LearningaboutLanguage部分与练习册USINGWORDSANDEXPRESSIONS,以及USINGSTRUCTURES部分整合成一节“语言知识课”。3.课型设计与课时分配1stPeriodReading2ndPeriodSpeaking3rdPeriodWriting4thPeriodListening5thPeriodLanguageStudyⅣ.分课时教案TheFirstPeriodReading\nTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语poem,recite,aspect,rhyme,rhythm,nurseryrhyme,diamond,endless,branch,translation,transform,joy,anger,makeupofb.重点句式Somepoemstellastoryor...Others...P10Theydelightsmallchildrenbecause...P102.Abilitygoals能力目标Enablethestudentstoknowmoreaboutthepoems,includingthereasonwhypeoplewritepoemsandthesimpletypesofpoems.3.Learningabilitygoals学能目标Enablethestudentstolearnmoreaboutpoems.Teachingimportant&difficultpoints教学重难点Theformsofpoems.Teachingmethods教学方法Discussion.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionTalkaboutpoemsorsongsthestudentslearnedbefore.First,showthefollowingtothestudents.(Ifpossible,presenttheminaudio-visualform.)夜雪\n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！”BecauseICouldNotStopforDeathBecauseIcouldnotstopfordeath,Hekindlystoppedforme;ThecarriageheldbutjustourselvesAndImmortality.T:Whoarethepeopleinthepictures?S:LiBai,ZangKejiaandEmilyDickinson.T:Theyareallfamouspoetsinhistory.Andtheyallwrotegreatpoems.Doyouknowwhatpoemsare?\nS:Wordsandtheirsoundsorganizedinaspecialwaytoexpressemotions.T:Poemsareakindofliterature.Chinesehasalonghistoryofwritingpoems.Peoplewhowritepoemsarepoets.(Writedownthewordifnecessary.)DoyouknowsomepoetsinChinaorinothercountries?S:InChina,wehavemanyfamouspoetsinhistory.SuchasQuYuan,CaoZhi,BaiJuyi,LiBai,MengHaoran,DuFu,FanZhongyan,GuoMoruo,MaoZedong,andsoon.Inforeigncountries,therearealsomanywell-knownpoets,suchasYeats,Byron,ShellyinEngland;TagoreinIndia;GoetheinGermany;EmersoninAmerica,etc.T:Doyoustillremembersomeofthepoemsorsongsyoulearnedbefore?Sampleversions: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(SoundofMusic)Let’sstartattheverybeginningAverygoodplacetostartWhenyoureadyoubeginwithA-B-C\nWhenyousingyoubeginwithdo-re-miDo-re-miDo-re-miThefirstthreenotesjusthappentobeDo-re-miDo-re-miDo-re-mi-fa-so-la-tiOh,let’sseeifIcanmakeiteasierDoe,adeer,afemaledeerRay,adropofgoldensunMe,anameIcallmyselfFar,alonglongwaytorunSew,aneedlepullingthreadLa,anotetofollowsewTea,IdrinkwithjamandbreadThatwillbringusbacktodo...ohohohDoe,adeer,afemaledeerRay,adropofgoldensunMe,anameIcallmyselfFar,alonglongwaytorunSew,aneedlepullingthreadLa,anotetofollowsewTea,IdrinkwithjamandbreadThatwillbringusbacktodoDoe,adeer,afemaledeerRay,adropofgoldensunMe,anameIcallmyself\nFar,alonglongwaytorunSew,aneedlepullingthreadLa,anotetofollowsewTea,IdrinkwithjamandbreadThatwillbringusbacktodoDoremifasolatido,sodoS4:HappyandYouKnowItIfyou’rehappyandyouknowit,clapyourhands(clapclap)Ifyou’rehappyandyouknowit,clapyourhands(clapclap)Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowitIfyou’rehappyandyouknowit,clapyourhands.(clapclap)Ifyou’rehappyandyouknowit,stompyourfeet(stompstomp)Ifyou’rehappyandyouknowit,stompyourfeet(stompstomp)Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowitIfyou’rehappyandyouknowit,stompyourfeet.(stompstomp)Ifyou’rehappyandyouknowit,shout“Hurray!”(hoo-ray!)Ifyou’rehappyandyouknowit,shout“Hurray!”(hoo-ray!)Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowitIfyou’rehappyandyouknowit,shout“Hurray!”(hoo-ray!)Ifyou’rehappyandyouknowit,doallthree(clap-clap,stomp-stomp,hoo-ray!)Ifyou’rehappyandyouknowit,doallthree(clap-clap,stomp-stomp,hoo-ray!)Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowitIfyou’rehappyandyouknowit,doallthree.(clap-clap,stomp-stomp,hoo-ray!)\nTalkaboutwhypeoplewritepoemswiththestudents.T:Therearemanyreasonswhypeoplewritepoems.Somewanttopassonsomeinformation,sometellastory,someexpressfeelingoflove,anger,joy,etc.We’velearnedalotofpoemsbefore,especiallyinChinese.Butwhatarethereasonswhypeoplewritepoems?Workingroupsandlistsome.Sampleanswers:Peoplewritepoems:toexpressone’shopesandintentions;tocalluppeopletodosomething;topracticewriting;topouroutone’sfeelings;toshowdissatisfactionorpraise...StepⅡLead-inTask1:Talkaboutthekindsofpoems.T:Peopleindifferentcountriesmakedifferentkindsofpoems.Forexample,insomewesterncountries,thereareepics,sonnetsandsoon;inJapan,thereishaiku.CanyougiveexamplesofpoemsofdifferentkindsbothinChineseandEnglishyoulikebest?Why?Sampleanswers:S1:AChinesepoem: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。（Ilikethepoembecauseitshowspeople’smiserablelifebecauseofwar.）S2:AChinesepoem: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。（Ilikethepoembecauseitshowsthedeterminationtodefendthemotherland.）S3:AnEnglishpoem:DaretoBelieveEverybodyKnows:Youcan’tbeallthingstoallpeople.Youcan’tdoallthingsatonce.\nYoucan’tdoallthingsequallywell.Youcan’tdoallthingsbetterthaneveryoneelse.Yourhumanityisshowingjustlikeeveryoneelse’s.So:Youhavetofindoutwhoyouare,andbethat.Youhavetodecidewhatcomesfirst,anddothat.Youhavetodiscoveryourstrengths,andusethem.Youhavetolearnnottocompetewithothers,Becausenooneelseisinthecontestof*beingyou*.Then:Youwillhavelearnedtoacceptyourownuniqueness.Youwillhavelearnedtosetprioritiesandmakedecisions.Youwillhavelearnedtolivewithyourlimitations.Youwillhavelearnedtogiveyourselftherespectthatisdue.Andyou’llbeamostvitalmortal.DareToBelieve:Thatyouareawonderful,uniqueperson.Thatyouareaonce-in-all-historyevent.Thatit’smorethanaright,it’syourduty,tobewhoyouare.Thatlifeisnotaproblemtosolve,butagifttocherish.Andyou’llbeabletostayoneuponwhatusedtogetyoudown.(Becauseitmakesmeknowmyselfwellandfeelconfident.)Task2:AskthestudentstoskimthepoemsintheReading.Thentickthebox.T:Poemsaremostlywrittentoshowpeople’semotions,asweknow.InChinese,wehave“诗言志”，“诗言情”，“诗歌合为事而作”.Thatis,peoplewritepoemsfor\ndifferentreasons,thenwehavedifferentkindsofpoems.NextpleasegooverquicklythepoemsintheReadingpart.Andthentickthecorrectbox/boxesforeachquestion.Sampleanswers:WhichpoemABCDEFGHdescribesaperson√tellsastory√describesanaspectofaseason√√√isaboutsport√isaboutthingsthatdon’tmakesense√isrecitedtoababy√describesariverscenehasrhymingwordsattheendoflines√√repeats√√\nwordsorphrasesStepⅢIntroductionTask1:Askthestudentstoreadthepassagequicklyandfilltheformbelow.T:Poetryisagreatformofliterature.Therearedifferentkindsofrulesforpoems,sotheformsofpoemsarequitedifferentfromcountrytocountry.ThepassageinReadingwilltellussomethingaboutformsofEnglishpoems.Nowreadandfindouttheinformationtocompletethefollowingform.Showthefollowing.FormsofpoemsFeaturesSampleanswers:FormsofpoemsFeaturesNurseryrhymesstrongrhythmandrhyme,alotofrepetition,easytolearnandtoreciteListpoemsrepeatedphrasesandsomerhymeCinquainmadeupoffivelines,conveyastrongpictureinjustafewwordsHaikugiveaclearpictureandcreateaspecialfeelinginjustafewwordsTangpoemsTask2:Askthestudentstolistentotherecordingofthepassageandtryclapping\nthebeats.Task3:Comprehending:Askthestudentstoanswerthequestionsfollowingthetext.T:Whichpoemdoyoulikebest?Andwhy?S1:Ilikethefirstonebest.Ithasstrongrhythmandreadseasily.S2:Ilikethefirstonebest,too.Becauseitisfuntoread.S3:Ilikethesecondonebest.Ithasrepeatedphrasesandstrongrhythm.S4:IpreferthepoemF.Itisverysimpleandeasytorecite....Sampleanswerstotherestquestions:（由于教材内容不全，本部分未给出全部答案。）1.(1)Themaintopicofthereadingpassage:differentformsofEnglishpoems(2)Fivekindsofpoemsare:nurseryrhymes;listpoems;cinquain;haiku;Tangpoems.(3)PoemAhasastrongrhythm.PoemsAandBhaverhyminglines.(4)PoemFgivesaclearpictureinthemind.3.(1)Ifthemirrorgetsbroken,thebaby’sfatherwillbuyabilly-goatinstead.(2)Ifthegoatrunsaway,thebaby’sfatherwillbuyanothergoat.(3)Thespeakeriswritingaboutfootball.(4)No,hisorherteamdidn’twin.(5)Theplayersdidn’twinbecause:Jackdidn’tscorethatgoal;theydidn’thaveenoughtime;theyhadn’ttrainhard...(6)Thespeakerdoesn’treallybelievehisorherownexcuses,becausetherehastoomanyifs...(7)Yes.IalwaysgiveexcuseswhenIdon’twinordosomething./No.I’venevergivenanyexcuseswhenIdon’twinordosomething.(8)Thepoemtellsastoryaboutawomanwhowaswaitingonthemountaintopforherhusband.Thestorygoeslikethis:Aloyalwifekeptstandingonamountaintopwaitingforherhusband’scomingback.Yearafteryear,thewifebecameastone\nwhichlookslikeawomanwatchingintofardistance.(9)Thewomanhasthefeelingsof:loneliness:shewasalonewatchingherhusbandonthemountaintop.love:shewaitedyearafteryeardespitewindandrain.trust:shebelievedherhusbandwouldcomebackoneday.sorrow:yearafteryear,shewaitedandwaitedwithoutseeinganyhopeofherhusband’scomingback,shewasverysad.Task4:Askthestudentstoknowsomethingaboutpoems.T:Asweknow,mostpoemshavestrongrhythmsorrhyminglines.Butwhatarerhymeandrhythm?Sampleanswers:Arhymeisarepetitionofidenticalorsimilarsoundsintwoormoredifferentwordsandismostoftenusedinpoetry.Thetermusuallyreferstotherepetitionofsoundsattheendofrhymedwords.Iftwowordsorlinesofpoetryrhyme,theyendwiththesamesound,forexample“hop”and“pop”.Arhythmisaregularrepeatedpatternofsoundsormovements.T:Nexttrytodefinethewords“cinquain”and“haiku”.Sampleanswers:cinquain:Ashortpoemconsistingoffivelinesarrangedinthefollowingstructure:lineonestatesasubjectinoneword,linetwodescribesthesubjectintwowords,linethreedescribesanactionaboutthesubjectinthreewords,linefourexpressesanemotionaboutthesubjectinfourwords(ordescribesthesubjectagainintwowords),linefiverestatesthesubjectinanothersingleword.haiku:AJapanesepoemcomposedofthreeunrhymedlinesoffive,seven,andfivesyllables.Haikuoftenreflectssomeaspectsofnature.Task5:Askthestudentstoreadthepoemsonpage52intheworkbook.Thenanswerthequestionsfollowed.(Encouragethestudentstocomprehendthepoemsontheir\nown.)T:We’veknownsomesimplerformsofEnglishpoemsbynow.Next,pleasereadthepoemsintheworkbook.First,getthemainideaofeachpoem.Thencompletethefollowingform.Showthefollowing.ABCDENumberoflinesNumberofsyllablesRhythmRhymeRepetitionCertainpartofspeechSampleanswers:ABCDENumberoflines481053Numberofsyllables2217RhythmstrongRhythmstrongRepetitionalotofrepetition\nCertainpartofspeechadjectivesThenaskthestudentstoanswerthefirstquestiononpage53intheworkbook.T:Whatdoeseachpoemmakeyoufeelorthinkabout?Sampleanswers:S1:Thefirstpoemmakesmethinkofsuchapictureinwhichapoetwakesupinaverybrightspringmorningwithbirdssinginginthetrees.Butthebeautifulmorningremindsthepoetoftheblossomswhichmighthavebeenbrokenbythenightstorm.S2:Thesecondpoemmakesmethinkofthefollowingthings:acateatingfish;ahungryboymakingawish;aboyrunningtotheendoftheroad;adrivertakingthenextturn;ayoungmanwholovessea;abeautifulgirllookingatthepoet;asealdivingintothesea;thepoetfallingintosleep.S3:Thethirdpoemmakesmefeelthepassionbetweenlovers.S4:Thefourthpoemmakesmethinkofabeautifulsunshinedayandalovelypairsingingcheerfullyandcalmly.Theatmospheremakesmefeelhappyandrelaxed.S5:Thefifthpoemmakesmethinkofmyfatheroranoldman.StepⅣHomework1.AskthestudentstocollectatleastfiveEnglishpoemswithdifferentforms.2.AskthestudentstodoExercise1inLearningaboutLanguageonpage12.TheSecondPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语pattern,sunlight,darkness,warmth,threadb.交际用语Doyouenjoy...P49\nDoyouthink...P49Whatdiditmakeyoufeelor...P142.Abilitygoals能力目标Enablethestudentstotalkaboutpoems.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotalkaboutpoems.Teachingimportant&difficultpoints教学重难点Howtotalkaboutpoems.Teachingmethods教学方法Discussion.Teachingaids教具准备Ataperecorder.Teachingprocedures&ways教学过程与方式StepⅠRevisionandLead-inAskthestudentstoreadthewordsaloud.Thenaskthemtoexplainwhy“rhyming”canmakevocabularyeasy?T:Poemsareoftenshort,personalandnoteasytounderstandbutreadingthemisaverygoodwaytolearnlanguage.Forexample,wordsthatrhymemakesvocabularyeasytoremember.NowlookatExercise1onpage12.Let’sseehoweasyitistorememberrhymedwords.First,lookattheexamplewordsthatrhymeeachother.Readaloudthewordsandtrytoexplainwhy“rhyming”canmakevocabularyeasy?S:(Afterreading)Wordsthatrhymehavethesameorsimilarsoundandtheirspellingformsmaybequitesimilar,soitcanbeeasytolearn.Askthestudentstoshowtheirwork.T:Well.Readoutthewordsyou’vefoundforthegivenwords.AskthestudentstoanswerthequestionsinTALKINGonpage49intheworkbook.T:Wecanseefromtheabovethatwordsbecomemucheasiertoremember.Solearning\nbyreadingpoemscanbeagoodway.Doyouenjoylisteningtopoetryorreadingit?S1:Yes.Ienjoyreadingitverymuch.AndIsometimeswriteafew.Ipracticemylanguageinthisway.S2:Ienjoylisteningtopoetry.It’slikelisteningtomusic.IoftenlistentoLiMoranonCCTVreadingChinesepoems.Hisvoiceoftenmakesmefeelinspiredandexcited.S3:Idon’tlikereadingorlisteningtopoetryatall.Ithinkpoemsareoftendull,meaninglessandartificial.S4:Idon’tlikepoems,either.Becausepoemsaresometimesdifficulttounderstand.Readerscan’tunderstandthepoetcompletelybecauseofdifferentsituationsandmoods.Justthinkwhentheothersarehappyandyoureadasadpoemtothem,howwilltheothersrespond?S5:Idon’tlikepoems.Poetry’srubbishifyouaskme.T:Doyouenjoywritingit?S6:Yes.Butnotoften.Ialwaysfinditdifficulttofindtherightwordstoshowmyfeelings.Ijustwritedownwhatevercomesintomyhead.S7:No,never.Writingpoemsisnothingdifferentfromkillingmyself.S8:Yes.SometimeswhenIamaloneornotinagoodmood.Ifoundrightwordsjustcomespillingout.Youjusthavetomakeitsoundright.S9:Yes.Ilikehowpoetryletsyouexperiment.Ilikeplayingwithwordsandsentencesandlines.StepⅡListeningandSpeakingTask1:Askthestudentstolistentothepoem“I’vesavedthesummer”.AndthenanswerthequestionsinExercise1.T:Nextwe’lllistentoapoem“I’vesavedthesummer”.Whatdoesthetitlemakeyoufeelorthinkof?S1:Itmakesmethinkofsomethingregretful.\nS2:Itmakesmefeelhopefulandlookbacktothehappydaysinthesummer.T:Well.Let’slistenandfindoutwhatthepoemtellsus.Afterlistening,askthestudentstoanswerthequestions.Sampleanswers:S1:Ithinkthespeakerinthepoemismorelikelytobeaparent.Becausethewritershowshisgreatlovetohissoninthepoem.S2:Yes.Thepoemhasarhythmicpattern.S3:Yes.Thepoemhasrhymingwords.S4:Yes.WhenIwaslisteningtothepoem,Ifeltgreatloveinitandthoughtofsomeonewhorecalledthepasthappymoment.Askthestudentstoreadthepoemaftertherecordingandcirclethewordsthatrhymeinthepoem.T:RodMcKuenisanAmericanpoet,singer,songwriterandmusician.“I’vesavedthesummer”ishislastwork.McKuenhimselftookitasalullabythatafathermightsingtohisgrowingson.Nowreadaftertherecordingandcirclethewordsthatrhyme.Sampleanswers:Wordsthatrhyme:you,new;need,feed;nineteen,mean;way,day;own,ownTask2:Askthestudentstodiscussaboutthepoem.T:Nowworkingroupsanddiscussthequestionsonpage15.Sampleanswers:S1:Thespeakerinthepoemisaparent.He/Sheisspeakingtohis/herson.Reasons:firstly,theparentsendshis/hersonwarmthofthesummer;secondly,he/sheleadsthesontobrightness;thirdly,he/sheteachesthesontobebrave;finally,he/shewouldgivethesonallhis/herlovetohelphimdowntheroad.Alltheseshowthegreatandselflessloveofaparent.S2:Ithinkthesecondstatementisclosestinmeaningtothespeaker’smessage.\nInthepoem,thespeakersaystohis/hersonthathe/shehasnoanswerstohelphimontheway.Instead,thesonshouldfindtheanswershimself.StepⅢDiscussingTask1:Askthestudentstothinkaboutthekindofpoemtheywouldwrite/translate.T:Supposeyouwanttowriteortranslateapoem.Nowthinkaboutthekindofpoemyouwouldliketowriteortranslate.Sampleanswers:Kindsofpoems:nurseryrhymes;listpoems;cinquain;haiku;TangpoemsTask2:Askthestudentstodiscussthekindofpoemtheyaregoingtowrite/translate.Sampledialogue1:S1:Whenareyougoingtodoyourpoetryhomework?S2:I’llhaveagointheevening.S3:Whatkindofpoemareyouplanningtowrite?S2:IthinkI’lltrywritingsomenurserypoems.S1:Whatareyougoingtowriteabout?S2:I’mgoingtowriteaboutabirthday.S3:Whatareyougoingtodoyourson?S2:I’mgoingtoseeifIcanusemycomputer.Sampledialogue2:S1:Whenareyougoingtodoyourpoetryhomework?S2:I’lldoitatthisweekend.S3:Whatkindofpoemareyouplanningtowrite?S2:IthinkI’lltrywritingsomehaikupoems.S1:Whatareyougoingtowriteabout?S2:I’mgoingtowriteabouttrees.S3:Whatareyougoingtodoyourson?\nS2:I’mgoingtoseeifIcanusemycomputer.Sampledialogue3:S1:Whenareyougoingtodoyourpoetryhomework?S2:I’lldoitaftersupper.S3:Whatkindofpoemareyouplanningtotranslate?S2:IthinkI’lltrytranslatingsomeTangpoems.S1:Whosepoemsareyougoingtotranslate?S2:I’mgoingtotranslateHeZhizhang’spoems.S3:Whatareyougoingtodoyourson?S2:I’mgoingtoseeifIcanusemycomputer.StepⅣHomeworkAskthestudentstowrite/translatethepoemstheytalkedaboutintheclass.TheThirdPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语load,translate,recite,poster,lyrics2.Abilitygoals能力目标Enablethestudentstowrite/translatesimplepoems.3.Learningabilitygoals学能目标Helpthestudentslearnhowtowrite/translatepoems.Teachingimportant&difficultpoints教学重难点Howtowriteortranslatepoems.Teachingmethods教学方法Comparing.Teachingaids教具准备Acomputerandsomeslides.\nTeachingprocedures&ways教学过程与方式StepⅠRevisionAskthestudentstoshowtheirwork.T:Tillnow,we’velearntalotaboutpoems,includingforms,characteristics,etc.Asforpoemwriting,therearemanyrulesandregulations.Forexample,somepoemsshouldhavestrongrhythmandrhyminglines,someshouldhavecertainnumberoflines.Whenwepracticewritingpoems,weshouldfollowtheserules.Nowwho’dliketoshareyourwork?Samplepoemsforreference:1.(Anurseryrhyme)FiveFatPeasFivefatpeasinapeapodpressedOnegrew,twogrew,sodidalltherest.TheygrewandgrewAnddidnotstop,UntilonedayThepodwentPOP!2.(Ahaikupoem)TreesGreeneveryspringBrightorangeinautumnBareinwinter3.(AtranslationofaTangpoem)ComingHome(byHeZhizhang)　IlefthomeyoungandnottillolddoIcomeback,Myaccentisunchanged,myhairnolongerblack.Thechildrendon’tknowme,whomImeetontheway,“Wheredoyoucomefrom,reverendsir?”theysmileandsay.StepⅡWritingTask1:Talkwiththestudentsabouthowtowritelistpoems.\nT:Thelistpoem(alsocalled“catalogpoem”)consistsofanitemizationofthingsorevents.Firstbrainstormalistoftitles/topicsandpickafavoriteone.Thenlistideasanddescriptions.Forexample,ifyouwanttowriteapoemaboutthunderstorms,youmightstartbywritingdownrelevantwords,andthenchoosethemostsuitableones:flash,blowing,rumble,night,deadlyandrain,perhaps.Here’sanexampleforyou.Readandfindoutwhatthepoemtellsus.Showthefollowing.ADayintheBarnyardFarmerscuttinggrassTractorsinthefieldsFarmersplantingcornCowseatinggrassTractorsmakingnoisesFarmerspickingweedsFarmersfixingfencesLawnmowersgoingbackandforth.S:Theabovepoemshowsusapictureoffarmer’slife.T:Thereisnorhymelinesbutalistofthingsthatthewriterhasseeninabarnyard.Soit’sveryeasytomakeone.NowlookatExercise1inWritingonpage16.Workingroups,chooseonetopicandthenstartyourgrouppoem.Ifyouwriteaboutsomethingthatyouknowalotaboutyouwillbemorelikelytowritefromyourheartanditwillbeaveryinterestingstorybecauseithascomefromyourheart.Sampleversion1:IfIweretheruleroftheworldIfIweretheruleroftheworld,Iwouldmakesomechangesfast.Iwouldmakepeacelast\nWardisappear,Iwouldmakepoorrich,Goodbecomebetter.Iwouldremoveanything,Thathindertheprogressofhumanbeing.IwouldmaketheworldFullofharmony,friendship,Andlove.Atruefamily.Sampleversion2:IfIhadamilliondollarsIfIhadamilliondollars,IwouldbuyEnoughbreadforhungry,Enoughbooksforchildren,Enoughshipsforfishermen,Enoughhousesforhomeless,Enoughhopefortheworld.Sampleversion3:IfIhadtakenyouradviceIfIhadtakenyouradvice,Iwouldhavecaughtthetrain,Iwouldhavearrivedontime,Iwouldhavemetmyfather,Iwouldhavehuggedhimlong,Iwouldhavethankedhimmore,Iwouldhavemadehimhappiest\nManintheworld.Task2:Askthestudentstowriteapoemthatstartswith“Ifeelhappywhen...”or“Slowly”.T:Next,we’llgoonwithtwootherpoemsthatstartwith“Ifeelhappywhen...”or“Slowly”.Forthesecondtopic,youshouldmakesurethateachpairoflinesrhymes.Firstreadtheexamples,thenstartyourpoems.Sampleversion1:IfeelhappywhenThemoonisround,Brothersandsisterssittingaround,Tastethemooncakeandthejoyoflife.IfeelhappywhenMyworkisdone,Andwearinessgone.Everythinggoessmoothly.IfeelhappywhenYousleepsoundly,Withyourlittlehandroundmyneck.Peaceandlovefulloftheroom.Sampleversion2:Slowlyyouturnupinmydream,Slowlythecharmingfacefadesinthebeam,Slowlyacarmovestowardtheeast,Slowlyladiesandgentlemenjoinedthefeast.Slowlythesunsetsinandendstheday,Slowlyyoutakethesleigh.SlowlyIgotupsilently,\nSlowlyanotherdaybeginscarefully.StepⅢHomework1.AskthestudentstodotheexercisesinDiscoveringusefulstructuresonpage13.2.AskthestudentstodoListeningTaskintheworkbookonpage53.TheFourthPeriodListeningTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语darkness,warmth,enter,deadlineb.交际用语Ithink…I’venever…2.Abilitygoals能力目标Enablethestudentstomakeplansforwritingpoems.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotalkaboutplansforwritingpoems.Teachingimportant&difficultpoints教学重难点Howtotalkaboutplansforwritingpoems.Teachingmethods教学方法Listeninganddiscussion.Teachingaids教具准备Acomputerandsomepictures.Teachingprocedures&ways教学过程与方式StepⅠRevisionandLead-inAskthestudentstoshowtheirwork.T:Poemwritingcanbeeasyandfun.Sometimesweneedn’tthinkaboutgrammarrules,\nrhymeoranything.Justmakealistofyourideasandthoughts,that’sOK.Nowlet’sseehowyouhaveyourpoemsdone.Sampleversions(toExercises1and2):1.OursecondfootballmatchWewoninthesecondmatchBecausewehadn’tmissedanychance,BecauseBenhadagoodpass,Becausewehadthousandsmorefansscreaming,Becausewehadagoodsleepthenightbefore,Becausewehadtakenitseriously,Becausewehadendlessenergy.Wewon,Becausewe’dbeenbetter!2.WewouldwinWewouldwin...IfweplayedagainstTeamTigerIfourclassmatescametohelpIfweknewtheirstyleofplayingIfwecouldworkbetterIfwemissednogoalIfweneverbroketheruleT:Whenwepracticewritingpoems,rememberthemostimportantistowriteaboutthingswearefamiliarwith.Writingpoemsisalsoagoodwaytolearnvocabulary.Nextwe’lllistentosomeotherstalkingaboutpoetry.StepⅡListeningTask1:(Workbook:P48):Askthestudentstolistentotherecordingandfindthe\nanswerstotheexercisesonpage48.T:Theteacher,MrTanner,andthreestudents,WuZhe,LilyandChelsea,aretalkingabouthowtheyfeelaboutpoems.Nowlistenandfindout.Playtherecordingthreetimesandthenchecktheanswerswiththestudents.Task2:(Textbook:Exercises1-2,P15):AskthestudentstolistentoMissJiang,ateacherdiscussingaboutapoetrycompetitionwithherclassandfinishtheexercises1and2onpage15.Checktheanswerswiththestudents.Task3:(Textbook:Exercise3,P15):Askthestudentstolistentoandreadaftertherecording.StepⅢHomeworkAskthestudentstodoExercise2onpage12inthetextbookandExercises1,2and3onpages49intheworkbook.TheFifthPeriodLanguageStudyTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语nursery,rhythm,recite,runoutof2.Abilitygoals能力目标Enablethestudentstolearntousethesubjunctivemood.3.Learningabilitygoals学能目标Helpthestudentslearnhowtousethesubjunctivemood.Teachingimportant&difficultpoints教学重难点Thesubjunctivemood.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.\nTeachingprocedures&ways教学过程与方式StepⅠGrammarFocusTalkabout“subjunctivemood”.T:Duringthepreviousperiods,welearnedalotaboutnurseryrhymesforwhichwepracticedalotonthe“ifI...”pattern.The“IfI...”poemworkssowellbecauseitallowsyoutofollowoneofthefirstrulesofwriting:Writeaboutthethingsyouknow.Writeaboutsomethingthatyoufeelverystronglyabout.Nextwearegoingtotalkaboutthe“if”pattern.Showthefollowingtothestudents.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/wereto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Askthestudentstoreadthefollowingexamplesrepeatedly.(1)Ifanythinghadhappened,hewouldhaveletherknow.IshouldhavetalkedtomotherifIhadthoughtofit.IfIhadbeenlesscautiousImighthavebeenmorewise.IfithadnotbeenforMargaret,Imightnothaveunderstood.NodoubtIcouldhaveearnedsomethingifIhadreallymeantto.Hedideverythingformethatmyfathercouldhavedoneifhehadlived.\n(2)Ifwisheswerehorses,beggarswouldride.IfIwereyou,I’dgotonightschool.Ifweweremen,we’dbedoingsomethingdecentnow.Itellyou,youwouldn’tbeanywhereatallifitweren’tforRuth.Indeed,iftherewereanythingtotell,Iwouldtellittoyou.Ifyouhadyourchoice,wherewouldyougo?WouldyoumindverymuchifIaskedyoutodosomething?Ifhewent,wouldyougotoo?Ithinkitwouldbemuchbetterifyougotajob.Wouldn’titbebetterifyoumadeanappointmenttoseehimattheoffice?(3)Ithoughtifyouweretospeaktohim,itwouldcarrymoreweight.Butifsheweretoloseherplacetheywouldberuined.I’msureyou’dbethefirsttobesorryifanythingwastohappentohim.Iftheyweretohearyoutalking,they’dthinkyouwereaschoolteacher.IshouldbemosthappytogodownwithyouifIshouldnotbeintheway.Ifitshouldbenecessary,Icouldcomeatsix.(4)Ifithadn’tbeenforthedoctor’scare,Ishouldnotbespeakingtoyounow.Ithinkweshouldhavebeentoldiftherewasanythingup.Ifyou’dlistenedtome,youwouldn’tbeinsuchtroublenow.Thenaskthestudentstodotheexercisesintheworkbook.T:Asforthesubjunctivemood,weusuallyhavetheabovestructures.Theonlythingtodoistodecidewhichpatternweshoulduse.NowdoExercises2,3and4onpage51.StepIIHomeworkAskthestudentstodothetaskinPROJECT.附件1.虚拟语气\n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.Ifhewererich,hewouldbuythehouse.IfMaryfoundthebook,shewouldbringittoyou.Wecouldaskherifshewerehere.与过去事实相反had+ppwould/should/could/might+have+ppIfhehadseenyouyesterday,hewouldhaveaskedyouaboutit.Ifyouhadcomeearlier,youmighthavecaughtthetrain.IshouldhavecalledyouifIhadknownyourtelephonenumber.与将来事实相反should/weretowould/should/could/might+v.IfIshouldfail,Iwoulddoitagain.Ifthesunweretoriseinthewest,Iwouldnotmarryhim.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)Itisnecessary/natural/imperative/important/proper/urgentthat+S+should+v/v/be+ppItisnecessarythathetaketheexamination.Itisproperthatsherefusetheoffer.句型（2）：表“情绪活动方面的主观看法”(should居然，竟然)Itisapity/strange/surprising/wonderful/nowonder/funny/amatterof\nregretthat+S+should+v/vItisstrangethatsheshouldmarrysuchaman.Itisapitythattheboyshouldbesoproud.句型（3）：Itisdesired/ordered/requested/suggested/proposed/arranged/hasbeendecidedthat+S+should+v/vItissuggestedthatameetingshouldbeheld.Itwasarrangedthattheyleavethefollowingweek.IthasbeendecidedthatthemeetingbeputofftillnextSaturday.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）IwishIwererich.IwishIhadbeeninHongKonglastyear.WewishhewouldspeakEnglish.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/vTheofficerorderedthatallthesoldiersgetready.Theyinsistedthatwebegintheworkatonce.注：1）insist“坚持，坚持主张（认为）”强调事实或经验，用陈述语气。Iinsistedthatitwasanaccident.2）suggest“暗示，启发”用陈述语气。Thelookonhisfacesuggestedthathewasunhappy.\n4）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/vMysuggestionisthatwevisitParis.Herideaisthattheydiscussthereport.Whatdoyouthinkoftheplanthatourclassesbeendedattheendofthismonth?5）虚拟语气在定语从句中Itis/wasabout/hightime(that)+S+过去式动词/should+vItistimewewenthome.Itistimeweshouldgo.Itistimeforustogohome.6）在asif/though,evenif/though从句中，或目的状语从句和让步状语从句中情况例句asifItseemsasifitwereafineday.Hespeaksasifhewereaprofessor.sothatinorderthatWestudyhardsothatwemayworkwell.Theteacherspokeslowlyinorderthatthestudentscouldhearclearly.whateverwhoevernomatterwhatnomatterhowWhateverbethedifficulties,wemustgoonwiththework.Nomatterwhatyoumaysay,IamdeterminedtodowhatIthinkisright.Youmustn’tbeproud,howevermuchyoumayachieved.7）其它情况Butfor=Without/Ifitwerenotfor/Butthat+S+现在式v+n,S+should\n/could/would/might+vButforyourhelp/Withoutyourhelp,/Ifitwerenotforyourhelp,/Butthatyouhelphim,hewouldfail.2.文化背景知识Narrative,lyric,dramaticAsanartform,poetryisthousandsofyearsold.Therearethreebasictypesofpoem:thenarrativepoem,thelyricpoem,andthedramaticpoem.Ofcourseanypoemmaycontainelementsofallthree,butessentiallyyouwillfindthatanythingyoureadfallsintooneofthesecategories.Thenarrativepoemtellsastory.Thismight,forexample,bearhymingballadoranepiclikeHomer’sOdyssey,oritmightbeamuchshorterpoemwhichtellsatale.Thelyricpoemisoftenshort,andtendstobewritteninthefirstpersonaboutanintenseprivateexperience.Thedramaticpoemassumesavoice(oftenthevoiceofsomeonewhoisclearlynotthepoet)orvoices.3.读小诗学英语IfIfyoucankeepyourheadwhenallaboutyouArelosingtheirsandblamingitonyou;Ifyoucantrustyourselfwhenallmendoubtyou,Butmakeallowancefortheirdoubtingtoo;Ifyoucanwaitandnotbetiredbywaiting,Or,beingliedabout,don’tdealinlies,Or,beinghated,don’tgivewaytohating,Andyetdon’tlooktoogood,nortalktoowise;Ifyoucandream-andnotmakedreamsyourmaster;Ifyoucanthink-andnotmakethoughtsyouraim;\nIfyoucanmeetwithtriumphanddisasterAndtreatthosetwoimpostorsjustthesame;Ifyoucanbeartohearthetruthyou’vespokenTwistedbyknavestomakeatrapforfools,Orwatchthethingsyougaveyourlifetobroken,Andstoopandbuild‘emupwithwornouttools;IfyoucanmakeoneheapofallyourwinningsAndriskitononeturnofpitch-and-toss,Andlose,andstartagainatyourbeginningsAndneverbreatheawordaboutyourloss;IfyoucanforceyourheartandnerveandsinewToserveyourturnlongaftertheyaregone,AndsoholdonwhenthereisnothinginyouExcepttheWillwhichsaystothem“Holdon!”;Ifyoucantalkwithcrowdsandkeepyourvirtue,OrwalkwithKings-norlosethecommontouch;Ifneitherfoesnorlovingfriendscanhurtyou;Ifallmencountwithyou,butnonetoomuch;IfyoucanfilltheunforgivingminuteWithsixtyseconds’worthofdistancerunYoursistheEarthandeverythingthat’sinit,And-whichismore-you’llbeaManmyson!ThePrideofYouthProudMaisieisinthewood,Walkingsoearly;SweetRobinsitsonthebush,Singingsorarely.\n“tellme,thoubonnybird,whenshallImarryme?”“whensixbrawgentlemenkirkwardshallcarryye.”“Whomakesthebridalbed,birdie,saytruly?”“Thegray-headedsextonThatdelvesthegraveduly.”“Theglowwormo’ergraveandstoneShalllighttheesteady;Theowlfromthesteeplesing,Welcome,proudlady.”SayingGoodbyetoCambridgeAgainVeryquietlyItakemyleave,AsquietlyasIcamehere;QuietlyIwavegoodbyeTotherosycloudsinthewesternsky.ThegoldenwillowsbytheriversideAreyoungbridgesinthesettingsun;TheirreflectionsontheshimmeringwavesAlwayslingerinthedepthofmyheart.ThefloatingheartgrowinginthesludgeSwaysleisurelyunderthewater,InthegentlewavesofCambridge,Iwouldbeawaterplant\nThatpoolundertheshadeofelmtreesHoldsnotwaterbuttherainbowfromthesky;ShatteredtopiecesamongtheduckweedsIsthesedimentofarainbow-likedream.Toseekadream?JusttopoleaboatupstreamTowherethegreengrassismoreverdant;OrtohavetheboatfullyloadedwithstarlightAndsingaloudinthesplendorofstarlight.ButIcannotsingaloud:Quietnessismyfarewellmusic;Evensummerinsectskeepsilenceforme;SilentisCambridgetonight!VeryquietlyItakemyleave,AsquietlyasIcamehere;GentlyIflickmysleeves,NotevenawispofcloudwillIbringaway.