高二上英語(yǔ)培訓(xùn)單元教學(xué)設(shè)計(jì)-Module 6 Unit 2 poems(新課標(biāo)版高二英語(yǔ)選修六教案教學(xué)設(shè)計(jì))

發(fā)布時(shí)間：2016-3-3 編輯：互聯(lián)網(wǎng) 手機(jī)版

單元重點(diǎn)內(nèi)容與教學(xué)目標(biāo)

本單元的中心話題是詩(shī)歌。聽說讀寫等語(yǔ)言知識(shí)和語(yǔ)言技能主要圍繞“詩(shī)歌”這一主題設(shè)計(jì)的。文中涉及詩(shī)歌的韻律、節(jié)奏，并介紹了幾種簡(jiǎn)單的不同內(nèi)容和形式的詩(shī)歌。本單元引導(dǎo)學(xué)生討論這些內(nèi)容，目的在于讓他們了解詩(shī)歌的一些基本特征和寫作方法，自己嘗試寫簡(jiǎn)單的詩(shī)歌，并學(xué)會(huì)欣賞這些優(yōu)美的文學(xué)作品。

Warming up部分圍繞詩(shī)歌這一話題設(shè)置了兩個(gè)練習(xí)。第一個(gè)練習(xí)引導(dǎo)學(xué)生回顧兒時(shí)所接觸的詩(shī)歌；第二個(gè)練習(xí)引導(dǎo)學(xué)生探討寫詩(shī)的目的。

Pre-reading 部分主要讓學(xué)生認(rèn)識(shí)詩(shī)歌的種類和不同國(guó)家所賦詩(shī)歌的文化差異。該部分設(shè)置了兩個(gè)練習(xí)，第一個(gè)練習(xí)讓寫詩(shī)交流所喜愛的詩(shī)歌；第二個(gè)練習(xí)就閱讀課文設(shè)計(jì)圖表，讓寫詩(shī)從內(nèi)容和寫作風(fēng)格兩個(gè)方面認(rèn)識(shí)閱讀課文中的詩(shī)歌。

Reading 部分介紹了五種簡(jiǎn)單的英語(yǔ)詩(shī)歌共8首：兒歌節(jié)奏明快，韻律和諧、朗朗上口、不斷重復(fù)、利于記憶，是語(yǔ)言學(xué)習(xí)的有效手段；清單詩(shī)，尤其是那些不斷重復(fù)短語(yǔ)和節(jié)奏的詩(shī)歌，比較容易創(chuàng)作。五行詩(shī)，顧名思義，由五行組成，寥寥數(shù)語(yǔ)，言簡(jiǎn)意賅。俳句起源于日本，由17個(gè)音節(jié)組成。唐詩(shī)，被英國(guó)等所借鑒，許多唐詩(shī)被譯成英文，廣為傳誦。

Comprehending部分的真重點(diǎn)放在文中的幾首詩(shī)歌上，要求提煉詩(shī)歌的主題，練習(xí)1要求選擇自己喜愛的詩(shī)歌進(jìn)行評(píng)述，練習(xí)2與3是對(duì)詩(shī)歌進(jìn)行更深入地理解。通過誦讀感受押韻和節(jié)奏。

Learning about language部分安排的兩個(gè)練習(xí)均與詩(shī)歌有關(guān)。第一個(gè)練習(xí)通過從課文詩(shī)歌中找押韻的詞幫助學(xué)生理解課文的生詞和詩(shī)歌的韻腳；第二個(gè)練習(xí)學(xué)習(xí)構(gòu)詞發(fā)。語(yǔ)法部分設(shè)置了兩種類型的練習(xí)。一類寫詩(shī)或續(xù)詩(shī)；另一類是用所給詞的適當(dāng)形式填空。這兩個(gè)練習(xí)都是操練虛擬語(yǔ)氣的用法。

Using language 部分綜合訓(xùn)練聽說讀寫的語(yǔ)言能力。聽、讀和討論部分把聽力與閱讀訓(xùn)練結(jié)合起來。通過聽理解詩(shī)歌內(nèi)容，辨認(rèn)寫詩(shī)人的身份、詩(shī)歌的節(jié)律，并表達(dá)詩(shī)歌所激起的聯(lián)想。通過邊打拍子邊朗讀、在欣賞中加深對(duì)詩(shī)歌的理解。通過釋義理解詩(shī)歌中的難句，并指導(dǎo)學(xué)生進(jìn)行深層理解，學(xué)會(huì)推斷人物身份與關(guān)系。聽和討論部分有四個(gè)學(xué)生與老師交談，圍繞詩(shī)歌比賽展開。首先通過不同的聲音來辨認(rèn)人物；然后，捕捉不同人的不同事，一一對(duì)號(hào)。該部分的兩個(gè)練習(xí)，幫助學(xué)生學(xué)習(xí)和運(yùn)用表達(dá)意圖與決定的日常交際用語(yǔ)。寫的部分要求學(xué)生模仿詩(shī)歌C以IF I開頭寫清單詩(shī)；或以I FEEL HAPPY WHEN。。。開頭寫詩(shī)。

Summing up部分運(yùn)用調(diào)控策略，對(duì)本單元所涉及的知識(shí)與技能，特別是本單元所涉及的結(jié)構(gòu)和詞匯、話語(yǔ)功能以及詩(shī)歌的類型、押韻和節(jié)奏等方面進(jìn)行自我評(píng)價(jià)。

Learning tip部分提示學(xué)生注意理解詩(shī)歌與應(yīng)用學(xué)習(xí)的關(guān)系：寫詩(shī)、唱歌是理解和記憶詞匯，學(xué)習(xí)語(yǔ)言的有效方法。

教學(xué)設(shè)計(jì)

第一課時(shí)：Warming up, Pre-reading & Reading 本課時(shí)內(nèi)教師可從學(xué)生的生活實(shí)際出發(fā)，了解人們寫作英語(yǔ)詩(shī)歌的不同目的，借助教材第9頁(yè)的表格，Reading部分的詩(shī)歌進(jìn)行整體理解。建議以理解內(nèi)容為主。可以選擇其中某一首詩(shī)，進(jìn)行語(yǔ)音訓(xùn)練，感受英語(yǔ)詩(shī)歌的節(jié)奏和韻律。

第二課時(shí)：Reading, Comprehending & Learning about language (Discovering useful words and expressions ). 本課時(shí)內(nèi)主要是對(duì)課文進(jìn)行適當(dāng)?shù)耐卣埂⒂懻摚塾趯?duì)英語(yǔ)詩(shī)歌的欣賞，理解這些詩(shī)歌的寓意。利用 Learning about language 中的Discovering useful words and expressions 部分，引導(dǎo)學(xué)生注意并感受英語(yǔ)詩(shī)歌的韻律。

第三課時(shí)：Learning about language (除Discovering useful words and expressions) 課堂上處理完該部分內(nèi)容，突出兩個(gè)重點(diǎn)：（1）學(xué)習(xí)詩(shī)歌的寫法；（2）學(xué)習(xí)與過去事實(shí)相反的虛擬語(yǔ)氣的用法。

第四課時(shí)：Using language 完成閱讀、聽力和討論及寫作部分。

第五課時(shí)：Summing up & Assessment小結(jié)、測(cè)試與講評(píng)。

Period 1 Warming up, Pre-reading & Reading

Teaching goals

1． Target language

a. Important words and phrases

Poem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up of

b. Important sentences

Which poem is about things that don’t make sense?

Poets use many different forms of poems to express themselves.

I hadn’t taken my eye off the ball.

We hadn’t taken it easy.

The poem is made up of five lines.

A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.

2. Ability goals

a. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poems

b. Enable Ss to talk about different purposes of writing poems.

c. Understand the main theme of each poem.

d. Enable Ss to chant some of their favorite poems.

3. Learning ability

Enable Ss to distinguish different types of poems.

Teaching important points

1. Talk about five main types of poems.

2. Understand the main purpose of writing the poems.

Teaching difficult points

1. Find the rhythm of each poem.

2. Chant the poem.

3. Understand the main purpose of writing the poems.

Teaching methods

1. Skimming and scanning.

2. Asking-and –answering activity

3. Discussion

4. Chant

Teaching aids

Multimedia

Teaching procedures & ways

Step 1. Greetings

Step 2. Presentation

Ask Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.

Talk about some famous poets both home and abroad, either ancient ones or modern ones.

Brainstorming: What will you think of when we talk about the word “poem”?

Step 3. Warming up

Read the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)

Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.

Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)

If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)

Step 4. Pre-reading

People from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?

As to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.

Suggested answers to exercise 2:

Which poem A B C D E F G H

describes a person? √

tells a story? √

describes an aspect of a season? √ √ √

is about sport? √

is about things that don’t make sense? √

is recited to a baby? √

describes a river scene? √

has rhyming words at the end of lines? √ √

repeats words or phrases? √ √ √

Step 5. Reading

Scanning

Get the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.

Q1. Why do people write poetry?

Q2. How many forms of poems are mentioned in the passage? What are they?

Q3. What does “nursery rhyme” mean? Why do they delight small children?

Q4. What’s the characteristic of “l(fā)ist poems”? What about “cinquain”?

Q5. Why do English People like “Haiku”?

Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text?

Listening

Before Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.

First reading

Get Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.

Second reading

Tell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.

There was an old man with a beard

Who said “it is just as I feared”.

“Four insects and then

Two birds and a hen

Have all made a home in my beard”.

Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.

Third reading

Just as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:

Q1. What parts of the poem suggest that the woman loves her husband?

Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.

Q3. What picture do you have in your mind when you read the above sentences?

Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?

Step 6. Make a short summary of this period.

Homework

1. Surf some websites to find out more information about poets.

2. Review the content of the reading passage.

3. Finish the exercises on Page 12& 13.

Period 2 Reading, Comprehending & Learning about language

Teaching goals

1． Target language

Important words and phrases

joy, anger, sorrow, thread, appropriate, ending, compass

2. Ability goals

Enable Students to deepen their understanding of the reading passage and learn some useful words and expressions.

Learn to use words and expressions in their right form.

3. Learning ability

Enable Ss to understand the rhyme and rhythm in English poems.

Teaching important points

1. Understand the passage and answer the questions about it.

2. Learn the useful words and expressions in the passage.

Teaching difficult points

1. Discuss the poems and understand their deep meaning.

2. Find the rhyme and rhythm in English poems and try to create them by students themselves.

Teaching methods

Discussion, asking-and-answering activity, practice, task-based activity

Teaching aids

Multimedia

Teaching procedures & ways

Step 1. Greeting

Step 2. Comprehending

Task 1. Group work

Ask students to read the passage together and then discuss in group which poem they like best and give reasons.

After discussion, ask someone to present his/her idea to the class.

Task 2. Ask and answer

Answer the questions about the passage on Page 11 – 12.

Step 3. Explanation

1. Others try to convey certain emotions.

“convey” here means communicate (an idea, meaning, etc.).

I can’t convey how angry I feel.

“emotion” means strong feeling

Love and hatred are basic emotions.

His voice was shaking with emotion.

2. They delight small children because they have strong rhythm and rhyme.

“delight” means make sb. pleased greatly.

The gift of the child delighted his parents.

I am delighted to help you.

“rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables.

the exciting rhythms of African drum music

“rhyme” means identity for sound between words or the endings of words, esp. in verse.

Shakespeare sometimes wrote in rhyme.

He made up funny rhymes to make us laugh.

3. We would have won if we hadn’t taken it easy.

“take it easy” means to proceed gently or carefully; to relax and avoid overwork.

You’ve done quite enough work for today; now take it easy for an hour.

4. We would have won if we hadn’t run out of energy.

“run out(of sth.)” means to use up; to come to an end.

The petrol is running out.

We are running out of out time. = Our time is running out.

5. a poem made up of five lines

“make sth. up” means to put together; to compound

What are the qualities that make up his character?

Society is made up of people of widely differing abilities.

Step 4. Learning about language

Check the exercise on Page 12-13.

Task 1. Discovering useful words and expressions

1. Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary.

Sample answers:

2 high sky pie my fly shy lie

3 sing ring wing thing king fling string

4 today away say play lay tray may

5 lace race face case chase place pace

6 true too new flew few shoe canoe

Ask students to try to create more lists by themselves.

2. Complete the passage using the correct words.

Ask students to finish the passage and explain why the form of the words must be changed.

Task 2. Discovering useful structures

1. Rewrite the poem about winning the match and the reasons.

2. Rewrite the poem about the attempt to win the competition.

Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.

3. Match the sentences.

Explain some rules of subjunctive mood if necessary.

4. Complete the sentences using the correct forms of the verbs.

Step 5. Using words and expressions(Workbook)

Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.

Task 2. Complete the table with the correct words.

Noun Verb Adjective Adverb

Task 3. Complete the sentences using the correct word from the table.

Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.

Step 6. Make a short summary of this period.

Homework

1. Remember important language points.

2. Write a simple English poem by using rhyme and rhythm.

3. Preview “Learning about language”.

Period 3 Learning about Language

Teaching goals

1． Target language

a. Important words

Appropriate , ending , compass

b. Important sentences

If she had stueide harder , she would have passed the exam.

If she had been there , she would have met some really interesting people.

2. Ability goals

a. Enable Ss to grasp the ways of writing poems.

b. Enable Ss to use subjunctive mood correctly.

3. Learning ability

Teach Ss how to write some poems and how to use subjunctive mood correctly.

Teaching important points

1. the way of writing poems.

2. Subjunctive Mood

Teaching difficult points

Using subjunctive mood correctly in different situations.

Teaching methods

1. Task-based learning

2. instructions

3. practice

Teaching aids

Multimedia

Teaching procedures & ways

Step 1. Greetings

Step 2. Warming up

Task1: Free talk------ why do you enjoy learning English?

T: I’m glad to see you again and I’m happy because we can enjoy English together. Do you enjoy learning English?

S: Yes . Because English is a very beautiful language.

S2: Because we can enjoy a lot of funny stories if we know English.

S3: Because we can communicate with foreigners in English.

S4: Because we can introduce China to foreigners if we know English.

S5……

T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)

Step 3. Presentation

Task2: Group talk-----Try to talk about the famous persons.

Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:…..

Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:……..

Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired…

Q4: Complete the sentence : They would win if they ……… S1:They would win if they had a good rest. S2:……

T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..

Task3: Turn to page 13 , and do exercises 1 and 2.

Step 4. Grammar

Task4: Present some sentences on the blackboard , and ask Ss to tell the difference among them.

a. If I knew it , I would tell you.

b. If I had known it yesterday , I would have told you .

c. If I had known it , I would have told you.

d. If I had finished my homework , I would have gone to bed.

e. If I had known his telephone number , I would have made a phone to him.

S1: In these sentences , they use different tenses.

S2: They describe different situations.

S3:…………

T: Yeah . We can draw a conclusion as follows:

Verb forms

If –clause The main sentence

The present situation Ved would /could/should/might +V

The past situation had Ved would/could/should/might +have Ved

Task5: Compare some special sentences and draw a conclusion.

A. Had I not seen it with my own eyes , I would not have believed it.

Were it not to rain tomorrow , we would have a picnic.

Should it rain tomorrow , we would have a picnic.

Conclusion: connect subjunctive mood with inversion.

B. If the weather had been finer, the crops would be growing still better.

If you had followed the teacher’s advice, you wouldn’t be in hospital.

Conclusion: The situations in the clause and the main sentence are different.

C. If only I knew his name!

If only we had followed your advice!

If only I could see him again!

Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only.

D. Without sunlight, people’s life would be different from today.

But for your help, I wouldn’t have finished the work.

Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood.

Step5. Practice

Task6 : Do exercises 3 and 4 on page13.

Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood.

Picture1: A rocket

e.g If I were a designer , I would design a spaceship .

If I were clever enough , I would have designed a spaceship.

Picture2: the universe

e.g.:If I were an astronaut , I would travel into space.

If I had been to space , I would have known what were there in space.

Picture3:a lot of money

e.g.:If I had a lot of money , I would run a big company.

If I had earned a lot of money , I would have built a lot of houses for the poor

Picture 4:the farmer and the snake

e.g.:If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms.

If he hadn’t put it in the arms , the snake wouldn’t have bitten him.

If the snake hadn’t bitten him , he wouldn’t have died

Task8: Do some exercises on screen.

Step6: summary and homework

Do exercises 1-4 on page 50 and 51.

Period 4 Reading , Listening and Writing

Teaching goals

1. Target language

a. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, load

b. key sentences:

I’m not going to do….

I plan to do…

I’ll do….

I am looking forward to do…..

If I were the ruler of the world, I would do….

If I had a million dollars, I would do….

I feel happy when….

Slowly the moon climbs in the sky….

2. Ability goals

a. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.

b. Enable the students can get the information from the long passage by listening.

c. Enable the students can express their feelings by writing poems.

3. Learning ability goals:

a. Enable the students to know how to get the key words to understand the poem.

b. Enable the students can find where the rhyme and the rhythm of the poem are.

c. Help the students learn how to get some skills in listening.

d. Enable the students to learn to present enough reasons to support their opinions.

e.. Help the students learn to write poems using the target language according to the writing steps.

4.Teaching important points

a. Help the students to understand what the rhyme and rhythm are.

b. Train the students to get the key words by reading the question before listening.

c. Teach the students to write according to the writing steps.

5.Teaching difficult points

a. How to help the students can find where the rhyme and the rhythm of the poem are.

b. How to help the students to make up dialogues, using the target language.

c. How to help the students to write the poem to express their feelings.

6.Teaching methods

Cooperative learning and Task-based learning

7.Teaching aids

A recorder, computer, slide and blackboard

8.Teaching procedure & ways:

Step1 Greetings and revision

Teacher greets the whole class and checks the homework.

Task1.Rhyme

Teacher asks the whole class to enjoy a poem (showing it on the screen by computer)

There was an old woman they say;

Who would eat an apple a day;

When asked she replied;

It’s good for my inside;

For I am never ill anyway.

Teacher asks some questions:

Question1: Do you think poem is funny? What is main idea of the poem?

(To tell us an apple is good for our health)

Question2: Could you find the rhyme of the last word in each line?

(say//day; replied//inside; anyway)

The rhyme in this poem is “a a// b b //a ”.

Task 2 .Rhythm

Enjoy a song----Little Stars

Teacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it.

Step2 pre-reading

Teacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.

Task1. Speaking

Show some questions on the screen before students listen.

1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent?

2.Does the poem have a rhythmic pattern?

3.Does the poem have rhyming words?

After listening to the poem, the students have some minutes to speak and share their opinions.

Task2.Discussion

Open question: When you were listening to the poem, did it make you feel something or think about something? What did it make you feel or think about?

This question has no standard answers , the students can discuss and express what they think freely.

Step3 While -reading

Teacher asks the students open their books and turn to page14.

Task1 Read the text following the tape.

Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.

Task 2 Find the words that rhyme and circle them.

Teacher asks students to find and circle the rhyming words and list them on the blackboard to share.

Task3 Clap the strong beats of the rhythm

Teacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.

Step4. Post –reading

Teacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class.

Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.

Question2: Which of the following is the closest to the speaker’s message? Give a reason for your choice.

A .If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you.

B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you.

C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me.

Suggested answers:

1. 如果我們的糖沒有用完, 我是不會(huì)去商店的。（run out of )

If we hadn’t run out of sugar, I wouldn’t have gone to the shops.

2. 如果劉思嘉沒有考上大學(xué)，她就不用離別父母搬到千里以外的地方去了。（thousands of)

If Liu Sijia hadn’t gone to university, she wouldn’t have moved to thousands of kilometres away from her parents.

3. 他會(huì)為你準(zhǔn)備一杯由果汁、酸奶和雞蛋制成的特殊飲料。（be made up of)

He’ll prepare for you a special drink that is made up of fresh fruit juice, yoghurt and eggs.

4. 如果你當(dāng)時(shí)留心看著她，你就不會(huì)在人群中把她弄丟了。（keep an eye on)

If you had kept your eye on her, you wouldn’t have lost her in the crowd.

5. 如果你放松一段時(shí)間，你就會(huì)康復(fù)得更快一些。（take it easy)

You ‘ll get better more quickly if you take it easy for a while.

6. 如果埃米莉沒有逗那只貓，它就不會(huì)打翻那個(gè)漂亮的花瓶了。（tease; knock over)

If Emily hadn’t teased that cat, it would not have knocked over that beautiful vase.

Step4 Summary

T：Today we have done a lot. We have finished using words and expressions and done some translations. We have also reviewed what we have learned in this unit. Now let’s fill in the chart on Page 16. Think about what you have read and practised in this unit. Then tick the boxes.

SUMMING UP

Think about what you have read and practised in this unit. Then tick the boxes.

I have learned I need to

this well learn more

I have learned about :

some simple types of poetry ;

rhythm and thyme;

some new words and phrased;

how to write some simple poetry;

how to use the subjunctive mood;

how to talk about intentions and plans;

Step5 Project ( on Page 54)

Teacher can ask the students to find their favourite English poem or a translation of their favourite Chinese poem. Get them to read it or write it on a poster and put it on the wall for the rest of the class to share.

Here is a sample for them to refer to :

靜夜思

唐-李白

床前明月光，

疑是地上霜。

舉頭望明月，

低頭思故鄉(xiāng)。

1) In the Still of the Night（徐忠杰譯）

I descry bright moonlig ht in front of my bed.

I suspect it to be hoary frost on the floor.

I watch the bright moon, as I tilt back my head.

I yearn, while stooping, for my homeland more

2) A Tranquil Night (許淵沖譯）

Abed, I see a silver light,

I wonder if it's frost aground.

Looking up, I find the moon bright;

Bowing, in homesickness I'm drowned.

T: As we know , the lyrics of many songs are good poems . Can you tell me what is your favourite song at the moment?

S: Various answers.

T: Different students have different answers. Now I will introduce my favourite song Seasons in the sun to you. Please listen carefully and try to write out the words. Do you understand?

S: Yes.

After enjoying the song, teacher can show the words for them.

Seasons In The Sun

----by Westlife

Goodbye to you, my trusted friend,

we've known each other since we were nine or ten;

together we've climbed hills and trees,

learned of love and A-B-C`s,

skinned our hearts and skinned our knees.

Goodbye my friend, it's hard to die,

when all the birds are singing in the sky;

now that the spring is in the air,

pretty girls are every where;

think of me and I'll be there.

We had joy, we had fun,

we had seasons in the sun;

but the hills that we climb

were just seasons out of time.

Goodbye, Papa, please pray for me,

I was the black sheep of the family;

you tried to teach me right from wrong,

too much wine and too much song,

wonder how I got along.

Goodbye, Papa, it's hard to die,

when all the birds are singing in the sky;

now that the spring is in the air,

little children every where,

when you'll see them, I'll be there.

We had joy, we had fun,

we had seasons in the sun;

but the wild and the song,

like the season has all gone

Goodbye, Michelle, my little one,

you gave me love and helped me find the sun;

and every time that I was down,

you would always come around

and get my feet back on the ground.

Goodbye, Michelle, it's hard to die,

when all the birds are singing in the sky;

now that the spring is in the air,

with the flowers every where

I wish that we could both be there.

All our lives we had fun,

we had seasons in the sun;

But the stars we could reach

were just starfish on the beach.

再見了,我忠實(shí)的朋友

我們從孩提時(shí)就已相識(shí),相知, 我們一起爬山,爬樹

學(xué)會(huì)去愛和其他基本知識(shí)

我們心意相同,情同手足

再見了朋友,我實(shí)在不愿意離去當(dāng)所有的鳥兒在天空歌唱. 空氣中彌漫著春天的氣息. 到處是漂亮的女孩.想我了,我就會(huì)與你同在。

我們?cè)蚕砜鞓贰?/p>

也曾共享陽(yáng)光季節(jié)。

但我們一起爬山

的那些日子已經(jīng)逝去。

再見了爸爸,請(qǐng)為我祈禱.

我是家里的害群之馬.

你費(fèi)盡心思教我明辨是非.

我卻沉醉于歌酒狂歡中.

真不知道我以前是如何過日子的.

再見了爸爸,我實(shí)在不愿意離去.當(dāng)所有的鳥兒在天空歌唱. 空氣中彌漫著春天的氣息.小孩子在到處嬉戲. 當(dāng)你看見他們,我就會(huì)與你同在.

我們?cè)蚕砜鞓?也曾共享陽(yáng)光季節(jié). 但昔日的歌酒狂歡, 猶如季節(jié)更迭已消逝。

再見了蜜雪兒,我的小可愛.

你給了我愛,幫我找到希望.

每當(dāng)我意志消沉?xí)r,

你總會(huì)來到我的身邊.

鼓勵(lì)我振作起來

再見了蜜雪兒,我實(shí)在不愿意離去.

當(dāng)所有的鳥兒在天空歌唱,

空氣中彌漫著春天的氣息

到處都是美麗的花朵

我希望我們都在那兒歡聚！

我們?cè)蚕砜鞓贰?/p>

也曾共享陽(yáng)光季節(jié)。

但昔日的歌酒狂歡。

猶如季節(jié)更迭已消逝。

也曾共享陽(yáng)光季節(jié)。

我們?cè)蚕砜鞓贰?/p>

也曾共享陽(yáng)光季節(jié)。

但昔日的歌酒狂歡。

猶如季節(jié)更迭已消逝。

我們?cè)蚕砜鞓贰?/p>

也曾共享陽(yáng)光季節(jié)。

但昔日的歌酒狂歡。

猶如季節(jié)更迭已消逝。

我們?cè)蚕砜鞓贰?/p>

也曾共享陽(yáng)光季節(jié)。

Step6 Check yourself

This is a chance for students to collect knowledge they have learned in the unit. Teacher can leave them some time to finish the questions in the chart. Doing this task can improve students ability of teaching by oneself. If they like they can have a discussion in pairs, teacher can walk among them and give them some help.

Step7 Homework

T: The homework today is to preview the next unit; get familiar with the new words and expressions. OK, class is over. See you later.

S: See you.

教學(xué)建議：

本單元的教學(xué)圍繞詩(shī)歌這一主題展開，聽說讀寫等語(yǔ)言知識(shí)和語(yǔ)言技能應(yīng)要圍繞“詩(shī)歌”這一主題設(shè)計(jì)。文中涉及詩(shī)歌的韻律、節(jié)奏，并介紹了幾種簡(jiǎn)單的不同內(nèi)容和形式的詩(shī)歌，要積極引導(dǎo)學(xué)生進(jìn)行討論，讓他們了解詩(shī)歌的一些基本特征和寫作方法，并學(xué)會(huì)欣賞這些優(yōu)美的文學(xué)作品。另外將語(yǔ)法基礎(chǔ)知識(shí)的訓(xùn)練放在詩(shī)歌優(yōu)美的語(yǔ)言環(huán)境中進(jìn)行，在提高學(xué)生審美能力的同時(shí)，避免了以往語(yǔ)法講解的枯燥感。

1、本單元的中心話題是詩(shī)歌，由于詩(shī)歌包含的內(nèi)容豐富，所以每節(jié)課的設(shè)計(jì)都應(yīng)有所側(cè)重，注意掌控課堂教學(xué)節(jié)奏，不要面面俱到。

2、由于學(xué)生平日較少接觸英語(yǔ)詩(shī)歌，因此鼓勵(lì)學(xué)生進(jìn)行課文預(yù)習(xí)的學(xué)習(xí)策略，對(duì)英語(yǔ)詩(shī)歌有個(gè)大概的了解，但不主張將所有新單詞的意思標(biāo)注出來，這會(huì)削弱閱讀訓(xùn)練的作用。

3、課堂教學(xué)的活動(dòng)設(shè)計(jì)應(yīng)有梯度，任務(wù)設(shè)計(jì)要符合學(xué)生的實(shí)際水平，難易要適中。考慮到詩(shī)歌易于朗誦等特點(diǎn)，可增加互動(dòng)性的教學(xué)內(nèi)容，但應(yīng)避免流于形式，使課堂既“熱鬧”又有實(shí)效。

4、在實(shí)現(xiàn)教學(xué)任務(wù)的過程中，老師應(yīng)加強(qiáng)對(duì)學(xué)生的引導(dǎo)，比如可進(jìn)行示范性的詩(shī)歌朗誦，引導(dǎo)學(xué)生主動(dòng)參與到互動(dòng)性的教學(xué)活動(dòng)中來，讓學(xué)生在輕松的氛圍中完成學(xué)習(xí)任務(wù)，體味到詩(shī)歌獨(dú)特的韻味，享受課堂內(nèi)成功的喜悅。

5、對(duì)學(xué)生的課堂表現(xiàn)應(yīng)于正面鼓勵(lì)為主，引導(dǎo)學(xué)生相互交流和評(píng)價(jià)，與學(xué)生形成互學(xué)共進(jìn)的良好教學(xué)環(huán)境。