【英语】2018届人教新课标选修6一轮复习：Unit2Poems教案设计（18页）

【英语】2018届人教新课标选修6一轮复习：Unit2Poems教案设计（18页）

Unit 2 Poems ‎ 教材分析 I．教学内容分析 本单元的中心话题是诗歌。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌。本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。‎ Warming up部分围绕诗歌（poems）这一话题设置了三个问题。前两个问题引导学生回顾儿时以及学生时代所接触的汉英诗歌，第三个问题引导学生探讨写诗的目的。‎ Pr-reading部分主要让学生认识诗歌的种类和不同国家诗歌的文化差异。该部分设置了两个练习，第一个练习让学生交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让学生从内容和写作风格两个方面认识阅读课文中的诗歌。‎ Reading 部分介绍了几种简单的英语诗歌。第一段统领全文，阐述写诗的目的，即叙事或表达情感。由此自然地引导到下文：诗歌的种类。从第二段开始，分析不同种类的诗歌，并举例说明。儿歌节奏明快、韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段。清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。俳句起源于日本，由17个音节组成。它虽然非传统的英语诗歌，但为英语国家的人们所喜爱。英语国家也借鉴了中国的唐诗，许多唐诗被翻译成英文，广为传诵。‎ Comprehending 部分的重点放在文中的几首诗歌上。练习1首先要求学生找出文章的主题，列举文中介绍的五种诗歌形式，用自己的语言讲述文中几首诗的主题，用心领会诗中的意象，找出两首节奏感强的诗歌，击掌诵读；找出押韵的两首诗，并圈出押韵的词。练习2主要让学生去感悟这几首诗歌所表达的内涵。最后，练习3要求学生欣赏诗歌，找出最喜欢的诗歌，并阐明理由。‎ Learning about language的词汇部分设置了三个练习。第一个练习通过从课文诗歌中找出押韵的词来帮助学生理解诗歌的韵脚；第二个练习要求学生运用生词完成段落填空；第三个练习则给予学生自主学习词汇的机会，让学生通过对比分析了解词汇在文中的含义并能自己造句。语法部分共四项练习，首先，学生找出阅读篇章中包含虚拟证据的诗歌，根据对这一语法项目的认识和了解，完成句子匹配练习，然后用所给词的适当形式填空，最后根据所给情景写清单诗，并在诗中适当运用虚拟语气。‎ Using language部分综合训练听说读写的能力。听、读和讨论部分把听力和阅读训练结合起来。通过听理解诗歌的内容，辨认写诗歌的人的身份、诗歌的节律，并表达诗歌所激起的联想。然后，让学生边打拍子边朗读，在欣赏中加深对诗歌的理解。最后，通过翻译诗句巩固理解。听和说部分有三个学生与老师交谈，围绕诗歌比赛展开。该部分还设置了五个练习，写的部分要求学生模仿诗歌C以If I 开头写清单诗；或以Slowly开头写诗。‎ Summing up部分要求学生就诗歌的类型、节奏、押韵，本单元词语和结构，以及本单元日常交际用语等方面进行自我评价，判定学习情况；了解还需要进一步改进的地方。‎ Learning tip部分指出写诗、唱歌是理解和记忆词汇，学习语言的有效方法。‎ II．教学重点和难点 ‎1．教学重点 ‎(1) 本单元的生词和短语 (2) 虚拟语气的用法 (3) 了解英语诗歌的类别、节奏以及韵律等。‎ ‎2．教学难点 ‎(1) 了解不同内容和形式的诗歌，并学会欣赏 (2) 学习有关诗歌的词汇 ‎(3) 学会表达意图的日常交际用语 ‎(4) 学习虚拟语气（和过去事实相反）的用法 III．教学计划 本单元分五课时：‎ 第一课时：Warming Up, Pre-reading & Reading (1)‎ 第二课时：Reading (2), Comprehending, Reading Task 第三课时：Learning about Language ‎ ‎ 第四、五课时：Using Language & Listening, Speaking and Writing ‎ IV．教学步骤：‎ Period 1 Warming up, Pre-reading, Reading (1)‎ Teaching Goals: ‎ ‎1. To arouse Ss’ interest in learning about English poems.‎ ‎2. To develop Ss’ ability of comparison.‎ ‎3. To arouse Ss’ interest in learning about different types of poems in the world.‎ ‎4. To develop some basic reading skills.‎ Teaching Procedures:‎ Step 1 Leading-in Purpose: To activate Ss and arouse them to talk about their own little poems.‎ The white sun sets behind mountains, The Yellow River flows into the sea.‎ Go further up one flight of stairs, And you'll widen your view a thousand li. ——Wang Zhihuan Show the poem written by Wang Zhihuan and a photograph of the writer. Ask Ss to read the ‎ poem and. And see if they can remember any poems that they have learnt, either in Chinese or in English, and then ask them to recite one of them.‎ Step 2: Warming Up ‎ Purpose: To lead Ss to the topic of this unit through a discussion. ‎ ‎1. Pair work ‎ Get Ss to ask their partners the questions, and then ask them to present it before the class.‎ ‎ (1) Which poem is written to tell a story? ‎ ‎(2) Which poem is written to express feelings?‎ ‎(3) Which poem is written to make other laugh?‎ ‎…‎ ‎2. Group work ‎ Get Ss to talk about the world famous poets. The pictures below can be used for Ss to talk about, and Ss can also talk as much as they can.‎ ‎ ‎ William Shakespeare George Gordon Byron Li Bai 威廉·莎士比亚 乔治·戈登·拜伦 李白 ‎(1) William Shakespeare: English playwright and poet whose body of works is considered the greatest in English literature. His plays, many of which were performed at the Globe Theatre in London, include historical works, such as Richard II, comedies, including Much Ado about Nothing and As You Like It, and tragedies, such as Hamlet, Othello, and King Lear. He also composed 154 sonnets. The earliest collected edition of his plays, the First Folio, contained 36 plays and was published posthumously (1623).‎ ‎(2) George Gordon Byron: British poet acclaimed as one of the leading figures of the Romantic Movement. The Byronic hero lonely, rebellious, and brooding first appeared in Manfred (1817). Among his other works are Childe Harold (1812-1818), The Prisoner of Chilton (1816), and the epic satire Don Juan (1819-1824). Byron was notorious for his love affairs and unconventional lifestyle. He died while working to secure Greek independence from the Turks.‎ ‎(3) Li Bai: Chinese poet who spent much of his time wandering and composing romantic,‎ ‎ wine-inspired verse.‎ Conclusion: All these poets are well known to the whole world and do you know any poems written by them? Can you recite to all the class? ‎ Step 3. Pre-reading Purpose: To help Ss learn about the context of the Reading part.‎ ‎1. Group work ‎ Ask Ss to discuss the questions with their partners in groups of four.‎ ‎(1) Do you have a favorite poem in Chinese?‎ ‎(2) Why is it your favorite poem?‎ ‎(3) Do you have a favorite poem in English?‎ ‎(4) Why is it your favorite poem?‎ For example:‎ ‎(1) My favorite poem in Chinese is: 去年今日此门中,人面桃花相映红。‎ 人面不知何处去,桃花依旧笑春风。‎ ‎ ---- 崔护 〈〈题都城南庄〉〉‎ The reason why I like the poem better than any poem is that I like the atmosphere the poem created for readers: though the people we knew have gone away, the peach blossoms are still there smiling in the spring wind.‎ ‎(2) My favorite poem in English is: A Grain of Sand 一粒沙子 　　　　 ---William Blake 威廉.布莱克 To see a world in a grain of sand, And a heaven in a wild flower, Hold infinity in the palm of your hand, And eternity in an hour. 从一粒沙子看到一个世界， 从一朵野花看到一个天堂， 把握在你手心里的就是无限， 永恒也就消融于一个时辰。‎ The reason why I like the poem better than any poem is that from the poem I have gained a lot, that is, we can get something valuable from even tiny things and we can achieve what we want if we can master what we have had now. It’s my power to advance when I feel depressed.‎ ‎2. Individual work ‎ Get Ss to complete this questionnaire individually after reading the following poems in the Reading Text.‎ Which poem A B C D E F G H describes a person?‎ 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 or phrases?‎ Suggested Answers: ‎ Which poem A B C D E F G H describes a person?‎ ‎√‎ 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 or phrases?‎ ‎√‎ ‎√‎ ‎√‎ Step 4. Reading (1)‎ ‎1. Skimming Purpose: To get a brief understanding of the text.‎ ‎(1) Ask Ss if they are curious about some English poems. Do they want to appreciate some kind of poems? And get the some Ss to answer this question.‎ ‎(2) Read through the text, preferably the paragraphs beside the seven poems and then decide which poem you like best? Give reasons.‎ ‎(3) Try to answer the questions about the passage.‎ ‎ ① What is the main topic of the reading passage?‎ ‎② What five kinds of poems does the reading passage talk about?‎ Suggested Answers:‎ ‎①: The main topic of the reading passage is about some simple forms of English poems.‎ ‎②: The five kinds of poems that the reading passage talks about are: nursery rhymes, list poems, the cinquain, haiku and Tang poems.‎ Step 5. Homework 1. Read the text fluently and then prepare for the following questions on your textbook.‎ 2. Get on the line and find out more beautiful poems.‎ Period 2 Reading (2), Comprehending, Reading task (Workbook)‎ Teaching Goals: 1. To learn about the characteristics of five simple forms of English poems.‎ ‎2. To develop some basic reading skills.‎ ‎3. To arouse Ss’ interest in appreciating English poems.‎ Teaching Procedures:‎ Step 1. Reading ‎ Purpose: To get Ss to get some details in the text.‎ ‎1. Scanning ‎(1) Read the text carefully and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these.‎ ‎ ① There are two poems that have a strong rhythm. Which ones are they? ‎ ‎② Which two poems have rhyming lines? Circle the pairs of rhyming words.‎ ‎③ Which poems give you one clear picture in your mind?‎ Suggested Answers:‎ Q1. They are Poem A and Poem B. Each poem has four beats a line. For example: hush, baby, don’t, word; Pa, buy, don’t, mockingbird; etc. ‎ Q2.They are Poems A and B. Poem A’s rhyming pairs: word/mockingbird, sing/ring, brass/looking-glass, broke/billy-goat, away/ today; Poem B’s rhyming pairs: fire/squire, high/sky, lead/dead, race/lace, cat/hat, too/true.‎ Q3. In my opinion, most probably they are Poems F, G, H. ‎ ‎2. Listen to the tape and deal with the language points in groups.‎ ‎(1) Listen to the tape and follow it in a low voice.‎ ‎(2) Group work ‎ Ss are divided into five groups. Each group is supposed to read through each part, and then discuss them.‎ Part 1‎ ‎①recite v 背诵 ‎ ‎ . He can recite that poem from memory. ‎ ‎ ② rhythm n 韵律；节奏 The exciting rhythms of African drum music make us feel good.‎ ‎ ③ repetition n. 重复；循环；复制品；副本 I want no repetition of your bad behavior. 我不希望你重做你干的坏事。‎ ‎ ④diamond n. 钻石；菱形 The diamond ring is the most expensive. 钻石戒指是最贵的。‎ Part 2‎ ‎ ① take it easy 从容；不紧张；轻松 ‎ Take it easy. Don’t work so hard. ‎ ‎ You’ve done quit enough work for today; now take it easy for an hour.‎ ‎ ‎ ‎ ‎ ② ‎ run out of 用完（材料等）；耗尽（精力等）‎ Though they are running out of food and drink, the men are cheerful and confident that they will get out soon.‎ ‎● 拓展：run out 用完 ‎ The petrol is running out. ‎ We are running out of our time.‎ Part 3‎ ‎① make up of 构成；组成 That country is made up of ten states. ‎ Society is made up of people of widely differing abilities. ‎ ‎ ② tease vt 取笑；嘲弄 If you always tease others like that, you'll forfeit the good opinion of your friends.‎ You must not tease your little sister. ‎ Part 4‎ ‎① endless adj 无穷的；无尽的 To finish this project, we need an endless supply of money.‎ ‎② branch n 枝；分枝；分部；分店；(学科)分科；部门；支流；支脉 ‎ This is a branch of a river. ‎ The company’s head office is in the city, but it has branches all over the country.‎ Part 5‎ ‎ ① translate v. 翻译 ‎ He translated the speech from Spanish into English.‎ Can you translate this letter from German into English?‎ ‎ ② transform vt 使变形；使改观；转变；改造 She transformed the room by painting it. ‎ Step 2. Post-reading Purpose: To have a deep understanding of the text.‎ ‎1. Group work If you want to write your own poems about feelings, do you know how to accomplish one?‎ Work in groups of four and discuss it with your partner and try to write one on your own. ‎ ‎2. Individual work Ask Ss to answer this questions and present their opinions to your classmates.‎ What do you think of the poems on your book? Do you think it meaningful?‎ Step 3. Reading task (Workbook)‎ Purpose: To take a further look at some other simple forms of poems.‎ ‎1. Listening ‎ Get Ss to close their eyes while they are listening to the tape. Then while Ss’ eyes are still closed, play the tape the second time but this time stop the tape after each poem. And give Ss a minute or so to write down their feelings or thoughts about the poem. ‎ ‎2. Discussion ‎ In groups, let Ss share their thoughts and feelings about the poems. Then ask volunteers to share their thoughts and feelings about a poem with the rest of the class. ‎ ‎3. Reading ‎ ‎ Ask Ss to read the poems as you play the tape. Discuss any words and phrases that they don’t understand. Then deal with them one by one. ‎ ‎ (1) light-hearted adj 轻松愉快的；随便的；不经心的 It was a light-hearted speech.‎ ‎ (2) consume v. 消耗；消费 He consumed all his fortune ‎ He consumed four eggs.‎ ‎4. Further study ‎ In groups of three, discuss and write about the characteristics of each poem. Read pages 10 and 11 again to help you. For each poem, you may want to talk about one or more of th characteristics below. ‎ ‎ number of lines number of syllables rhythm rhyme repetition certain part of speech ‎ (1) Poem A (Tang poem) _______________________________‎ ‎ (2) Poem B (adverb poem) ______________________________‎ ‎ (3) Poem C (song) ____________________________________‎ ‎ (4) Poem D (cinquain ) _________________________________‎ ‎ (5) Poem E (haiku) ____________________________________‎ Suggested Answers:‎ ‎ (1) 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. For example, it contrasts light-heartedness (because of the singing birds) and heavy-heartedness (because of the thought of broken blossoms); it contrast morning and night, and creation of spring and destruction of the storm. ‎ ‎ (2) Poem B: adverb poem ‎ Number of lines: tow set of four lines ‎ Rhythm: regular strong beat (see bolded syllables)‎ ‎ Hungrily the cat consumes the fish; ‎ ‎ Hungrily I close my eyes and make a wish; ‎ ‎ Hungrily the boy runs to the road’s end; ‎ ‎ Hungrily the driver takes the next bend; ‎ ‎ Hungrily the young man loves life at sea; ‎ ‎ Hungrily the beautiful girl looks at me; ‎ ‎ Hungrily the seal dives down into the deep; ‎ ‎ Hungrily I fall into bed and sleep. ‎ ‎ Rhyme: for pairs of rhyming lines (fish / wish, end/bend, sea/me, deep/ sleep)‎ ‎ Repetition: hungrily is repeated at the beginning of each line regularly ‎ Part of speech: the adverb hungrily starts each line ‎ ‎ (3) Poem C: Song ‎ ‎ This is a love long. ‎ ‎ Rhythm: regular strong beat (see bolded syllables below) ‎ ‎ If you were the only girl in the world ‎ and I were the only boy!‎ ‎ Nothing else would matter in the world today ‎ we could go on loving in the same old way!‎ ‎ A garden of Eden just made for two ‎ with nothing to mar out joy ‎ ‎ I would say such wonderful things to you ‎ there would be such wonderful things to do ‎ If you were the only girl in the world ‎ and I were the only boy!‎ ‎ Rhyme: two pairs of rhyming lines (today / way, you / do)‎ ‎ Repetition: first two lines are repeated at the end of the song ‎ (4) Poem D: Cinquain ‎ ‎ Number of lines: five ‎ ‎ Part of speech: line 1 --- a noun; line 2 --- two adjectives; line 3 --- three-ing verbs; line 4 --- a four-word phrase; line 5 --- a noun (see the introduction to the teaching guide for the Student’s Book for more details). ‎ ‎ Topic: sunshine ‎ ‎ (5) Poem E: Haiku ‎ Number of lines: three ‎ ‎ Number of syllables: 17 (line 1 = five syllables, line 2 = seven syllables, line three = five syllables)‎ ‎ Meaning: This haiku conveys feelings about the temporary nature of life, the certainty that we all age (this is one interpretation). It contrasts the season of autumn (when leaves are dying) to the autumn of the poet’s life when his face is becoming like his father’s (this is one interpretation). ‎ Step 4. Homework ‎1. Use the new words and expressions to make some sentences.‎ ‎2. Try to write five short poems in the five simple forms. ‎ Period 3 Learning about Language Teaching Goals: 1. To enable Ss to master some new words and expressions ‎2. To get Ss to have knowledge of this grammar point: the subjective mood ‎ Teaching Procedures:‎ Step 1. Free talk If you have a special chance to become a poet, what kind of poems will you write to people?‎ And why?‎ Step 2. Word study Purpose: To consolidate the words and phrases in the text.‎ ‎1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you. ‎ ‎ (1) dead lead red thread fed said bed ‎ ‎ (2) high ‎ ‎ (3) sing ‎ ‎ (4) today ‎ ‎ (5) lace ‎ ‎ (6) true ‎ Suggested 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 space ‎ ‎ (6) true too shoe canoe blue ‎2. Complete the passage using the words in the box in the correct form.‎ ‎ Suggested answer: nursery, contradictory, rhymed, forms, pattern, conveyed, minimum, translations, ran out of, cottage ‎3. In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know. ‎ ‎ (1) beauty __________ (5) dread ____________ (9) __________ ____________‎ ‎ (2) joy ____________ (6) hope ____________ (10) _________ _____________‎ ‎ (3) sorrow _________ (7) peace ___________ (11) __________ ____________‎ ‎ (4) delight __________ (8) power ___________ (12). __________ ____________‎ Suggested Answers:‎ ‎ (1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful ‎ ‎ (6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful ‎ ‎ (11) painful (12) useful ‎ ‎4. Complete the table with the correct nouns, verbs, adjectives or adverbs.‎ ‎ ‎ Noun Verb Adjective Adverb ‎ angry darken impressive repetitive transformational translation warm enjoy expressively inspire Suggested Answers:‎ Noun Verb Adjective Adverb ‎ anger anger angry Angrily dark darken dark darkly impression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational ‎‎ translation translate translated ‎‎ warmth warm warm wrmly enjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationally ‎5. Complete each sentence using the correct word from the table you have just completed.‎ ‎ (1) While you were reciting the poem, I think you moved your body very __________. It made the performance much more interesting. ‎ ‎ (2) Ad I lay in the _________, the words of a new poem came into my head.‎ ‎ (3) The teacher doesn’t think that the _________ of the Tang poem is very good.‎ ‎ (4) Songs are often easy to remember because they ________ a lot of poetry.‎ ‎ (5) Your talk was so _________ that I want to go and write lots of poetry.‎ ‎ (6) I loved the strong images you used in your poem to convey feelings of _________.‎ ‎ (7) We were very __________ by the students’ performance of their poetry. ‎ ‎ (8) We passed the afternoon very _________ reading poetry together under the trees.‎ ‎ (9) Mr. Tanner’s love of poetry has ________ the students’ feelings towards the subject.‎ ‎ (10) Even though it is cold, your poem about summer has made me feel really ________. ‎ ‎ Answers:‎ ‎ (1) expressively (2) darkness (3) translation (4) repeat (5) inspirational ‎ ‎ (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm ‎ Step 3. Grammar ‎1. Presentation Purpose: To revise the usage of the subjunctive mood with Ss.‎ 所述情况 从句 主句 与现在事实相反 If+主语+动词过去式 ‎（be动词用were）‎ 主语+ would/could/might/should+ 动词原形 与过去事实相反 If+主语+动词过去完成式 主语+ would/could/might/should+ have + 过去分词 与将来事实相反 ‎① if+主语+动词过去式 ‎② if+主语+were to + 动词原形 ‎③ if+主语+should+动词原形 主语+ would/could/might/should+ 动词原形 此表中需要注意几点：‎ ‎(1) be动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如： ‎ ‎ If he were you, he would go at once. ‎ ‎(2) 主句中的should 通常用于第一人称，would，could以及might可以用于各种人称。‎ ‎(3) 在表示与将来事实相反的条件句中，只能用should，而不能用would, could, might等。如：If it should rain tomorrow, we would not go camping. (should rain 也可以用rained, were to rain 代替)。‎ ‎(4) 当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要分别根据它所表示的不同时间做相应的调整。如：‎ ‎ If you had followed my advice, you would be better now. ‎ ‎2. Practice Purpose: To get Ss to have knowledge of the grammar through exercises.‎ ‎（1） Complete the sentences using the correct forms of the verbs in brackets. ‎ ‎①. Miss Jiang explained the homework to the class yesterday. If Alfred (pay) _________ more attention at the time, he (not miss) her instructions.‎ ‎②. I’m sorry, I don’t have a compass. Of course I (lend) it to you if I (have) __________ one.‎ ‎③. Len doesn’t think he will ever win a poetry competition. If, by chance, he (win) ________, he (spend) _________ the prize on a computer. ‎ ‎④. Luckily, Janet is good at writing in English. If she (not write) _________ well, she (spend) ______ more time practicing.‎ ‎⑤. If I (be) ______ you, I (take it easy) ________ and go home early.‎ ‎⑥. Sue missed the party last night. I’m sure that if she (be) ______ there, she (meet) ______ some really interesting people. ‎ Suggested Answers:‎ ‎①. had paid; would not have missed ‎ ‎②. would lend; had ‎ ‎③. won; would spend ‎ ‎④. didn’t write; would spend ‎⑤. were; would take it easy ‎⑥. had been; would have met ‎ ‎⑵ Look at the examples. Sentence A tells us the real situation. Sentence B tells us what would have happened if the situation had been different. Now write a sentence B for each sentence A below. ‎ A. I go to gym every day. B. If I didn’t go the gym every day, I would put on weight.‎ B. He didn’t work had. B. If he had worked hard, he would have passed the exam.‎ ‎① A. Shirley liked to write poems, so she practiced every day. ‎ ‎ B. _____________________________________________.‎ ‎② A. She didn’t know how to convey her feelings effectively in a poem and her older brother often laugh at her. ‎ ‎ B. _____________________________________________.‎ ‎③ A. She read many beautiful poems and gradually her writing skills improved. ‎ ‎ B. ____________________________________________.‎ ‎④ A. She was so satisfied with her improvement that she entered a poem in a poetry competition.‎ ‎ B. ___________________________________________.‎ ‎⑤ A. The poem she entered did not have an appropriate ending and she did not win first prize. ‎ ‎ B. ____________________________________________.‎ ‎⑥ A. However, because she won an encouragement award, she felt very pleased with herself. ‎ ‎ B. ___________________________________________.‎ Suggested Answers:‎ ‎① If Shirley hadn’t like d to write poems, she wouldn’t have practiced every day. ‎ ‎② If she had known how to convey her feelings effectively in a poem, her brother wouldn’t have often laughed at her. ‎ ‎③ If she hadn’t read many beautiful poems, her writing wouldn’t have gradually improved. ‎ ‎④ If she hadn’t been so satisfied with her improvement, she wouldn’t have entered a poem in a poetry competition. ‎ ‎⑤ If the poem she entered had had an appropriate ending, she would have won the first prize. ‎ ‎⑥ If she hadn’t won an encouragement award, she wouldn’t felt pleased with herself.‎ Step 4. Using structures ‎ Purpose: To get Ss to consolidate what we have learned in the class.‎ Match the beginning of each sentence with the correct ending. ‎ ‎1. She would have waited for him ‎2. Clare would be frightened ‎3. I would have been on time ‎4. He would have won the race ‎5. They would paint their house A. if she saw a snake. ‎ B. if he hadn’t tripped over. ‎ C. if they had the money.‎ D. if he had asked. ‎ E. if my mother had woken me up. ‎ Suggested Answers:‎ ‎1. D 2. A 3. E 4. B 5. C Step 5. Homework.‎ ‎1. Review the new words and phrases.‎ ‎2. Master all the language points we have learnt in the class. ‎ Period 4 & 5 Using Language, Listening task (Workbook), Speaking task (Workbook), Writing ‎ Teaching Goals: 1. To get Ss to learn more about English poems.‎ ‎ 2. To get Ss to appreciate some more English poems.‎ ‎ 3. To train Ss’ listening, speaking and writing ability.‎ Teaching Procedures:‎ Step 1. Warming Up.‎ Purpose: To lead Ss to the topic and arouse the Ss’ interest in the next new poem.‎ ‎ ‎ Ask Ss to take a look at the above pictures and discuss the questions below:‎ 1. Do you like summer? And which part of summer do you like better?‎ 2. What kind of sports do you like to do in summer?‎ 3. How will you spend your next summer holiday?‎ Step 2. Listening.‎ Listen to the poem “I’ve saved the summer”, and discuss in pairs and answer some questions about it.‎ Q1 Do you think the speaker in the poem is more likely to be a girlfriend / boyfriend or a parent?‎ Q2 Does the poem have arrhythmic pattern?‎ Q3 Does the poem have rhyming words?‎ Q4 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?‎ Suggested answers:‎ A1 The speaker in the poem is more likely to be a parent. ‎ A. Yes. (It has two strong beats per line.)‎ A3 Yes. ‎ A4 Various answers are acceptable.‎ Step 3. Reading and appreciating ‎ Purpose: To get some details and learn the meaning of the poem.‎ ‎1. Brainstorming ‎ ‎(1) Ask Ss to circle the words that rhyme. What is unusual about the rhyming words in the last four lines?‎ ‎(2) Try beating or clapping the strong beats of the rhythm as you read the poem to yourself. Now listen to the poem again and clap the strong beats. ‎ Suggested Answers: ‎ ‎ (1) Circle words: you / new, need / feed, nineteen / mean, way / day, own / own. The rhyming words in the last four lines are unusual because they are the same word (although they each have a different meaning). ‎ ‎ (2) The strong beats of the rhythm are marked below. ‎ 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 you mind can feed. ‎ And for myself I’ve kept your smile When you were but nineteen, ‎ Till you’ve older you’ll know ‎ What brave young smiles can mean.‎ I know no answers ‎ To help you on your way The answer lie somewhere At the bottom of the day. ‎ But if you’ve a need for love I’ll give you all I own ‎ It might help you down the road ‎ Till you’ve found your own. ‎ ‎2. Group work In small groups discuss these questions.‎ ‎(1) Who is the speaker in the poem and who is he / she speaking to? Give reasons to support your answer. ‎ ‎ (2) 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. A parent (mother or father) is speaking to a young adult child (son or daughter). ‎ ‎ Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him / her begin on his / her own journey through life. For example, I’ve saved the summer … and I’ve saved some sunlight … When the speaker says Till you’ve older … he / she is implying that he / she is much older than the young person (that is, till you’re older like me). The parent also says that although he / she does not know the answers to life’s questions (I know no answers to help you on your way). We know that the speaker is probably a parent because he / she is offering the child unconditional love (But if you’ve a need for love, I’ll give you all I own). We know that the son / daughter is a young adult because the speaker refers to the time when you were but nineteen. ‎ ‎ ②. B. ‎ Step 4. Listening.‎ l Purpose: 1. To get the main information in the listening part.‎ ‎2. To develop Ss’ listening ability ‎ ‎ 3. To know how to become inspired to write poems.‎ Listening and discussing ‎ l Answer key for Exercise 2:‎ ‎ Lucy ; Pitt; Jack; the 24th of the month ‎ ‎ l Answer key for Exercise 3:‎ Name How they are inspired to write poetry Jack By going for a hike in the countryside and then sitting quietly by himself Lucy By surrounding herself with familiar things in her own house Pitt Possibly by listening to his favourite music though he has never written poetry before l Answer key for Exercise 4:‎ I’m not going to enter a poem this.‎ I haven’t begun mine yet but I plan to do it this weekend.‎ How will you inspire yourself this weekend?‎ I intend to go for a hike in the countryside and sit quietly somewhere by myself.‎ I think I’ll try out his way too some time.‎ I’ve never tried it with poetry before but I’m going to try it tonight.‎ And now I’m looking forward to reading all your poems.‎ Step 5. Speaking task (Workbook)‎ Purpose: To get the students to do some speaking practice.‎ In groups of three, talk about the kind of poem you are going to write / translate, what if it will be about and when you are going to write / translate it. You can use some of these expressions from the listening text to help you. ‎ Examples of questions Examples of answers ‎ When are you going to do your poetry homework? I’ll have a try at it this weekend. ‎ What kind of poem are you planning to write? I think I’ll try writing some haiku poems What are you going to write about? I’m going to try …‎ What are you going to do yours on? I’m going to see if I can …‎ Suggested Answers:‎ Various answers are acceptable.‎ Step 6. Writing ‎ Purpose: To learn to write your own pomes.‎ 1. Group work ‎ Write a list poem starting with If I like Poem C on page 10. Write one line each. It doesn’t have to rhyme. Your group can choose one of these lines to start your group poem. Then share your poems in class. ‎ If I were the ruler of the world, I would …‎ If I had a million dollars, I would …‎ If I had taken your advice, I would have / wouldn’t have …‎ ‎2. Individual work ‎ Write a poem that starts with I feel happy when. Then lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show you what to do, here are the first four lines of the two poems. Now write your own poem of eight to ten lines. ‎ I feel happy when … Slowly the moon climbs in the sky, ‎ the sky is blue, Slowly the black-tailed bird lets out a cry, ‎ you smile at me with your sparkling black eyes, Slowly the dog crossed the road, ‎ It’s my birthday. Slowly the old man carries his load. ‎ Step 7. Homework ‎ ‎1. Review all the words and expressions in this unit.‎ ‎2. Try to appreciate some simple forms of English poems. ‎ Suggested websites.‎ http:// foxmm. 126.com http:// blog. Hjenglish.com http:// english. Xazx. net http:// dlix.bokee. com http:// www. highlights. cn http:// englishtrain. net http:// www. chinaedu.com http:// lemoncb.vip.sina.com http:// www. mtxsnow. net ‎