下面给大家分享UNIT FOUR A GARDEN OF POEMS(人教版高二英语上册教案教学设计)（共含17篇），欢迎阅读!
I. Brief Statements Based on the Unit
Do you like poetry? Have you read a limerick? The whole contents of Unit 4 are about poetry. Four separate parts consist of this unit. First, the simple questions bring the students back to the poems, songs and rhymes they have learned. By reciting them, the students will be struck by the words and colorful meaning of some poems. Then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. This will greatly raise the students' interests about poems. They will be sure to want further information about English poems.
The text “English Poetry” describes the advantages of reading poems. Plenty of detailed information about the history and development of English poems is also given in the text. The comparison of English and Chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. The text sings high praise for the two great translators --Lu Xun and Guo Moruo. However, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. This means that we should read original works instead of translated ones as many as possible. Plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information.
The third part is mainly about past participle used as attribute and adverbial. Through different kinds of exercises the students can master this part well. At the end of this unit, a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. A simple and practical way to enjoy the poems is shown to us. This will encourage more students to join in the learning and appreciating poetry. The students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.
II．Teaching Goals
1. Talk about English poetry.
2. Practice expressing intention and decision.
3. Learn about the Past Participle used as Adverbial.
4. Write about a poem.
III. Teaching Time: Five periods
IV. Background Information
1. Shakespeare
For any Englishman, there can never be any discussion as to who is the world's greatest poet and greatest dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare's writings that have become part of the common property of English-speaking people. Most of the time we are probably unaware of the source of the words we use. Rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-known proverbs and quotations!
Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner (or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare's day.
It is paradoxical that we should know comparatively little about the life of the greatest English author. We know that Shakespeare was born in 1564 in Stratford-on-Avon and he died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.
However, what is important about Shakespeare's life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare's life to the small number we already possess and for an equally long time critics have been theorizing about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.
Fortunately this is not likely to happen. Shakespeare's poetry and Shakespeare's people (Macbeth, Othello, Hamlet, Falstaff and the others) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
2. About Shakespeare's Plays
William Shakespeare (1564～1616), English dramatist and poet, is regarded by many people as the greatest English writer of all time. He wrote his first play when he was twenty-six years old. Within about twenty-two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. Of all his plays,“Hamlet” is perhaps the best known. His plays, written in the late 16th and early 17th centuries for a small theatre, are today performed more often and in more countries than ever before. Many of the words first used by him, and many of his expressions have become everyday usage in English speech and writing. Of Shakespeare's plays have come down to us. Their probable chronological order is arranged as follows：
◆ The First Period(1590～1600)
1590--Henry VI, Part I. / Henry VI, Part II.
1591--Henry VI, Part III.
1592--Richard III. / The Comedy of Errors.
1593--Titus Andronicus. / The Taming of the Shrew.
1594--The Two Gentlemen of Verona. / Love's Labour's Lost. / Romeo and Juliet.
1595--Richard II / A Mid-summer Night's Dream.
1596--King John. / The Merchant of Venice.
1597--Henry IV, Part I. / Henry IV, Part II.
1598--Much Ado About Nothing. / Henry V. / The Merry Wives of Windsor.
1599--Julius Caesar. / As You Like It.
1600--Twelfth Night. /
◆ The Second Period( 1601～1608) :
1601-- Hamlet.
1602--Troilus and Cressida. / All's Well That Ends Well.
1604--Measure for Measure. / Othello.
1605--King Lear. / Macbeth.
1606--Antony and Cleopatra.
1607--Coriolanus. / Timon of Athens.
1608--Pericles.
◆ The Third period(1609～1612) :
1609--Cymbeline.
1610---The Winter's Tale.
1612--The Tempest. / Henry VIII.
The First Period
Teaching Important Points:
1. How to get the students to grasp the main idea of a passage by listening.
2. How to improve the students' speaking ability.
Teaching Difficult Point:
How to direct the students to grasp the detailed information to finish the listening task.
Teaching Procedures:
Step I Greetings and Revision
◆ Take out your exercise-books. Let's check your homework. Then learn the new words of this period together.
Step II Warming up
◆ Do you like poetry, boys and girls? Why do you like it? Or why not?
◇ I learn a great deal from poetry. When I was a small child, my mother taught me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。And she explained the meaning of it. I know from a little child that grain comes from pains and we should not waste whatever we eat.
◇ I don't like poetry very much, because I had a bad memory when I was a small child. I like to make something.
◆ What English poems, song words or rhymes have you read? Can you recite any?
◇ I've read some English poems when I was in Junior Middle School. And it is like this:
I Love the Sun
I love the sun, I love the spring,
I love the birds, That gaily sing.
I love my school, I love my play.
And I love all, That is nice and gay.
◇ I remember I've read a poem about the names of the months. It is:
Thirty days have September.
April, June and November,
All the rest have thirty-one,
Excepting February alone,
And that has twenty-eight days clear,
And twenty nine in each leap year.
◆ Now turn to Page 25. Do the third part. Do you know“打油诗”? In English limerick is like“打油诗”in Chinese. It is a special, funny poem and is written just to make people laugh. Read the two limericks and enjoy them. (Students read the poems together and at last two students are asked to read them.)
◇ There once was a very fat lady, who wanted to travel from Corfu (an island belonging to Greece) to Peru (a country on the northeast coast of Latin America). But she was so fat that she could not get on any bus, train or aeroplane. So in fact, she could not go anywhere.
◇ There once was a foreign teacher from Singapore, who came to teach in China, but after a short while the students found out that this man was crazy.
◆ What is the pattern of each poem? “pattern” means“格调”.
◇ Most types of poems have a certain pattern and characteristics. A limerick is made up of 5 lines. Usually, lines 1,2 and 5 rhyme, while lines 3 and 4 also rhyme. The first two lines often have about 7 syllables, the next two lines fewer and the last line more, but the numbers are not fixed.
◇ The first line always introduces a certain person from a certain place. The second line usually gives some special information or a wish of that person. The third and the fourth line describe some complication or difficulty and the last line is the punch line: it reveals what’s wrong. But Limericks never have the intention to insult people from those places.
◆ What words will you need to talk about poets and poetry?
◇ To talk about poets and poetry, we often use the words：good, bad, interesting, funny, dull, meaningful, meaningless, moving, instructive, encouraging, make me happy, sad, etc.
◆ What phrases do you think will be useful when you express your intentions and reach decisions?
◇ When we want to express our intentions, we often say: I'm going to…; I intend /mean /plan to…; I will…; I feel like (doing sth.)…; I'd like to… ; I'm ready to…; I would rather not…etc.
◇ When we want to reach decisions, we often use: In my opinion, we should…; What's your opinion? I think /believe /suppose we should…;I don't think it's necessary to…; We must decide…; I hope we can reach /come to /arrive at /take /make a decision, etc.
Step III Listening
◆ Now let's do Listening. Please turn to Page 25 and read the instructions first. Do you know what you should do after you listen to the tape?
◆ Now I'll play the tape. When I play it for the first time, do Ex. 1, please. When I play it for the second time, do Ex. 2. If you have anything you don't hear clearly, please let me know. At the end of listening, I'll play the tape once more and give you enough time to check your answers. Then check your answers with your partner. I'll ask one or two students to give us their answers at last. Do you understand what I've said?
Step IV Speaking
◆ Let's do speaking. Please open your books on Page 26. There are four circles on this page. Each circle lists some information about poems. They are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. Ask your partner what kind of poetry he or she might want to read. Choose a word from each circle and explain why you want to read a poem like that or not. Work in groups or pairs. Have a discussion and make up a dialogue to express what you want to say. The useful expressions in the box might be helpful to you:
I'm interested to…but… I think it will be too difficult to…
I think I might want to… I think it will be boring…
I want to… I'm very interested in…so…
I'd like to… I'm not very interested in…so…
I've never heard of…so… I hope to find…
I've never read any…so… I don't know much about…but…
◆ ( After a few minutes. ) Have you finished? Now who will tell us your opinions? Volunteers?
◇ Sample dialogue 1:
A: What kind of poetry do you like to read?
B: I like to read poems about nature.
A: Why are you interested to read such poems?
B: When I read this kind of poem, it seems that I was in a different world. The things described in the poem seem to be real ones. They seem to be around me. I feel them and enjoy them.
A: What kind of poems are you not interested in?
B: I'm not interested in poems about pets. We have a lot of important things to do and I think I have no time to have pets. What about you?
A: I'm interested in poems about humour, because it can bring happiness to us. All the unhappy things are gone with the laughter.
◇ Sample dialogue 2:
A: I know that you can recite plenty of poems. Can you tell me what kind of poems you like?
B: I like the poems by Li Bai, especially the ones to describe nature.
A: For what reason do you like them?
B: When I read them, I feel comfortable. A poem of his is a beautiful picture hanging before us. I would go into the picture as I read them.
A: What kind of poems are you not interested in?
B: Poems about broken hearts. They make me sad. What's your opinion?
A: I like the poems about the sea and I don't like the ones about death and broken hearts.
B: Just like me!
Step V Summary and Homework
◆ In this period, our topic is about poems. We have talked a lot about poems. What kind of poems do you like? This is an interesting topic. After class, go on with you topics and discussion. You can use the expressions we just mentioned. That's all for today.
The Second Period
Teaching Important Points:
1. The usages of some useful words and expressions.
2. The similarities and differences between the Chinese and English poets and poems.
Teaching Difficult Point:
How to grasp and remember the detailed information of the reading material.
Teaching Procedures:
Step I Greetings and Revision
◆ Teacher greets the whole class as usual and checks the students' homework. Then teacher and the students learn the new words of this period together.
Step II Pre-reading
◆ Can you name some famous Chinese poets? Can you recite any of their poems?
◇ Wang Wei, Du Fu, Li Bai, Bai Juyi, etc.
◆ Writ down five key words that you would expect to find in a text about poetry.
◇ Poem, poet, rhyme, style, image (literature, language, form, line).
◆ Scan the text and then check whether the five key words are mentioned in the text. Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
◇ The style and atmosphere in the poems by Wordsworth, Byron, Shelly and Keats often remind readers of Du Fu and Li Bai. The works by Donne and Marvell reminds Chinese readers of Su Dongpo.
Step III Careful-reading
◆ Now read the text again, and try to grasp as much detailed information as you can. Then choose the best answer for each of the following questions:
1. Modern English came into being from about the middle of the _____ century.
A. 16th B. 17th C. 18th D. 19th
2. The poetry of Marvell reminds Chinese readers of the poems by _______.
A. Du Fu B. Li Bai C. Su Dongpo D. Gou Moruo
3. Byron's“Isles of Greece”is an example of _______.
A. a sonnet B. romantic poetry C. nature poetry D. modern poetry
4. The wider public in China discovered English poetry at the beginning of the _________ century.
A. 17th B. 18th C. 19th D. 20th
5. The advantage of reading English poetry in Chinese translation is ______.
A. that you have more advice B. that something of the spirit is lost
C. that you understand it better D. that you learn how to express yourself in new ways
◇ Suggested answers: 1. A 2. C 3. B 4. D 5. C
◆ By the way, have you noticed that there are some bold words in the text? Read the text again and find out what the words in bold refer to. If necessary, you can have a discussion with your partner. Some minutes later, we'll check the answers.
◇ “That” in the first paragraph refers to “poetry plays with sounds, words and grammar”.
◇ “Its” in the fourth paragraph refers to “the English poetry’s”.
◇ “Their” refers to “Wordsworth’s, Byron's and Keats’”.
◇ “They” in the sixth paragraph refers to “modern poets”.
◇ “They” in the third line from the bottom of the last paragraph refers to “poems and literature”.
◆ There are some language points you should pay attention to. Read these sentences and try to master the usages of the words and phrases:
1. play with: The little boy is playing with his dolls.(In the text “play with the sounds , words and grammar” means “to use sounds , words and grammar perfectly”.)
2. call up: I called up my brother and told him the good news.
He was called up at the beginning of the war.
3. despite: He came to school despite (in spite of) his serious illness.
4. time: In his speech, he expressed the feelings of the time.
5. belong to: Taiwan belongs to China.
6. absence: Darkness is the absence of light.
7. remind...of...: Remind me of the letter.
8. lead to: Differences of opinion led to fierce arguments.
9. come into being: When did the Great Wall come into being?
◆ Now let's listen to the tape. When I play it for the first time, just listen. Then I'll play it for the second time. This time, you can follow it in a low voice. Then read the text aloud, paying attention to your pronunciation and intonation.
Step IV Discussion
◆ Now please turn to Page 29, Post-reading 4, 5 and 6. Have a discussion about them. In about some minutes, I'll ask some of you to give us the answers.
◇4. If a poem is translated into another language, it's changed a bit. That's to say, something of the spirit of the original works is lost.
◇ Let's compare a poem by Chao Zhi with its translation:
七步诗 （曹植）
煮豆燃豆萁，
豆在釜中泣；
“本是同根生，
相煎何太急？”
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“Why since we sprang from the selfsame root,
Should you kill me with anger hot?”
From the poem above, we can find that when a poem is translated into another language, its rhythm and rhyme, the figures of speech, etc. are different from the original work…
◇5. They can be ties that bring the East and the West together and bring people closer to each other. Two other images to express that idea, found in the text are: Poetry opens doors; We can embrace each other in poetry.
◇6. It means that when people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
The short poem by Mu Dan means that our life is like the night. The words used in poetry are like lamps that light up, and in this light we can meet and embrace other people, whom we would not have seen in the dark.
Step V Summary and Homework
◆ Today we're learnt a text about poems and poets. Read the text after class and collect as much information about the things and persons mentioned in the text as possible. Then do Ex. 3 on Page 29. Besides, we've learnt some useful words and expressions. Please remember the words and expressions and make sentences with them when you have time. That's all for today. Class is over.
The Third Period
Teaching Important Points:
1. How to get the students to master the usage of the Past Participle.
2. How to do sentence transformation.
Teaching Difficult Point:
The sentence transformation between a clause and a past participle phrase.
Teaching Procedures:
Step I Greetings and Revision
◆ In this class, I'll check your homework first. In the last period, I told you to make a timeline that shows the centuries when the poets were living and their names, including all the English poets in the text and some of the Chinese poets you know. Have you finished it?
◇ English poets:
Shakespeare(1564～1616) John Donne(1572～1631)
John Milton (1608～1674) Marvell (1621～1678)
Alexander Pope (1688～1744) Johnson (1709~1784)
William Wordsworth (1770～1850) Byron (1788～1824)
Shelly ( 1792～1822) Keats (1795～1821)
Auden (1907～1973)
◇ Chinese poets:
Li Bai (701～762) Wang Wei (701～761)
Du Fu (712～770) Bai Juyi(772～846)
Guo Moruo(1892～1978)
Step II Word Study
◆ Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we'll check the answers.
◇ Suggested answers:
1. poem 2. absence 3. atmosphere 4. glory 5. poets 6. translated
◆ As we know, if words or lines of poetry end with the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
◇ “horse”and“mouse”, “school”and“fool”. They all rhyme.
◆ There are two groups of words . Please read them and match the words that rhyme.
Group A: mad tale glory recite cow shade isle embrace
Group B: smile base afraid story plough fail glad night
◇ l mad – glad; 2 tale – fail; 3 glory – story; 4 recite – night; 5 cow – plough; 6 shade – afraid;
7 isle – smile; 8 embrace – base.
Step III Grammar (The Past Participle used as Adverbial)
◆ Look at the two sentences. What are their Chinese meanings? And can you think of another way to express these ideas?
1. Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
◇ The first sentence means: 一经出版，他的作品就因不押韵而著名。
It can be expressed as: Once it (= his work) was published, his work became famous for the absence of rhyme at the end of each line.
◇ The second means: 即使翻译得再好，一经翻译，原作的一些精华就没有了。
It can be expressed as: No matter how well it (= the original work) is translated, something of the spirit of the original work is lost.
◆ From the sentences we've discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Ex. 1. Complete each sentence by using the past participle of the right verb．Before doing that，discuss the meanings of the words in the box?
◇ “build” means “建设”；“frighten” means “使惊恐”；“bite” means “咬”；“follow” means “跟随”; “shoot” means “开枪”；“see” means “看见”；“examine” means “检查”.
◆ Now have a discussion in pairs and use their proper forms. While doing this, talk about the meaning of each sentence．
◇ Suggested answers：
1.Frightened 2.followed 3.examined 4.Built 5.Seen 6.bitten 7.shot
Step IV Practice
◆ Look at the two sentences. Each of the sentences has a past participle. Have a discussion about them and decide their functions．
1. The castle, burned down in 1943, was never built.
2. If left alone on a deserted island, what would you do to survive?
◇ In the first sentence the past participle phrase “burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is：1943年被夷为平地的那座城堡．再也没有重建。
◇ In the second sentence, “1eft alone on a deserted island”is used as adverbial, expressing condition. It means: 如果你流落到一个荒凉的岛上，为了生存下去。你会怎么办呢?
◆ Now，look at the following four sentences and discuss the function of each past participle phrase in pairs or groups.
1. The room, connected to the rest of the house by a long passage，was completely empty.
2. Connected to the rest of the house by a long passage, the room seems very quiet.
3. Folded in his pocket，the letter wasn't found until twenty years later.
4. He was walking around with the letter folded in his pocket.
◇ In the first sentence, it is used as attribute. The meaning of the sentence is：这个由一条长长的走廊和房子里的其他地方相连的屋子里面空无一物。
In the second sentence, the past participle phrase is used as adverbial, expressing the cause. The sentence means：因为这个屋子是由一条长长的走廊和别的地方相连接的，所以它很安静。
3. Adverbial．因为这封信是折叠起来放在他的口袋里的．所以直到二十年后才被发现。
4. Attribute．他到处转悠口袋里装着一封折叠起来的信。
Step V Consolidation
◆ Look at the example on Page 30. Here are two sentences. They both have the same meaning, but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
◇ Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures.
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step VI Summary and Homework
◆ In this class, we've talked about rhyme and the use of the past participle. The past participle of the verb can be used as adverbial and attribute, such as, “Once...”; “The castle ...”. We also know that the past participle can be expressed with a clause, such as “United...”(Teacher writes the sentences on the blackboard.
1. Once published, his work became famous for the absence of rhyme at the end of each line.
2. The castle, burned down in 1943, was never built.
3. United, we stand; divided, we fall.
= If we are united, we will fall; if we are divided, we will fall.)
Today's homework:
Join each pair of the following sentences to form one sentence, using the past participle:
1. Mary was shocked at what Jack had said. She didn't know what to say at first.
2. The mirror was broken. The mirror was lying on the ground.
3. I went into the dark room. I was followed by my best friend.
4. The park is the most beautiful place in the city. It was destroyed by the storm last Sunday.
5. The dog barked at us. The dog was tied to a pole by the door.
6. They were sad to see a sea of flowers. The flowers were covered by the heavy snow.
7. The scientist is well known for his knowledge. The scientist is able to help the workers to get out of their difficulty.
8. The coins were collected by my cousin. The coins were made in Tang Dynasty.
The Fourth Period
Teaching Important Points:
1. The usages of the useful words and expressions listed above.
2. How to enjoy English poems.
Teaching Difficult Point:
How to enjoy English poems.
Teaching Procedures:
Step I Greetings and Revision
◆ In the last period, I told you to join some pairs of sentences, using the past participle. Now, who'll give us the answers?
◇ 1. Shocked at what Jack had said, Mary didn't know what to say at first.
2. The broken mirror was lying on the ground.
3. I went into the dark room, followed by my best friend.
4. The park destroyed by the storm last Sunday is the most beautiful place in the city.
5. The dog tied to a pole by the door barked at us.
6. They were sad to see a sea of flowers covered by the heavy snow.
7. Well known for his knowledge, the scientist is able to help the workers to get out of their difficulty.
8. The coins collected by my cousin were made in Tang Dynasty.
◆ Learn the new words of this period together.
Step II Reading and Comprehension
◆ Do you like singing? Do you like poems? Why do you like them? Do you think that poems and songs have anything in common?
Now let's read a passage about songs and poems. You'll find the answers to the questions above. Please read it fast and find the answers to the following questions. Please write the answers on a piece of paper and I'll collect the first five pieces.
1. How does the writer feel when he is listening to music and to the song words?
2. What kind of feeling has he when the writer locks the door and reads poems aloud?
◇1. When he is listening to music and to the song words, he feels that it was written for him.
◇2. When he locks the door and reads the poems aloud, he is given a strong feeling at first. When he has some practice later and falls into the rhythm, the rhyme and the sounds of the words, it is a very special experience.
◆ Read the text carefully and find the answers to the following questions.
l. Why is the question “why read and sometimes even write poetry” not difficult to answer if we change the word poetry to songs?
2. Why are there songs that the writer sings in his head between classes and why does he want to sing when the school bell rings by the end of the day?
3. What song words does the writer like?
4. Does the writer like long poems?
5. What does the writer read when he has had a bad day at school?
6. Do you have the same feeling as the writer? Do you agree with him?
◇ 1. Because the writer thinks that poems and songs are the same and he sings when he feels good.
2. Because between classes and when the school bell rings by the end of the day, he'll have a free time of his own. He can do what he wants to do, so he feels good and wants to sing.
3. He likes song words about love and friendship and he especially likes to sing his favourite songs in English.
4. At first, he didn't like poetry. Then an e-pal of his gave him some suggestions about poems. Now he likes long poems very much.
5. When he has had a bad day at school, he reads Keats' poems.
6. I agree with the author and I have the same feeling as he does, but I like short poems most.
◆ Why do you like poems?
◇ Because poems can make people happy and forget all the unhappy things.
◆ Do you think that poems and songs have anything in common?
◇ Yes. I think so. They have the same good points.
◆ There are some useful words and expressions on it. Please read them and learn them by heart:
1. change … to: He changed the date to Sep. 11.
2. get through: I got through the book in one evening .
He got through the final exams.
3. extraordinary: I had an extraordinary dream last night.
4. avoid: The man tried to avoid answering him.
5. fall into: They have fallen into poverty.
6. stupidity: I'm ashamed of my stupidity.
7. by the light of: Sometimes we go on working after dark by the light of our tractors.
Step III Listening and Reading Aloud
◆ Listen to the tape and then read the passage loud.
Step IV Appreciation
◆ Please turn to Page 31. Here is a poem by Robert Frost. Listen to the tape and read it aloud. Find the words that rhyme and then discuss with your classmates what it means.
◇ The words that rhyme: “crow” rhymes with “snow”, “heart” rhymes with “part”, “me” and “tree” rhymes, and “mood” and “rued” rhyme.
◇ The whole poem is a sentence. It is like this: The way a crow shook the dust of snow from a hemlock tree down on me has given my heart a change of mood and saved some part of a day I had rued. It means that a crow in a hemlock tree shook down some snow on me and this gave me a release from my unhappy mood.
◇ In the poem, it is winter. The person in the poem once had a bad day, a day he or she wished had not happened. Later on that day he or she walked or stood under a tree. A crow shook its feathers, and snow from the tree fell down on him or her. This little event made him or her a bit less unhappy.
◆ Please turn to Page 32. Here is a song by Richard Marx. Let’s sing it together, and then discuss with your classmates what it means.
◇ The person in the song complains that his or her lover is very far away, maybe in the USA because there is an ocean between them. They almost never see each other, but they call each other. The “I” finds it very difficult to say that he or she will love the other for ever, because they are not together. Still, the “I” promises always to wait for the other, even if it breaks his or her heart.
Step V Checkpoint
◆ Look at Checkpoint 4. Here are three sentences. Please change their adverbial clause in each sentence into a past participle phrase. Have a discussion with your partner and after a while we'll check the answers.
◇ Suggested answers:
1. Translated into Chinese, the book became very popular in China.
2. Given more time, we would he able to do the work much better.
3. Left alone at home, Sam did not feel afraid at all.
Step VI Summary and Homework
◆ In this class, we've learned a passage about songs and poems. From it we know that songs and poems can make us feel better. We've also learned some useful words and expressions.
Today's homework：Find an English poem and write a review (Page 32). Besides, tips are a help for you to enjoy poems. Do as it says, and I'm sure you'll become a poem lover. That's all for today. You’re dismissed.
◇ Suggested answers to a poem review (A review of the poem “Twinkle, twinkle little star”):
This poem is about the stars in the sky. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of little stars that twinkle in the sky. They are far away from me, perhaps thousands of millions of miles away. I want very much to go further and see clearly what they are like. But I can't. I can only see them like diamonds in my storybooks. When I read the poem, I feel very happy and comfortable. Nature is beautiful and mysterious whether in the day or at night. There are many, many things like stars in the sky waiting for us to discover.
The Fifth Period
Grammar: The Past Participle Used as Adverbial
Teaching Important Points:
1. How to use the Past Participle
2. How to tell the difference between the Present Participle and the Past Participle.
Teaching Difficult Point:
How to choose the Present Participle and the Past Participle.
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Revision and Presentation
◆ In the third period of Unit 4, we learned the Past Participle used as Attribute and Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?
1. Most of the artists invited to the party were from South Africa.
2. Given more attention, the trees could have grown better.
3. The professor came into the classroom, followed by his students.
4. The first textbooks written for teaching English as a foreign language came out in the 16th century.
◇ In the first sentence the Past Participle is used as Attribute, modifying the noun “artists”; Adverbial in the second sentence; Adverbial in the third sentence, too; in the last sentence it is used as Attribute modifying “the first textbooks”.
Step III Explanation
◆ We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard. What are these past participle used us?
1. Don't speak until spoken to.
2. Given more time, we could do the work much better.
3. Destroyed by the earthquake, the house had to be rebuilt.
◇ They are all used as Adverbial.
◆ We know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses?
◇ The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.
◆ Now, I'll give you a few minutes to discuss with your partner about how to replace these past participles by using adverbial clauses.
◇ 1. Don't speak until you're spoken to.
2. If we were given more time, we could do the work much better.
3. Because the house had been destroyed by the earthquake, it had to be rebuilt.
Step IV Comparison
◆ As we all know, the Past Participle and the Present Participle can be used as Adverbial, for example:
1. Seen from the hill, our school looks more beautiful.
2. Seeing from the hill, we can see our beautiful school.
Look at these two sentences carefully. Can you tell us the difference between them?
◇ The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.
◆ Do you know why the difference come into being?
◇ Because the subject in the first sentence is “our school”, but in the second sentence, “we”.
◆ When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial.
Step V Practice
◆ Join each of the following pairs of sentences turning one of them into a participle phrase and making some necessary changes. Do it in pairs or groups.
Example: We were disturbed by the noise and had to finish the meeting early.
→Disturbed by the noise, we had to finish the meeting early.
1. They were surprised at the idea and began to discuss it among themselves.
2. Mary was much interested and she agreed to give it a try.
3. I was deeply moved, and thanked them again and again.
4 The two men were delighted and they thought up many other ideas, too.
5. We had been taught by failure and mistakes and have become wiser.
6. I was shocked at the waste of money and decided to leave the company.
7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.
◇ Suggested answers:
1. Surprised at the idea, they began to discuss it among themselves.
2. Much interested, Mary agreed to give it a try.
3. Deeply moved, I thanked them again and again.
4. Delighted, the two men thought up many other ideas, too.
5. Taught by failure and mistakes, we have become wiser.
6. Shocked at the waste of money, I decided to leave the company.
7. Persuaded by his friends to give up smoking, he threw his remaining cigarettes away.
◆ Let's do more exercises. You may discuss with your partner. Choose the best answers:
1. ______ some officials, Napoleon inspected his army.
A. Followed B. Followed by C. Being followed D. Having been followed
2.__________ by his teacher, he has made great progress in his lesson.
A. Helped B. To help C. Helping D. Help
3. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening C. having opened D. opened
4. The visitor expressed his satisfaction, __________ that he had enjoyed his stay here.
A. having added B. to add C. adding D. added
5.___________ in thought, he almost ran into the car in front of him.
A. Losing B. Having lost C. Lost D. To lose
6.__________ his telephone number, she had some difficulty getting in touch with Bill.
A. Not knowing B. Knowing not C. Not having known D. Having not known
7. If _________ the same treatment again, he is sure to get well.
A. giving B. give C. given D. being given
8. in 1636, Harvard is one of the most famous universities in the United States.
A. Being founded B. It was founded C. Founded D. Founding
◇ Suggested answers:
1. B 2. A 3. D 4. C 5. C 6. A 7. C 8. C
Step VI Test
◆ Now let's have a test. Complete the following sentences. Write your answers on a piece of paper. Later, we'll check it together.
Complete the sentences:
1._______ (只要看一次),it can never be forgotten.
2._______ (被认为是这个城市里面最好的)，the factory was given a medal.
3. The visitor came in, ________ (后面跟着一群年轻人).
4._______ (在党的领导下)，the people have improved their living conditions greatly.
5._______(在她的话的鼓励下)，the boy later went up to his teacher and said “sorry”.
6. If_______(加热) to a high temperature, water will change into vapour.
7. _______ (从太空中望去)，the earth is a water covered globe.
8. The object on the table is a fan ______ (由羽毛制成的).
◇ Suggested answers:
1. Once seen 2. Regarded as the best in the city 3. followed by a group of young fellows
4. Led by the Party 5. Encouraged by her words 6. heated 7. Seen from space
8. made of feathers
Step VII Summary and Homework
◆ In this class, we've discussed the use of the Past Participle. That is, how to use it and its transformation with the adverbial clauses. After class, we should do more practice about this to master them. So much for this class. See you tomorrow.
Appendixes
一、知识网络
1．call up召唤；回忆起；调动（力量、人员等）；（给……）打电话
The photograph called up memories of his childhood. 那张照片唤起了他童年时代的一些回忆。
The music calls up old times. 这音乐让人回想起旧日时光。
He was called up right at the beginning of the war. 他是在战争刚一开始的时候被征召入伍的。
Don’t call me up in the morning. 不要在早上给我打电话。
2．belong to属于；是……的成员之一；此短语不可用进行式，也没有被动语态形式.
The car belongs to my uncle. 这辆车是我叔叔的。
Who does this bag belong to? 这是提包是谁的？
I belong to the tennis club. 我是这个网球俱乐部的会员。
Do you belong to any party? 你有没有加入哪个政党？
但是，常用belong to的-ing形式作定语:
China is a country belonging to the third world. 中国属于第三世界国家。
3．Come into being出现；形成；产生
We don’t know when the universe came into being. 我们不知道宇宙是何时开始存在的。
Later two more armies came into being. 后来又成立了两支部队。
Thus the first workers’ league came into being. 这样第一个工人联盟就出现了。
Such a custom came into being long ago. 这种风俗很久以前就有了。
4．glory n.[U]光荣；荣耀；壮观；[C]光荣的事或人
They fought for the glory of their country. 他们为了国家的荣誉而战。
He did it for his own personal glory. 他为了自己个人的荣誉做了那件事。
the glory of the sunset落日的壮观
the glories of our past history 我们历史上荣耀的事
He is a glory to his profession. 他是他所从事的专业的光荣。
5．Comparison n. 比较；对照；类似
He made an interesting comparison between classical music and jazz. 他在古典音乐和爵士乐之间做了有趣的比较。
He made / drew several comparisons between the two poets. 他把那两位诗人做了若干比较。
I find the comparison of life to a voyage quite proper. 我觉得将人生比喻为航海十分贴切。
in / by comparison with “与……比起来；与……相比”
Living in the country is cheap in comparison with the big cities. 与大城市相比，在乡下生活较便宜。
by comparison “相比之下”
He seems rather weak by comparison. 相比之下，他似乎相当弱。
6．apart adv.相隔；相距；除去；单独地
Alice and her husband now live apart. 艾丽丝和她的丈夫现在分居。
New York and Tokyo are thousands of miles apart. 纽约和东京相隔数千英里。
The fires broke out a few hours apart. 前后两场火灾相隔几个小时。
They planted the trees three metres apart. 他们每隔三米种一棵树。
She lives apart from her family. 她跟家人分开住。
A few little things apart, the party was a great success. 除了几件小事之外，那次聚会非常成功。
apart / aside from “除……之外；除开”
Apart from a few faults, he is quite a good teacher. 除了几个缺点外，他是个很好的老师。
Apart from the cost， the dress doesn’t suit me. 姑且不论价格，这件衣服也不适合我穿。
7．contribute vt.贡献；捐献；投稿 vi.有贡献；有助于；促成；投搞
He contributed a lot of money to the charity. 他捐很多钱给慈善机构。
She contributed a lot of good ideas to the discussion. 她在这次讨论中提出很多好的意见。
He didn’t contribute anything to world peace. 他对世界和平毫不贡献。
I contributed several poems to a literary magazine. 我投了几首诗给一本文学杂志。
contribute to “为……作贡献；有助于……；向……投稿”
The fine weather contributed to the success of the voyage. 良好的天气助成了那次航行。
A proper amount of exercise contributes to good health. 适度的运动有益健康。
The construction of a highway will contribute to the growth of the suburbs.
建造高速公路将有助于郊区的发展。
I make most of my money by writing books but I do contribute to magazines sometimes.
我的钱大部分是靠写书挣的，但我也确实给杂志社投过几次稿。
8．Stand out突出；出色；引人注目
David stands out as a computer designer. 大卫是个出众的计算机编程员。
He doesn’t stand out in a crowd. 他在人群中并不引人注目。
The tower stood out against the blue sky. 那座塔衬托着蓝天引人注目。
The hat stood out because of its strange shape. 那顶帽子造型奇特而引人注目。
They were all attractive, but she stood out from the others. 她们都很迷人，但是她比其他人更有魅力。
9．next to几乎；常用于否定词之前。
The speech said next to nothing. 这次演说几乎什么都没讲。
The dealer gave us next to nothing for our old car. 买主几乎没给钱就买走了我们的旧车。
I knew next to nothing about electricity. 对电我几乎是一无所知。
It’s next to impossible to drive in this traffic. 在这种交通状况下开车行驶几乎是不可能的。
10．light up点燃；点亮；照亮；使面有喜色；容光焕发
He lit up a cigarette before he began his speech. 在开始讲话前他先点上一支烟。
Hundreds of candles lighted up the hall. 几百支蜡烛照亮了大厅。
A smile lit up her face. 她一笑表情为之开朗。
Her face lit up with joy. 她因高兴而容光焕发。
The streetlights have lighted up. 街灯已点亮。
11．look up（在字典、时刻表等中）查看；翻看；查找
I looked up (the meaning of ) the word in my dictionary. 我在词典中查阅这个词（的意思）。
I often go to the library to look up the information I need. 我常到图书馆查找我需要的资料。
Look up the directory for his telephone number. 在电话簿中找找他的电话号码。
二、发散思维
1．absence n.不在；缺席；缺乏
After an absence of seven years I went home. 外出7年后我返回了故乡。
I soon noticed his absence from school. 我很快便察觉到他缺课了。
Absence of rain caused the plants to die. 因缺少雨水导致植物枯死。
absence of mind “心不在焉”
His absence of mind during driving nearly caused an accident. 他驾车时心不在焉，几乎肇事。
in one’s absence “某人不在时；某人外出时；背地里”
A lady called in your absence, sir. 先生，你不在时，有位女士来访。
They spoke ill of the captain in his absence. 他们在背地里说队长的坏话。
2．recommend vt.推荐；介绍；劝告；建议
He strongly recommended her to our firm for the post. 他极力推荐她给本公司担任这职位。
I can recommend her as a good secretary. 我可以推荐她为一名优秀的秘书。
Can you recommend me a good lawyer? 你能推荐一位好律师给我吗？
recommend sb. to do sth.相当于advise sb. to do sth.“建议某人去做某事，劝某人做某事”
I recommend you to see her at once. 我劝你马上去看她。
The doctor recommended me to take a long rest. 医生劝我长期休养。
recommend doing sth.“建议做某事”
I recommend going by bus. 我建议坐公共汽车去。
She recommended buying this dictionary. 她建议买这本词典。
recommend后还可接that 从句，从句中谓语动词用should+ v.形式，should可省略。
He recommended that they (should) be set free. 我建议释放他们
The teacher recommended that we (should) read the novel. 老师劝我们读读那本小说。
三、语篇领悟 （阅读本单元课文，完成下列各题）
3.1细枝末节
（passage 1）
1．John Milton’s work became famous for _________ .
A. his work is exactly written with sounds, words and grammar
B. his work calls up the feelings, curious images of a dream world
C. his work had a special pattern of rhyme at the end of each line
D. none of the above (key: C)
2．The style and atmosphere in Shelley’ poems is just like the poems of_________ .
A. Marvell and Donne B. Li Bai and Du Fu
C. Auden and Robert Frost D. John Milton (key: B)
3．From the passage， we got the idea(s):_________ .
A. poetry belongs to all human beings
B. poetry plays with sounds， words and grammar
C. poetry often follows special patterns of rhythm and rhyme
D. all of the above (key: D)
(Passage 2 )
4．I like song words because_________ .
A. they are bright B. they are colorful
C. they are greedy D. my feelings given by them are more special (key: D)
5．Choose the best explanation of the word “e-pal”.
A. a machine B. a person C. a piece of information D. a friend online (key: D)
6．From Paragraph 4， we can learn _________ .
A. we should read poems aloud B. poems are strange
C. poems are difficult to understand D.I am special (key: A)
3.2主旨大意
7．What’s the main idea of Passage 1?
A. Poetry is a good bridge to connect the East with the West.
B. Different periods of English poems.
C. Modern poems of English.
D. Differences between Chinese and English poetry. (key: A)
8．What’s the main idea of Passage 2 ?
A. We should read poems with doors closed.
B. We should first sing songs then read poems
C. Reading poems can bring people pleasure just like singing a song.
D. We should first read short poems then long ones. (key: C)
3.3推理判断
9．From Passage 1, we can infer that_________ .
A. we’d better read poems in English
B. translated poems can’t express intrinsic meaning of original poems
C. there is no advantage of reading English poetry in Chinese translation
D. Chinese translation poems are as good as English poems (key: B)
10．From Passage 2, we can infer that_________ .
A. the writer used to like poetry very much
B. songs and poems are the same
C. the writer fell in love with poems as soon as his e-pal told him something
D. now reading poems is part of the writer’s life (key: D)
(The End of the Teaching Design for Unit Four, SEFC 2A)
浙江省黄岩中学
王精红 王宸溢 毛海晨 陈佩君 许威
教材分析
本单元中心话题是“诗歌与文化”。单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。
“热身”(Warming up) 部分由English Poetry的一个分支--学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。
“听力”(Listening)部分的内容分两部分内容：WB与SB。SB内容可以由“热身”(Warming up)活动结束后自然过渡导入， SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的A garden of poems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。
“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。
“阅读”(Reading)部分标题是English Poetry,里面简单介绍英语诗歌的形成和几个代表时期，重点提到了Modern English Poetry的诞生和19世纪浪漫主义诗潮，提及了几个著名诗人及代表作，风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊，起到了画龙点睛的作用：我们学诗，读诗就是要自己去思考，去欣赏，这样才能开拓我们的视野，形成自己的审美观。在授课过程中，要特别注意智育（课堂教学与语言知识的习得），德育（引导学生形成正确的审美观乃至人生观）和美育（去发现并欣赏和种文化中蕴含的美）的结合渗透。
“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生去理解“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话，发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。
“口语”(Speaking)部分放在“阅读”(reading)部分之后，因为这一单元的学习一定要注重知识的承接，学了“阅读”(reading)后能更好的熟悉英语诗歌和诗人，流派，能“有话可说”，有助于表达自己对一种文化形式的看法和见解。本部分将通过“BRAINSTORM”回忆课文中学过的诗人。关于SB中的Speaking，在小组活动中，组织学生分组对有关诗歌的Topics, Periods, Human feelings等话题开展讨论。讨论时再次强调Useful Expressions的使用。而书中WB里的TALKING，讨论的是“现在诗歌是否依然流行还是已死亡”这个话题，可以将学生分成两组，设立裁判，让他们自由发言给出意见，最后由老师进行总结这种形式。通过“口语”(Speaking)部分，学生会在一定程度上将书本上的知识转化成自己的观点表达出来，既增加了他们对英语诗歌的理解又很好的锻炼了口语。
语言学习(Language Study)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前，通过一个简单视频（儿歌）说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是“过去分词作状语”的用法。在此要特别注意由于本单元是分词（包括现在分词和过去分词）用法的最后一个章节，需要对分词作一个总结和清理，因此需要将现在分词和过去分词用法共同点（如逻辑主语一致）及不同点（如现在分词常表主动，过去分词表被动）作一个罗列。当然简单罗列并不行，需要把最容易混淆的东西再过滤一遍，解释清楚。
学习技能(Integrating Skills)部分包括听、读、说、写三部份，有着一个很明显的结合，过渡，继承过程，相互渗透，讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入，让学生朗读并谈感受。再转入课文，阅读简单的课文后有一个Assessment步骤，通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗“Dust of snow”赏析，引导学生理解诗歌中的意境（IMAGE）并对诗歌中诗人情绪变化“changes of mood”作一个分解。至此，本单元对于学生能力的培养已到了一个更高的层次。在教学过程中，适当要求学生作朗读和背诵，加强互动，引导学生诵读诗歌时投入感情，注意语音语调的变化。在本课时最后一个环节中，让学生根椐一首现代诗写出其主题与意境（可参考使用英文名曲“Right here waiting”。
学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议，清楚明了，可以作为学生平时阅读的一个很实用有效的指导。
复习要点(Checkpoint)简要总结了本单元的语法重点--“过去分词作状语”的用法。最后一个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。
课时安排
Teaching Plan for Unit 4 A garden of poems
1.Warming up&Listening
(1)Warming up
(2)Listening in SB
(3)Listening in WB
2.Post-reading
(1)Pre-reading
(2)Reading
3.Post-reading
(1)Reading
(2)Post-reading
(3)Extended reading
4.Speaking
(1)Warming up
(2)Speaking
(3)Talking in Work Book
5.Language Study
(1)Word Study
(2)Grammar
6.Integrating skills
(1)Reading
(2)Writing
(3)Checkpoint
教材重点和难点
1.重点单词
poem n.诗；韵文；诗体文
intention n.意图；目的；打算
recite vt.背诵；朗诵
pattern n.型；模式；方式
dialogue n.对话；（文学，戏剧，电影中的）对白
sort vt.将事物分类；整理 n.种类；类型
sadness n.悲哀；难过
grammar n.语法；语法学
glory n.光荣；荣誉；荣耀的事；壮丽
absence n.不在；缺席；缺乏
district n.地区；区域
atmosphere n.气氛；情绪；大气；大气层
introduction n.序言；介绍；引进
translate vt.翻译；用简单易懂的语言表达
translation n.翻译；译文
extraordinary adj.特别的；不平常的；惊人的
idiom n.习语；成语；语言习惯用法
apart adv.相隔；相距；除去；单独地
recommend vt.推荐；介绍；建议
contribute vi.作出贡献；捐献；投（稿） vt.贡献；提供；捐献；投稿
2.重点词组
put…together 把……结合成一整体；装配
play with 玩；玩耍；游戏
call up 召唤；使人想起；调动（力量，人员等）；（给……）打电话
stand out 突出；显眼；远远超过某人（物）
light up 照亮；使放光彩；点上（烟等）吸起来
come into being 出现；形成；产生
send for 使某人来到；要求将某物取来或送到
contribute to… 为……作贡献（或捐献）；有助于……；向……投稿
3.词汇拓展
poem (n.) → poetry (n.) → poet (n.)
absence (n.) →absent(adj.)
translate (vt.) →translation(n.)
contribute (vt.) → contribution(n.)
4.句型结构
1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.
2. His sonnets, however, belong to the best English poetry.
3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.
4. Greatly loved in China are the English Romantic poets.
5. They can help us to understand each other better, or as Mu Dan wrote:…
6. Quietly, we embrace in a world lit up by words.
7. If I see you next to never, how can I say forever?
5、重点语法
本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。
6、教学难点
(1) 如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2) 分词用法的总结与难点解析。
(3) 帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
Unit 4 A Garden of Poems
The First Period Warming-up & Listening
by Wang Jinghong
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Aids:
1.a computer
2.a projector
Teaching Procedures:
(Play the song “Ten little Indian boys”)
Step I Greetings and Lead in.
T: Good morning, everyone!
Ss: Good morning, Mrs/Mr …!
T: Sit down please. Just now we’ve enjoyed a song. Do you like it?
Ss: Yes./(No)
T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.
Step II Warming up.
1) Listen and read the rhyme
Good, better, best!
Never have it rest!
Till good is better!
And better, best!
2) Listen and read the limerick.
People laugh and people cry.
Some give up, some always try.
Some say hi while some say bye.
Others may forget you but never I.
Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.
3)Read the limericks and ask “What is the pattern of each poem?
Step III. Pre-listening
T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem? Are poems put together in collections of poetry?
Maybe these questions can help us.
Who wrote them?
What are they about?
When were they written?
Step IV. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the the information of poems by a certain topic
Suggested answers: The topic can be human feeings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about?
2)What kind of book is A Garden of Poems?
3)Which period is meant when we say “between the World Wars”?
4)How should you read a book such as 1001 Songs and Poems in English?
5)Which topic for poetry does the student like?
Step V. Post-listening
1.T: OK. What topic for poetry do you like?
S: …….
T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step VI. Listening on the workbook.
Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.
1)Before the invention of writing, was there any other way but to remember important things?
2)Were rhyme and rhythm very helpful when they are trying to remember things?
3)Why did our ancestors invent poetry?
4)What is the listening text about?
Listen to the tape and find out the answers to the questions.
Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.
(Collect the answers from the students.)
T: Yes. Before the invention of writing, there was no other way but to remember important things.
And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.
Step VII. Listening and imitating.
T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.
1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.
2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”
3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.
“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.
Suggested answers:
Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)
Rhyme 2 is useful to remember how many days each month has.
Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.
Rhymes and rhythms are helpful. Do you use poetry to remember things?
Who sometimes still uses poetry to remember things today?
(Collect answers then listen to the following.)
But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.
So anyone who want to remember things better can still use poetry to remember things.
Step VIII. Post-listening
You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.
1)Women
If you kiss her, you are not a gentleman
If you don’t, you are not a man
If you praise her, she thinks you are lying
If you don’t, you are good for nothing
If you agree to all her likes, she is abusing
If you don’t, you are not understanding
If you make romance, you are an experienced man
If you don’t, you are half a man
If you visit her too open, she thinks it’s boring
If you don’t, she accuses you of double crossing
If you are well dressed, she says you are a playboy
If you don’t, you are a dull boy
….
“O Lord, tell me what to do. AMEN”
2)Always Have a Dream
Forget about the days when it’s been cloudy,
But don’t forget your hours in the sun.
Forget about the times you’ve been defeated,
But don’t forget the victories you’ve won.
Forget about the misfortunes you’ve encountered,
But don’t forget the times your luck has turned.
Forget about the days when you’ve been lonely,
But don’t forget the friendly smiles you’ve seen.
Forget about the plans that didn’t seem to work out right.
But don’t forget to always have a dream.
Step IX Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
Teaching plan
For Unit 4 A Garden of Poems
The 2nd period
Reading (English Poetry)
By Wang Chenyi
Teaching Goals:
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 Greeting & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Morning, boys & girls!
Ss: Morning, sir!
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布 on the screen)
T: Okay, let’s read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Q: 1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
(Give them 2 minutes to find the answers)
T: Well, let’s deal with the 2 questions.
A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne
Step 4 Careful-reading
Task 1. The main idea of each paragraph
T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.
Para. 1 The characters of poetry.
Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.
Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.
(After the end of the video, show the next slide)
T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.
Then I saw the Congo creeping through the black,
Cutting through the forest with a golden track.
Step 7 Discussion
T: It’s really amusing! At the end of this lesson, let’s have a discussion.
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!
Step 8 Homework
1. Read the text again to get a better understanding.2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
Websitewww.shakespeare.com
www.luminarium.org/sevenlit/donnewww.luminarium.org/sevenlit/milton
www.island-of-freedom.com/POPE.HTM www.john- keats.com
www.visitcumbria.com/wilword.htm
www.online-literature.com/byron
www.robertfrost.org
Reference for Teaching
ON THE SEA
John Keats
It keeps eternal whisperings around
Desolate shores, and with its mighty swell
Gluts twice ten thousand Caverns, till the spell
Of Hecate leaves them their old shadowy sound.
Often 'tis in such gentle temper found,
That scarcely will the very smallest shell
Be mov'd for days from where it sometime fell,
When last the winds of Heaven were unbound.
Oh ye! who have your eye-balls vex'd and tir'd,
Feast them upon the wideness of the Sea;
Oh ye! who have your eye-balls vex'd and tir'd,
Feast them upon the wideness of the Sea;
Oh ye! whose ears are dinn'd with uproar rude,
Or fed too much with cloying melody -
Sit ye near some old Cavern's Mouth, and brood
Until ye start, as if the sea-nymphs quir'd!
A SOLDIER
Robert Frost
He is that fallen lance that lies as hurled,
That lies unlifted now, come dew, come rust,
But still lies pointed as it ploughed the dust.
If we who sight along it round the world,
See nothing worthy to have been its mark,
It is because like men we look too near,
Forgetting that as fitted to the sphere,
Our missiles always make too short an arc.
They fall, they rip the grass, they intersect
The curve of earth, and striking, break their own;
They make us cringe for metal-point on stone.
But this we know, the obstacle that checked
And tripped the body, shot the spirit on
Further than target ever showed or shone.
The Isles of Greece
George Gordon Byron
The isles of Greece! the isles of Greece!
Where burning Sappho loved and sung,
Where grew the arts of war and peace, --
Where Delos rose and Phoebus sprung!
Eternal summer gilds them yet,
But all, except their sun, is set.
The Scian and the Teian muse,
The hero's harp, the lover's lute,
Have found the fame your shores refuse;
Their place of birth alone is mute
To sounds which echo further west
Than your sires' “Islands of the Blest.”
The mountains look on Marathon --
And Marathon looks on the sea;
And musing there an hour alone,
I dream'd that Greece might yet be free
For, standing on the Persians' grave,
I could not deem myself a slave.
哀希腊
拜伦
希腊群岛呵，美丽的希腊群岛！
火热的萨弗在这里唱过恋歌；
在这里，战争与和平的艺术并兴，
狄洛斯崛起，阿波罗跃出海面！
永恒的夏天还把海岛镀成金，
可是除了太阳，一切已经消沉。
开奥的缪斯，蒂奥的缪斯，
那英雄的竖琴，恋人的琵琶，
原在你的岸上博得了声誉，
而今在这发源地反倒喑哑；
呵，那歌声已远远向西流传，
远超过你祖先的“海岛乐园”。
起伏的山峦望着马拉松－
马拉松望着茫茫的海波；
我独自在那里冥想一刻钟，
梦想希腊仍旧自由而欢乐；
因为，当我在波斯墓上站立，
我不能想象自己是个奴隶。
Don Mclean – Vincent
Starry starry night
paint your palette blue and grey
look out on a summer's day
with eyes that know the darkness in my soul.
Shadows on the hills
sketch the trees and the daffodils
catch the breeze and the winter chills
in colors on the snowy linen land.
And now I understand what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
They would not listen
they did not know how
perhaps they'll listen now.
Starry starry night
flaming flo'rs that brightly blaze
swirling clouds in violet haze reflect in
Vincent's eyes of China blue.
Colors changing hue
morning fields of amber grain
weathered faces lined in pain
are smoothed beneath the artist's
loving hand.
And now I understand what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
perhaps they'll listen now.
For they could not love you
but still your love was true
and when no hope was left in sight on that starry
starry night.
You took your life as lovers often do;
But I could have told you Vincent
this world was never meant for one
as beautiful as you.
Starry starry night
portraits hung in empty halls
frameless heads on nameless walls
with eyes that watch the world and can't forget.
Like the stranger that you've met
the ragged men in ragged clothes
the silver thorn of bloddy rose
lie crushed and broken
on the virgin snow.
And now I think I know what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
They would not listen
they're not list'ning still
perhaps they never will.
繁星点点的夜晚
为你的调色盘涂上灰与蓝
你在那夏日向外远眺
用你那双能洞悉我灵魂的双眼
山丘上的阴影
描绘出树木与水仙的轮廓
捕捉微风与冬日的冷洌
以色彩呈现在雪白的画布上
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
繁星点点的夜晚
火红的花朵明艳耀眼
卷云在紫色的薄霭里飘浮
映照在文森湛蓝的瞳孔中
色彩变化万千
清晨里琥珀色的田野
满布风霜的脸孔刻画着痛苦
在艺术家充满爱的画笔下得到了抚慰
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
因为他们当时无法爱你
可是你的爱却依然真实
而当你眼中见不到任何希望
在那个繁星点点的夜晚
你像许多绝望的恋人般结束了自己的生命
我多么希望能有机会告诉你，文森
这个世界根本配不上
像你如此美好的一个人
繁星点点的夜晚
空旷的大厅里挂着一幅幅画像
无框的脸孔倚靠在无名的壁上
有着注视人世而无法忘怀的眼睛
就像你曾见过的陌生人
那些衣着褴褛、境遇堪怜的人
就像血红玫瑰上的银刺
饱受蹂躏之后静静躺在刚飘落的雪地上
如今我想我已明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
他们依然没有在倾听
或许他们永远也不会理解
Teaching plan For Unit 4 A Garden of Poems
The 3rd period Speaking
By Mao Haicheng
Teaching aims:
1. Talking about poems to raise the ss’interest in poems.
2. Making dialogue to improve the ss’speaking ability.
Teaching procedures:
Step1 Greeting & Lead-in
(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）
T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!
Step 2 Warming-up
T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way?
(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)
Step 3 Speaking
1. T: It seems that you have mastered Chinese poems well.
T: 1) Do you all like the poems written by Li Bai or Du Fu?
2) Whose style do you like best? /Which poet do you like best?
So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.
2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would /would not like to read a poem like that. You can repeat the exercise a few times.
3. T: When you are practising with your partner, do remember to use
the useful expressions listed in your book.
Step 4 Talking
T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.
T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.
------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life.
One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗).
Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.
T: So having read this short passage, what’s your point of view about the destiny(命运) of the poetry？
T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.
T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry? We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……
(Then the monitor comes to host the discussion)
T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!
Step 5 HK
T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.
Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.
THE END
The Fourth Period Word Study and Grammar
By Chen Peijun
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Song
Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.
An apple a day ,
Keeps the doctor away.
An apple a day,
Keeps the doctor away.
A-P-P-L-E, “apple”
Then ask the students to look at the words from the song---“day, away”.
T: What do these two words have in common?
S: They end with the same vowel---/ei/.
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.
1.Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T: Can you think of another way to express these ideas?
Suggested answers:
1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well it is translated, something of the spirit of the original work is lost.
T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?
Suggested answers:
1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot
Step 4 Practice
Show the sentences on the screen.
1. The castle , burned down in 1943, was never built.
2. If left alone on a deserted island, what would you do to survive?
T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.
Suggested answers;
1.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷为平地的那座城堡，再也没有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
Suggested answers:
1. AT 2. AD 3. AD 4. AT
Step 5 Consolidation
T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures,
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step 6 Comparison
Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.
A. When crossing the street, you must be careful.
B. Followed by many students, the teacher came in.
T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.
1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Looking from the top of the hill, we can see the whole town..
错误:Being an orphan, the villagers take good care of the child.
正确:Seen from the hill, our school looks more beautiful.
错误:Seeing from the hill, our school looks more beautiful.
2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.
式 语态 及物动词make的主动语态 及物动词make的被动语态
不及物动词rise
现在分词 一般式 making being made rising
完成式 having made having been made having risen
过去分词 made risen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.
Followed by some officials, Napoleon inspected his army.
b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
Having been told to stay in Beijing, the boy decided not to return to his village.
Step 7 Practice
“分词”专项能力训练题
单项填空
1. What’s the language _______ in Germany?
A. speaking B. spoken C. be spoken D. to speak
2. He had his leg ________ in the match yesterday?
A. to break B. broken C. break D. breaking
3. It was so cold that he kept the fire _______ all night.
A. to burn B. burn C. burning D. burned
4. She’s upstairs _________ letters.
A. writes B. is writing C. write D. writing
5. “ Can’t you read?” Mary said ________ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
6. The lecture was so _________ that they were all _________.
A. inspiring: exciting B. inspiring; excited
C. inspired; excited D. inspired; exciting
7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.
A. bring B. brings C. brought D. bringing
8. This is one of the books ________ by him now.
A. to be written B. being written
C. having been written D. is been written
9. The book ________ belongs to me.
A. which lying on the table B. lying on the table
C. is on the table D. lay on the table
10. The poor boy looked to the right and to the left, _______ where to go.
A. not knowing B. not to know C. didn’t know D. not being known
11. _________ anything about the accident, he went to work as usual.
A. Not known B. Known not C. Knowing not D. Not Knowing
12. This news sounds _________.
A. encouraging B. encouraged C. encourage D. to encourage
13. _________, the subject belongs to biology.
A. Strictly spoken B. Spoken strictly
C. Strictly speaking D. Speaking strictly
14. __________, the players tried their best to win the game for their country.
A. Greatly encouraged B. Having greatly encouraged
C. To be greatly encouraged D. Greatly encouraged
15. ________ that mistake once, I shall not make the same mistake again.
A. Made B. To make C. Making D. Having made
16. --- Will you go to the party?
---Of course I will _________.
A. if invited B. if having invited
C. if I was invited D. if I will be invited
17. _________ a child, Elizabeth enjoyed studying art and music.
A. She was B. When was C. When being D. Being
18. The bridge _________ now over the Changjiang River will be completed at the end of this year.
A. built B. is being built C. being built D. to be built
19. _________ that there was an accident ahead, the bus driver changed course.
A. Warning B. Having warned C. To be warned D. Having been warned
20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.
A. having added B. to add C. adding D. added
Suggested answers:
1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C
Homework
Finish the word study and grammar part on the workbook.
The 5th Period Intergrating Skills
A Lesson Plan for Songs and Poems
By Euwix
Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Time required
40 minutes
Step One
Warming-up
Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:
“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”
Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.
e.g.
Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.
Ask for their favorite Chinese poems and when and how they read poems.
Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.
Ask them to compare singing songs to reading poems.
Step Two
Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.
Step Three
While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step Four
Post-reading
Assess students understanding by asking their a few questions:
e.g.
1. When does the writer sing songs?
2. When did the writer begin to touch on poetry?
3. When does the writer read Keats and when Wordsworth?
Step Five
Exercise I
Briefly introduce “Dust of Snow” by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion
Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line “A change of mood”.
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step Six
Exercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.
Unit 4 A garden of poems
Teaching aims:
1. To grow interest in English studies through English poem appreciation
2. Practice expressing intension
3. To develop the basic reading skills
4.To practice the writing after reading and listening.
5. To write a review on a song or a poem.
Teaching contents:
1. Topics:
1) Talking about English poetry
2)Talking about literature and poetry
2. Functional sentences:
Expressing intention
(I’m interested to … but …
I think it will be too difficult to…
I think I might want to…
And etc.)
3. Vocabulary
1)poem poet intention recite mad pattern dialogue sort fantasy loneliness sadness grammar glory absence district atmosphere introduction translate translation tale shade extraordinary idiom dust crow apart essay recommend contribute
2) Phrases: put … together play with call up stand out the Lake
District light up come into being send for contribute to…
4. Grammar:
The Past Participle used as Adverbial
Period One Warming up + Speaking
丰台实验 郝源俊 刘哲
Teaching Aims:
1. Practice expressing intensions
2. To appreciate English poems and the beauty of the English language
Step I : Warming up:
1. a. Ss read aloud the following poem, then ask them try to translate it into Chinese.( Group work)
b. Let a few groups to read out their translations.
Dreams
By Langston Hughes
Hold fast to dreams,
For if dreams die,
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go,
Life is a barren field,
Frozen with snow.
2. Enjoy the limerick:
Let the students practice reading the limericks on P25. Read together aloud, then ask them which one they like better and why.
Step II. Pre-Speaking:
Choose a few students to recite their favorite poems.
Help the students be aware of the different period of the poem, different
topic, different feelings expressed in it.
Step III. Speaking:
1. Help the Ss read the example and the useful expressions on P27.
2. Group work :
Talk about the kind of poems you like best.
Why do you like it?
What is your feeling towards it.
(The useful expressions on P27 will help the Ss a lot.)
3. The Ss present in class.
Homework:
Write down your dialogues.
SEFC Book II Unit 4 A garden of poems
一、教学内容分析
本单元的中心话题是“英国诗歌”，具体涉及英文诗歌的种类、英国诗人、英文诗歌
的发展史等。语言技能和语言知识几乎都是围绕介绍“英文诗歌”这一中心话题设计展开的。
“热身”（Warming up）部分设计了五个问题让学生交流对英文诗歌的了解，并就个人对诗歌的喜好进行讨论。目的是呈现本单元的中心话题帮助学生在大脑中形成一个有关“诗歌”的信息包，并引入与中心话题相关的部分词汇和句型。
“听力”(Listening) 部分是一段图书管理员和一名想借阅诗歌书籍的学生之间的对话。要求学生在听的基础上完成有关对话大意和细节的选择和问题，并说明有关诗歌集不同的分类方法。这一设计一方面用于训练学生通过听觉获取信息的能力（泛听和精听的技能）；另一方面也有助于开拓学生的视野、提高学生对诗歌集分类方法的了解程度，以达到帮助他们如何开始选择诗歌的阅读。该部分的设计同时也为下一步的语言输出“口语”做准备。
“口语”(Speaking) 部分提供了介绍诗歌的时期、风格种类、诗人和诗歌表达的各种情感以及表达观点和喜好的常用词语，要求学生以分组讨论活动形式按照例子以及提供的句型和要求进行关于诗歌的讨论。这一设计既更进一步地促进了学生对有关诗歌知识的学习，又训练了学生在陈述观点的过程中运用有关表达个人意图的用语的能力。
“读前”（Pre-reading）部分首先要求学生谈谈中国的诗人和中国诗歌以及对诗歌的总体了解，然后要求学生推测文章中将会涉及到哪些方面，并在详细阅读课文之后评估自己的预期猜测是否准确。这有利于训练学生的逻辑思维，同时也为下一步的“阅读”做好准备。
“阅读”（Reading）部分是一篇介绍性的文字，主要介绍英文诗歌各个发展阶段的不同特点以及有代表性的诗人，并通过和我国历史上的著名诗人的比较，帮助学生消除对英文诗歌的陌生感，引导他们对该主题的入门，使之理解国外诗歌的特点，以提高他们对诗歌的鉴赏能力。
“读后”（Post-reading）部分设计了六个问题。题一考查对文章内容的理解、题二考查对代词的掌握、题三考查对文章脉络的了解、题四至题六较之前三题更为开放，要求学生在深入理解课文的基础上，就“诗歌”这一话题表达自己的观点。
“语言学习”（Language study）分词汇和语法两部分。词汇部分提供了两个习题，题一考查学生对阅读文章中出现的部分单词的掌握，而题二则为和本单元中心话题相关的诗歌押韵词概念的理解和运用。语法项目延续本册教材的第二、三两个单元的内容――继续介绍过去分词在句子中的功能。本单元为过去分词作状语的练习，教材通过分类、句型改写等练习巩固对过去分词作状语的认识和掌握。
“综合技能”（Integrating skills）在阅读一篇表达了个人对诗和歌曲强烈的喜爱之情的文章的基础上要求学生学习欣赏两首诗（歌词），并要求写出对英语诗歌的评论。这一设计有利于激发学生的想象力，锻炼其文学鉴赏能力和写作能力。
“学习建议”（Tips）部分提供了选择诗歌阅读以及收集诗歌的方法。
“复习要点”（Checkpoint）部分要求学生就本单元的语法重点和词汇自主归纳，以使学生能更系统地认识本单元的语言知识。
二、教学重点和难点
（一） 重点
1、词汇：重点单词如poem, poet, intention, recite, mad, pattern, sort, fantasy, loneliness, sadness, glory, absence, atmosphere, introduction, translate, translation, extraordinary, idiom, recommend, contribute等。短语如put…together, play with, call up, stand out, light up, come into being, send for, contribute to, remind sb. of 等。
2、语法：过去分词作状语
3、功能：表达意图的句型
(二) 难点
1、如何使用并区分过去分词在句子中作定语、表语、宾补以及状语
2、如何理解并能初步欣赏英文诗歌
3、如何进行英文诗歌评论的写作
三、教学目标
（一）语言知识
1、话题：English poetry
2、功能：Expressing intention（见教材P27Speaking部分的表格）
3、词汇：（见教学重点）
4、语法：The Past Participle used as Adverbial
（二）语言技能
1、听：听懂一段图书管理员和一名想借阅诗歌书籍的学生之间的对话。要求学生在听的时候能抓住和话题相关的关键词并概括大意，提高“泛听”技能；在此基础上吸收并处理相应的细节信息，形成“精听”技能。
2、说：要求学生用表达意图的句型进行关于诗歌的讨论。
3、读：通过篇章English Poetry的阅读、理清文章的脉络，继续训练各种阅读微技能。
4、写：通过本单元的各项语言输入、形成对英文诗歌的基本概念，并能书写简单的诗歌评论。
（三）情感态度和文化意识
1、通过比较国内外不同时期不同风格的著名诗歌和诗人，接受并认识英文诗歌的美
2、理解诗歌和历史、现实生活的联系，提高英语语言的鉴赏能力和修养
四、教材处理
本单元的话题“英文诗歌”对于高中学生而言，较为抽象。依据新课程标准、结合本单元的话题特点，教师在处理教材的任务设置时应运用建构主义“脚手架教学”的方法，而在调动学生积极参与任务时则应遵照多元智能理论。
教材的“读前”提到了中国诗人和中国诗歌、“综合技能”部分的阅读文章的内容则联系诗歌和歌曲。根据认知的一般规律，话题的导入应由中国的诗歌诗人――英文歌曲――英文诗歌诗人。根据教材内容、结构特点和教学时间，本单元拟用7个课时完成。具体分配如下：
Period 1: Warming up(P25)& Reading passage “ Songs and Poems” from Integrating skills(P31)
Period 2: Listening & Speaking
Period 3-4: Reading
Period 5: Language study
Period 6: Integrating skills(Writing)
Period 7: English Poem Festival
五、教学设计
Period 1 Warming up
Step 1: Lead in
1. Remind the students famous Chinese poems and Chinese poets. Get them to name some famous Chinese poets and recite some famous poems.
2. Do you like poems? Which Chinese poet/ poem do you like best? Why?(romantic, form of poems, special patterns of rhythm and rhyme, use surprising images, absence of rhyme, nature poem, style and atmosphere)
3. What words will you need to talk about poets and poetry?
4. Do you know any English poet/ poem? Can you recite any?
5. What about English songs? Do you often sing English songs? (Get some individuals to sing part of their favourite English songs and make them realize that different songs express different feelings.)
6. Is there any connection between English songs and English poems?
Step 2: Reading
SBP31, Reading passage “ Songs and Poems”.
I. While reading:
1. According to the writer, when do we sing?
2. How do we feel about a good song?
3. What does the writer think of good songs?
4. Who gave the writer some advice on how to enjoy poetry?
5. What was the advice?
6. How did the writer learn to enjoy the poem?
II. Post-reading
1. Do songs and poems have something in common? If yes, what are they?(a.the image in the passage: They are like bright and warm colours in the middle of grey and shades.b. Both of them show feelings, rhythms, rhymes and the sounds of the words.)
2. How can we learn to enjoy the poems?( We should start with small poems.)
Step 3: Limericks
SBP25, read and enjoy the two limericks.
1. What is a limerick?
2. Do you find any sounds that sound the same?(Corfu, Peru, through, trains, aeroplanes.)
3. Is there a pattern in the poem? What’s the pattern of these two limericks? (aabba)
Step 4: Extension
Limerick is a type of English poems. There are many types of English types. What other types of English poems do you know? Who are the typical poets? (Mention some of the poets in SBP26 Speaking to see how much the students have already known about it.)
Homework:1. Surf the Internet to find the introduction to some famous English poets like Keats and Wordsworth (P26 Speaking).
2. Learn to sing the song “Right Here Waiting” or one English song as they like. ( Tell them they will be asked to sing in the following periods while studying this unit.)
Period 2 Listening & Speaking
Step 1: Warming up
1. Greetings
2. Get the students to exchange the information they have got about famous poets with their partners first. Get some individuals to report to the class.
3. Get one or two individuals to sing their favourite English song.
Step 2 Listening
SBP25, Listening.
1. After the first listening, do Exercise 1. ( Read the instructions and make sure they know all the words listed and remind them of the librarian’s words from the tape.)
2. After the second listening, finish the following multiple choice.
Listen to the tape and choose the correct answer.
1. What is the dialogue about? ( )
A. A student is asking the librarian for advice on how he can choose poems to read.
B. A student is asking his teacher about how to choose poems to read.
C. A boy is asking his mother about how to choose poems to read.
2. What kind of book is A Garden of Poems? ( )
A. A collection of poems. B. a book of a garden. C. Poems about a garden.
3. How should you read a book such as 1001 Songs and Poems in English? We should_________. ( )
A. read all the poems carefully
B. just look at the title, the topic or the first or last lines
C. only read those which you like
4. Which topic for poetry does the student like? ( )
A. nature B. animals C. paintings
5. Decide whether the following statements are true or false.
a. A Garden of Poems and 1001 Songs and Poems in English are sorted by names. ( )
b. English Poems of the Early Seventeenth Century is sorted by period of time. ( )
c. Poetry between the World Wars and the Earth is Painted Green are sorted by topic.
Suggested answers: 1-4 AACA 5. TTF
Step 3:Speaking
I.Pre-speaking
1. When did Du Fu/ Li Bai/ George Gordon Byron live?
2. What’s the topic of his/her poems?
3. What special feelings does his/her poem show?
4. Are you interested in his/her poems?
5. Which one do you want to read?
6. Listen to the example dialogue and tell what the speaker’s favorite poem is and why.
7. Collect the useful expressions used to talk about intention from the class.
II. While-speaking
Get them to talk about their tastes and preferences of poems and poets, using the expressions in the box of P27.
Homework: 1. Write a short passage based on Listening and Speaking in the class to show their
tastes of poems or tell how much you have known about English poetry so far.
2. Choose a short poem from the library or the Internet and recite it, preparing to act it out in the following periods while studying this unit.
Period 3-4 Reading
Step 1: Warming up
1. Greetings.
2. Get some individuals to sing a song or recite a poem they have chosen.
3. Invite some individuals to talk about their tastes of poems.
Step 2: Pre-reading
SB P27, focus on Task 3. Get them to accomplish in pairs.
Step 3: Reading
1. Read for the main idea.
1) Summarize the main idea of each paragraph.
Para.1: Why we read poetry
Para.2: Chinese poets and poetry
Para.3: Early English poets
Para.4: The 19th century English poets
Para.5: Modern English poets
Para.6: The introduction of English poetry into China
Para.7: Why more people are interested in English poetry
2) Choose the main idea of the passage. ( A )
A. Poetry is a good bridge to connect the East with the West.
B. Different periods of English poems.
C. Modern poems of English.
D. Differences between Chinese and English poetry.
2. Read for the detailed information. ( SB P28 Post-reading Task 1-2.)
Step 4: Listening
Listen to the tape with these tasks:
1. Post-reading Task 3. (SB P29.)
2. Choose the best answer after listening.
1) From the passage, we got the idea(s):______________.
A. poetry belongs to all human beings
B. poetry plays with sounds, words and grammar
C. poetry often follows special patterns of rhythm and rhyme
D. all of the above
2) From the passage, we can infer that _____________.
A. we’d better read poems in English
B. translated poems can’t express exact meaning of original poems
C. there is no advantage of reading English poetry in Chinese translation
D. Chinese translation poems are as good as English poems
Step 5: Comparison
Compare a famous Chinese poem by Chao Zhi with its English version. ( SB P29 Post-reading Task 4.)
七步诗
曹植
煮豆燃豆箕，
豆在釜中泣；
“本是同根生，
相煎何太急？”
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“ Oh, why since we sprang from the self-same root,
Should you kill me with anger hot?”
【Conclusion: By using different language, a poem loses a lot of its charm ( beauty ) and spirit. The rhythm and rhyme, the figures of speech, etc. are different from the original work.】
Step 6: Reflective thinking
1. SB P29 Post-reading 5-6.
2. Where does poetry come from? What roles does it play in our life?
3. What characteristics are English poetry? What about Chinese poetry?
Homework: 1. Surf the Internet and read some introduction of your favourite poet(s) and one of their best poems.
2. Read the passage again and pick out 10 words that you like best or you think they are the most useful in the passage and learn them by heart.
3. Workbook Listening. (SB P102)
Period 5 Language study
Step 1: Warming up
1. Greetings.
2. Get some individuals to sing a song or recite a poem they have chosen.
Step 2: Word study
I. Word study Part 1.
1. Lead-in: What words have you picked out from the passage? ( Collect their choices and put those that are related to Word study Part 1 on the blackboard. )
2. Individual work: Fill in the blank with words.
3. Class work: Those who have finished the task can check the answers together, telling each other why they choose the words, or what helps them decide the answer.
II. Word study Part 2.
1. Lead-in: Words or lines of poetry end with the same sound, including a vowel, are what we call rhyme. Can you give us some words that rhyme?
2. Pair work: One reads the words from the first box, the other gives the word which rhymes.
3. Class work: Read the words pair by pair according to the rhyme.
Step 3: Grammar
1. Lead-in questions: We know there are many words that rhyme in the poem. Do all the poems rhyme? (No. ) Who are the most famous poet(s) for the absence of rhyme ? If a poem is translated into another language, is it still the same poem?
2. Study the following two sentences on the blackboard based on the lead-in questions by asking the students to put them into Chinese and say them another way .
1) Once published, his work became famous for the absence of rhyme at the end of each line.
2) No matter how well translated, something of the spirit of the original work is lost.
【Conclusion】The past participle is used as adverbial in the sentence. It can be changed into the adverbial clause, which has the same meaning.
3. Practice: Part 1-3. (Hold a competition to make the practice interesting among four groups.-Which group can manage the tasks in the least time with the fewest mistakes?)
Homework: 1. Workbook P104-105 Grammar.
2. Can you summarize the usage of the past participle after finishing Unit 2-4?
3. Write a short passage with 10 words that you have chosen, preparing to tell your story next lesson.
Period 6 Integrating skills
Step 1: Warming up
1. Greetings
2. Some individuals tell their stories loudly to the whole class.
3. Get some individuals to sing a song or recite a poem they have chosen.
Step 2: Preparation for writing
I. Read the poem Silent in the house and discuss the following questions in groups.
1. What is the poem about?
2. What images do you see in your mind?
3. What feelings does the poem give to you?
4. What do you think of the poem? (Do you like it? Why? )
Silent in the house
By Emily Bronte
Come, the wind may never again
Blow as now it blows for us;
And the stars may never again
shine as now they shine;
Long before October returns,
Seas of blood will have parted us;
And you must crush the love in your heart,
and I the love in mine.
II. While collecting their answers to the above questions, write down the useful expressions that can be used to write a poem review on the blackboard. These will be something like the following: The poem is short./ The language it used is simple./It sounds as if…/ It is not easy to understand…/ remind me of …/ a very good image to give us the feeling that…/ Although the poem is short, it is very moving. / I like the poem because …
III. Conclusions:
1. the outline of a poem review( SBP32 Part 2.)
2. some useful expressions that can be used to write a poem review ( See the above.)
Step 3: Writing
1. Get them to discuss in pairs how to write a poem review on Silent in the house.
2. Start writing the poem review individually.
3. Show the sample writing and read it through with the class if necessary.
Sample writing:
About Silent in the house, by Emily Bronte
The poem called Silent in the house by Emily Bronte is very short and the language it used is very simple. The first four lines of the poem are an invitation to go out together and enjoy time spent together. It sounds as if it may be the last time together in the evening, enjoying the mild weather and looking at the stars. Within a year, long before it is October again, the two lovers in the poem will be parted forever. It is not easy to understand what it means that seas of blood will part them, but I think one of them will get married to someone else. Because of that, they must both stop loving each other, and each must destroy the love in their hearts.
The idea that they will be separated by “ seas of blood” reminds me of Richard Marx’s song in which the lovers are “oceans apart”. The sea is a very good image to give you the feeling that two lovers cannot reach each other. To use the word “ crush” instead of “destroy” is a good choice, because crush gives you the feeling that the love in their hearts can be broken by pushing it away.
Although the poem is short, it is very moving. It is a very beautiful way to express the sadness when two lovers must part because they cannot stay together. I like the poem because it is very quiet. It seems as if the poem wants to be like a beautiful memory.
Homework: 1.Write a review on the poem they have chosen to recite.
2. Choose a program that has something to do with this unit, rehearse it in pairs, groups or individually, and prepare to act it on in the English Poem Festival.
Period 7: English Poem Festival（英语诗歌节活动方案）
一．活动时间：学完本单元后
二．活动目的：
1．使学生能在学习本单元有关诗歌的篇章之后，更进一步熟悉诗歌这个文学体裁并提高他们诗歌鉴赏的兴趣和能力
2．使学生能在学习本单元有关诗歌、歌曲以及诗评的描述方式的基础上，充分展现自我才能，以激发其对英语学习更大的兴趣
三．活动形式：分阶段准备、集中表演
1．个人、小组活动：完成本单元每个课时学习之后与“英语诗歌节”有关的任务
2．小组活动（每小组3―4人）：本单元第二课时起的“热身”部分，汇总前一课时个人、小组完成的有关任务
3．大组活动（全班分为4―5组）：本单元学习的第六课时（课间或课后），汇总各小组的所有节目，并通过民主讨论、同伴互评的方式，确定1―2个最佳节目参加班级的英语诗歌节
4．班级活动：本单元学习之后，各大组推选的优秀节目汇演
四：节目形式（个人、双人、集体均可）：
1．英语歌曲演唱或评论
2．英语诗人或诗歌作品介绍
3．英语诗歌朗诵
五．评价方式：同伴互评为主、教师短评为辅（评价方案由本单元学习过程中，在教师建议、学生讨论的基础上形成）
六．补充材料
(一) 阅读
Part I Read and enjoy yourself.
(A) Poetry
Poetry has magic, especially when it comes from the heart.
Poetry can touch us, move us, delight us, enlighten us, make us laugh, make us cry, and both
Soften and enrich our deepest memories. Poems are the ties that bind one stranger to another, often in friendship, sometimes in love, always in understanding.
There are many different kinds of poems. Poems may have rhyme, but they don’t have to. Poetry is divided into three types: lyrics（抒情诗）, narrative（叙事诗）, and dramatic（戏剧诗）.
Lyric poetry is the most common kind. It imitates most short poems. Lyric may be set to music and song. Odes（颂歌）, elegies（挽歌）and sonnets（十四行诗） are longer lyric poems. The ode is very structured. It may be written to praise a person or to celebrate an important event. Elegies have to do with death. Sonnets are fourteen line poems with a special rhyme pattern. Often they are love poems.
Narrative poetry tells stories. The most important kinds of narrative poems are ballads and epics. Ballads tell stories about individuals. They are meant to be sung. The epic is probably the oldes form of poetry. Epics are long poems that tell about the heroic deeds of a character. “ The Odyssey” is one of the best known epics. Many cultures have epics about their histories and legends.
Dramatic poetry also tells stories, but the characters act out the tales. The dialogue is written in rhyme. Shakespeare is the most famous dramatic poet.
生词集锦：
1、lyrics抒情诗 2、narrative叙事诗 3、dramatic戏剧诗
4、ode颂歌 5、elegy 挽歌 6、sonnet十四行诗
7、ballad民谣 8、epic史诗 9、individual个人，个体
(B) Shakespeare and his works
For any Englishman, there can never be any discussion as to who is the world’s greatest poet and dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare’s writings that have become part of the common possession of English-speaking people. Most of the time we probably don’t realize the source of the words we use, rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-known proverbs and quotations!
Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner ( or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort ( it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare’s day.
Shakespeare was born in 1564 in Stratford-on-Avon and died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.
However, what is important about Shakespeare’s life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare’s life to the small number we already possess and for an equally long time critics have been theorizing about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.
Fortunately this is not likely to happen. Shakespeare’s poetry and Shakespeare’s people ( Macbeth, Othello, Hamlet, Falstaff and the others ) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
For more than 25 years Shakespeare had been associated with the best theatres of England. His first original play written in about 1590 was King Henry VI, parts two and three, the first part having been written earlier by another dramatist and only retouched by Shakespeare. During the twenty-two years of his literary work he produced 37 plays, two narrative poems and 154 sonnets.
His literary work may be divided into three major periods: the first period from 1590 to1600, the second period from 1601 to 1608, and the third from 1609 to 1612.
In the first period of his work Shakespeare wrote:
1590 The Second Part of King Henry VI
The Third Part of King Henry VI
1591 The First Part of King Henry VI
1592 The Life and Death of King Richard III
The Comedy of Errors
1593 Titus Andronicus
The Taming of the Shrew
1594 The Two Gentlemen of Verona
Love’s Labour’s Lost
Romeo and Juliet
1595 The Life and Death of Richard II
A Midsummer Night’s Dream
1596 The Life and Death of Richard II
The Merchant of Venice
1597 The First Part of King Henry IV
The Second Part of King Henry IV
1598 Much Ado About Nothing
The Merry Wives of Windsor
The Life of King Henry V
1599 The Life and Death of Julius Caesar
As You Like It
1600 Twelfth Night, or, What You Will
In the second period:
1601 Hamlet, Prince of Denmark
1602 Troilus and Cressida
All’s Well That Ends Well
1604 Measure for Measure
Othello, the Moore of Venice
1605 King Lear
The Tragedy of Macbeth
1606 Antony and Cleopatra
1607 The Tragedy of Coriolanus
Timon of Athens
1608 Pericles, Prince of Tyre
In the third period:
1609 Cymbeline, King of Britain
1610 The Winter’s Tale
1612 The Tempest
The Life of King Henry VIII
Shakespeare had also written poems. Venus and Adonis (1592 ), Lucrece (1592-1593 ), and Sonnets ( 1593-1598 ).
Part II Read and test yourself.
( C )
Shelley, England’s greatest lyric poet, came of a family of some importance and power. Shelley, the eldest son, accordingly grew up with the prospect of becoming a man of wealth and title. At Eton (伊顿公学 ), he proved a good classical scholar, but was not very happy, for he was by nature revolutionary. He was known as “ mad Shelley”. He went to Oxford full of plans for changing the system of society –ideas partly picked up from the literature of the French Revolution. But he was dismissed because of his revolutionary idea. This to Shelley at 18 was a disaster, for he lost a valuable education at Oxford.
In 1813 he printed and published privately an extraordinary poem, Queen Mab（《卖布女王》）, which expressed his protest against religion, his hatred of all forms of tyranny( 专政), and his belief in a new golden age. In 1816, he wrote Alastr（《阿拉斯特》） or the Spirit of Solitude（《孤独的精神》）, the first long poem to show his true genius; next year he wrote a long imaginative poem on freedom and love, The Revolt of Islam（《伊斯兰起义》）, which was inspired by the French Revolution and contains many fine passages of description.
In 1818, he went to settle in Italy. There Shelley gave up his dream of reforming the world by direct political action and decided that he could reach his goal most by passing on his own inspiration to others through his poetry. In this belief he composed his Prometheus Unbound（《解放了的普罗米修斯》）, a poem to be enjoyed for its incomparable music, its colour and story, as well as because it contains Shelley’s noblest ideas. At this time Shelley wrote his finest lyrics- The Cloud（《云》）, The Skylark（《致云雀》）, The Ode to the West Wind（《西风颂》） and others.
In the summer of 1822 Shelley with his friend sailed in his yacht to greet Leigh Hunt; but on the return voyage, Shelley’s yacht was overturned in a sudden storm and he and his friend were drowned. Shelley was 30 when he died.
( ) 1. Which of the following may be the reason why he was dismissed by Oxford University?
A. He was very interested in electricity, chemistry and astronomy at Oxford.
B. He came from a poor family and couldn’t afford the educational fees(费用).
C. He was strongly against religion.
D. He fell in love with a girl at college.
( ) 2. Which of the following is the right order of events in Shelley’s life?
a. He wrote Alastr. b. He printed and published privately the poem, Queen Mab.
c. He was drowned d. He went to live in Italy. e. Shelley went to Oxford.
A. bedac B. ebadc C. abcde D. eabcd
( ) Which of the following is considered to be Shelley’s best lyrics?
A. The Spirit of Solitude. B. The Revolt of Islam.
C. The Rights of Women. D. The Skylark.
参考答案：CBD
( D)
Growing
By Brooke Muller
I’m leaving mow to slay the foe-
Fight he battles, high and low.
I’m leaving, Mother, hear me go!
Please wish me luck today.
I’ve grown my wings, I want to fly,
Seize my victories where they lie.
I’m going, Mom, but please don’t cry-
I want to see and touch and hear,
Though there are dangers, there are fears.
I’ll smile my smile and dry my tears-
Please let me speak my say.
I’m off to find my world, my dreams,
Carve my niche, sew my seams.
Remember, as I sail my streams-
I’ll love you, all the way.
You placed gold on my finger.
You brought love like I’ve never known.
You gave life to our children.
And to me a reason to go on.
You’re my bread when I’m hungry.
You’re my shelter from the trouble winds.
You’re my anchor in life’s ocean.
But, most of all, you’re my best friend.
When I need hope and inspiration.
You’re always strong when I’m tired and weak.
I could search this whole world over,
You’ll still be everything that I need.
( ) 1. The author of this poem is ________.
A. a strong man B. a naughty child C. uncertain D. a young lady
( ) 2. The person who is sung the praise of in the poem must be ________.
A. a beautiful wife B. a rich businessman C. a brave sailor D. a good husband
( ) 3. Which of the following does the author admire most in the poem?
A. Bread. B. Friend. C. Shelter. D. Anchor.
参考答案和简析：
1． C本诗没有提到作者的身份
2． D文中的“给我金银，给孩子生命，给我生活的力量，是我的面包，是我生命海洋的锚”等，足以判断作者是写给谁的。
3． B注意文中给予的比喻，并说“最重要的是，你是我的挚友”，由此判断朋友是作者最敬佩的。
（二）语法专项练习
I. 单项选择：
1．__________ with the size of the whole earth, the highest mountain doesn’t seem high at all.
A. When compared B. To compare C. While comparing D. It compared
2. Mr Smith, __________ of the _________ speech, started to read a novel. ( 北京)
A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring
3. Unless _________ to speak, you should remain silent at the conference. (2003上海春季)
A．invited B. inviting C. being invited D. having invited
4. Friendship is like money: easier made than ___________. (2003上海春季)
A．kept B. to be kept C. keeping D. being kept
5. __________ time, he’ll make a first-class tennis player. (2003 北京)
A. Having given B. To give C. Giving D. Given
6. The research is so designed that once _________ nothing can be done to change it.( NMET )
A. begins B. having began C. beginning D. begun
7. The visitor expressed his satisfaction, _________ that he had enjoyed his stay here.
A. having added B. to add C. adding D. added
8. __________ his telephone number, she had some difficulty getting in touch with Bill.
A. Not knowing B. Knowing not C. Not having known D. Having not known
9. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening C. having opening D. opened
10. Prices of daily goods ______through a computer can be lower than store prices. (2002春季)
A. are bought B. bought C. been bought D. buying
11. –How do you deal with the disagreement between the company and the customers?
--The key _______ the problem is to meet the demand ______ by the customers.(2002 北京)
A. to solving, making B. to solving, made C. to solve, making D. to solve, made
12. Though ________ money, his parents managed to send him to university. ( 2002上海)
A. lacked B. lacking of C. lacking D. lacked in
13. _________ to sunlight for too much time will do harm to one’s skin. ( 2002上海)
A. Exposed B. Having exposed C. Being exposed D. After being exposed
14. After his journey from abroad, Richard Jones returned home, _________. (上海春季)
A. exhausting B. exhausted C. being exhausted D. having exhausted
II.根据所给的汉语，用过去分词完成句子。
1. ____________________( 只要看一次), it can never be forgotten.
2. ___________________________(因为被认为是这个城市里面最好的工厂)，the factory was given a medal.
3. The visitor came in, __________________________(后面跟着一群年轻人).
4. The object on the table is a fan _______________________(由羽毛制成的).
5. Our monitor, ____________________(深为感动), thanked him again and again.
答案：I. 1-5.AAAAD 6-10.DCADB 11-14.BCCB
II. 1. Once seen 2. Regarded as the best in the city
3. followed by a group of young fellows
4. made of feathers 5. deeply moved
（三）同步话题作文
请读下面一首小诗，然后按要求和提示写篇短文。
A Poem of an Iraqi Child
Dad, where did you go?
Mum and I needed you so.
I heard the terrible sound and smelled the smoke,
But what happened, I don’t know.
Dad, where did you go?
Mum and I missed you so.
Mum is tearing,
I am scaring from heart to soul.
But what had happened?
People say that I am too young to know.
Dad, come back,
Mum and I love you so.
She says you will be back.
With good news and hope.
【要求与提示】
1、简述小诗内容(诗中一一个小孩的口吻表明：伊拉克处于战乱之中，战争给伊拉克人民带来极大的痛苦。)
2、简单谈谈你内心的感受（小诗很感人，和平对于国家、人民是多么重要。）
3、从欣赏的角度谈谈你对这首诗的看法（语言简明扼要，但含义丰富。他们心里充满着对胜利的希望。）
4、可适当发挥想象。
5、词数：100左右。
【参考词汇】battlefield, description, mean, simple,
【拟用短语】at war, suffer from, long for, touch one’s heart, have the hope, belong to, look forward to, to the point
【可用句型】rather than, be separated, more than , although
参考答案
This is a poem written by an Iraqi child. We are shown, rather than told that Iraq is at war. The child’s father has gone to the battlefield for their freedom. Iraqi people are suffering a lot from the war. To a small child war seems meaningless, but Father means much to him and the family. They are longing for the peace. The poem touches my heart. It truly brings tears to my eyes. One obvious meaning of the description is that how much peace means to a country and its people.
Although the description is simple and to the point, the meaning of the poem is rich. They have to be separated at the moment, however, they still have the hope in their mind. They believe the victory will belong to them. And they are looking forward to the day.
（四）文学常用相关词汇
文学literature 文学界 literatus/ republic of letters
艺术 art 诗歌 poetry/song/poem
诗集poetry anthology 诗节 strope
诗句 line/ verse 诗篇 psalm/ psalmbook
诗人 poet 诗坛 Parnassas
诗意 poetry 诗韵 rhyme
诗选 anthology 十四行诗 sonnet
散文 essay/prose 散文学proser
文集corpus 文豪 eminent writer
押韵 rhyme/ jingle 抒情 express one’s emotion
古典的classic/ classical 现代的 modern/ present-day
原创作者authorship 译本 version
The First Period Warming-up & Speaking
Teaching time: Oct. 8
Teaching goals教学目标
1．Target language目标语言
a. 重点词汇和短语
poem, poet, poetry, recite, rhyme, loneliness, sadness, humour, pattern, board a plane, reach a decision
b. 交际用语
Expressing intention and decision
I’m interested to ... I think I might want to ...
I want to ... I’d like to ...
I hope to ... I hope not to ...
I intend to ... I plan to ...
I wish to ... I think ...
I’ve decided (not) to ... I’ve made up my mind to ...
2．Ability goals能力目标
Enable the students to give their ideas about poets and poems to other group members, using the target language.
3． Learning ability goals学能目标
Help the students learn to appreciate poems and know about poems and poets.
Teaching important points教学重点
Let the students learn to express intention and decision.
Teaching difficult points教学难点
How to read and understand a poem.
Teaching methods教学方法
1． Discussion：Let the students express themselves freely.
2． Group work or pair works：Give every student a chance to express themselves.
Teaching aids教具准备
1． A tape recorder 2． A computer
Teaching Procedures and ways教学过程与方法
Step I Revision
T： Good morning, everyone.
S： Good morning, teacher.
T： Sit down, please. In this class, I’ ll check your homework first. Mary, read your homework to us, ...
The teacher checks the students’ homework and discuss with the students about the mistakes Mary made. Let the students understand and correct it.
Step ⅡWarming up
T： Next we’ ll learn Unit 4 “A garden of poems”. Do you know what a poem is?
S：Yes, it means “shi” in Chinese.
T：Very good! What about other words related to “poem”?
S：Poet.
T：Right. There are some others such as poetry, rhyme, limerick, sonnet and so on.
The teacher should explain these words if necessary.
Please turn to Page 25. Let’s do warming up. You can discuss the following questions with your partner.
QS：1．What English poems, songs or rhymes have you read? Can you recite any?
2． Do you like poetry? Why or why not?
3． Read and enjoy the following examples.
4． What is the pattern of each poem?
5． What words will you need to talk about poets and poetry?
Discussion
Sa： Do you like poetry?
Sb： Frankly speaking, I don’ t know much about poetry. What about you?
Sa： I like poetry very much. I think it can bring me pleasure when I read it.
Sb： What English poems, songs or rhymes have you read? Can you recite any?
Sa： “When you are old and gray and full of sleep, And nodding by the fire, take down this book And slowly read and dream of the soft look In your eyes had once, and of their shadows deep.” This is from “When You Are Old” by W.B. Yeats
Sb： Fantastic! I begin to feel like reading some poems.
Sa： Look at the two poems in our book, which are special and funny. The pictures may help you understand them.
Sb： It is true that they are really funny. How to read them?
Sa： Sorry, I don’ t know. Maybe the teacher can help us.
Teacher’s help
T： Well, can I help you? Now look at the two poems in our books. They are limericks. Maybe some of you don’t know how to read the poems in the book. Now I’ll play the tape for you. Remember to enjoy them while listening and
then follow the tape to read them. Pay attention to the patterns of rhythm and rhyme.
Step Ⅲ Speaking
T： Next we’ ll learn more about poems and poets. Please turn to Page 26. Let’s do speaking. Do you know about the poets listed here?
Sa： (put up his hand) I know Du Fu and Li Bai. They are famous Chinese poets in Tang Dynasty. I’ve read many poems written by them. But I don’t know those foreign poets.
T： Good! I will tell you something about them. Now look at the screen.
The teacher should collect as much information about the poets mentioned in the book as possible and show it to the students using a computer. In this way, the students will become more interested in poems and poets. Meanwhile, it can enrich students’ knowledge on poems.
T：OK. It’s time for you to do some oral practice. Each circle below gives you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in pairs. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would like to read a poem like that or not. Better use the sentence patterns in Useful expressions on Page 27. The examples on page 26 may be helpful to you. Then I will get some pairs to come to the front and act out your dialogue.
A few minutes later
T： Well, have you finished your dialogue? Which pair would like to have a try?
Some students are well prepared for their dialogues.
Sample dialogue：
Sa： Hi, Mary. What book are you reading?
Sb： It’ s a collection of poetry. I bought it yesterday.
Sa： Really? I love poems too. Can I have a brief look at it?
Sb： Sure, Tom.
Sa： Oh, English poems! I’ve never read any English poem before so I think it will be too difficult for me to understand them. But I’m interested to read some. Maybe you can help me.
Sb： Of course I will.
Sa： What kind of poetry would you like to read?
Sb： I’ m interested to read some Romantic poetry about love, and friendship.
Sa： Why are you interested in that kind of poetry?
Sb： I like reading poems about friendship and I think Romantic poetry will be very nice to read.
Sa： I see. What kind of poetry would you not like to read?
Sb： I don’t want to read English poetry about death and World War I because I think it is too sad.
Sa： Whose poems do you like?
Sb： I like poems written by Byron, Frost and Keats.
Step Ⅳ Homework
1．Review the new words and sentence patterns you learned in this class.
2．Finish your dialogue. 3．Read an English poem.
Step Ⅴ Record after Teaching
The students were not very familiar with poets . They couldn’t talk much about them .
Unit 4 A garden of poems
The Second Period Listening
Teaching time: Oct. 9
Teaching goals教学目标
1．Target language目标语言
a. 重点词汇和短语collection, period, type, sort, fill in, belong to
b. 重点句子：
What kind of book is A Garden of Poems?
Which period is meant when we say “between the World Wars”?
How should you read a book such as 1001 Songs and Poems in English?
Which topic for poetry does the student like?
2．Ability goals能力目标
By means of listening practice, enable Ss to get more information about poetry and improve their listening level.
3．Learning ability goals学能目标
Enable Ss to master the listening technique of focusing on key points while listening after scanning the given questions first.
Teaching important points教学重点
1．Listen to the dialogue and give correct answers.
2．Enable the Ss to learn to appreciate English poems and songs.
Teaching difficult point教学难点
Work together with partner and read or explain one of Ss’ favorite English poems or songs.
Teaching methods教学方法
Listening and pair work
Teaching aid教具准备 in a language lab, computers
Teaching procedures & ways教学过程与方式
Step ⅠRevision
1．Review the new words and sentence patterns by asking some questions.
2．Check their homework----read an English poem
Step Ⅱ Listening
* Ss are asked to read fast the questions to find out the listening points first, then listen to the tape twice to give the correct answers.
T：Now please turn to Page 25, let’s do listening. Before you listen to the tape, please read fast the questions to find out the listening points. Pay much attention to these important points while listening.
* The teacher plays the tape for the first time. Help Ss get a general understanding about the dialogue. Ss listen and try to answer Question 1. Play the tape again, train Ss’ ability to spot specific information and to understand what is behind the words. Ss listen and answer Question 2 and fill in the chart in Question 3.
Several minutes later
T： Have you finished the questions?
S： Yes.
T： OK, let’s check your answers. Explain some difficult listening points if necessary.
Step Ⅲ Extensive listening
* The teacher may collect some other listening materials about English poems or songs which Ss are familiar with or interested in. Train Ss’ ability to listen, read and understand English poems or songs.
T：You’ ve done a very good job. Next you’ll enjoy some other English poems and songs. You’ll see the words on the screen of your computer, pay attention to the words that rhyme.
Samples:
Fire and Ice
by Robert Frost
Some say the world will end in fire,
Some say in ice.
From what I’ ve tasted of desire，
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To know that for destruction ice
Is also great and would suffice.
Step Ⅳ Practise
T: What do you think of the poem and the song? Now work in pairs to practise reading and explain one of them to each other.
5 minutes later
T: Are you ready? Who would like to read and explain the poem or the song?
In this part get as many students as possible to practise if time permits
Step Ⅴ Homework
1．Listen to the materials again after class so that Ss can get very familiar with them.
2．Do listening in your workbook.
3．Preview the Reading.
Step Ⅵ Record after Teaching
It’s difficult for the Ss to write the words, expressions and sentences .
Unit 4 A garden of poems
The Third Period Reading
Teaching time: Oct. 10
Teaching goals教学目标
1．Target language目标语言
a．重点词汇和短语
glory, sonnet, absence, translate, translation, scan, curious, active, feature, despite, besides, spirit, literature, embrace, atmosphere, style, image,
remind sb. of sth., a magical world, call up, stand out, be famous for, lead to, translate... into..., come into being, refer to, in one’s own words
b．重点句子
Some English poetry reminds readers of Chinese poetry. P27
Reading poetry brings people from different places and different times together. P27
Poetry also calls up all the colours, feelings, experiences and curious images of a dream world. P27
The earliest poem was written in a kind of English that is now difficult to understand. P28
Finally, poems and literature can be bridges between the East and the West. P28
No matter how well translated, something of the spirit of the original work is lost. P28
2．Ability goals能力目标
Enable Ss to learn more about poems and poets and to tell each other about them using the target language.
3．Learning ability goals学能目标
Cultivate Ss’ literature-awareness
Teaching important points教学重点
（1）Explain the text using the questions in pre-reading as a foreshadow and questions in post-reading a guideline
(以pre-reading的问题为铺垫，post-reading中的问题为主线，讲解课文。)
（2）How to use an image in writing
Teaching difficult points教学难点
How to explain an English poem.
Teaching methods教学方法
Listening, skimming, group work
Teaching aids教具准备
A recorder, a projector and some slides
Teaching procedures && ways教学过程与方式
Step ⅠRevision
Check Ss’ homework and deal with any problem that Ss raise.
Step Ⅱ Pre-reading
T: Have you prepared for the reading?
S: Yes, sir/madam.
T: Good! Now please look at the screen. And discuss these questions with your partner. Then I’ll ask some students to report you work. Are you clear?
S: Yes, sir/madam.
Questions:
1. Can you name some famous Chinese poets? Can you recite any of their poems?
2. What are their poems about? Try to explain one of them in English.
3. Poetry is a special way of using language. Explain some of the characteristics of poetry. Give an example for each characteristic.
4. Write down five key words that you would expect to find in a text about poetry.
5. Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
Sample answers (various answers are possible)
T: Now who would like to answer the questions? Volunteer!
S: I know some famous Chinese poets such as Li Bai, Du fu and Su Dongpo. I can recite some of them. For example, “Ye Si” by Li Bai
床前明月光，疑是地上霜。
举头望明月，低头思故乡。
T: Good. You seem to enjoy their poems very much. What about the next question?
S: Their poems are about love, friendship, wars, fantasy, nature. For example in the poem “Ye Si”, Li Bai expressed his strong homesickness.
T: Yes, I agree with you. Then who would like to answer question 3?
S: I think poetry often follows special patterns of rhythm and rhyme. For example , when you read the poem “Ye Si”, you have to pay more attention to the stressed and unstressed syllables in words, which we call rhythm Just like the way I read ... Besides, characters“光”and“霜”rhyme.
T: Quite right. What about the last question?
S: In my opinion, poetry, feature, history, spirit and understand are the five key words.
T: Good! What about other students? Now please scan the text to check whether the five key words you wrote down for question 4 are in the text.
S: Yes, they are.
T: Very good! Another question for you: Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
S: According to the text, poems by Wordsworth, Byron, Shelley and Keats remind us of Du Fu and Li Bai while poems by Donne and Marvell remind us of Su Dongpo.
T: Quite right.
Step Ⅲ While-reading
* Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: What do you expect to know at the sight of the title “English Poetry”? Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, divide the whole passage into several parts and find out the main idea of each part.
Summary
Main idea Writing techniques
1. General introduction to poetry (paragraph1) making comparison
using images
2．Poetry often follows special patterns of rhythm and rhyme (paragraph 2 ) giving examples
explanation
3．Introduction of the history of English poetry in chronological order
(paragraph 3,4 and 5) giving examples
making comparison
4．Poems and literature can be bridges between the East and the West
(paragraph 6 and 7) giving examples
using images
Step Ⅳ Post-reading
* Read the passage again to get the answers to the questions.
Work in groups.
T: Now let’s listen to the tape. While listening, pay more attention to the pronunciation and tone. Then read the whole passage by yourselves to get answers to these questions (Page29). You can work in groups.
Suggested answers:
2． （1）“That”refers to“Poetry plays with sounds, words and grammar”.
（2）“its”refers to“English poetry’s”
（3）“their”refers to “English Romantic poets’such as Wordsworth, Byron, Shelley and Keats.”
（4）“they”refers to “modern poets”
（5）“They” refers to “Poems and literature”
3．Various answers are possible. Encourage Ss to think of as many poets as possible.
4．Various answers are possible. For example, if a poem is translated into another language , it’s not the same as before because no matter how well translated, something of the spirit of the original work is lost. Encourage Ss to think of more.
5．First, the teacher get the Ss to guess the meaning of “image”. Then ask them what other images they could use to express the same idea. Tell them we can also say.
“poems and literature can be ties/bonds between the East and the West.”(The teacher many give more examples: the bonds/ties of friendship)
6．Various answers are possible. For example, we are together in a beautiful world full of poems and literature.
Step Ⅴ Homework
1．Read the passage again and recite the key sentences in the text.
2．Prepare for Language Study.
Step Ⅵ Record after Teaching
There are many new words in this text. It is hard for students to grasp it.
Unit 4 A garden of poems
The Forth & Fifth Period Language points
Teaching time: Oct. 11& 12
Teaching goals教学目标
1．Target language目标语言
remind sb. of sb./sth call up feel good ect.
2．Learning ability goals学能目标
Let Ss learn how to use the expressions
Teaching important points教学重点
The use of the expressions.
Teaching difficult points教学难点
How to teach Ss to master the usage of the expressions
Teaching methods教学方法
Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to poetry?
S: Let me try. Poem, poet, rhyme, rhythm, style, atmosphere, image, spirit, fantasy, modern, romantic, happiness, loneliness, sadness.
T: Well done! Another question: What are characteristics of poetry?
S: Let me think. Poetry often follows special patterns of rhythm and rhyme.
T： Yes.
Step Ⅱ Language points 课文注释与疑难解析
1． Because I think Romantic poetry is about real passion.
因为浪漫主义诗歌表达了人类真实的情感 。
▲本句中think后接了一个由that引导宾语从句。但应注 意的是：特殊宾语从句即当为一般疑问句的主句的谓语动词是think, believe, suppose, consider, imagine, guess和suggest等时，表疑问的连词要放在主句前即句首。 例如：
[正]Who do you think will win in the game?
[误]Do you think who will win in the game?
当然一般情况下宾语从句的连词应放在主句之后，例如：
[误]Why do you know we can’t cut down the big tree?
[正]Do you know why we can’t cut down the big tree?
2．Some English poetry reminds readers of Chinese poetry.
读者有时发现英文诗与中文诗有异曲同工之妙。
▲短语remind sb. of sb./sth.本意为(cause sb. to remember or be newly aware of sb./sth)使某人回想起或意识到某人或某事物。例如：
This song reminds me of France.
我一听到这首歌就想起了法国。
当然，在课本的原句中若直搬其中文意思就会使语义不太顺畅。故在翻译句子时，还应注意其意义。
3．Poetry also calls up all the colours，feelings, experiences and curious images of a dream world.
诗歌还能唤起梦幻世界的一切色彩，感情，经历和各种奇特的意象。
▲call up 在本句中意为“唤起，回忆起”还可表示给某人打电话。例如：
The sound of happy laughter called up memories of his childhood.
这欢快的笑声使他回忆起童年时代的情景。
拓展：有关call的短语
call on sb. (拜访某人)
call at a place (拜访某地)
call for sth. (需求某事物)
call back (叫回，回电话)
call off (取消)
例如： Let’s call on John. / Let’s call at John’s house.
The situation calls for prompt action.
4． The earliest poem was written in a kind of English that is now difficult to understand.
早期诗中运用的英文很难被现代人理解。
▲本句的定语从句中运用了一个重点句式：sth. /sb. is+ adj. + to do注意在本结构中常用不定式的主动形式与前面的句词构成逻辑上的动宾关系。类似的结构还有：
have sth. to do; There is sth. to do; with sth. to do。例如：
The book is easy to understand.
这本书易懂。
With a lot of difficult problems ________，the newly- elected President is having a hard time.（2002上海春招）
A．settled B．steeling C．to settle D．being settled
正确答案为C。（注：在with复合宾语结构中也可用分 词，但根据本句意--有很多难题还有待解决，故应用不定式表将来，选C）
5．The style and atmosphere in their poems has often led to comparisons with poets such as Du Fu and Li Bai.
他们的诗歌风格和氛围经常会引发人们将其与杜甫和李白的诗对比。
▲lead v. 领导，导致，造成，过……生活。如：
He led the blind man across the street.
他领那个盲人过了马路。
Too much work often leads to illness.
劳累过度可导致疾病。
They are leading a happy life.
他们过着幸福的生活。
[相关句式]
lead sb. to a place 领某人到……
lead sb. to do sth. 使/领某人干……
lead to 导致,引起
lead a...life = live a... life 过……生活
▲such as意为“例如，诸如此类的”例如：
I visited several cities such as New York, Chicago and Boston.
我游览过几个城市，像纽约、芝加哥、波士顿等。
辨析：such as, for example和namely/that is
such as用来列举事物，常用在列举的事物和前面的名 词之间，但是所列事物的数量不能等同于前面所提及事 物的总数，否则应用that is或者namely；for example主要用于举例说明，一般只列举同类事物中的“一个”，其位置灵活，可置于句首，句中或句末，用标点符号隔开，而such as只能放在所列举事物之前。如：
He knows several languages such as English, French and German.
I have three friends, namely/that is, John, Jack and Tom.
Some students, for example, John, live in the neighbourhood.
6．Why read, and sometimes even write poetry?
为什么读，有时还要写诗呢？
▲Why (not) do sth. ? 其肯定式有时还含有责备的意味，否定形式则用来表示建议。
注意：Why do …… = Why do you do ……
Why not do ……= Why don’t you do ……
Why not 表示“为什么不或当然，好啊”等意. 例如:
- Let’s go to the movies.
- Why not?
7. I sing when I feel good.
我心情好的时候就唱歌.
▲feel 为系动词, 表示感觉,觉得. 注意: feel good 表示感觉精神好而feel well 表示感觉身体好. 例如:
She feels well enough to go to school today.
She doesn’t feel good about her son’s disappearance.
8. Reading aloud gives you a strange feeling, but when
you have some practice and fall into the rhythm, the
rhyme and the sounds of the words, it is really very
specialexperience.
大声朗读这些诗的时候,你会有一种奇怪的感觉.但当你
经过一番练习,进入诗词的节奏韵律以及声音中时那确
实是一种特殊的体验 .
▲fall into 表示掉入,陷入某种状态,养成(坏习惯),开始……起来
拓展:
fall into a deep sleep 进入酣睡状态
fall into poverty 陷入穷困
fall into rage 勃然大怒
fall into a bad habit 养成坏习惯
9. When the poem is finished, I close the book and my sadness is gone.
诗读完后,我把书合上, 悲伤也消失得无影无踪了 .
▲gone 为go的过去分词, 可作为形容词使用,表示 “过去了的;不见了的;已死的;用光了的”等. 例如:
Summer is gone.
夏天已经过去了.
All my hope is gone.
我的所有希望都破灭了.
With all his money gone, he had to return home.
钱都用光了他只好回家去了.
When I returned there, I found the book gone.
当我回到那时,我发现那本书不见了。
10．Collect your favourite poems in a notebook and ask your friends to contribute to it.
将你喜欢的诗收集在一起并让你的朋友们参与进来。
▲在本句中短语contribute to意为向…投稿。又如：
She has contributed（several poems）to literary magazines.
她给文学刊物投了（几首诗）稿。
contribute to还可表示“为…作贡献（或捐款）；有助于；促成某事物”等，例如：
He contributes ten pounds to a charity collection every month.
他每月都捐献十镑给慈善事业。
Her work has contributed enormously to our understanding of this difficult subject.
她的著作极有助于我们理解这一难题。
拓展：contributor n. 捐款人，投稿者
contribution n. 捐款，贡献；稿件
Step Ⅲ Record after Teaching
We should do more exercises to let the students know how to teach Ss to master the usage of the expressions
Unit 4 A garden of poems
The Sixth Period Grammar
Teaching time: Oct. 13
Teaching goals教学目标
1．Target language目标语言
a．重点词汇和短语 poem, absence, atmosphere, glory, poet, translate
b．重点句子
Once published, his work became famous for the absence of rhyme of each line.
No matter how well translated, something of the spirit of the original work is lost.
2．Ability goals能力目标
Learn to match the words that rhyme.
Learn the Past Participle used as Adverbial.
3．Learning ability goals学能目标
Let Ss learn how to use the Past Participle as Adverbial.
Teaching important points教学重点
The use of the Past Participle as Adverbial.
Teaching difficult points教学难点
How to teach Ss to master the usage of the Past Participle as Adverbial.
Teaching methods教学方法 Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to poetry?
S: Let me try. Poem, poet, rhyme, rhythm, style, atmosphere, image, spirit, fantasy, modern, romantic, happiness, loneliness, sadness.
T: Well done! Another question: What are characteristics of poetry?
S: Let me think. Poetry often follows special patterns of rhythm and rhyme.
T： Yes.
Step Ⅱ Word Study
T：Now please open your books and turn to Page 29. Let’s learn Language Study. First let’s do Word Study. For part 1 please fill in the blanks with words in the text, remember to use the correct form.
* Teacher presents the words on the screen and check the answers with the whole class.
Answers to part 1
1．Poem 2．Absence 3．Atmosphere 4．glory
5．Poets 6．translated
T：Any questions? If not, let’s look at Part 2. Please match the words that rhyme.
Think about the characteristics of poetry that you learnt in the last class. OK, who can read the words that rhyme?
S：Let me try, mad-glad; tale-fail; glory-story; recite-night; cow-plough; shade-afraid; isle-smile; embrace-base.
T：Quite right. Remember to practise more after class. It is helpful for you to read poems.
Step Ⅲ Grammar
T： Let’s look at the next part Grammar.
* The teacher presents the two sentences on the screen.
1．Once published, his work became famous for the absence of rhyme of each line.
2．No matter how well translated, something of the spirit of the original work is lost.
T：Look at the sentences on the screen. Do you know the function of the past participle phrase in each sentence?
* The students are thinking about it.
S：Let me try. I think they are used as attribute.
T：Well, I’m afraid you are wrong. Remember if we use the past participle as attribute, we can find the nouns they modify in a sentence. But can you find any in these two sentences?
S：No.
T：Therefore, they are not used as attribute. Then what are they used as? Who knows?
S：In my opinion, they are used as adverbial.
T：Why do you think so?
S：Because I can change the two sentences into adverbial clauses. One is: Once it was published, his work became famous for the absence of rhyme of each line. The other is: No matter how well it was translated, something of the spirit of the original word is lost.
T：Quite right. He used a very good way to decide whether the past participle is used as adverbial or not. I hope you can follow his example. Next, I’ll give you several
minutes to do exercise one, two and three independently.
* Five minutes later, teacher checks the answers with the whole class.
Suggested answers to exercise 1, 2 and 3.
1. Frightened; followed; examined; Built; Seen; trapped; shot
2．AT，AD，AD，AT
3. 1）When he was asked what had happened, he told us about it.
2）As he was well known for his expert advice, he received many invitations to give lectures.
3）If we were given more time, we would be able to do the work much better.
4）Once the book was translated into Chinese, the book became very popular among Chinese teenagers.
5）Because / As she was deeply interested in medicine, she decided to become a doctor.
6）Although he was left alone at home, Sam did not feel afraid at all.
Step Ⅳ Practice
* give Ss more exercises about the usage of the Past Participle T： Now, look at the screen. Here are some more exercises about the usage of the Past Participle. Do them carefully.
Let’s see who can do the best.
Exercises：
1．_______ black and blue, the lady couldn’t move.
A． Beaten B． Beating
C． To be beaten D． To beat
2．Most of the men ________ to the party were from town.
A． invited B． to invite
C． being invited D． had been invited
3．English is a language ________ in many countries.
A． spoken B． speaking
C． be spoken D． to speak
4．There seemed to be nothing ________ to do but _______ for the doctor.
A． leave, send B． left, to send
C． left, send D． leaving, send
5．The ________ girl sat in the corner, crying.
A． frighten B． frightened
C． frightening D． fright
6．This is a ________ car.
A． use B． using C． to be used D． used
7．________ everywhere, the wolves had no where ________ themselves.
A． Hunting, hiding B． To hunt, to hide
C． Hunted, hiding D． Hunted, to hide
8．The teacher walked to lab, ________.
A． followed by his students B． his students followed
C． and followed by his students D． both A and B
9．When ________ into the warm room, ice soon changes into water.
A． heating and taking B． heated, and taking
C． heating or taken D． heated or taken
10．The lecture ________ will be given the day after tomorrow.
A． has been talked about B．to talk about
C． so much talked about D．so much talking of
Answers：1-5 AAABB 6-10 DDADC
Step Ⅴ Homework
1．Finish the exercises Vocabulary and Grammar in workbook.
2． Prepare for Integrating Skills.
Step Ⅵ Record after Teaching
The differences between the use of the present and past participle are
difficult for the Ss to master .
Unit 4 A garden of poems
The Seventh Period Integrating skills
Teaching time: Oct. 14
Teaching Goals教学目标
1．Target language目标语言
a. 重点词汇和短语
shade, extraordinary, avoid, idiom, stupidity, dust, crow, mood, rue, lengthen, apart, look up, fall into, start with
b. 重点句子
They are like bright and warm colours in the middle of greys and shades.
Poetry uses many difficult words and idioms, but the best thing is to just forget about them
When the poem is finished, I close the book and my sadness is gone.
2．Ability goals能力目标
Learn how to appreciate poems and songs.
3．Learning ability goals学能目标
Improve Ss’ reading comprehension skills.
Teaching important points教学重点
Teach Ss how to appreciate poems and songs.
Teaching difficult points教学难点 Understand English poems.
Teaching methods教学方法 Listening and reading
Teaching aids教具准备 A recorder
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
Check homework to see whether Ss have mastered the usage of the Past Participle. Deal with any questions that Ss raise.
Step Ⅱ Pre-reading
* Prepare Ss for the reading by asking questions
T: In this unit we have learnt a lot about poetry. Do you have any idea about how to read an English poem? If you meet some difficult words while reading, what will you do?
Sa: I like reading poetry with my friends. If there are some words the meaning of which I don’t know, I’ll look up a dictionary.
T: I see. Then what about others?
Sa: I have a different way of reading poetry. I like reading poetry alone in a quiet place. Though I often meet some difficult words and idioms, I won’t look them up. In my opinion, the most important thing is to enjoy rather than to understand each word or sentence.
T: Well, what do other students think? Which way is the better one? The text on page 31 may help you make a choice.
Step Ⅲ Listening && Reading the Text
* Play the tape for students to follow and try to answer the following questions.
1．What’s the text mainly about?
2．What techniques of reading poetry are mentioned in the text?
After reading through the text on Page 31, students should give the possible answers.
1．The text mainly tells us the writer’s experience of reading poetry.
2．Techniques of reading poetry: recite them and not to look up the meaning of the words; read alone and aloud; practise more; read different poems when having different feelings.
Step Ⅳ Listening and Singing
* Enable Ss to master the techniques of understanding poetry and inspire their interest in poetry or songs.
T: Now, look at the poem on Page 31. You listen to the tape and follow it to read the poem aloud. Then discuss with your partner what they mean to you.
S: I think Robert Frost wants to tell us to value everything around us, learn to forget the unhappy things and enjoy our life.
T: Quite right. You’ve got a very clear understanding about the poet.
Several minutes later
T: Next, let’s enjoy a beautiful English song Right Here Waiting by Richard Marx.
* The teacher plays the tape
T: Do you like it?
S: Yes. We like it very much.
T: Then do you want to learn to sing it?
S: Yes.
T: Ok. Let’s follow the tape. You may refer to the song words on Page 32
Step Ⅴ Homework
Finish off the exercises in your workbook.
Review the text on Page 31.
Step Ⅵ Record after Teaching
The Ss were very interested in appreciating poems and songs .
Unit 4 A garden of poems
The Eighth Period Writing
Teaching time: Oct. 17
Teaching Goals教学目标
1．Target Language目标语言
a．重点词汇和短语
review, essay, collection, recommend, theme, set up, contribute to
b．重点句子
Describe what you think the poem is about.
Reading poems takes a bit of work, but it is well worth the effort.
2．Ability goals能力目标
Enable Ss to write a review of an English poem or song.
3．Learning ability goals学能目标
Learn how to write a review.
Teaching important points and difficult points教学重点和难点
How to choose a poem or song.
How to write a review of the poem or song.
Teaching methods教学方法 Task-based method
Teaching aids教具准备 projector, A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
* Check homework and the teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
Step Ⅱ Pre-writing
* Tell Ss how to find poems to read
T: Today we are going to write a review of a poem or a song. But before that, you should know how to choose a poem. Now look at the screen. Here are some tips which may be helpful for you.
Tips-Finding poems to read
Look for collections of poems. Find a theme you like.
Read poems and enjoy them.
Choose one you understand well.
T: Next, you’ll find many poems or songs on the screen of your computers, which I recommend to you. Read them carefully and then choose one to write a review.
Step Ⅲ Writing
* Teach Ss how to write a review of an English poem or song
T: Have you chosen a poem or song for writing a review?
S: Yes, We are ready.
T: Good. Remember your essay should include the following.
The teacher shows them on the screen
Title
Name of the poets
Describe what the poem is about.
Describe your images, and what feelings the poem gives you.
Describe your thought when you understand about it
more deeply. Also, give your opinions about the poem.
* give Ss time to do it
Sample:
A Song If I Could (El Condor Parsa)
by Paul Simon && Art Garfunkel
I’d rather be a sparrow than a snail.
Yes, I would.
If I could, I surely would
I’d rather be a hammer than a nail
Yes, I would.
If I only could, I surely would.
Away, I’d rather sail away
Like a swan that’s here and gone
A man gets tied up to the ground.
He gives the world its saddest sound,
its saddest sound
I’d rather be a forest than a street.
Yes, I would
If I could, I surely would.
I’d rather feel the earth beneath my feet
Yes, I would.
If I only could, I surely would.
Title : If I could
writer : Paul Simon
Essay :
As we know, If I Could is a classic English song sung by Paul Simon and Art Garfunkel. But I would rather say it’s a poem than a song with its unique style of playing with words and sound.
Without flowery language or complicated rhythm, still it moves thousands of listeners greatly. Paul Simon, a famous American singer, wrote the words. Although it’s short, it shows us a skilful portrayal of the writer’s inner world. At the beginning of the song, the writer desires to fly freely in the sky like a sparrow or to be a strong hammer but not a fragile nail. He would not like to be tied up to the ground. Later when he realizes that it’s impossible for him to escape from the real world, he begins to summon up courage to face reality. He doesn’t desire to fly to the sky any more and would like to “be a forest to feel the earth beneath his feet”. Whenever I listen to the song or read the song words, I am always deeply moved. It makes me deep in thought. Anyone will experience sadness as well as happiness during his lifetime. When we are not satisfied with or unhappy about what we are doing, we are always eager to have a change and fly freely in a world without any ties and sadness. Every time I get caught in a difficult situation, I turn on the recorder and listen to the song or just read the song, which makes me become more strong-willed and have the courage to encounter difficulties. I love it. It’s my best teacher and friend.
Step Ⅳ Homework
Finish your essay
Review Unit 4, including the new words and language points
Step Ⅴ Record after Teaching
It is very important to teach the students the skills of writing, especially the sentence.
The First Period Warming-up & Listening
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Aids:
1.a computer
2.a projector
Teaching Procedures:
(Play the song “Ten little Indian boys”)
Step I Greetings and Lead in.
Step II Warming up.
Step III. Pre-listening
Step IV. While listening
Step V. Post-listening
Step VI. Listening on the workbook.
Step VII. Listening and imitating.
Step VIII. Post-listening
You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.
1)Women
If you kiss her, you are not a gentleman
If you don’t, you are not a man
If you praise her, she thinks you are lying
If you don’t, you are good for nothing
If you agree to all her likes, she is abusing
If you don’t, you are not understanding
If you make romance, you are an experienced man
If you don’t, you are half a man
If you visit her too open, she thinks it’s boring
If you don’t, she accuses you of double crossing
If you are well dressed, she says you are a playboy
If you don’t, you are a dull boy
“O Lord, tell me what to do. AMEN”
Step IX Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
The 2nd period Reading (English Poetry)
Teaching Goals:
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 Greeting & Warming-up
Step 2 Lead-in
Step 3 Fast-reading
Step 4 Careful-reading
Step 4 Post-reading
Step 5 Further-understanding
Step 6 Enjoyment
Step 7 Discussion
Step 8 Homework
The 3rd period Speaking
Teaching aims:
1. Talking about poems to raise the ss’interest in poems.
2. Making dialogue to improve the ss’speaking ability.
Teaching procedures:
Step1 Greeting & Lead-in
Step 2 Warming-up
Step 3 Speaking
Step 4 Talking
Step 5 HK
T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.
Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.
The Fourth Period Word Study and Grammar
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Song
Step 2 Word study
Step 3 Grammar
Step 4 Practice
Step 5 Consolidation
Step 6 Comparison
Homework
Finish the word study and grammar part on the workbook.
The 5th Period Intergrating Skills
Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Step One Warming-up
Step Two Pre-reading
Step Three While-reading
Step Four Post-reading
Step Five Exercise I
Step Six
Exercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.
Teaching plan of
(Designed to the periods)
Teaching aims and demands
1. Topic: Talk about English poetry
2. Vocabulary and useful expressions:
Poetry, poet, poem, recite, loneliness, sadness, glory, pattern, belong, absence, translate, shade, extraordinary, idiom, stupidity, dust, mood, rue, length, apart, insane, guideline, essay, collection, recommend, contribute, dare, follow, avoid, among , as, worth, call up, belong to, come into being, contribute to, hear of/about, too… to , a number of, at the beginning of. Be supposed to do/be, be well-known for, get through, used to do.
3. Function:
Practise expressing intention and decision:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
4.Grammar:
The Past Participle used as Adverbial
过去分词用作状语
a. Greatly surprised, he couldn’t say a word.
b. When completed, the canal will connect the river with the lake.
c. Coated with sugar, bananas will taste better.
d. Even if invited, I wouldn’t go.
e. He stared at me, astonished.
5. Write about a poem
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Find as many words as the students can find to talk about poets and poetry:
Limerick, sonnets, Shakespeare, happiness, vividness, sadness, imagination,etc
2. Following the Step 3 of the warming-up on page 25.
3. pay attention to the rhyme of the limerick:
Corfu/Peru/through; Singapore/No 4/door
Step 2. Pre-reading
1. Show some pictures of some famous Chinese poets.
2. group work: work out 5 words related to poetry.
Step 3. While-reading
1. Scanning: Ss read quickly and do Ex1 on p28:
2. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
What do the words in bold refer to?
Step 5. Assignment
1. surf the internet and get more information about the topic..
2. Retell the passage using your own words.
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 27--28.
1. Peotry also call up all the colours, feelings, experiences and curious images of a dream world.
Call up:
The music calls up old times.
On reaching the city, she called up.
2. Poetry often follows special patterns of rhythm and rhyme.
Follow:
Follow the directions on the package.
I can’t follow your lecture.
The typhoon was followed by fine weather.
3. Besides, no matter how well translated, something of the spirit of the original work is lost.
No matter how = however
No matter how hot the weather is, he doesn’t complain.
She always goes swimming, no matter how cold it is.
Step 3. Practice
1. Ss finish Ex 1 and 2 on page 29by themselves.
2. check the answer.
3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Wb. Ex1 –4 on page 103--104.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 4 on page 103 --104.
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the Past Participle.
f. Greatly surprised, he couldn’t say a word.
g. When completed, the canal will connect the river with the lake.
h. Coated with sugar, bananas will taste better.
i. Even if invited, I wouldn’t go.
j. He stared at me, astonished.
Let Ss themselves find the functions of the PP.
2.Ss study more examples on p30.
Once published, his work became famous for the absence of rhyme at each line.
3.More exercises to consolidate the Grammar.
.EX1-3 on p30
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 102
2. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.
3. Ss show their result to the class.
Step 4. Speaking
Ss work in pairs and discuss their preferences.
The following structures are helpful to students:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
Step 5. Assignment
Finish Grammar Ex on page 104--105.
Period 4.
Step 1. Warming up
Ask Ss some questions about poets and poetry:
Step 2. Reading
1. Ss read the passage on page 105,and then discuss the following question:
What are the differences between traditional poetry and modern poetry?
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 107.
The following questions are important for the report:
a. What’s the form of the poem?
b. Was it well written?
c. Does the poem use rhyme or free verse?
d. Is the poem modern or rather traditional?
e. Are the ideas and use of language original?
f. Which human feelings are expressed in the poem>
g. What makes the poem very good?
Step 4.Recite one of the 3 poems.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 25.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-2 on p 102 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. write down the most important information
Period 6. (Writing )
Step 1. Pre-writing
1. Ss read the passage on p31 and get the general idea about it.
2. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short essay commenting on an English poem.
2. Ss exchange their writing and correct the mistakes.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of an essay.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Arrange the paragraphs in a logical order.
Step 4. assignment
Find an English poem and recite it. And then tell your deskmate why you like it.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 108. It is very important to improve their learning and let them have a sense of assessing gradually. If necessary do some extrawork to enlarge their vocabulary.
（一） 重点单词
1. intention n. [C]&[U] 意图，目的，意旨
例1：If I’ve hurt your feelings it was quite without intention.
如果我伤了你的感情的话，那完全是无意的。
例2：He hasn’t the least intention of coming. 他没有一点来的意思。
例3：He went to Paris with the intention of learning French.
他去巴黎的目的在学习法语。
【相关链接】
1) intend vt. 打算，意指
例1：What do you intend to do today? 你今天打算做些什么？
例2：What do you intend by this word? 你说这话是什么意思？
2）intentional adj. 故意的，有意的
例如：If I hurt your feelings, it was not intentional. 如果我伤了你的感情，那不是故意的。
易错辨析：intend 出现动词，后面只用不定式作宾语，不用动名词。
例如：He had intended to help you, but he was too busy then.
他本打算帮你，可那时他太忙。
英语中，表“计划、打算、决定”意义的动词还有，plan. mean, decide它们都跟不定式作宾语。
例1：We are planning to go there with you. 我们计划和你一起去那儿。
例2：I meant to go running this morning, but I overslept.
我今天早晨本打算去跑步，但是我睡过头了。
例3：The boy decided not to become a sailor.
那孩子决定将来不当水手。
2. fantasy n.
【用法一】[U] 想象，想象力
例如：By the power of fantasy we may create an unreal world.
借想象力，我们能创造一个幻想的世界。
【用法二】[C] 想象出的奇异的东西
例如：Some paintings are just fantasies 有些油画吸是幻想出来的东西。
易错辨析：比较fancy
fancy 非常口语化的词，主要用法如下
1）[U]想象力 （＝fantasy ）
例如：Children often have a lively fancy.
孩子们通常有（一种）活泼的想象力。
（这里的不定冠词表示种类，不是表示可数名词的类别）
2）[C] 想象之物 (与for连用表示“喜好”)
例如：I have a fancy for some wine with my dinner.
我喜欢吃饭时喝点酒。
3）vt. 想象，假想（＝imagine）
例1：Can you fancy his ding such a thing?
你能想象他做这种事吗？
例2：Fancy seeing you here! 真没想到在这儿见到你。
注意，fancy 这时常在后面跟动名词。
3. curious
【用法一】adj （褒义）渴望知道的，好奇的（与about，或不定式）
例1：It is good to be curious about the world around you.
对你周围的世界感到新奇是件好事。
例2：I’m curious to know how he did it. 我很想知道他是怎么做那事的。
【用法二】adj. （贬义）太爱管闲事的，好多事的
例如：Hide it where curious eyes won’t see it. 藏到好事者眼睛看不到的地方。
【用法三】adj.古怪的，难懂的，不寻常的
例如：There was a curious silence. 有一种异乎寻常的沉寂。
【相关链接】
curiously adv.
curiosity n. [U] 好奇心，求知欲；[C]珍奇事物
4. absence
【用法一】n.[U]缺席，离开，不在（与from 连用）
例如：During his absence from school, he stayed in a net bar.
在他没有上学期间，他在网吧上网。
【用法二】n. [U]不存在，缺乏
例如：Cold is the absence of heat. 冷就是缺乏热。
【相关链接】
1) absent adj.缺席的，不在的，
例1：When I asked him a question he looked at me in an absent way but didn’t answer.
当我问他一个问题时，他茫然地望着我，而未回答。
例2：He was often absent from English classes. （absent 后也常跟介词from）
他经常缺英语课。
2) 词组：absence of mind 心不在焉，神不守舍
例如：His absence of mind in class made the teacher angry.
他上课的那种神不守舍使老师很生气。
3) absent-minded adj. 心不在焉的
3）反义词 presence n.出席 (present adj. )
易错辨析：absence和presence与介词的搭配
1）试译：During his absence in America his daughter got terribly ill.
在他离开此去美国期间，他女儿患了重病。
注意absence后面的in，如果把in改成from，那么意思就不同了，表示“离开美国期间”
2）请选择：
Were you present ______ Tom’s birthday party last week?
A. at B. with C. for D. from
正确答案为A。注意短语“be present at…”表示：“出席……”
5. comparison n. [U]比较，相比，比喻，相似之处
例如：There is no comparison between them.
二者之间无相似之处。
【相关链接】
1）by comparison 比较起来（＝when compared）
例如：This one cost more but is cheaper by comparison.
这个价钱贵一点，但详细比较起来（质地等）还是便宜。
2）in comparison (with) (与……)相比较（= when compared with）
例如：My shoes are small in comparison with my sister's.
我的鞋子比我妹妹的要小。
3）bear/ stand comparison with 比得上， 不亚于
例如：That’s a good dictionary, but it won’t stand comparison with this.
那是一本好词典，但还是比不上这本。
4）compare v.较，相比，比喻
易错辨析：compare 与介词to 和with 的区别
compare … to… 把……比喻为……
例如：Poets have compared sleep to death.诗人将睡眼比作死。
compare … with… 拿……与……做比较
例如：Compare your translation with the model on the blackboard.
将你的译文和黑板上的范文（示范译文）加以比较。
Compare with… 可与匹敌
例如：He cannot compare with Shakespeare as a writer of tragedies.作为一位悲剧作家，他无法与莎士比亚相比。
6. recommend vt.
【用法一】推荐，介绍，说有利于……的话
例1：Can you recommend me a good novel? 你能介绍我一本好小说吗？
例2：We recommended Miss Hill as a good typist. 我们推荐希尔小姐为一名优秀打字员。
【用法二】建议，劝告
例如：I recommend you not to disobey your officer.
我建议你不要反抗你的长官。（recommend sb to do sth）
比较：I recommend that you (should) not disobey your officer.
这里recommend带宾语从句，从句常用“(should) + 动词原形”的谓语形式。
【相关链接】
recommendation n. [U]推荐，介绍，建议；[C]推荐书，介绍信
7. contribute vt. &vi
【用法一】捐助（指了出钱、出力等）（与to 连用）
例如：Our country contributed a large amount of food and clothing to the Red Cross of Iran
我国向伊朗红十字会捐献了大量的食品和衣物。
【用法二】贡献（意见、成就等）（与to 连用）
例如：The Song Dynasty contributed three great inventions to world civilization.
宋朝为世界文明贡献出三大发明。
【用法三】投稿
例如：He contributed an article to the China Daily.
他为《中国日报》撰写一篇文章。
【用法四】促成，有助于
例如：Drinking contributed to his ruin.
饮酒促成了他的毁灭。
【相关链接】
1）contribution n. 捐助，贡献；捐款
例如：He made great contributions to the causes of revolution.他为革命事业做出了巨大的贡献。
2）contributor n. 捐款人，投稿人
（二） 重要短语
1.put together
【用法一】集中进来，加起来，连接起来
例1：It’s easier to take a machine to pieces than to put it together.
拆卸一台机器比重装起来容易。
例2：I must put my thoughts together before I go on to the platform. 我踏上讲台之前，必须把我的思绪整理一下。
【用法二】建造；创造
例如：I’d like to put together a new bookcase.人想做一个新书橱。
【相关链接】put 的有关短语
1）put away 收藏好，储存好
例如：Please put away the test papers. We’ll come to the next point.
把考卷收好，我们要将下不内容了。
2）put down 写下，制止
例1：Wait a minute. I’ll put your name down. 等一下，我记下你的名字。
例2：They finally put down the rebellion. 最后他们镇压了反抗。
3）put forth提出（一个想法等）
Can you put forward a new plan？你提出一个新计划吧？
4）put in 插入，插话；种植
例1：He put in a good word for me.
他插进来为我说了一句好话
例2：We put in 20 rows of pine trees.
我们种植了20排松树
5）put off 耽误；延期；脱下
例1：Because of the rain, we had to put off the sports meeting. 因下雨，我们得延期运动会。
例2：Put off your sweater. It’s too hot today. 脱下毛衣,今天太热。
6）put on 穿上；增加
例1：He hurriedly put on his overcoat and went away. 他匆忙穿上外套就走开了。
例2：She is beginning to put on weight 她在开始发胖。
7) put out 熄灭
例如：The PLA men often help put out a fire. 人民解放军常帮助灭火。
8）put through接通电话线；顺利完成
例1：The operator put me through on the office line.
接线生给我接通了办公室的电话
例2：Mr John expects to put through the attempt. John先生希望顺利完成尝试。
9）put up 建立，建造；为…提供食宿
例1：They put up a tent.. 他们搭起了帐篷。
例2：Sorry to tell you that I can’t put you up for the night. 不好意思我不能留你过夜。
10）此外，我们在前面的教材中学过的还有：
put sth/sb to the test 考验，检验
put sth to use 使用，利用
put sb to sleep 使某人入睡，杀害
put one’s heart into… 专心致志于
put an end to… 制止，结束，毁灭
put sb into prison 把某人关进监狱
2. play with
【用法一】和……一起玩，用……玩
例1：It’s dangerous to play with fire.玩火是危险的。
例2：He has no friend to play with.他没有朋友和他一起玩。
【用法二】玩弄，轻率对等，
例如：John played with Mary’s affections. John 玩弄了Mary的感情。
【用法三】随意想到（某念头）
例如：I once played with the idea of going to Australia to settle.
有一回我曾想起过到澳大利亚去定居的念头。
【相关链接】
play a part/ role (in…) （在……）扮演角色，起作用
play a joke (on…) 开（某人的）玩笑
play tricks (on…) 捉弄（某人）
play back 重放（唱片，录音磁带等）
play fair 办事公正，对人公正
play truant 逃学
易错辨析：play basketball 和play with a basketball
试比较：①Tom likes play basketball while his brother likes play football.
Tom喜欢打篮球，而他兄弟喜欢踢足球。
(play后跟球类活动名词，不带冠词)
②One day little Tom was playing with a basketball.
一天，小Tom在拿一个篮球在玩。
（这时，把basketball看作一个球来使用，所以前面在带冠词）
3. stand out
【用法一】突出，显眼
例1：Due to his height, he stands out in a crowd. 因个子高，他在群中很显眼。
例2：Her talents stand out in comparison with the others. 与别人相比，她的才能很突出。
【用法二】拒绝让步
例如：They did their best to persuade him to join them, but he stood out.
他们尽最大努力去劝他加入他们的活动，但他坚持不肯。
【用法三】坚持抵抗(与against连用)，坚持要求（与for连用）
例如：I’m standing out against this idea; I am standing out for my own, which is better.
我坚持反对他的意见；我坚持我的意见，我的意见比他的好。
【相关链接】
请见本书第三单元，重点单词讲解2
4. light up
【用法一】（使）变亮，照亮
例1：The glare from the fire lit up the sky. 火光照亮了天空。
例2：These teachings lit up my mind. 这些教导照亮了我的心。
【用法二】（使）变快活，（使）开朗起来
例1：Her face lit/lighted up when she heard the news. 她听到这个消息，脸色顿时开朗起来。
例2：Her face was lit up by a smile. 她笑了，脸色也也开朗起来了。
【用法三】点灯，开灯
例1：In the depth of winter we have to light up at about four o’clock in the afternoon.
在严冬，我们下午四点就得开灯。
例2：It’s seven, and still one or two cars haven’t lit up.
已是七点了，还有那么一两辆车没有开灯。
【用法四】点燃（香烟等）
例如：After hard work, he would light up a cigarette for a rest.
繁重的工作之后，他常点支烟休息一下。
【相关链接】light是个多义词
light n [C] 灯，[U]光
light adj. 轻的（反义词heavy或者weighty）
易错辨析：注意light的过去式和过去分词
light 的过去式和过去分词有两套，即：
light- lighted-lighted
light- lit- lit
两种形式的过去式基本无区别，两个过去分词不能乱用。
1）试译：点燃了的蜡烛
a lit candle或者a burning candle，不能用a lighted candle
2）但当他们用于完成时态或被动语态时，才可通用。
5. come into being 形成，成立，产生
例1：The country came into being in 1918. 那个国家成立于19。
例2：The foundation will come into being next month.基金会将于下个月成立。
【相关链接】
1）come into existence形成，成立（＝ come into being）
2) come/enter into force 开始实行，开始实施，开始生效
例如：The law came into force last year. 这条法律是去年生效的。
3）come/ go into effect开始实行，开始实施，开始生效 (=come/enter into force)
例如：A new system of taxation will come into effect next year.明年开始实行新的税制。
4）come into office上任，就职（＝take office）
易错辨析：come into 后面跟我名词一般不带任何冠词
但，come into the world 出生（＝be born）前带了定冠词。
6. lead to 导致，引起，引到（＝cause, result in）
例1：She kept on studying and working hard. In the end she led to success.
她坚持学习、努力工作，最终获得成功。
例2：To be blind to this will lead to the greatest error.
看不到这一点就会出极大的错误。
【相关链接】
1） lead a(n) … life过着(……)生活
例如：Now we are leading a happy life.
现在我们过着幸福生活。
（也可以用：live a(n) … life）
2) lead sb by the nose 牵着某人的鼻子走，支配某人
易错辨析：注意lead to 中的to是介词
His wrong kick led to losing the game.
他错误的一踢（球）导致丢失了那场比赛。
（to 后面出现动词时，要用动名词）
英语中还有许多相类似的短语（to均为介词）
refer to 指的是，提到
look forward to 期待
stick to 坚持
object to 反对
be used to习惯于
belong to 属于
in addition to 除……以外
prefer…to… 喜欢……而不喜欢……
7. at the end of 在……结尾（尽头
【用法一】（用于表时间）
例如：At the end of the school term we shall have another exam.
学期末的时候，我们还要考试一次。
【用法二】（用于表空间）
例如：You will find the post office at the end of the street.
邮局就在街尽头。
易错辨析：by the end of, in the end
1）by the end of (用于表时间)到……为止，在……之前
例1：We had learnt Unit 3 by the end of last week.
上周末我们就学完了第三单元。
例2：By the end of next month we shall have finished the work.
下个月底我们就完成工作了。
（常与过去完成时或将来完成时连用）
2）in the end 最后
例如：I hope everything will turn out all right in the end.
我希望到头来会万事如意。
（in the end 后面不跟of结构）
8. fall into
【用法一】陷入（某种状态）
例如：The patient was given an injection and afterwards fell into a deep sleep.
病人打一针后，不久就酣睡起来。
【用法二】分成
例如：The present talk falls into three parts.这篇讲话分为三个部分。
【用法三】开始（谈话），养成（习惯）
例：I fell into conversation with a fellow-passenger on the train.
我与一个同车的旅客攀谈了起来。
例2：Mr Smith fell into the habit of having a drink before lunch.
Smith先生养成了午饭前饮酒的习惯。
【相关链接】
fall behind 落后
fall back 后退
fall over 跌跟头
（三） 语法精讲
作状语的过去分词通常来自及物动词，在意义上相当于一个状语从句。一般说来，其逻辑主语就是主句的主语；其动作一般先于谓语动词的动作，或与其同时发生，表示原因、时间、条件和方式等。
特别提醒：
1．表示原因时通常可位于句首、句末或句中。
例1：Built of steel，this machine has a greater strength．
由于这台机器是用钢造的，它具有更大的强度。
例2：She soon fell asleep，exhausted by the journey．
由于旅途劳累她很快就睡着了。
2．表示时间时通常位于句首。
例如：Stopped by the guard，he produced his identity card．
当被卫兵拦住以后，他出示了自己的身份证。
3．表示条件时通常位于句首。
例如：Considered from this point of view，the question under discussion is of great importance．
从这个观点来考虑，讨论的问题十分重要。
4．过去分词作方式状语，表示伴随情况，往往相当于一个并列分句，不能被状语从句代替。此结构通常位于句末。
例1：They arrived at the village，utterly exhausted．
他们到达了那座村庄，筋疲力尽了。
例2：The children headed toward school，followed by their dogs．
孩子们朝学校走去，后面跟着他们的狗。
5. 过去分词作状语时可以和as if，even if，if，once，unless，whether等从属连词连用。这时，可把它们看作是一个省略了的状语从句，但其逻辑主语必须与主句的主语一致。
例1：She will come to our New Year Party if invited．（条件状语从句）
如果受到邀请，她将参加我们的新年晚会。
例2：When heated，the metal expands，and when allowed to cool it will contract．（时间状语从句）
金属受热时就会膨胀，冷却时就会收缩。
例3：Although shot in the leg, he continued to fire back with his gun. （让步状语从句）
尽管他腿被（子弹）打中了，但他还是继续用自己的枪还击。
例4：She talked as if （she was talking）to herself. （方式状语从句）
她好象是自言自语（对自己谈）。
要注意的是，这些连词后面有时用过去分词，有时用现在分词，该怎么区别的呢？
如果用现在分词，则表示这个分词与句子的主语有逻辑上的主谓关系；如果用过去分词，则是一个被动的主谓关系（也称逻辑动宾关系）。
例1：While （he was ）waiting for a bus, he read a magazine.
在等公交车时，他阅读了一本杂志。
例2：If (he was) beaten by his parents, he would never cry.
如果父母打他，他也决不会哭。
教材分析
本单元中心话题是“诗歌与文化”。单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。
“热身”(Warming up) 部分由English Poetry的一个分支--学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。
“听力”(Listening)部分的内容分两部分内容：WB与SB。SB内容可以由“热身”(Warming up)活动结束后自然过渡导入， SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的A garden of poems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。
“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。
“阅读”(Reading)部分标题是English Poetry,里面简单介绍英语诗歌的形成和几个代表时期，重点提到了Modern English Poetry的诞生和19世纪浪漫主义诗潮，提及了几个著名诗人及代表作，风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊，起到了画龙点睛的作用：我们学诗，读诗就是要自己去思考，去欣赏，这样才能开拓我们的视野，形成自己的审美观。在授课过程中，要特别注意智育（课堂教学与语言知识的习得），德育（引导学生形成正确的审美观乃至人生观）和美育（去发现并欣赏和种文化中蕴含的美）的结合渗透。
“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生去理解“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话，发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。
“口语”(Speaking)部分放在“阅读”(reading)部分之后，因为这一单元的学习一定要注重知识的承接，学了“阅读”(reading)后能更好的熟悉英语诗歌和诗人，流派，能“有话可说”，有助于表达自己对一种文化形式的看法和见解。本部分将通过“BRAINSTORM”回忆课文中学过的诗人。关于SB中的Speaking，在小组活动中，组织学生分组对有关诗歌的Topics, Periods, Human feelings等话题开展讨论。讨论时再次强调Useful Expressions的使用。而书中WB里的TALKING，讨论的是“现在诗歌是否依然流行还是已死亡”这个话题，可以将学生分成两组，设立裁判，让他们自由发言给出意见，最后由老师进行总结这种形式。通过“口语”(Speaking)部分，学生会在一定程度上将书本上的知识转化成自己的观点表达出来，既增加了他们对英语诗歌的理解又很好的锻炼了口语。
语言学习(Language Study)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前，通过一个简单视频（儿歌）说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是“过去分词作状语”的用法。在此要特别注意由于本单元是分词（包括现在分词和过去分词）用法的最后一个章节，需要对分词作一个总结和清理，因此需要将现在分词和过去分词用法共同点（如逻辑主语一致）及不同点（如现在分词常表主动，过去分词表被动）作一个罗列。当然简单罗列并不行，需要把最容易混淆的东西再过滤一遍，解释清楚。
学习技能(Integrating Skills)部分包括听、读、说、写三部份，有着一个很明显的结合，过渡，继承过程，相互渗透，讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入，让学生朗读并谈感受。再转入课文，阅读简单的课文后有一个Assessment步骤，通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗“Dust of snow”赏析，引导学生理解诗歌中的意境（IMAGE）并对诗歌中诗人情绪变化“changes of mood”作一个分解。至此，本单元对于学生能力的培养已到了一个更高的层次。在教学过程中，适当要求学生作朗读和背诵，加强互动，引导学生诵读诗歌时投入感情，注意语音语调的变化。在本课时最后一个环节中，让学生根椐一首现代诗写出其主题与意境（可参考使用英文名曲“Right here waiting”。
学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议，清楚明了，可以作为学生平时阅读的一个很实用有效的指导。
复习要点(Checkpoint)简要总结了本单元的语法重点--“过去分词作状语”的用法。最后一个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。
课时安排
Teaching Plan for Unit 4 A garden of poems
1.Warming up&Listening
(1)Warming up
(2)Listening in SB
(3)Listening in WB
2.Post-reading
(1)Pre-reading
(2)Reading
3.Post-reading
(1)Reading
(2)Post-reading
(3)Extended reading
4.Speaking
(1)Warming up
(2)Speaking
(3)Talking in Work Book
5.Language Study
(1)Word Study
(2)Grammar
6.Integrating skills
(1)Reading
(2)Writing
(3)Checkpoint
教材重点和难点
1.重点单词
poem n.诗；韵文；诗体文
intention n.意图；目的；打算
recite vt.背诵；朗诵
pattern n.型；模式；方式
dialogue n.对话；（文学，戏剧，电影中的）对白
sort vt.将事物分类；整理 n.种类；类型
sadness n.悲哀；难过
grammar n.语法；语法学
glory n.光荣；荣誉；荣耀的事；壮丽
absence n.不在；缺席；缺乏
district n.地区；区域
atmosphere n.气氛；情绪；大气；大气层
introduction n.序言；介绍；引进
translate vt.翻译；用简单易懂的语言表达
translation n.翻译；译文
extraordinary adj.特别的；不平常的；惊人的
idiom n.习语；成语；语言习惯用法
apart adv.相隔；相距；除去；单独地
recommend vt.推荐；介绍；建议
contribute vi.作出贡献；捐献；投（稿） vt.贡献；提供；捐献；投稿
2.重点词组
put…together 把……结合成一整体；装配
play with 玩；玩耍；游戏
call up 召唤；使人想起；调动（力量，人员等）；（给……）打电话
stand out 突出；显眼；远远超过某人（物）
light up 照亮；使放光彩；点上（烟等）吸起来
come into being 出现；形成；产生
send for 使某人来到；要求将某物取来或送到
contribute to… 为……作贡献（或捐献）；有助于……；向……投稿
3.词汇拓展
poem (n.) → poetry (n.) → poet (n.)
absence (n.) →absent(adj.)
translate (vt.) →translation(n.)
contribute (vt.) → contribution(n.)
4.句型结构
1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.
2. His sonnets, however, belong to the best English poetry.
3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.
4. Greatly loved in China are the English Romantic poets.
5. They can help us to understand each other better, or as Mu Dan wrote:…
6. Quietly, we embrace in a world lit up by words.
7. If I see you next to never, how can I say forever?
5、重点语法
本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。
6、教学难点
(1) 如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2) 分词用法的总结与难点解析。
(3) 帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
Unit 4 A Garden of Poems
The First Period Warming-up & Listening
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Aids:
1.a computer
2.a projector
Teaching Procedures:
(Play the song “Ten little Indian boys”)
Step I Greetings and Lead in.
T: Good morning, everyone!
Ss: Good morning, Mrs/Mr …!
T: Sit down please. Just now we’ve enjoyed a song. Do you like it?
Ss: Yes./(No)
T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.
Step II Warming up.
1) Listen and read the rhyme
Good, better, best!
Never have it rest!
Till good is better!
And better, best!
2) Listen and read the limerick.
People laugh and people cry.
Some give up, some always try.
Some say hi while some say bye.
Others may forget you but never I.
Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.
3)Read the limericks and ask “What is the pattern of each poem?
Step III. Pre-listening
T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem? Are poems put together in collections of poetry?
Maybe these questions can help us.
Who wrote them?
What are they about?
When were they written?
Step IV. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the the information of poems by a certain topic
Suggested answers: The topic can be human feeings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about?
2)What kind of book is A Garden of Poems?
3)Which period is meant when we say “between the World Wars”?
4)How should you read a book such as 1001 Songs and Poems in English?
5)Which topic for poetry does the student like?
Step V. Post-listening
1.T: OK. What topic for poetry do you like?
S: …….
T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step VI. Listening on the workbook.
Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.
1)Before the invention of writing, was there any other way but to remember important things?
2)Were rhyme and rhythm very helpful when they are trying to remember things?
3)Why did our ancestors invent poetry?
4)What is the listening text about?
Listen to the tape and find out the answers to the questions.
Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.
(Collect the answers from the students.)
T: Yes. Before the invention of writing, there was no other way but to remember important things.
And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.
Step VII. Listening and imitating.
T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.
1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.
2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”
3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.
“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.
Suggested answers:
Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)
Rhyme 2 is useful to remember how many days each month has.
Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.
Rhymes and rhythms are helpful. Do you use poetry to remember things?
Who sometimes still uses poetry to remember things today?
(Collect answers then listen to the following.)
But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.
So anyone who want to remember things better can still use poetry to remember things.
Step VIII. Post-listening
You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.
Teaching plan For Unit 4 A Garden of Poems The 2nd period Reading (English Poetry)
Teaching Goals:
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 Greeting & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Morning, boys & girls!
Ss: Morning, sir!
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布 on the screen)
T: Okay, let’s read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Q: 1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
(Give them 2 minutes to find the answers)
T: Well, let’s deal with the 2 questions.
A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne
Step 4 Careful-reading
Task 1. The main idea of each paragraph
T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.
Para. 1 The characters of poetry.
Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.
Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.
(After the end of the video, show the next slide)
T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.
Then I saw the Congo creeping through the black,
Cutting through the forest with a golden track.
Step 7 Discussion
T: It’s really amusing! At the end of this lesson, let’s have a discussion.
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!
Step 8 Homework
1. Read the text again to get a better understanding.2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
Teaching plan For Unit 4 A Garden of Poems The 3rd period Speaking
Teaching aims:
1. Talking about poems to raise the ss’interest in poems.
2. Making dialogue to improve the ss’speaking ability.
Teaching procedures:
Step1 Greeting & Lead-in
(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）
T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!
Step 2 Warming-up
T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way?
(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)
Step 3 Speaking
1. T: It seems that you have mastered Chinese poems well.
T: 1) Do you all like the poems written by Li Bai or Du Fu?
2) Whose style do you like best? /Which poet do you like best?
So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.
2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would /would not like to read a poem like that. You can repeat the exercise a few times.
3. T: When you are practising with your partner, do remember to use
the useful expressions listed in your book.
Step 4 Talking
T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.
T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.
------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life.
One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗).
Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.
T: So having read this short passage, what’s your point of view about the destiny(命运) of the poetry？
T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.
T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry? We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……
(Then the monitor comes to host the discussion)
T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!
Step 5 HK
T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.
Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.
THE END The Fourth Period Word Study and Grammar
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Song
Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.
An apple a day ,
Keeps the doctor away.
An apple a day,
Keeps the doctor away.
A-P-P-L-E, “apple”
Then ask the students to look at the words from the song---“day, away”.
T: What do these two words have in common?
S: They end with the same vowel---/ei/.
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.
1.Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T: Can you think of another way to express these ideas?
Suggested answers:
1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well it is translated, something of the spirit of the original work is lost.
T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?
Suggested answers:
1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot
Step 4 Practice
Show the sentences on the screen.
1. The castle , burned down in 1943, was never built.
2. If left alone on a deserted island, what would you do to survive?
T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.
Suggested answers;
1.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷为平地的那座城堡，再也没有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
Suggested answers:
1. AT 2. AD 3. AD 4. AT
Step 5 Consolidation
T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures,
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step 6 Comparison
Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.
A. When crossing the street, you must be careful.
B. Followed by many students, the teacher came in.
T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.
1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Looking from the top of the hill, we can see the whole town..
错误:Being an orphan, the villagers take good care of the child.
正确:Seen from the hill, our school looks more beautiful.
错误:Seeing from the hill, our school looks more beautiful.
2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.
式 语态 及物动词make的主动语态 及物动词make的被动语态
不及物动词rise
现在分词 一般式 making being made rising
完成式 having made having been made having risen
过去分词 made risen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.
Followed by some officials, Napoleon inspected his army.
b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
Having been told to stay in Beijing, the boy decided not to return to his village.
Step 7 Practice
“分词”专项能力训练题
单项填空
1. What’s the language _______ in Germany?
A. speaking B. spoken C. be spoken D. to speak
2. He had his leg ________ in the match yesterday?
A. to break B. broken C. break D. breaking
3. It was so cold that he kept the fire _______ all night.
A. to burn B. burn C. burning D. burned
4. She’s upstairs _________ letters.
A. writes B. is writing C. write D. writing
5. “ Can’t you read?” Mary said ________ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
6. The lecture was so _________ that they were all _________.
A. inspiring: exciting B. inspiring; excited
C. inspired; excited D. inspired; exciting
7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.
A. bring B. brings C. brought D. bringing
8. This is one of the books ________ by him now.
A. to be written B. being written
C. having been written D. is been written
9. The book ________ belongs to me.
A. which lying on the table B. lying on the table
C. is on the table D. lay on the table
10. The poor boy looked to the right and to the left, _______ where to go.
A. not knowing B. not to know C. didn’t know D. not being known
11. _________ anything about the accident, he went to work as usual.
A. Not known B. Known not C. Knowing not D. Not Knowing
12. This news sounds _________.
A. encouraging B. encouraged C. encourage D. to encourage
13. _________, the subject belongs to biology.
A. Strictly spoken B. Spoken strictly
C. Strictly speaking D. Speaking strictly
14. __________, the players tried their best to win the game for their country.
A. Greatly encouraged B. Having greatly encouraged
C. To be greatly encouraged D. Greatly encouraged
15. ________ that mistake once, I shall not make the same mistake again.
A. Made B. To make C. Making D. Having made
16. --- Will you go to the party?
---Of course I will _________.
A. if invited B. if having invited
C. if I was invited D. if I will be invited
17. _________ a child, Elizabeth enjoyed studying art and music.
A. She was B. When was C. When being D. Being
18. The bridge _________ now over the Changjiang River will be completed at the end of this year.
A. built B. is being built C. being built D. to be built
19. _________ that there was an accident ahead, the bus driver changed course.
A. Warning B. Having warned C. To be warned D. Having been warned
20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.
A. having added B. to add C. adding D. added
Suggested answers:
1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C
Homework
Finish the word study and grammar part on the workbook.
The 5th Period Intergrating Skills A Lesson Plan for Songs and Poems
Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Step One
Warming-up
Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:
“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”
Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.
e.g.
Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.
Ask for their favorite Chinese poems and when and how they read poems.
Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.
Ask them to compare singing songs to reading poems.
Step Two
Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.
Step Three
While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step Four
Post-reading
Assess students understanding by asking their a few questions:
e.g.
1. When does the writer sing songs?
2. When did the writer begin to touch on poetry?
3. When does the writer read Keats and when Wordsworth?
Step Five
Exercise I
Briefly introduce “Dust of Snow” by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion
Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line “A change of mood”.
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step Six
Exercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.
Teaching aims:
1. To grow interest in English studies through English poem appreciation
2. Practice expressing intension
3. To develop the basic reading skills
4.To practice the writing after reading and listening.
5. To write a review on a song or a poem.
Teaching contents:
1. Topics:
1) Talking about English poetry
2)Talking about literature and poetry
2. Functional sentences:
Expressing intention
(I’m interested to … but …
I think it will be too difficult to…
I think I might want to…
And etc.)
3. Vocabulary
1)poem poet intention recite mad pattern dialogue sort fantasy loneliness sadness grammar glory absence district atmosphere introduction translate translation tale shade extraordinary idiom dust crow apart essay recommend contribute
2) Phrases: put … together play with call up stand out the Lake
District light up come into being send for contribute to…
4. Grammar:
The Past Participle used as Adverbial
Period One Warming up + Speaking
丰台实验 郝源俊 刘哲
Teaching Aims:
1. Practice expressing intensions
2. To appreciate English poems and the beauty of the English language
Step I : Warming up:
1. a. Ss read aloud the following poem, then ask them try to translate it into Chinese.( Group work)
b. Let a few groups to read out their translations.
Dreams
By Langston Hughes
Hold fast to dreams,
For if dreams die,
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go,
Life is a barren field,
Frozen with snow.
2. Enjoy the limerick:
Let the students practice reading the limericks on P25. Read together aloud, then ask them which one they like better and why.
Step II. Pre-Speaking:
Choose a few students to recite their favorite poems.
Help the students be aware of the different period of the poem, different
topic, different feelings expressed in it.
Step III. Speaking:
1. Help the Ss read the example and the useful expressions on P27.
2. Group work :
Talk about the kind of poems you like best.
Why do you like it?
What is your feeling towards it.
(The useful expressions on P27 will help the Ss a lot.)
3. The Ss present in class.
Homework:
Write down your dialogues.
The First Period Warming-up & Listening Speaking
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Aids: 1.a computer 2.a projector
Teaching Procedures:
Step I Greetings and Lead in.
T: Remind the students famous Chinese poems and Chinese poets. Get them to name some famous Chinese poets and recite some famous poems.
Do you like poems? Which Chinese poet/ poem do you like best? Why?(romantic, form of poems, special patterns of rhythm and rhyme, use surprising images, absence of rhyme, nature poem, style and atmosphere)
What words will you need to talk about poets and poetry?
Do you know any English poet/ poem? Can you recite any?
What about English songs? Do you often sing English songs? (Get some individuals to sing part of their favourite English songs and make them realize that different songs express different feelings.)
Is there any connection between English songs and English poems?
Step II Warming up.
1) Listen and read the rhyme
Good, better, best!
Never have it rest!
Till good is better!
And better, best!
2) Listen and read the limerick.
People laugh and people cry.
Some give up, some always try.
Some say hi while some say bye.
Others may forget you but never I.
Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.
3)Read the limericks and ask “What is the pattern of each poem?
I. While reading:
1. According to the writer, when do we sing?
2. How do we feel about a good song?
3. What does the writer think of good songs?
4. Who gave the writer some advice on how to enjoy poetry?
5. What was the advice?
6. How did the writer learn to enjoy the poem?
II. Post-reading
1. Do songs and poems have something in common? If yes, what are they?(a.the image in the passage: They are like bright and warm colours in the middle of grey and shades.b. Both of them show feelings, rhythms, rhymes and the sounds of the words.)
2. How can we learn to enjoy the poems?( We should start with small poems.)
Extension: Limerick is a type of English poems. There are many types of English types. What other types of English poems do you know? Who are the typical poets? (Mention some of the poets in SBP26 Speaking to see how much the students have already known about it.)
Step III. Pre-listening
T: Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem? Are poems put together in collections of poetry?
Maybe these questions can help us.
Who wrote them?
What are they about?
When were they written?
Step IV. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the the information of poems by a certain topic
Suggested answers: The topic can be human feeings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about?
2)What kind of book is A Garden of Poems?
3)Which period is meant when we say “between the World Wars”?
4)How should you read a book such as 1001 Songs and Poems in English?
5)Which topic for poetry does the student like?
Listen to the tape and choose the correct answer.
1. What is the dialogue about? ( )
A. A student is asking the librarian for advice on how he can choose poems to read.
B. A student is asking his teacher about how to choose poems to read.
C. A boy is asking his mother about how to choose poems to read.
2. What kind of book is A Garden of Poems? ( )
A. A collection of poems. B. a book of a garden. C. Poems about a garden.
3. How should you read a book such as 1001 Songs and Poems in English? We should_________. ( )
A. read all the poems carefully
B. just look at the title, the topic or the first or last lines
C. only read those which you like
4. Which topic for poetry does the student like? ( )
A. nature B. animals C. paintings
5. Decide whether the following statements are true or false.
a. A Garden of Poems and 1001 Songs and Poems in English are sorted by names. ( )
b. English Poems of the Early Seventeenth Century is sorted by period of time. ( )
c. Poetry between the World Wars and the Earth is Painted Green are sorted by topic.
Suggested answers: 1-4 AACA 5. TTF
Step V. Post-listening
1.T: OK. What topic for poetry do you like?
S: …….
T: Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step VI. Speaking
I.Pre-speaking
1. When did Du Fu/ Li Bai/ George Gordon Byron live?
2. What’s the topic of his/her poems?
3. What special feelings does his/her poem show?
4. Are you interested in his/her poems?
5. Which one do you want to read?
6. Listen to the example dialogue and tell what the speaker’s favorite poem is and why.
7. Collect the useful expressions used to talk about intention from the class.
II. While-speaking
Get them to talk about their tastes and preferences of poems and poets, using the expressions in the box of P27.
StepV Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
Record after Teaching
Unit 4 A Garden of Poems
The 2nd period Reading (English Poetry)
Teaching Goals:
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 Greeting & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布 on the screen)
T: Okay, let’s read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Q: 1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
(Give them 2 minutes to find the answers)
T: Well, let’s deal with the 2 questions.
A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne
Step 4 Careful-reading
Task 1. The main idea of each paragraph T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.(Then call some of them to give the main idea of the each paragraph)Para. 1 The characters of poetry.Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Choose the main idea of the passage. ( A )
A. Poetry is a good bridge to connect the East with the West.
B. Different periods of English poems.
C. Modern poems of English.
D. Differences between Chinese and English poetry.
1. Read for the detailed information. ( SB P28 Post-reading Task 1-2.)
Listen to the tape with these tasks:
1. Post-reading Task 3. (SB P29.)
2. Choose the best answer after listening.
1) From the passage, we got the idea(s):______________.
A. poetry belongs to all human beings
B. poetry plays with sounds, words and grammar
C. poetry often follows special patterns of rhythm and rhyme
D. all of the above
2) From the passage, we can infer that _____________.
A. we’d better read poems in English
B. translated poems can’t express exact meaning of original poems
C. there is no advantage of reading English poetry in Chinese translation
D. Chinese translation poems are as good as English poems
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.
(After the end of the video, show the next slide)
T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.
Then I saw the Congo creeping through the black,
Cutting through the forest with a golden track.
Step 7 Discussion
T: It’s really amusing! At the end of this lesson, let’s have a discussion.
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!
Comparison
Compare a famous Chinese poem by Chao Zhi with its English version. ( SB P29 Post-reading Task 4.)
七步诗
曹植
煮豆燃豆箕，
豆在釜中泣；
“本是同根生，
相煎何太急？”
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“ Oh, why since we sprang from the self-same root,
Should you kill me with anger hot?”
【Conclusion: By using different language, a poem loses a lot of its charm ( beauty ) and spirit. The rhythm and rhyme, the figures of speech, etc. are different from the original work.】
Step 6: Reflective thinking
1. SB P29 Post-reading 5-6.
2. Where does poetry come from? What roles does it play in our life?
3. What characteristics are English poetry? What about Chinese poetry?
Step 8 Homework
1. Read the text again to get a better understanding.2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
Record after Teaching
Unit 4 A Garden of Poems
The 3rd period Word Study and Grammar
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Song
Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.
An apple a day ,
Keeps the doctor away.
An apple a day,
Keeps the doctor away.
A-P-P-L-E, “apple”
Then ask the students to look at the words from the song---“day, away”.
T: What do these two words have in common?
S: They end with the same vowel---/ei/.
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.
1.Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T: Can you think of another way to express these ideas?
Suggested answers:
1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well it is translated, something of the spirit of the original work is lost.
T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?
Suggested answers:
1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot
Step 4 Practice
Show the sentences on the screen.
1. The castle , burned down in 1943, was never built.
2. If left alone on a deserted island, what would you do to survive?
T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.
Suggested answers;
1.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷为平地的那座城堡，再也没有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
Suggested answers:
1. AT 2. AD 3. AD 4. AT
Step 5 Consolidation
T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures,
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step 6 Comparison
Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.
A. When crossing the street, you must be careful.
B. Followed by many students, the teacher came in.
T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.
1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Looking from the top of the hill, we can see the whole town..
错误:Being an orphan, the villagers take good care of the child.
正确:Seen from the hill, our school looks more beautiful.
错误:Seeing from the hill, our school looks more beautiful.
2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.
式 语态 及物动词make的主动语态 及物动词make的被动语态
不及物动词rise
现在分词 一般式 making being made rising
完成式 having made having been made having risen
过去分词 made risen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.
Followed by some officials, Napoleon inspected his army.
b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
Having been told to stay in Beijing, the boy decided not to return to his village.
Step 7 Practice
“分词”专项能力训练题
单项填空
1. What’s the language _______ in Germany?
A. speaking B. spoken C. be spoken D. to speak
2. He had his leg ________ in the match yesterday?
A. to break B. broken C. break D. breaking
3. It was so cold that he kept the fire _______ all night.
A. to burn B. burn C. burning D. burned
4. She’s upstairs _________ letters.
A. writes B. is writing C. write D. writing
5. “ Can’t you read?” Mary said ________ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
6. The lecture was so _________ that they were all _________.
A. inspiring: exciting B. inspiring; excited
C. inspired; excited D. inspired; exciting
7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.
A. bring B. brings C. brought D. bringing
8. This is one of the books ________ by him now.
A. to be written B. being written
C. having been written D. is been written
9. The book ________ belongs to me.
A. which lying on the table B. lying on the table
C. is on the table D. lay on the table
10. The poor boy looked to the right and to the left, _______ where to go.
A. not knowing B. not to know C. didn’t know D. not being known
11. _________ anything about the accident, he went to work as usual.
A. Not known B. Known not C. Knowing not D. Not Knowing
12. This news sounds _________.
A. encouraging B. encouraged C. encourage D. to encourage
13. _________, the subject belongs to biology.
A. Strictly spoken B. Spoken strictly
C. Strictly speaking D. Speaking strictly
14. __________, the players tried their best to win the game for their country.
A. Greatly encouraged B. Having greatly encouraged
C. To be greatly encouraged D. Greatly encouraged
15. ________ that mistake once, I shall not make the same mistake again.
A. Made B. To make C. Making D. Having made
16. --- Will you go to the party?
---Of course I will _________.
A. if invited B. if having invited
C. if I was invited D. if I will be invited
17. _________ a child, Elizabeth enjoyed studying art and music.
A. She was B. When was C. When being D. Being
18. The bridge _________ now over the Changjiang River will be completed at the end of this year.
A. built B. is being built C. being built D. to be built
19. _________ that there was an accident ahead, the bus driver changed course.
A. Warning B. Having warned C. To be warned D. Having been warned
20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.
A. having added B. to add C. adding D. added
Suggested answers:
1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C
语法专项练习
I. 单项选择：
1．__________ with the size of the whole earth, the highest mountain doesn’t seem high at all.
A. When compared B. To compare C. While comparing D. It compared
2. Mr Smith, __________ of the _________ speech, started to read a novel. ( 北京)
A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring
3. Unless _________ to speak, you should remain silent at the conference. (2003上海春季)
A．invited B. inviting C. being invited D. having invited
4. Friendship is like money: easier made than ___________. (2003上海春季)
A．kept B. to be kept C. keeping D. being kept
5. __________ time, he’ll make a first-class tennis player. (2003 北京)
A. Having given B. To give C. Giving D. Given
6. The research is so designed that once _________ nothing can be done to change it.( NMET )
A. begins B. having began C. beginning D. begun
7. The visitor expressed his satisfaction, _________ that he had enjoyed his stay here.
A. having added B. to add C. adding D. added
8. __________ his telephone number, she had some difficulty getting in touch with Bill.
A. Not knowing B. Knowing not
C. Not having known D. Having not known
9. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening C. having opening D. opened
10. Prices of daily goods __through a computer can be lower than store prices. (2002春季)
A. are bought B. bought C. been bought D. buying
11. –How do you deal with the disagreement between the company and the customers?
--The key _______ the problem is to meet the demand ______ by the customers.(2002 北京)
A. to solving, making B. to solving, made C. to solve, making D.to solve, made
12. Though ________ money, his parents managed to send him to university. ( 2002上海)
A. lacked B. lacking of C. lacking D. lacked in
13. _________ to sunlight for too much time will do harm to one’s skin. ( 2002上海)
A. Exposed B. Having exposed C. Being exposed D. After being exposed
14. After his journey from abroad, Richard Jones returned home, ______. (上海春季)
A. exhausting B. exhausted C. being exhausted D. having exhausted
答案：I. 1-5.AAAAD 6-10.DCADB 11-14.BCCB
Homework
Finish the word study and grammar part on the workbook.
Record after Teaching
The Fourth Period Intergrating Skills
A Lesson Plan for Songs and Poems
Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Step One Warming-up
Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:
“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”
Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.
e.g.
time ---
rhyme
death ---
breath
days ---
ways
cry ---
Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.
Ask for their favorite Chinese poems and when and how they read poems.
Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.
Ask them to compare singing songs to reading poems.
Step Two Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.
Step Three While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step Four Post-reading
Assess students understanding by asking their a few questions:
e.g. When does the writer sing songs?
When did the writer begin to touch on poetry?
When does the writer read Keats and when Wordsworth?
Step Five Exercise I
Briefly introduce “Dust of Snow” by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line “A change of mood”.
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step SixExercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.
Record after Teaching
一: Teaching periods. 5 periods
Period 1: Warming-up, Listening & Speaking
Period 2: Pre-reading & Reading
Period 3: Reading & Post-reading
Period 4: Language study
Period 5: Integrating skills
1. Words and Expressions
类别 课程标准要求掌握的项目
话题 1. Talking about English poetry
2. Practice expressing intention
3. Talking about literature and poetry
词汇
poem intention recite pattern dialogue sort sadness
grammar glory absence district atmosphere introduction translate extraordinary idiom apart recommend contribute
put…together play with call up stand out light up come into being send for contribute to…
功能 表达意图（Expressing intention）
I’m interested to…but… I think I might want to… I want to… I’d like to I’ve never heard of…so I’ve never read any… so I think it will be too difficult to… I think it will be boring I’m very interested in …so I’m not very interested in… so I hope to find I don’t know much about…
语法 过去分词(短语)作状语
Frightened by the noise in the night, the girl no longer dared to sleep in her room
Folded in his pocket, the letter wasn’t found until twenty years later
Given better attention, the crops would grow better
Although recommended by the doctor, she refused to have an operation
The First Period
(Warming-up & Listening)
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Aids:
1.a computer
2.a projector
(Play the song “Ten little Indian boys”)
Step I Greetings and Lead in.
T: Good morning, everyone!
Ss: Good morning, Mrs/Mr …!
T: Sit down please. Just now we’ve enjoyed a song. Do you like it?
Ss: Yes./(No)
T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.
Step II Warming up.
1) Listen and read the rhyme
Good, better, best!
Never have it rest!
Till good is better!
And better, best!
2) Listen and read the limerick.
People laugh and people cry.
Some give up, some always try.
Some say hi while some say bye.
Others may forget you but never I.
Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.
3)Read the limericks and ask “What is the pattern of each poem?
Step III. Pre-listening
T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem? Are poems put together in collections of poetry?
Maybe these questions can help us.
Who wrote them?
What are they about?
When were they written?
Step IV. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the information of poems by a certain topic
Suggested answers: The topic can be human feelings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about?
2)What kind of book is A Garden of Poems?
3)Which period is meant when we say “between the World Wars”?
4)How should you read a book such as 1001 Songs and Poems in English?
5)Which topic for poetry does the student like?
Step V. Post-listening
1.T: OK. What topic for poetry do you like?
S: …….
T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step VI. Listening on the workbook.
Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.
1)Before the invention of writing, was there any other way but to remember important things?
2)Were rhyme and rhythm very helpful when they are trying to remember things?
3)Why did our ancestors invent poetry?
4)What is the listening text about?
Step IX Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
The 2nd period
(Reading )
Teaching Goals:
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 Greeting & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Morning, boys & girls!
Ss: Morning, sir!
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布 on the screen)
T: Okay, let’s read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Q: 1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
(Give them 2 minutes to find the answers)
T: Well, let’s deal with the 2 questions.
A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne
Step 4 Careful-reading
Task 1. The main idea of each paragraph
T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.
Para. 1 The characters of poetry.
Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.
Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poets Para. 7 They can help us to understand each other better,…------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.(After the end of the video, show the next slide)
T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.Then I saw the Congo creeping through the black, Cutting through the forest with a golden track.
Step 8 Homework
1. Read the text again to get a better understanding.
The third period
(Word Study and Grammar)
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Song
Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.
An apple a day ,
Keeps the doctor away.
An apple a day,
Keeps the doctor away.
A-P-P-L-E, “apple”
Then ask the students to look at the words from the song---“day, away”.
T: What do these two words have in common?
S: They end with the same vowel---/ei/.
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.
1.Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T: Can you think of another way to express these ideas?
Suggested answers:
1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well it is translated, something of the spirit of the original work is lost.
T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?
Suggested answers:
1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot
Step 4 Practice
Show the sentences on the screen.
1. The castle , burned down in 1943, was never built.
2. If left alone on a deserted island, what would you do to survive?
T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.
Suggested answers;
1.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷为平地的那座城堡，再也没有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
Suggested answers:
1. AT 2. AD 3. AD 4. AT
Step 5 Consolidation
T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures,
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step 6 Comparison
Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.
A. When crossing the street, you must be careful.
B. Followed by many students, the teacher came in.
T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.
1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Looking from the top of the hill, we can see the whole town..
错误:Being an orphan, the villagers take good care of the child.
正确:Seen from the hill, our school looks more beautiful.
错误:Seeing from the hill, our school looks more beautiful.
2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.
式 语态 及物动词make的主动语态 及物动词make的被动语态
不及物动词rise
现在分词 一般式 making being made rising
完成式 having made having been made having risen
过去分词 made risen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.
Followed by some officials, Napoleon inspected his army.
b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
Having been told to stay in Beijing, the boy decided not to return to his village.
Homework
Finish the word study and grammar part on the workbook.
The fourth Period
(Integrating Skills)
Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Time required
40 minutes
Step One
Warming-up
Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:
“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”
Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.
e.g.
Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.
Ask for their favorite Chinese poems and when and how they read poems.
Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.
Ask them to compare singing songs to reading poems.
Step Two
Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.
Step Three
While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step Four
Post-reading
Assess students understanding by asking their a few questions:
e.g.
1. When does the writer sing songs?
2. When did the writer begin to touch on poetry?
3. When does the writer read Keats and when Wordsworth?
Step Five
Exercise I
Briefly introduce “Dust of Snow” by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion
Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line “A change of mood”.
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step Six
Exercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2.Finish the workbook passage “The Birth of Modern Poetry” by yourself.
Unit4 summary
本单元的topic是英国诗歌，包括诗歌的种类，英国诗人，英文诗歌的发展史等。
文科班的学生对诗歌很感兴趣，但了解并不多，通过本单元的学习，可帮助他们对诗歌有更深的了解，开拓他们的视野，并帮助他们了解如何开始选择阅读诗歌，陶冶情操。
语法部分是有关过去分词做状语的练习，由于本部分曾系统讲过，所以现在只是复习学过的知识，通过练习，仍发现不少问题，学生们大部分仍不能灵活使用分词，不能举一反三。
本单元体会最深的是：大量的诗歌欣赏使得学生们热情高涨，他们自己背诵和搜寻了很多自己喜爱的英文诗歌，并争先在课堂上展示，这样就达到了教学目的。
不足之处：学生们语法部分薄弱，课堂教学效果不太明显，有待提高。
单元检测题
第一节 单项填空(共15小题,每小题1分，满分15分)
从 A,B,C,D 四个选项中,选出可以填入空白处的最佳选项
11．---Can I have a look at your new cartoon book?
---___________.
A．Of course, please look. B．Sure, go ahead.
C．Yes, have a look. D．Sorry, please don’t look
12．_____ want to go to the zoo will meet at the school gate tomorrow morning.
A．Those B．Anyone who C．Who D．Those who
13．There are about a hundred people in the shop, ten children _____.
A．including B．include C．included D．to be include
14．As soon as he arrived in Beijing, he ____ working at his studio.
A．got down B．got down to C．got down to be D．got off
15．The train runs ______ the speed _____ 100 kilometres an hour.
A．at, at B．of, of C．at, of D．of, at
16．Mr. Green, _____ we have made rapid progress in English, is one of the best teachers in our
school.
A．whose help B．of whom C．with who D．with whose help
17．The mother _____ her son not to smoke, but he wouldn’t _____.
A．persuaded, listen B．advised, hear C．taught, hear D．tried to persuade, listen
18．Football is very popular _____ young people all over the world.
A．with B．to C．by D．for
19．The next morning people found the old man _____ on the ground, _____.
A．lying, died B．lying, dead C．laying, died D．laying, dead
20．--- Shall we go and have a walk in the park?
--- I don’t feel like going for a walk, _____, it is too hot outside.
A．beside B．besides C．except D．except that
21．The building _____ here will be a hospital.
A．to build B．building C．is being built D．to be built
22．There are trees and flowers on _____ side of the street.
A．both B．either C．every D．all
23．Sorry, I have got no more money ______ to buy you any more new clothes.
A．left B．leaving C．to leave D．to be left
24．We must often read newspapers. It can help us to ________ news up to the minute.
A．keep up B．catch up C．keep up with D．catch up with
25．The young couple stood _______ in the dark without saying anything.
A．face and face B．face-to-face
C．face-and-face D．face to face
第二节: 完形填空（共20小题，每小题1分，满分20分）
阅读下面短文,掌握其大意，然后从26---45各题所给的四个选项（A、B、C和D）中,选出最佳选项。
The measure of a man’s real character is what he would do if he knew he would never be found out. - Thomas Macaulay
Some thirty years ago, I was studying in a public school in New York. One day, Mrs. Nanette O’Neill gave an arithmetic __26__ to our class. When the papers were __27__ she discovered that twelve boys had made exactly the same mistakes throughout the test.
There is nothing really new about __28__ in exams. Perhaps that was why Mrs. O’Neill __29__ even say a word about it. She only asked the twelve boys to __30__ after class. I was one of the twelve.
Mrs. O’Neill asked __31__ questions, and she didn’t __32__ us, either. Instead, she wrote on the blackboard the __33__ words by Thomas Macaulay. She then ordered us to __34__ these words into our exercise-books one hundred times.
I don’t __35__ about the other eleven boys. Speaking for myself I can say: it was the most important single __36__ of my life. Thirty years after being introduced __37__ Macaulay’s words, they __38__ seem to me the best yardstick (准绳) , because they give us a __39__ to measure ourselves rather than others.
Few of us are asked to make __40__ decisions about nations going to war or armies going to battle. But all of us are called __41__ daily to make a great many personal decisions. Should the wallet, found in street, be put into a pocket __42__ turned over to the policeman? Should the __43__ change received at the store be forgotten or __44__? Nobody will know except you. But you have to live with yourself, and it is always __45__ to live with someone you respect.
26．A．test B．problem C．paper D．lesson
27．A．examined B．completed C．marked D．answered
28．A． lying B．cheating C．guessing D．discussing
29．A．didn’t B．did C．would D．wouldn’t
30．A．come B．leave C．remain D．apologize
31．A．no B．certain C．many D．more
32．A．excuse B．reject C．help D．scold
33．A．above B．common C．following D．unusual
34．A．repeat B．get C．put D．copy
35．A．worry B．know C．hear D．talk
36．A．chance B．incident C．lesson D．memory
37．A．for B．by C．with D．to
38．A．even B．still C．always D．almost
39．A．way B．sentence C．choice D．reason
40．A．quick B．wise C．great D．personal
41．A．out B．for C．up D．upon
42．A．and B．or C．then D．but
43．A．extra B．small C．different D．necessary
44．A．paid B．remembered C．shared D．returned
45．A．easier B．more natural C．better D．more peaceful
第三部分： 阅读理解（共20小题，每题2分，满分40分）
阅读下列短文,从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A
When you fly, fly with Bel Air. People who travel a lot fly with Bel Air, because they know they will get what they want. They want to go quickly, and safely, across the country, across the sea, or right across the world-and they know Bel Air will take them where they want to go. Bel Air flies all the newest and fastest, to more towns and cities in more countries in the world, than any other airline.
Do you want to go to Paris, Washington, Tokyo? Bel Air will take you there at all times of the day or the night, right through the week.
But Bel Air flies not only to the big cities in the rich countries. We fly two or three times a week to towns and cities in the very heart of Asia, Africa and South America.
People who travel a lot fly with Bel Air, because they know they will leave on time and arrive on time. They know that the food they will receive, and the film they will watch, will be of the best.
Bel Air is second to none. When you fly, fly with the Bel Air.
46．Bel Air is________.
A．a kind of plane B．a name of an airline
C．a name of an airport D．a city’s name
47．Bel Air’s planes fly to cities like Paris and Tokyo _______.
A．once a week B．twice a week
C．once a day D．more than once a day
48．According to the passage, which of the following is NOT true?
A．Bel Air’s planes fly to many countries
B．Fly with Bel Air, you will get the best service
C．Bel Air’s planes are newest and fastest
D．Few people fly with Bel Air
49．This passage is _______.
A．an advertisement B．taken from a guide book
C．a piece of news D．a notice
50．The phrase “second to none” here means ______.
A．one of the largest B．better than any other
C．the most popular D．very good
B
It would be very exciting to be a reporter on a newspaper. As soon as a reporter’s boss gives him a story to write, the reporter is on the job. He keeps his mind on what he is going to do. He does not begin writing the story until he knows what he is supposed to find out. He must know why he should write the story.
At times a reporter must search hard to find all of the facts he needs for a story. The facts may not be right under his nose. To find the facts, he must also be able to recognize important details (细节).
As a reporter is gathering information for a story, he asks himself questions: Should I use this piece of information? Is this an important fact?
A reporter writes the story as fact as he can, so it can go right away into the newspaper. The story also needs a headline, which tells very quickly what the news story is about. The headline is the part of the news that is printed bigger and blacker than the rest of the news story.
Every big newspaper has many reporters, because many stories are needed in the newspaper. Would you like to be one of them?
51．The passage is about __________.
A．the job of a news reporter B．how to gather information for a news story
C．how to write the headline of an article D．big newspapers in the world
52．Before a news reporter begins to write a news story, he must know ______.
A．all the useful facts he needs B．what he writes the story for
C．how to please his boss D．both A and B
53．A reporter writes the story as fast as possible because ______.
A．he wants to have a rest
B．he is good at writing it
C．he wants it to go into the newspaper right away
D．people prefer to buy today’s newspaper
54．A headline should be _____.
A．simple and clear B．printed bigger and blacker
C．long and in detail D．both A and B
55．Which is the writer’s opinion? _____.
A．reporter’s boss is usually very hard to his men
B．The job of a newspaper reporter is not easy
C．Everyone can write a good news story
D．No one likes to be a journalist
第四部分：写(共两节，满分30分）
第一节 短文改错（共10小题，每题1分，满分10分）
此题要求改正所给短文中的错误。对标有题号的每一行作出判断：如无错误，该行右边横线上画一个勾（√ ）；如有错误（每行只有一个错误，则按下列情况改正：
此行多一词：把多余的词用斜线（/）划掉；在该行右边横线上写上该词，并也用斜线划掉。
此行缺一词：在缺词处加一个漏字符（∧），在该行右边的横线上写上该加的词。
此行错一词：在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：原行没有错的不要改。
Newspaper today supply us with much more 66._______
than that just happened in our country or in other 67._______
country. If we want to know what the weather will 68._______
be we can read the weather report. If we want to 69._______
find out what the films are being shown or what 70._______
plays or concerts we can enjoy, they can look at 71._______
the newspapers. In many countries people put notice in 72._______
newspapers if they are trying to get information 73._______
of find a house or rooms where they can live or even 74._______
a person that gets losing. Newspapers indeed help us a lot. 75._______
第二节：书面表达 （共1题，满分20分）
李明是你的朋友，他很喜欢英语，一直想要找一份适合的英语报来阅读，现要求你以书信的形式，向他介绍《新世纪报中学生版》。
内容：
1．该报于10月15日正式出版了, 它是目前国内第一份根据中学生阅读水平和需要而设计的英语时事周刊。
2．它用浅显的英语介绍一些热门话题，包括时事之窗、校园热点(campus trends)、影视娱乐(entertainment)、体育休闲、科技生活、大家一起学等栏目。
3．对扩大词汇量，扩展知识面都有帮助。
4．建议李明读一读该报。
说明：你可以适当增加你对该报的主观看法，但字数控制在100字左右。
注意书信格式。
选择题答案
第一、二、三部分（Key to 1---65）
1----5 CBABC 6---10 ABBBA 11---15 BDCBC 16---20 DDABB 21---25 DBACD
26---30 ACBCA 31---35 ADADB 36---40 CDBAC 41---45 DBADC
46---40 BDDAB 51---55 ADCDB 56---60 BDACB 61---65 ABCDC
第四部分：
第一节：
66.newspapernewspapers 67.thatwhat 68.countrycountries
69.be 后加like 70.the去掉 71.theywe 72.noticenotices
73. √ 74.findfinding 75.losinglost
第二节：
One possible version:
October 29, 2003
Dear Li Ming,
How are you? Are you still spending a lot of time in studying English? I remember that you told me you wanted to find some proper English newspaper to read. Now I have an exciting news to tell you.
New Century School Edition was published on October 15th , 2003. So far, it’s the first weekly English newspaper in China which is edited according to the reading level and requirements of middle school students. Many popular things are introduced in simple English. It has many sections, for example, our world, campus trends, entertainment, sports, science life and learning with us. Reading them can help you enlarge your vocabulary and broaden your knowledge. I advise you to read the newspaper if necessary. I’m sure you can learn more from it.
I’m looking forward to hearing from you soon.
Best wishes,
知识总结与归纳：
（一）单元分析：
主题：英国诗歌：英国诗歌的种类，英国诗人，英国诗歌的发展。
阅读材料：
1. English Poetry：介绍英文诗歌各个发展阶段的概括，代表性的诗人，中国历史上著名的诗人。
2. Songs and Poems：对诗歌的感受。
3. 现代诗歌的诞生。
交际功能：陈述个人的观点。
语法：过去分词做状语。
学习建议：
（1）运用学过的构词知识掌握部分单词的词义，同时借助录音带掌握单词的读音。利用书后的练习：P29；P103-1，2巩固所学的生词。
（2）阅读：充分利用Post-reading中的问题去阅读课文。抓住课文的如下要点：英国诗歌的不同时期的发展，各个时期的代表人物；与中国著名诗人的比较；诗歌翻译的特点等。
（3）语法学习：理解过去分词做时间，原因，条件，让步状语的结构，表达的意义。通过大量的例句理解，句型转换，造句，填空等练习掌握过去分词做状语的用法。
（二）本单元重点单词用法：
1. pattern：型，模式，方式
The cloth has a pattern of red and white squares
The illness is not following its usual pattern.
What is the behavioral patterns that are typical of this social group ?
2. absence：不在，缺席，缺乏；常构成的短语有：absence from：缺席；absence of / in the absence of：缺席，缺乏；absence of mind：心不在焉，神不守舍。
Once published, his work became famous for the absence of rhyme at the end of each line.
His repeated absence from school is worrying
In the absence of the manager, I shall be in charge.
In the absence of any further evidence, the police were unable to solve the murder.
3. apart：相隔，相距，除去，单独地。常用的短语：apart from：除了……以外，还有/ 没有，相当于besides 或except的用法。
Oceans apart, day after day, and I slowly go insane.
The boxes stood apart, waiting for the signal to start fighting.
The two villages are three miles apart.
Apart from being too large, it just doesn’t suit me.
Apart from sport, my other interest outside class is music.
4. recommend：推荐，介绍，建议
（1）表达“推荐，介绍”时，后面常跟介词：as; for; to
Ask your teacher recommend poems to you.
They recommended him as a good manager.
The teacher recommended the book for the spare-time reading.
（2）表达“建议”后面接名词，代词后动名词，不定式做宾补。如果接宾语从句，从句的结构应该是：主语+should do 或should be done ……。注意should 可以省略。
The doctor may recommend limiting the amount of fat in your diet.
I recommend you to think very carefully before you do anything foolish.
The committee has recommended that the training programme should be improved.
5. mood：心情，情绪，语气。常用短语：be in good/bad mood; in the mood to do
His moods change very quickly, one moment he’s cheerful, and the next he’s complaining about everything.
The beautiful sunny morning put him in a good mood.
I’m very tired, and not in the mood to argue.
（三）注意下列短语的辨析：
1. call up：召唤，使人想起，调动（力量，人员）；给……大电话；
call on / at ：拜访某人 / 某地
call for：要求，接人
call in ：请来
Poetry also calls up all the colors, feelings, experiences and curious images of a dream world.
Your letter called up the days when we worked together.
The work calls for a lot of time and patience.
The police have been called in to keep order.
2. come into being：出现，形成，产生。（没有被动语态和进行时结构）
come about：出现，产生 come up with：提出，想出
come to term with：甘心忍受，应付
Modern English came into being from about the end of the 16th century.
She helps thousands of men and women come to term with lives.
Instead, the students have decided to come up with a peaceful solution.
（四）课文难点句解释：
1. More than any other form of literature, poetry plays with sounds, words and grammar.
诗歌胜过其他的文学形式，它灵活运用声音，词汇和语法。
注意：more than any other结构的意思：
例：
Rural life has changed more in the past 40 years than at any other time.
No one knows more about the history of my hometown than my grandpa.
The book seems to be more a dictionary than a grammar.
2. When you have read some Chinese poems, you will have seen and heard some of the features that al good poetry shares.
读过一些中国诗歌之后，你就会看到，听到所有优秀的诗歌共同具有的特色。
Feature：特征，特点。
3. Shakespeare is most famous for his plays. 莎士比亚主要因其戏剧而闻名世界。
Most前面没有冠词，表示：非常，很，相当于very
4. Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.
中国读者欣赏他的作品，是因为他使用令人惊奇的意象，是使人想起苏东坡等人的作品。
Remind…of….：提醒某人，使某人想起……
5. Besides, no mater how well a poem is translated, something of the spirit of the original work is lost.
另外，一首诗不管翻译得多么好，都会丢掉原作的一些神韵。
注意：no matter+疑问词+从句：无论……
No matter who told you about some news, you can’t make any comment on it until you check it up.
【典型例题】
一. 单项选择：
1. Eating too much fat can ____ heart disease and cause and high blood pressure.
A. stick to B. attend to C. contribute to D. devote to
分析：contribute to：固定短语：有助于，促成。食用过量的脂肪能诱发心脏病和高血压。
答案：C
2. Do you know when the Great Wall ____?
A. came into being B. was come into being
C. has been come into being D. had been come into being
分析：come into being：出现，形成，产生。没有被动语态。
答案：A
3. I can ____ him to you for the job. He is a very good worker.
A. suggest B. advise C. recommend D. prompt
分析：我可以把他推荐给你做这份工作，他是个优秀的工人。recommend ：推荐；prompt：提升。
答案：C
4. I’m in no ____ this evening to listen to his silly jokes.
A. feeling B. attitude C. mood D. way
分析：be in no mood to do sth.：没有心情做某事。
答案：C
5. When he beat the carpet, the ___ rose in clouds.
A. dust B. soil C. much D. powder
分析：他拍打地毯时，一阵灰尘飞起来。
答案：A
6. The room was furnished in different ___ of grey and yellow.
A. shades B. shelter C. shadow D. shape
分析：这个房间是用深浅不一的灰色和黄色的家具布置起来的。shade：色彩的浓淡深浅
答案：A
7. David ___ as a computer designer.
A. stands for B. stands out C. stands at D. stands in
分析：David是个出色的电脑程序员。stand out：杰出，引人注意。
答案：B
8. Do you think the bill can ____ Parliament ?
A. get along B. get through C. get on D. get up
分析：你认为那个法案能在议会通过吗？
答案：B
9. _____ the injuries to his face and hands, be broke both legs.
A. Beside B. Except C. But D. Apart from
分析：Apart from 相当于besides除……以外，还有。
答案：D
10. In no country ____ Britain, it has been said, can one experience four seasons in the course of single day.
A. other than B. more than C. better than D. rather than
分析：other than（除……以外，没有）：据说除了英国以外，没有人能在其他国家一天之内感受四个季节。
答案：A
【模拟试题】（答题时间：60分钟）
一. 单项选择：
1. Two-thirds of the members in the club ____ the wealthy class.
A. belong to B. are belonged to C. are belonging to D. belonging to
2. ___ the absence of these conditions, it won’t work well.
A. At B. On C. In D. To
3. He has no other interests, ____ his work.
A. far from B. away from C. apart from D. except that
4. The pupils were made to ____ yesterday’s lessons.
A. say B. speak C. tell D. recite
5. All the key words in the article are printed in ____ type so as to attract readers’ attention.
A. dark B. bold C. black D. blank
6. He is quite sure that it’s ____ impossible for him to fulfill the task within two days.
A. absolutely B. fully C. very D. very much
7. Our new china has a flower ___on it.
A. shade B. symbol C. pattern D. sign
8. He recommended that a special committee ____ to look into the incident.
A. were set up B. was set up C. be set up D. set up
9. The British are not so familiar with different cultures and other ways of doing things, ___ is often the case in other countries.
A. as B. that C. it D. this
10. The book is said _____ into many languages.
A. translating B. having translated C. to be translated D. to have translated
二. 完型填空：
The little train came to a stop at our station and we got out, very glad to be so near home at last. The ___1__ part of the journey from London had been quite comfortable; ___2___ when we had changed into the little train, we were, already tired and dirty, and the ___3___ run, with its frequent stops at unimportant villages, had only made us ___4__ tired and dirty.
There was a carriage ___5___ for us at the station, ___6___ by two black horses. As soon as we and our bags ___7__ in, the driver waved his whip and we set off through the snowy forest. Even __8___ the forest it was growing dark: it was the ___9__ day of the year, and the sky was __10__ with clouds. Among the trees it seemed as if it was in the middle of a moonless night, the oil lamps on our carriage __11__ just enough light for the driver to ___12___ his way and for us to be able to ___13___ that we were driving between thick walls of trees.
After __14__ seemed like two hours to us ( but was actually only an hour), at last we __15__ my friends house. First we saw a row of lights __16__ came from the windows, and then we were suddenly at the door, __17__ about half a dozen children __18__ all ages shouting and asking questions ___19___ together. As we were getting out of the carriage, a fine old lady with white hair came out, __20__ I recognized without difficulty as my friend’s mother.
1. A. first B. next C. one D. other
2. A. because B. however C. so D. but
3. A. rapidly B. fast C. thirsty D. slow
4. A. even B. less C. more D. much
5. A. waited B. to wait C. waiting D. was waiting
6. A. pulled B. pulling C. pushed D. pushing
7. A. stepped B. arrived C. already D. were
8. A. in B. near C. outside D. out
9. A. hottest B. longest C. happy D. shortest
10. A. covered B. hidden C. closed D. full
11. A. sent B. gave C. did D. made
12. A. take B. look C. feel D. see
13. A. tell B. say C. speak D. talk
14. A. it B. what C. might D. having
15. A. got B. reached C. visited D. observed
16. A. brightly B. shining C. which D. straight
17. A. with B. and C. seeing D. meeting
18. A. at B. in C. about D. of
19. A. every B. each C. all D. put
20. A. whom B. such C. which D. so
三. 阅读理解：
Hong Kong pop star Zhang Guorong ,46,jumped out of a window of Mandarin Oriental Hotel at the start of April,,leaving behind sorrowful fans and（自杀）note which newspapers said was caused by emotional（情感的）problems. His death shocked the public and incident again brought a serious topic to light-suicide.
Zhang was best known globally for his part in the blockbuster film “Farewell My Concubine”, where he played a homosexual（同性恋的）Chinese opera singer. The popular 1993 film won a lot of awards including the world-famous Palmed’ Or at the Cannes Film Festival. However, such achievements could not make Zhang content with his life. It was report that long before his death, Zhang had been suffering from depression（意志消沉）. His tragedy shows we need to learn how to reduce the pressure from our society by happily and naturally facing life. Depression, a mental illness, and suicide have often been highlighted in the past as serious social problems-and for good reason.
According to experts, about 5 to 20 percent of people are suffering from depression, some of whom are not even aware of the illness. And alarmingly, 10 to 15 percent of people suffering from depression will be likely to commit suicide.
Statistics（统计学家）also show suicide is the leading cause of death among young adults. It leads to 3.6 percent of all deaths each year in China, a survey said. Last year, 287,000 Chinese died after committing suicide. The female rate is 25 percent higher than the male rate. For this reason, the media must highlight the negative（负面的）influence of Zhang’s tragedy in its reporting. It is shameful to talk too much about his death. Although his achievements in the arts were great, his final choice cannot be praised, let alone calling his death a “perfect end” to a shining life.
The media should guide people-especially Zhang’s fans-to shake off their sorrow quickly, learn a lesson from their idol’s tragedy, find a release from the pressure of their lives and value their priceless lives.
1. Why on earth did Zhang choose to kill himself in such a way ?
A. Because he was not as popular as he was before.
B. Because he was disappointed at his life.
C. Because he suffered from high pressure from his fans.
D. Because he dropped out of the hotel accidentally.
2. What does the word “blockbuster” in paragraph 2 probably mean ?
A. Most popular B. Very interesting C. Ordinary D. Boring
3. From the passage we can know ____.
A. more men commit suicide than women in our country.
B. suicide only takes a small part in the deaths of young adults.
C. it is not right for the media to report the “perfect end” of Zhang widely.
D. people never content with their achievements and life will often commit suicide easily.
4. Which of the following statements is true according to the passage ?
A. It made little difference whether Zhang died or not among his fans.
B. It was something happening suddenly that caused Zhang’s suicide.
C. Not all the people who suffer from depression know their case clearly.
D. Zhang called on people to make a choice to value their lives.
5. What’s the best title of the passage ?
A. The End of a Famous Star B. Depression Caused the Tragedy
C. How to Face Suicide D. A Perfect End of Life
【试题答案】
一. 单项选择：
1. A
解析：belong to没有被动语态。
2. C
解析：in the absence of：不在的时候，没有……的时候。
3. C
解析：Apart from相当于except除……以外，没有。
4. D
解析：学生们被要求背诵昨天的课文。
5. B
解析：bold type：粗体字。
6. A
解析：impossible不能被very 或very much修饰。fully：全面，彻底。
7. C
解析：我们的新瓷器上有花纹图案。
8. C
解析：recommend（建议）后接that引导的宾语从句，从句中的谓语动词用should do或should be done结构，should 可以省略，句中set up与主语a special committee具有被动关系。
9. A
解析：英国人对与其不同的文化和行为方式不太熟悉，其他国家也往往如此。As引导非限定性定语从句，修饰前面全句的内容。
10. D
解析：句型is said to have been done ：据说已经被……
二. 完型填空：
1. A
解析：分号把旅途前后两段进行对照，此处是旅途的第一部分。
2. D
解析：but表示转折，前一段旅行comfortable，而后一段却tired and dirty,形成鲜明的对比。
3. D
解析：the表明run是名词，表示小火车的行进旅程。下文with its frequent spots at unimportant villages 表明此处火车行驶的很慢。
4. C
解析：even 和much 是修饰比较级的。根据上下文提到的旅途劳累，应填more
5. C
解析：有一辆马车正在站台等我们。Doing短语做定语.
6. A
解析：后面的介词短语by two black horses表明用pulled，过去分词短语做定语
知识总结与归纳：
（一）单元分析：
主题：英国诗歌：英国诗歌的种类，英国诗人，英国诗歌的发展。
阅读材料：
1. English Poetry：介绍英文诗歌各个发展阶段的概括，代表性的诗人，中国历史上著名的诗人。
2. Songs and Poems：对诗歌的感受。
3. 现代诗歌的诞生。
交际功能：陈述个人的观点。
语法：过去分词做状语。
学习建议：
（1）运用学过的构词知识掌握部分单词的词义，同时借助录音带掌握单词的读音。利用书后的练习：P29；P103-1，2巩固所学的生词。
（2）阅读：充分利用Post-reading中的问题去阅读课文。抓住课文的如下要点：英国诗歌的不同时期的发展，各个时期的代表人物；与中国著名诗人的比较；诗歌翻译的特点等。
（3）语法学习：理解过去分词做时间，原因，条件，让步状语的结构，表达的意义。通过大量的例句理解，句型转换，造句，填空等练习掌握过去分词做状语的用法。
（二）本单元重点单词用法：
1. pattern：型，模式，方式
The cloth has a pattern of red and white squares
The illness is not following its usual pattern.
What is the behavioral patterns that are typical of this social group ?
2. absence：不在，缺席，缺乏；常构成的短语有：absence from：缺席；absence of / in the absence of：缺席，缺乏；absence of mind：心不在焉，神不守舍。
Once published, his work became famous for the absence of rhyme at the end of each line.
His repeated absence from school is worrying
In the absence of the manager, I shall be in charge.
In the absence of any further evidence, the police were unable to solve the murder.
3. apart：相隔，相距，除去，单独地。常用的短语：apart from：除了……以外，还有/ 没有，相当于besides 或except的用法。
Oceans apart, day after day, and I slowly go insane.
The boxes stood apart, waiting for the signal to start fighting.
The two villages are three miles apart.
Apart from being too large, it just doesn’t suit me.
Apart from sport, my other interest outside class is music.
4. recommend：推荐，介绍，建议
（1）表达“推荐，介绍”时，后面常跟介词：as; for; to
Ask your teacher recommend poems to you.
They recommended him as a good manager.
The teacher recommended the book for the spare-time reading.
（2）表达“建议”后面接名词，代词后动名词，不定式做宾补。如果接宾语从句，从句的结构应该是：主语+should do 或should be done ……。注意should 可以省略。
The doctor may recommend limiting the amount of fat in your diet.
I recommend you to think very carefully before you do anything foolish.
The committee has recommended that the training programme should be improved.
5. mood：心情，情绪，语气。常用短语：be in good/bad mood; in the mood to do
His moods change very quickly, one moment he’s cheerful, and the next he’s complaining about everything.
The beautiful sunny morning put him in a good mood.
I’m very tired, and not in the mood to argue.
（三）注意下列短语的辨析：
1. call up：召唤，使人想起，调动（力量，人员）；给……大电话；
call on / at ：拜访某人 / 某地
call for：要求，接人
call in ：请来
Poetry also calls up all the colors, feelings, experiences and curious images of a dream world.
Your letter called up the days when we worked together.
The work calls for a lot of time and patience.
The police have been called in to keep order.
2. come into being：出现，形成，产生。（没有被动语态和进行时结构）
come about：出现，产生 come up with：提出，想出
come to term with：甘心忍受，应付
Modern English came into being from about the end of the 16th century.
She helps thousands of men and women come to term with lives.
Instead, the students have decided to come up with a peaceful solution.
（四）课文难点句解释：
1. More than any other form of literature, poetry plays with sounds, words and grammar.
诗歌胜过其他的文学形式，它灵活运用声音，词汇和语法。
注意：more than any other结构的意思：
例：
Rural life has changed more in the past 40 years than at any other time.
No one knows more about the history of my hometown than my grandpa.
The book seems to be more a dictionary than a grammar.
2. When you have read some Chinese poems, you will have seen and heard some of the features that al good poetry shares.
读过一些中国诗歌之后，你就会看到，听到所有优秀的诗歌共同具有的特色。
Feature：特征，特点。
3. Shakespeare is most famous for his plays. 莎士比亚主要因其戏剧而闻名世界。
Most前面没有冠词，表示：非常，很，相当于very
4. Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.
中国读者欣赏他的作品，是因为他使用令人惊奇的意象，是使人想起苏东坡等人的作品。
Remind…of….：提醒某人，使某人想起……
5. Besides, no mater how well a poem is translated, something of the spirit of the original work is lost.
另外，一首诗不管翻译得多么好，都会丢掉原作的一些神韵。
注意：no matter+疑问词+从句：无论……
No matter who told you about some news, you can’t make any comment on it until you check it up.
【典型例题】
一. 单项选择：
1. Eating too much fat can ____ heart disease and cause and high blood pressure.
A. stick to B. attend to C. contribute to D. devote to
分析：contribute to：固定短语：有助于，促成。食用过量的脂肪能诱发心脏病和高血压。
答案：C
2. Do you know when the Great Wall ____?
A. came into being B. was come into being
C. has been come into being D. had been come into being
分析：come into being：出现，形成，产生。没有被动语态。
答案：A
3. I can ____ him to you for the job. He is a very good worker.
A. suggest B. advise C. recommend D. prompt
分析：我可以把他推荐给你做这份工作，他是个优秀的工人。recommend ：推荐；prompt：提升。
答案：C
4. I’m in no ____ this evening to listen to his silly jokes.
A. feeling B. attitude C. mood D. way
分析：be in no mood to do sth.：没有心情做某事。
答案：C
5. When he beat the carpet, the ___ rose in clouds.
A. dust B. soil C. much D. powder
分析：他拍打地毯时，一阵灰尘飞起来。
答案：A
6. The room was furnished in different ___ of grey and yellow.
A. shades B. shelter C. shadow D. shape
分析：这个房间是用深浅不一的灰色和黄色的家具布置起来的。shade：色彩的浓淡深浅
答案：A
7. David ___ as a computer designer.
A. stands for B. stands out C. stands at D. stands in
分析：David是个出色的电脑程序员。stand out：杰出，引人注意。
答案：B
8. Do you think the bill can ____ Parliament ?
A. get along B. get through C. get on D. get up
分析：你认为那个法案能在议会通过吗？
答案：B
9. _____ the injuries to his face and hands, be broke both legs.
A. Beside B. Except C. But D. Apart from
分析：Apart from 相当于besides除……以外，还有。
答案：D
10. In no country ____ Britain, it has been said, can one experience four seasons in the course of single day.
A. other than B. more than C. better than D. rather than
分析：other than（除……以外，没有）：据说除了英国以外，没有人能在其他国家一天之内感受四个季节。
答案：A
【模拟试题】（答题时间：60分钟）
一. 单项选择：
1. Two-thirds of the members in the club ____ the wealthy class.
A. belong to B. are belonged to C. are belonging to D. belonging to
2. ___ the absence of these conditions, it won’t work well.
A. At B. On C. In D. To
3. He has no other interests, ____ his work.
A. far from B. away from C. apart from D. except that
4. The pupils were made to ____ yesterday’s lessons.
A. say B. speak C. tell D. recite
5. All the key words in the article are printed in ____ type so as to attract readers’ attention.
A. dark B. bold C. black D. blank
6. He is quite sure that it’s ____ impossible for him to fulfill the task within two days.
A. absolutely B. fully C. very D. very much
7. Our new china has a flower ___on it.
A. shade B. symbol C. pattern D. sign
8. He recommended that a special committee ____ to look into the incident.
A. were set up B. was set up C. be set up D. set up
9. The British are not so familiar with different cultures and other ways of doing things, ___ is often the case in other countries.
A. as B. that C. it D. this
10. The book is said _____ into many languages.
A. translating B. having translated C. to be translated D. to have translated
二. 完型填空：
The little train came to a stop at our station and we got out, very glad to be so near home at last. The ___1__ part of the journey from London had been quite comfortable; ___2___ when we had changed into the little train, we were, already tired and dirty, and the ___3___ run, with its frequent stops at unimportant villages, had only made us ___4__ tired and dirty.
There was a carriage ___5___ for us at the station, ___6___ by two black horses. As soon as we and our bags ___7__ in, the driver waved his whip and we set off through the snowy forest. Even __8___ the forest it was growing dark: it was the ___9__ day of the year, and the sky was __10__ with clouds. Among the trees it seemed as if it was in the middle of a moonless night, the oil lamps on our carriage __11__ just enough light for the driver to ___12___ his way and for us to be able to ___13___ that we were driving between thick walls of trees.
After __14__ seemed like two hours to us ( but was actually only an hour), at last we __15__ my friends house. First we saw a row of lights __16__ came from the windows, and then we were suddenly at the door, __17__ about half a dozen children __18__ all ages shouting and asking questions ___19___ together. As we were getting out of the carriage, a fine old lady with white hair came out, __20__ I recognized without difficulty as my friend’s mother.
1. A. first B. next C. one D. other
2. A. because B. however C. so D. but
3. A. rapidly B. fast C. thirsty D. slow
4. A. even B. less C. more D. much
5. A. waited B. to wait C. waiting D. was waiting
6. A. pulled B. pulling C. pushed D. pushing
7. A. stepped B. arrived C. already D. were
8. A. in B. near C. outside D. out
9. A. hottest B. longest C. happy D. shortest
10. A. covered B. hidden C. closed D. full
11. A. sent B. gave C. did D. made
12. A. take B. look C. feel D. see
13. A. tell B. say C. speak D. talk
14. A. it B. what C. might D. having
15. A. got B. reached C. visited D. observed
16. A. brightly B. shining C. which D. straight
17. A. with B. and C. seeing D. meeting
18. A. at B. in C. about D. of
19. A. every B. each C. all D. put
20. A. whom B. such C. which D. so
三. 阅读理解：
Hong Kong pop star Zhang Guorong ,46,jumped out of a window of Mandarin Oriental Hotel at the start of April,2003,leaving behind sorrowful fans and（自杀）note which newspapers said was caused by emotional（情感的）problems. His death shocked the public and incident again brought a serious topic to light-suicide.
Zhang was best known globally for his part in the blockbuster film “Farewell My Concubine”, where he played a homosexual（同性恋的）Chinese opera singer. The popular 1993 film won a lot of awards including the world-famous Palmed’ Or at the Cannes Film Festival. However, such achievements could not make Zhang content with his life. It was report that long before his death, Zhang had been suffering from depression（意志消沉）. His tragedy shows we need to learn how to reduce the pressure from our society by happily and naturally facing life. Depression, a mental illness, and suicide have often been highlighted in the past as serious social problems-and for good reason.
According to experts, about 5 to 20 percent of people are suffering from depression, some of whom are not even aware of the illness. And alarmingly, 10 to 15 percent of people suffering from depression will be likely to commit suicide.
Statistics（统计学家）also show suicide is the leading cause of death among young adults. It leads to 3.6 percent of all deaths each year in China, a survey said. Last year, 287,000 Chinese died after committing suicide. The female rate is 25 percent higher than the male rate. For this reason, the media must highlight the negative（负面的）influence of Zhang’s tragedy in its reporting. It is shameful to talk too much about his death. Although his achievements in the arts were great, his final choice cannot be praised, let alone calling his death a “perfect end” to a shining life.
The media should guide people-especially Zhang’s fans-to shake off their sorrow quickly, learn a lesson from their idol’s tragedy, find a release from the pressure of their lives and value their priceless lives.
1. Why on earth did Zhang choose to kill himself in such a way ?
A. Because he was not as popular as he was before.
B. Because he was disappointed at his life.
C. Because he suffered from high pressure from his fans.
D. Because he dropped out of the hotel accidentally.
2. What does the word “blockbuster” in paragraph 2 probably mean ?
A. Most popular B. Very interesting C. Ordinary D. Boring
3. From the passage we can know ____.
A. more men commit suicide than women in our country.
B. suicide only takes a small part in the deaths of young adults.
C. it is not right for the media to report the “perfect end” of Zhang widely.
D. people never content with their achievements and life will often commit suicide easily.
4. Which of the following statements is true according to the passage ?
A. It made little difference whether Zhang died or not among his fans.
B. It was something happening suddenly that caused Zhang’s suicide.
C. Not all the people who suffer from depression know their case clearly.
D. Zhang called on people to make a choice to value their lives.
5. What’s the best title of the passage ?
A. The End of a Famous Star B. Depression Caused the Tragedy
C. How to Face Suicide D. A Perfect End of Life
【试题答案】
一. 单项选择：
1. A
解析：belong to没有被动语态。
2. C
解析：in the absence of：不在的时候，没有……的时候。
3. C
解析：Apart from相当于except除……以外，没有。
4. D
解析：学生们被要求背诵昨天的课文。
5. B
解析：bold type：粗体字。
6. A
解析：impossible不能被very 或very much修饰。fully：全面，彻底。
7. C
解析：我们的新瓷器上有花纹图案。
8. C
解析：recommend（建议）后接that引导的宾语从句，从句中的谓语动词用should do或should be done结构，should 可以省略，句中set up与主语a special committee具有被动关系。
9. A
解析：英国人对与其不同的文化和行为方式不太熟悉，其他国家也往往如此。As引导非限定性定语从句，修饰前面全句的内容。
10. D
解析：句型is said to have been done ：据说已经被……
二. 完型填空：
1. A
解析：分号把旅途前后两段进行对照，此处是旅途的第一部分。
2. D
解析：but表示转折，前一段旅行comfortable，而后一段却tired and dirty,形成鲜明的对比。
3. D
解析：the表明run是名词，表示小火车的行进旅程。下文with its frequent spots at unimportant villages 表明此处火车行驶的很慢。
4. C
解析：even 和much 是修饰比较级的。根据上下文提到的旅途劳累，应填more
5. C
解析：有一辆马车正在站台等我们。Doing短语做定语.
6. A
解析：后面的介词短语by two black horses表明用pulled，过去分词短语做定语修饰carriage。
7. D
解析：根据句意和结构，此处应填be动词。
8. C
解析：根据it was growing dark 和even 判断,此处是指outside。
9. D
解析：本句进一步解释前一句it was growing dark，一年中白天最短的时候，天黑得最早。
10. A
解析：天空布满乌云。Be covered with结构。
11. B
解析：give light指发光。
12. D
解析：上文 the oil lamps on our carriage gave just enough light表明，驾车人能看清道路。
13. A
解析：而我们也能知晓我们正行驶在浓密的森林中。Tell在此表示：知晓。
14. B
解析：what表示时间，相当于the time which
15. B
解析：我们终于到达了朋友的家。Reach：及物动词，后面直接接地点。
16. C
解析：__16__ came from the windows是定语从句修饰lights, 有which引导。
17. A
解析：以下三个空的句子是含with +名词+doing结构的伴随状语。
18. D
解析：all ages：不同年龄，表示多大年龄的人用介词of 连接。
19. C
解析：all together：大家一起。修饰前面的shouting and asking questions.
20. A
解析：先行词the old lady 表明此处应当是由关系代词whom引导的一个非限定性定语从句，并在从句中做recognized 的宾语。
三. 阅读理解：
1. B
解析：从第二段第四句His tragedy shows we need to learn how to reduce the pressure from our society by happily and naturally facing life. Depression, a mental illness, and suicide have often been highlighted in the past as serious social problems-and for good reason.表明，生活中的压力使其意志消沉，因为这种情绪长期得不到排解而自杀。
2. A
解析：这句话的意思是Zhang因 “Farewell My Concubine”这部影片而一炮走红，闻名于世。说明blockbuster意思是most popular。
3. C
解析：从第四段最后两句For this reason, the media must highlight the negative (负面的) influence of Zhang’s tragedy in its reporting. It is shameful to talk too much about his death. Although his achievements in the arts were great, his final choice cannot be praised, let alone calling his death a “perfect end” to a shining life.表明媒体不应该广泛地报道他的“perfect end”。
4. C
解析：根据第三段第一句According to experts, about 5 to 20 percent of people are suffering from depression, some of whom are not even aware of the illness.可知并不是所有的人都能意识到这种现象的严重性。
5. A
解析：本文通过一个演艺明星自杀事件而引出的联想，说明艺人成功背后所承受的压力。鼓励我们要关爱生命，珍惜自我。
Teaching aims and demands
1.key words
poem n.诗；韵文；诗体文
intention n.意图；目的；打算
recite vt.背诵；朗诵
pattern n.型；模式；方式
dialogue n.对话；（文学，戏剧，电影中的）对白
sort vt.将事物分类；整理 n.种类；类型
sadness n.悲哀；难过
grammar n.语法；语法学
glory n.光荣；荣誉；荣耀的事；壮丽
absence n.不在；缺席；缺乏
district n.地区；区域
atmosphere n.气氛；情绪；大气；大气层
introduction n.序言；介绍；引进
translate vt.翻译；用简单易懂的语言表达
translation n.翻译；译文
extraordinary adj.特别的；不平常的；惊人的
idiom n.习语；成语；语言习惯用法
apart adv.相隔；相距；除去；单独地
recommend vt.推荐；介绍；建议
contribute vi.作出贡献；捐献；投（稿） vt.贡献；提供；捐献；投稿
2.key phrases
put…together 把……结合成一整体；装配
play with 玩；玩耍；游戏
call up 召唤；使人想起；调动（力量，人员等）；（给……）打电话
stand out 突出；显眼；远远超过某人（物）
light up 照亮；使放光彩；点上（烟等）吸起来
come into being 出现；形成；产生
send for 使某人来到；要求将某物取来或送到
contribute to… 为……作贡献（或捐献）；有助于……；向……投稿
3.words extending
poem (n.) → poetry (n.) → poet (n.)
absence (n.) →absent(adj.)
translate (vt.) →translation(n.)
contribute (vt.) → contribution(n.)
4.sentence pattern
1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.
2. His sonnets, however, belong to the best English poetry.
3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.
4. Greatly loved in China are the English Romantic poets.
5. They can help us to understand each other better, or as Mu Dan wrote:…
6. Quietly, we embrace in a world lit up by words.
7. If I see you next to never, how can I say forever?
5、key grammar
本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。
6、teaching difficulties
(1) 如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2) 分词用法的总结与难点解析。
(3) 帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
Period 1 Warming-up
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Procedures:
(Play the song “if I could”)
Step 1 Greetings and Lead in.
Step 2 Warming up.
1) Read and find the rhyme
My love, you’re always in my heart#
If I could have it all,
I would choose to have your love.
Don’t you know
How my heart stars jumping when I see you smile
No matter where you go,
I’ll be there right by your side,
Holding you in my arms so tightly.
Take my hand,
and look right into my eyes, dear.
You will see that you will mean to be my love.
2) Read and complete the giggle poetry Here lies Sam Shay
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was one.
Now he's one dead son-of-a-gun.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was two.
Now there's nothing he can do.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was three.
Now he's buried beneath a tree.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was four.
Now he's knocking on heaven's door
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was five.
Now the poor guy ain't alive.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was six.
Now he's got a problem we can't fix.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was seven.
Now we hope he's gone to heaven.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was eight.
Now he doesn't look too great.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was nine.
Now he isn't feeling fine.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was ten.
Now, he'll never smoke again
step 3 Limerick
Read the limericks and ask “What is the pattern of each poem?”
And then ask Ss to complete two limericks.
Finally ask Ss to write their own limericks in 7 minutes and show them up.
Step 4 homework
Preview listening and speaking part
Period 2 listening
Teaching Aims:
Improveing the students’ listening ability.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Procedures:
Step1. Pre-listening
T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem? Are poems put together in collections of poetry?
Maybe these questions can help us.
Who wrote them?
What are they about?
When were they written?
Step 2. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the the information of poems by a certain topic
Suggested answers: The topic can be human feeings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about?
2)What kind of book is A Garden of Poems?
3)Which period is meant when we say “between the World Wars”?
4)How should you read a book such as 1001 Songs and Poems in English?
5)Which topic for poetry does the student like?
Step 3. Post-listening
1.T: OK. What topic for poetry do you like?
S: …….
T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step 4. Listening on the workbook.
Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.
1)Before the invention of writing, was there any other way but to remember important things?
2)Were rhyme and rhythm very helpful when they are trying to remember things?
3)Why did our ancestors invent poetry?
4)What is the listening text about?
Listen to the tape and find out the answers to the questions.
Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.
(Collect the answers from the students.)
T: Yes. Before the invention of writing, there was no other way but to remember important things.
And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.
Step 5. Listening and imitating.
T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.
1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.
2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”
3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.
“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.
Suggested answers:
Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)
Rhyme 2 is useful to remember how many days each month has.
Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.
Rhymes and rhythms are helpful. Do you use poetry to remember things?
Who sometimes still uses poetry to remember things today?
(Collect answers then listen to the following.)
But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.
So anyone who want to remember things better can still use poetry to remember things.
Step 6. Post-listening
You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.
1)Women
If you kiss her, you are not a gentleman
If you don’t, you are not a man
If you praise her, she thinks you are lying
If you don’t, you are good for nothing
If you agree to all her likes, she is abusing
If you don’t, you are not understanding
If you make romance, you are an experienced man
If you don’t, you are half a man
If you visit her too open, she thinks it’s boring
If you don’t, she accuses you of double crossing
If you are well dressed, she says you are a playboy
If you don’t, you are a dull boy
….
“O Lord, tell me what to do. AMEN”
2)Always Have a Dream
Forget about the days when it’s been cloudy,
But don’t forget your hours in the sun.
Forget about the times you’ve been defeated,
But don’t forget the victories you’ve won.
Forget about the misfortunes you’ve encountered,
But don’t forget the times your luck has turned.
Forget about the days when you’ve been lonely,
But don’t forget the friendly smiles you’ve seen.
Forget about the plans that didn’t seem to work out right.
But don’t forget to always have a dream.
Step 7 Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
Period 3 Reading (English Poetry)
Teaching difficulties and stresses
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 duty report & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Morning, boys & girls!
Ss: Morning, sir!
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布 on the screen)
T: Okay, let’s read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Q: 1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
(Give them 2 minutes to find the answers)
T: Well, let’s deal with the 2 questions.
A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne
Step 4 Careful-reading
Task 1. The main idea of each paragraph
T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.
Para. 1 The characters of poetry.
Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.
Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
(After 3 minutes, check the answers)
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.
(After the end of the video, show the next slide)
Step 7 Homework
1. Read the text again to get a better understanding.2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
Websitewww.shakespeare.com
www.luminarium.org/sevenlit/donnewww.luminarium.org/sevenlit/milton
www.island-of-freedom.com/POPE.HTM www.john- keats.com
www.visitcumbria.com/wilword.htm
www.online-literature.com/byron
www.robertfrost.org
Period 4 Speaking
Teaching aims:
1. Talking about poems to raise the ss’interest in poems.
2. Making dialogue to improve the ss’speaking ability.
Teaching procedures:
Step1 duty report & Lead-in
(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）
T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!
Step 2 Warming-up
T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way?
(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)
Step 3 Speaking
1. T: It seems that you have mastered Chinese poems well.
T: 1) Do you all like the poems written by Li Bai or Du Fu?
2) Whose style do you like best? /Which poet do you like best?
So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.
2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would /would not like to read a poem like that. You can repeat the exercise a few times.
3. T: When you are practising with your partner, do remember to use
the useful expressions listed in your book.
Step 4 Talking
T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.
T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.
------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life.
One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗).
Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.
T: So having read this short passage, what’s your point of view about the destiny(命运) of the poetry？
T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.
T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry? We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……
(Then the monitor comes to host the discussion)
T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!
Step 5 homework
T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.
Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.
Period 5 Word Study and Grammar
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Duty report & Song
Ask the students to sing the song if I could and read out the words ”all, know and go”
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.
1.Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T: Can you think of another way to express these ideas?
Suggested answers:
1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well it is translated, something of the spirit of the original work is lost.
T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?
Suggested answers:
1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot
Step 4 Practice
Show the sentences on the screen.
1. The castle , burned down in 1943, was never built.
2. If left alone on a deserted island, what would you do to survive?
T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.
Suggested answers;
1.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷为平地的那座城堡，再也没有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
Suggested answers:
1. AT 2. AD 3. AD 4. AT
Step 5 Consolidation
T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures,
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step 6 Comparison
Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.
A. When crossing the street, you must be careful.
B. Followed by many students, the teacher came in.
T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.
1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Looking from the top of the hill, we can see the whole town..
错误:Being an orphan, the villagers take good care of the child.
正确:Seen from the hill, our school looks more beautiful.
错误:Seeing from the hill, our school looks more beautiful.
2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.
式 语态 及物动词make的主动语态 及物动词make的被动语态
不及物动词rise
现在分词 一般式 making being made rising
完成式 having made having been made having risen
过去分词 made risen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.
Followed by some officials, Napoleon inspected his army.
b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
Having been told to stay in Beijing, the boy decided not to return to his village.
Step 7 Practice
“分词”专项能力训练题
单项填空
1. What’s the language _______ in Germany?
A. speaking B. spoken C. be spoken D. to speak
2. He had his leg ________ in the match yesterday?
A. to break B. broken C. break D. breaking
3. It was so cold that he kept the fire _______ all night.
A. to burn B. burn C. burning D. burned
4. She’s upstairs _________ letters.
A. writes B. is writing C. write D. writing
5. “ Can’t you read?” Mary said ________ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
6. The lecture was so _________ that they were all _________.
A. inspiring: exciting B. inspiring; excited
C. inspired; excited D. inspired; exciting
7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.
A. bring B. brings C. brought D. bringing
8. This is one of the books ________ by him now.
A. to be written B. being written
C. having been written D. is been written
9. The book ________ belongs to me.
A. which lying on the table B. lying on the table
C. is on the table D. lay on the table
10. The poor boy looked to the right and to the left, _______ where to go.
A. not knowing B. not to know C. didn’t know D. not being known
11. _________ anything about the accident, he went to work as usual.
A. Not known B. Known not C. Knowing not D. Not Knowing
12. This news sounds _________.
A. encouraging B. encouraged C. encourage D. to encourage
13. _________, the subject belongs to biology.
A. Strictly spoken B. Spoken strictly
C. Strictly speaking D. Speaking strictly
14. __________, the players tried their best to win the game for their country.
A. Greatly encouraged B. Having greatly encouraged
C. To be greatly encouraged D. Greatly encouraged
15. ________ that mistake once, I shall not make the same mistake again.
A. Made B. To make C. Making D. Having made
16. --- Will you go to the party?
---Of course I will _________.
A. if invited B. if having invited
C. if I was invited D. if I will be invited
17. _________ a child, Elizabeth enjoyed studying art and music.
A. She was B. When was C. When being D. Being
18. The bridge _________ now over the Changjiang River will be completed at the end of this year.
A. built B. is being built C. being built D. to be built
19. _________ that there was an accident ahead, the bus driver changed course.
A. Warning B. Having warned C. To be warned D. Having been warned
20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.
A. having added B. to add C. adding D. added
Suggested answers:
1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C
Homework
Finish the word study and grammar part on the workbook.
Period 6 Intergrating Skills
Teaching aims:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Teaching procedures:
Step 1 Warming-up
Duty report and singing the song
Step 2 Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.
Step 3While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step 4 Post-reading
Assess students understanding by asking their a few questions:
e.g.
1. When does the writer sing songs?
2. When did the writer begin to touch on poetry?
3. When does the writer read Keats and when Wordsworth?
Step 5 Exercise I
Briefly introduce “Dust of Snow” by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion
Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line “A change of mood”.
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step 6Exercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.
Period 7 Quiz
Ask Ss to do the quiz about unit 1-4 and just try to finish words part, multiple choices part and reading part.
Period 8 Exercise
Teaching aims:
1.let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit.
2.To consolidate what the Ss have learned.
Teaching procedures:
Step 1 Listening
Finish the listening exercise of unit 4 on English Weekly
Step 2 Exercise
Check up and explain the answers of the questions on EW and exercise book.
高 二 英 语（第6讲）
主讲：郑天德 （苏州中学）
[教学内容]
高二英语第二册（上）
[教学要求]
1、掌握本单元的单词，词组与句型。
2、学会几句常用口语：
I’m interested to read some Shakespeare’s sonnets.
我有兴趣读点莎士比亚的十四行诗。
I’ve never heard of Robert Frost, so I’m very interested in his poems.
我从没听说过罗伯特弗罗斯特，所以我对他的诗很有兴趣。
I think it (will be ) too difficult to write a sonnet.
我想写一首十四行诗太难了。
I don’t know much about John Milton except his “Paradise Lost”.
我除了他的“失乐园”，对约翰弥尔顿不甚了解。
3、语法：过去分词作状语。
[知识重点与学习难点]
一、重要单词：
poem poetry poet intention recite pattern dialogue sort fantasy grammar glory sonnet absence district isle atmosphere introduction embrace tale shade extraordinary idiom crow mood apart insane essay recommend contribute
二、重点词组：
play with … 玩要……，与……一起玩
call up 唤起，调动，打电话
stand out 出类拔萃，突出
come into being 出现，形式
[难点讲解]
1、More than any other form of literature, poetry plays with sounds, words and grammar.
诗歌胜过任何其他文学形式更灵活地运用声音，词汇与语法。
上句中more than的用法是习语，又例：
They were more than glad to help. 他们非常乐意来帮忙。
He was more than upset by the accident.
对那个事故他远不止是烦恼。
Newspapers and other media do more than simply record what happens.
报纸与其他媒体不仅仅是记录发生的事情而已。
（注意比较上述例句的译文。）
play的常见用法：
v.t. play football 踢足球 play cards 打牌
play chess 下棋
play the piano 弹钢琴
the violin 拉小提琴
与……比赛/下棋……
We’ll play Class 3 at football.
Will you play me at chess?
Smith is playing the former champion in the tennis match.
史密斯正在与前网球冠军比赛。
New York played Chicago for the baseball championship.
纽约与芝加哥争夺棒球冠军。
另有：
play “Hamlet” 演“汉姆雷特”这出戏
play (“the role/part of ”) Julie 扮演朱丽叶这角色
play a trick on … 捉弄
a joke
v.i. 玩，玩弄
Children like to play.
Can Bob come out to play with me? 鲍勃能出来和我一起玩吗？
The cat is playing with a football. 这猫正在玩一个足球。
He is a playboy. He’s always playing with a girl’s affections.
他是个花花公子，他总是玩弄女孩的感情。
2、Poetry also calls up all the colors, feelings, experiences and curious images of a dream world.
诗歌也能唤起梦幻世界中的一切色彩、情感、经历与各种奇妙的形象。
这里call up意为remind，唤起，但用法上有异，试比较：
His story called up (in my mind) a terrible experience I had last year.
reminded me of
他的故事使我想起我去年的一次可怕的经历。
3、Modern English started around the time of William Shakespeare towards the end of the sixteenth century.
现代英语大约是在16世纪末莎士比亚时代开始的。
around大约，与about同义，在不定的数词前some也有此义：
He is only about/around/some five feet tall.
The journey will take us about/around/some ten days.
The date of his death may be set around/about 86 B.C.
He lived about/around the same time as Einstein.
towards用于时间，意为快到，临近：（注意与until比较）
We arrived at the village towards 9 o’clock. (We didn’t arrive at the village until 9 o’clock.)
The rain stopped towards morning. (The rain didn’t stop until morning.)
4、John Keats died at a very young age in 1821;while William Wordsworth, who spent much of his time in the English Lake District, lived to the age of 80 and died in 1850.
约翰济慈英年早逝于18，而威廉华兹华斯很长时间在英格兰湖区渡过，享年80岁，1850年逝世。
这里to意为到（某时）常可用till/until代之，意义不变：
To/Until the day of his death he kept up his studies.
He teaches from morning to/till four o’clock..
但否定句不能用until/till替换。
I didn’t stay to the end of the meeting. 我没耽到会议结束。
(cf. I didn’t leave until the end of the meeting. 我直到会议结束才走。这句如用持续动词stay，会有歧义，无法理解。)
5、The style and atmosphere in their poems has often led to comparisons with poets such as Du Fu and Li Bai. 他们的诗作的风格与气氛常常导致与杜甫、李白的比较。
①领导，带领之意，不跟to do：
He led the Allied forces during the war. 他在战争期间领导盟军。
The Party leads us (in) building socialism. 党领导我们建设社会主义。
He led a human right movement in the late 1980s. 他在80年代领导一场人权运动。
②使某人做某事：
What led him to run away? 什么使他逃之夭夭？
The news leads me to believe that they will come. 这个消息使我相信他们会来的。
③lead to导致，to是介词。
Herd work leads to success. All roads lead to Rome.
The heavy rain led to a flood.
偶尔也用作v.t.：
What led you to (drawing) this conclusion? 什么导致你得出这个结论？
6、The introduction of English poetry to China came late. 英语诗歌传入中国比较晚。
动词introduce的使用，有一定难度，注意以下用法：
①介绍人与人之间的认识：
Allow me to introduce my friend Mr. Smith to you.
The chairman introduced the lecturer to the audience.
Have you been introduced? 你被引见了吗？
②介绍，使人们了解一种知识，运动或艺术等等。直接宾语是被介绍对象：
It was my cousin who introduced me to jazz.
My father introduced me to the game of baseball.
Let me introduce you to Keats’ long poems.
③传入，引入
Too many kinds of GM food have been introduced to China, which may bring about side effects.
Wang Shuo introduced the slang of Beijing street gangs into his novels.
王朔把北京街痞子的俚语引入了他的小说。
7、Besides, no matter how well a poem is translated, something of the spirit of the original work is lost. 一首诗不管译得多好，都会失去原作的神韵。
no matter how well …是让步状语从句，让我们小结一下让步状语从句的一些结构：
He didn’t light the fire though/although it was cold.
I’ll do it, even if/even though it takes all the afternoon.
Tall as/though he was, (yet) he couldn’t reach the apples.
Though/Although he was tall,
虽然他很高，但是他还是够不到那些苹果。
（可以与yet连用，但不能与but/however连用）
While I understand what you say, I can’t agree with you.
while作虽然解时，不能放在主句之后。
No matter what I did, no one paid any attentions. 不管我做什么，没有人理睬。
Whatever
Don’t believe the rumour, no matter who repeats it.
whoever
The book will be ready for him (no matter) whether he comes or not.
No matter how hard she worked, she failed the exam in the end.
However hard
No matter when and how the invaders come, they will be wiped out clean.
不管侵略者何时来怎样来，他们将被消灭干净。
（注意这里有when and how两个连词一般不用whenever and however并列替换。）
8、I started with small poems, but now I think I most like long poems.
我一开始读些短诗，但现在我想我最喜欢长诗了。
begin with, start with意为以什么为开始，一开始做什么，一般with后面不接动名词，只接名词、代词：
I began with some short stories.
reading some short stories. ×
我一开始读（或写，根据当时情景而理解）一些短篇小说。
He is starting with grammar.
teaching grammar. ×
他将先讲语法。
9、I close my book and my sadness is gone. 合上书本我的悲伤也就消失了。
gone是少数几个其过去分词可作非谓语的不及物动词之一，意为过去的，消失的，丢失的等等：
Her diamond necklace was gone. （表语）
I found my wallet gone. （宾补）
Don’t regret the gone case. （定语）
cf: He has gone. 他走了或他离开了。
He is gone. 他死了或他失踪了。
10、After Milton, almost every poet had a hand at this kind of poetry that was free of rhyme.
弥尔顿之后，几乎每一位诗人都写过这种无韵自由诗。
have a hand at/in … 参考，做过一点……，插手……
He had a hand at the gamble when he was young. 他年轻时干过赌博这行当。
None of your business, don’t have a hand in (it). 不要插手，与你无关。
He once had a hand at photography before he became an artist.
他成为画家前搞过摄影。
11、Modern poets wanted to break with all the traditional forms of poetry.
现代诗人要破除诗歌的传统形式。
这里break with = break away from
I should break with/break away from such habits.
He broke away from/broke with all his old friends.
[语法] 过去分词作状语
1、过去分词作状语进，其逻辑主语就是句子的主语：
Moved by the movie, Jane burst into tears. （原因）
Heated to 100℃, water boils. （条件/时间）
The teacher entered the classroom, followed by a group of students. （方式/伴随状况）
上述过去分词作状语都有被动意义，可改成以下从句：
Because/As she was moved by the movie, …
If/When it is heated to 100℃, …
…, who was followed by a group of students.
前两句是状语从句，最后一句却是非限制性定语从句。
2、过去分词作状语时，为了强调条件让步时间等意义，常前置连词，常见的有：when, if, unless, until, till, once, although, though, even if, etc,但引导时间状语的while一般不能接过去分词，因为过去分词的完成过去的意义与之有矛盾：
Experience, when dearly bought, is of great value.
Once seen, it will be impressed in your memory.
John, don’t speak until spoken to.
Unless asked, you should keep silent.
If given another ten minutes, I’ll finish sending the email.
He is very modest though praised by all.
Even if taken good care of, the man was not satisfied.
同步练习
一、单项选择：
1、Who are you going to ________ in the tennis match?
A. play with B. play C. be played D. have played
2、They completed the new lab building _______ the end of summer vacation.
A. to B. until C. towards D. by
3、She introduced _____________.
A. Suzhou gardens to American friends
B. American friends to Suzhou gardens
C. American friends Suzhou gardens
D. Suzhou gardens for American friends
4、The computer __________. Choose the wrong answer:
A. belongs to Tom B. belongs to mine
C. is his D. is Tom’s
5、Jack’s surfing the net far into the night led to __________ to school again the next day.
A. come late B. coming late C. come later D. coming later
6、More and more students are ______ the Net these years.
A. interested to surf B. interested surfing
C. interest in surfing D. interested to surfing
7、Nowadays many people ______ the habit of staying up watching TV till midnight.
A. fall B. fall in C. fall into D. fall with
8、Teddy decided to ______ the street gang.
A. break away with B. break from C. break away D. break with
9、_________ the question, he didn’t know what to say.
A. Asking B. Asked C. To ask D. Having asked
10、Though __________ much money, yet he became a beggar a few weeks later.
A. giving B. having given C. being given D. given
二、英诗汉译：
以下是美国诗人朗弗罗（Henry Wadsworth Longfellow 1807-1882）的一首名诗“生命颂”，请将它译成中文：
A PSALM OF LIFE
WHAT THE HEART OF YOUNG MAN SAID TO THE PSALMIST
Tell me not, in mournful numbers,
“Life is but an empty dream！”
For the soul is dead that slumbers,
And things are not what they seem.
Life is real! Life is earnest!
And the grave is not its goal:
“Dust thou art, to dust returnest,”
Was not spoken of the soul.
Not enjoyment, and not sorrow.
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world’s broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle！
Be a hero in the strife！
Trust no Future, howe’er pleasant!
Let the dead Past bury its dead!
Act, -act in the living Present!
Heart within, and God o’erhead!
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
Footprints, that perhaps another,
Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
参考答案
一、1、B 2、C 3、B 4、B 5、B 6、A 7、C 8、D 9、B 10、D
二、难点注译：
生命颂
第1行 numbers 韵律，语调
第7行 thou art = you are returnest = return
第18行 bivouac 露营地
第21行 howe’er = however
第24行 o’erhead = overhead
第26行 sublime 崇高，伟大
第27行 departing 逝世
第30行 main 海洋（诗歌用语）
第32行 take heart 得到鼓舞
第33行 up and doing 积极行动起来
课 时 6-1 备课人 万兴安 授课时间 2004.12
教学目标 1. Learn something about volcano through reading.
2. The students can use what they have learned to describe volcanoes.
3. The students realize that human beings can overcome any hardship.
4. The students will improve the ability to solve problems.
教学重点 1.Try to master the useful new words & expressions in this period.
2.Understand the text well.
教学难点 1.How to use the new words & expressions correctly.
2.To understand the reading materials of similar topics.
教、学具 a computer, a tape recorder & a projector, some slides.
预习要求 Read new words in Unit 10.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1 Warming up
Questions:
1. What’s the weather like today?
2. Do you often care about the weather?
3. How do you hear about it?
4. Have you ever heard of typhoon?
5. What words can you think of to describe the typhoon weather?
6. What will you feel in such kind of weather?
7. What about the hurricane? Have you ever heard about it?
8. What about volcano?
9. How is a volcano formed?
10. Where is the most possible place that a volcano may erupt?
11. Do you know how a volcano works, if you do, describe it?
Step 2 Pre reading
Show a picture
(The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.).
Show another.
(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)
Step 3 While reading
Q5: heavy wind (blow hard) storm (show a picture of stormy weather.)
roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)
Q9: 1). Show a video about the eruption of a volcano.
2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.
Task 1 Skim the text and answer the following questions.
Q1: What is described in the following passage?
Q2: When and where did it happen?
Q3: Who is the writer of the letter?
Task 2 Decide whether the sentences are true or false.
1. A volcano erupted on the 24th of August in 79 BC in southern Italy.
2. My uncle planned to save his friend’s wife Rectina.
3. My uncle went to rescue Pompy after saving Rectina. 4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
5. They decided to try the open air instead of staying in the house. 6. It was night when the volcano erupted.
Task 4 Scan the text & fill in the following form.
Task 5 Arrange the following statements according to the right order.
1. He decided to rescue his friend Pompy.
2. Some people watched an unusual cloud rising from a mountain. 3. Rectina begged him to save her.
4. He ordered a boat made ready.
5. Two slaves helped him stand up and immediately he fell down dead. 6. He bathed and had dinner.
7. A rain of rocks was coming down.
Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, they
Homework.
1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.
2. Refer to the website to know more about the volcano.
www.fsyz.com.cn/yanjiu/gta
www.cpus.gov.cn/zlg/huoshan
Ss answer:
The eruption of the volcano called Mount Vesuvius.
On the 24th of August in 79 AD in southern Italy.
Pliny, the younger.
Check answers: 3T,5T
Ss read the text again and rearrange the order：
2431675
Check answers:
it: a cloud of unusual size and shape rising from a mountain
the one: the wind
the other: my uncle’s friend Pompy
their: flames
They: scared people
Ss finish their homework.
课 题 SEFCB2Unit 10 课 时 6-2 备课人 万兴安 授课时间 2004.12
教学目标 1. The students can use what they have learned to describe volcanoes.
2. The students realize that human beings can overcome any hardship.
3. The students will improve the ability to solve problems.
教学重点 1.Try to master the useful new words & expressions in this period.
2.Understand the text further
教学难点 1.How to use the new words & expressions correctly.
2.To understand the reading materials of similar topics.
教、学具 a tape recorder , a projector, some slides.
预习要求 Read the text of Unit 10.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1 Go over the text
Get Ss to listen to the recording of the text.
Step 2 Revision
Check their homework
Step 3 Post reading
Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.
Task 2 Further understanding
1. How does nature form a danger to people in the world and how can science help reduce that threat?
2. What’s the relation between human beings and nature?
3. What should we do to protect the environment that we live in?
5R policy.
Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.
Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.
Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. Listen to the text
Check their most enjoyable sentences in the text. Get some of them to recite some of the sentences.
Answer:
1. He wrote a report about all he observed during his trip.
2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.
3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
1. Reduce: Reduce the amount of waste by every possible means.
2. Reuse: Reuse the useful things before getting rid of them.
3. Recycle: Recycle the waste things if possible.
Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.
Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.
Step 4. Language points.
1. draw one’s attention to sth. 吸引某人的注意力
eg. She drew my attention to a mistake in the report.
catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to
2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.
3. urge 催促, 极力主张; 强烈要求
eg. The U.S.A urged Iraq to give up.
4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…
5. bath n. 洗澡；浴缸
bathe v. 洗澡
6. He looked more asleep than dead.
eg. The pig looks more lovely than stupid.
eg. The boy looks more stupid than angry.
Step 5 Homework
Finish Exercise 2 at Page 77 in SB..
Bb design:
4. Recover: Make use of good parts while getting rid of the bad ones.
5. Repair: Repair the broken things.
Ss listen and take notes when necessary.
Finish the homework
Check answers next time.
课 题 SEFCB2Unit 10 课 时 6-3 备课人 万兴安 授课时间 2004.12
教学目标 1) Understand the listening text in the workbook.
2) The Ss can express emotion, anxiety and fear properly.
3) Know more about typhoon.
教学重点 To master the useful new words and expressions.
教学难点 How to use what the students have learned to describe a nature disaster.
教、学具 a computer, a projector & a tape recorder
预习要求 Nothing but to read the new words.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step1 Revision
Check homework.
Other questions:
1 What kinds of disasters does nature give us?
2 What kinds of disasters does man give us?
Step2 Pre-listening
Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.
Step3 Listening
Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?
Step4 Lead-in
Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:
1 What happened in the typhoon?
2 What else do you know will happen in a typhoon?
3 What was people’s emotion?
4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?
Step5 Speaking
Give the students some pictures. Get them to make a similar dialogue. Tell their partners whether these things or situations frighten them and explain why. Also, talk about people’s emotion in these situations and how they would behave. Get them to make with the help of the useful expressions.
Check homework
Answer the questions.
Look at the picture.
Discuss Exercise 1.
Listen for main ideas.
Read the dialogue to find out the answers.
Make a similar dialogue.
Model:
A: Have you been in a situation that frightens you?
B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.
A: Were you frightened when you saw it?
B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.
A: What happened next?
B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.
A: How terrible!
Step6 Pre-talking
Ask: What do you need to do when you are trapped in a typhoon?
Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.
Step7 Talking
Get the students to read the roll cards and make similar dialogues.
Step8 Homework
Make a dialogue with your partner about a disaster. It should include the following:
1) What was it like?
2) What happened?
3) What was people’s emotion and what about yours?
4) What safety measures should be taken?
Bb design:
Hand out the material for Ss to read.
Get the students to read the dialogue at Page144 and make up a new dialogue.
Read the roll cards and make similar dialogues.
Make up a new dialogue.
课 题 SEFCB2Unit 10 课 时 6-4 备课人 万兴安 授课时间 2004.12
教学目标 1.Learn the text “typhoon” and master the detailed information in it.
2.Learn useful words and expressions
3. Write a passage about how the story will end.
教学重点 1. To train Ss’ reading skills and writing skills
2. To master the usages of the new words and expression of this period.
教学难点 1. To write a passage about terrible weather---- typhoon
2. To understand the difficult words, phrases and sentences
教学具及
教学方法 Teaching Aids: a computer, a projector, a tape recorder
Fast reading and careful reading: to get the Ss to grasp the detailed information
Writing practice: to get the Ss to learn how to describe something terrible
Pair work or group work: to get the Ss to be active in class
预习要求 Read useful; words and expressions.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1 Teaching Revision
1.Check the homework
2.Retell the story ( if the teacher likes )
3.Review the words and expression for talking about weather.
Step 2 Lead in
In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )
If it happens in USA, what do people call? (A hurricane)
In fact, a typhoon is the same thing as a hurricane except the place where they form. Before we deal with the detailed information, let’s watch a short video to experience the story wind again and here are two questions for you.
1. What does the hurricane bring in?
2. How long will it usually last?
Step 3 Pre-reading
We know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves,
we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please!
First talk with your partner and then tell the whole class what you have discussed.
Step 4 While reading
Fast reading: skim the passage and try to get the general
idea of the text.
Careful reading: Ss finish two tasks after reading.
Check homework
Retell the story
(Ss watch the video and give the answers. If it is necessary, play it twice.)
Talk with their partner 3.(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)
Task1.Scan the passage and find the answer to the following questions.
1. Where did the ship meet the typhoon?
2. What was the weather at first?
3. Why did the capital say that it looked as if a typhoon was coming on?
4. Where were they when the full force of the hurricane struck the ship?
5. What should they do in such terrible weather?
6. What does the sentence “ Another one like this, and that’s the last of her” mean?
7. Why did the capital strike a match? What did he see?
Task2. Try to explain the difficult sentence in bold in English.
1. It was fine, for there was no wind and the heat was close.
2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.
3. When the hurricane struck the ship with full force, they were all on the bridge.
4. They could only move the ship over the high sea and into the very eye of the wind.
5. It was the lowest reading he had ever seen in his life
Step 5 Deal with language points after that.
Step 5 Discussion
Extended discussion:
We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?
Step 6 Homework
1.Oral homework:
Suppose you are a newspaper reporter and are interviewing the captain. Make up the dialogue.
Think it over: What questions will the journalist ask?
2. Written homework
Write the end of the passage on your exercise book.
Bb design:
( Ss answer the main elements of a story: who, when, where, how)
( pair work for two minutes and then one or two Ss report )
(This activity is to motivate the Ss to talk in English and cooperate well with each other.)
( Then the teacher introduce the background information )
Ss explain the difficult sentence in bold in English.
Ss discuss in pairs or in groups and then report what they discuss.
Finish the homework.
课 题 SEFCB2 Unit 10 Listening (Wb) Integrating skills & Writing (Wb) 课 时 6-5 备课人 万兴安 授课时间 2004.12
教学目标 1.The Ss can understand the listening text.
2.The Ss can get the general idea of each paragraph.
3.Through reading, the Ss develop some microskills in reading, such as skimming and scanning. What’s more, they can write a composition of similar topic.
4.The Ss can develop in somewhat the ability of autonomy learning, processing information and thinking in English.
5.The Ss have the sense to protect our environment. They share the experience of learning English and have the sense of success in learning English and cooperation.
教学重点 1.Learn the useful words and expressions in this period.
2.Learn to write about a natural disaster.
教学难点 1.Know how to use the words and expressions in this period.
2.Know the structure of writing about a natural disaster.
教、学具 a tape- recorder a computer & a projector
预习要求 Try to learn the new words in this unit.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Stage 1 Listening
1.Read the information about the exercises.
2.Listen to the tape and do Exercises 1,2 & 3.
3.Listen again and finish all the questions in this part.
(If necessary, play the tape again.)
Stage 2 Reading
1.Lead-in
Ask the Ss to describe a kind of weather and what people do in such weather.
Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.
Volcano & Earthquake
The Coming Storm: Extreme Weather and Our Terrifying Future
Hidden Big Island of Hawaii: Including the Volcanoes National Park
Sudden Sea: The Great Hurricane of 1938
2.Pre-reading tasks
Read through the book descriptions and match them with the following book titles.
Read the information about the exercises.
Listen to the tape and do Exercises 1,2 & 3.
Describe a kind of weather and what people do in such weather.
Read through the book descriptions and match them .
Volcano & Earthquake Under the Volcano: A Novel
Disaster! The Great San Francisco Earthquake and Fire of 1906
3.While-reading tasks
Ask the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:
1. Which books on the list interest you? Give reasons why you might want to read them.
2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.
4.Post-tasks
Group work.
Imagine your teacher asks you to write an essay about human experiences and how people suffer during natural disasters. Which books would you choose to help you write your essay? What information do you think you could use from them?
Stage 3 Writing
Brainstorming
What natural disasters do you know?
2. Writing
Divide the class into six groups. Each group discuss a topic and writes a composition together. After they finish the writing, they should do peer-revision. Then the teacher will post the compositions on the wall. Each composition should contain the following parts:
1.How is the disaster formed?
2.What happens when the disaster comes?
3. What is the damage after the disaster?
4.What do people do after that?
5. What lesson have you learn?
Stage 4 Homework
Read more passages about natural disasters. They can refer to the following websites:
www.aoml.noaa.gov/general/lib/hurricbro.html
www.aaets.org/arts/art38.htm
www.iwaynet.net/~kwroejr/violent.html
disaster.fsa.usda.gov
theepic.ruiwen.com/howto.html
This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.
(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)
(This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.)
Ss will be happy to do this exercise.
课 题 SEFCB2Unit 10
Grammar & word 课 时 6-6 备课人 万兴安 授课时间 2004.12
教学目标 1. Learn and master Grammar: Ellipsis
2. Review the usage of the present participle & past participle.
教学重点 1.Learn about Ellipsis of different types.
2.Enable Ss to learn how to choose the present participle & the past participle.
教学难点 How to use Ellipsis to make a sentence brief and clear.
教、学具 a computer & a projector
预习要求 Read grammar items in a Grammar book.
教 师 活动 内 容、方 式 学 生 活 动 内 容、方 式 旁 注
Step 1: Word Study
1. Check the answer to Exercise 1 at Page 77.
2. The Present participle & the past participle
Look at the 2 sentences on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell the difference between “moving” & “moved” ?
Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.
Step 2: Grammar - Ellipsis
Look at the 2 sentences on the blackboard.
Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.
Then came a smell of sulphur, and then (?) flames.
Read them and decide which words were left out at each place of the question marks.
In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness. The omission is called “Ellipsis”, and a sentence containing such an elliptical sentence.
A word or words in a sentence can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way to be unclear meaning or wrong. We must keep in mind that
we should not omit words necessary for clearness. Are you clear about that? Now I’d like to some more about “Ellipsis”.
简单句中的省略
1) 省略主语 祈使句中主语通常省略；
The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved” expresses an action that is completed with an passive meaning.
Read the sentences and fill in the blanks with the proper forms of the words.
I think in the 1st sentence the subject “he or my uncle” was left out.
In the 2nd sentence I think “came” should be at the place of the question mark.
其它省略主语多限于少数现成的说法。
2)省略主谓或主谓语的一部分
3) 省略作宾语的不定式短语，只保留to，但如果该宾语是动词be或完成时态，则须在之后加上be或have:
4)省略表语
5) 同时省略几个成分
主从复合句中的省略
1) 主句中有一些乘法被省略
( I’m ) Sorry to hear you are ill.
2) 主句中有一些乘法被省略
并列句中的省略
两个并列句中，后一个分句常省略与前一分句中相同的部分。
其他省略
连词的that省略
(1) 宾语从句中常省略连词that，但也有不能省略的情况。
(2) 在定语从句中，that在从句中作宾语时可省略.另外，凡是进行时态和被动语态的定语从句都可省略关系代词和be 动词。
2) 在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分
不定式符号to的省略
并列的不定式可省去后面的 to.
help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.
3）介词but前若有动词do,后面的不定式不带 to.
(4) 某些使役动词（let, make, have）及感官动词（see, watch, hear, notice, observe, feel, look at, listen to等）后面作宾语补足语的不定式一定要省去 to, 但在被动语态中须将to 复原。
(5) 主语从句中有动词do,后面作表语的不定式的 to可带可不带。
(6) find 当“发现”讲时，后面作宾语补足语的不定式符号to可带可不带。 但如果是不定式 to be，则不能省略。
7)连词if在部分虚拟条件句中可省略，但后面的语序有变化。
8) 主句和从句各有一些成分省略。
The sooner (you do it), the better (it will be).
Step 3: Homework
Finish all the exercises about “Ellipsis” in your book. (I）Thank you for your help.
(There is) No smoking .
–Are you going there?
--Yes, I’d like to (go there).
–Are you thirsty?
--Yes, I am (thirsty).
–-Have you finished your work ?
---(I have) Not (finished my work) yet.
–Is he coming back tonight? --I think so.
My father is a doctor and my mother (is) a nurse.
When (he was) still a boy of 10, he had to work day and night.
I told him to sit down and wait for a moment.
I will help (to) do it for you.
The boy did nothing but play.
I saw the boy fall from the tree.
All we can do now is (to) wait.
We found him (to) work very hard at the experiment.
She found him to be dishonest.
(1) Had they time, they would certainly come and help us.
(2) Were I you, I would do the work better.
(3) Should there be a flood, what should we do?