俗话说，凡事预则立，不预则废。高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生能够在教学期间跟着互动起来，帮助高中教师能够井然有序的进行教学。关于好的高中教案要怎么样去写呢？为了让您在使用时更加简单方便，下面是小编整理的“高二英语教案：《Unit 4 A garden of poems》教学设计（一）”，仅供参考，大家一起来看看吧。

高二英语教案：《Unit 4 A garden of poems》教学设计（一）

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

poetry also calls up all the colours, feelings, experiences and curious images of a dream world.

his sonnets, however, belong to the best english poetry.

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.

greatly loved in china are the english romantic poets.

they can help us to understand each other better, or as mu dan wrote:…

quietly, we embrace in a world lit up by words.

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。

延伸阅读

高二英语教案：《Unit 4 A garden of poems》教学设计（三）

高二英语教案：《Unit 4 A garden of poems》教学设计（三）

the 2nd period

reading (english poetry)

by wang chenyi

teaching goals:

learn about poets and poems of different countries.

the similarities and differences between the chinese and english poets and poems.

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 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.

website

/pope.htm

/wilword.htm

/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

人教版高二Unit 4 A Garden of Poems（详案）

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”(Warmingup)部分由EnglishPoetry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”(Warmingup)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Agardenofpoems(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EnglishPoetry,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ModernEnglishPoetry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,Humanfeelings等话题开展讨论。讨论时再次强调UsefulExpressions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(LanguageStudy)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(IntegratingSkills)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“Dustofsnow”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“changesofmood”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“Rightherewaiting”。
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
TeachingPlanforUnit4Agardenofpoems
1.WarmingupListening
(1)Warmingup
(2)ListeninginSB
(3)ListeninginWB
2.Post-reading
(1)Pre-reading
(2)Reading
3.Post-reading
(1)Reading
(2)Post-reading
(3)Extendedreading
4.Speaking
(1)Warmingup
(2)Speaking
(3)TalkinginWorkBook
5.LanguageStudy
(1)WordStudy
(2)Grammar
6.Integratingskills
(1)Reading
(2)Writing
(3)Checkpoint

教材重点和难点
1.重点单词
poemn.诗；韵文；诗体文
intentionn.意图；目的；打算
recitevt.背诵；朗诵
patternn.型；模式；方式
dialoguen.对话；（文学，戏剧，电影中的）对白
sortvt.将事物分类；整理n.种类；类型
sadnessn.悲哀；难过
grammarn.语法；语法学
gloryn.光荣；荣誉；荣耀的事；壮丽
absencen.不在；缺席；缺乏
districtn.地区；区域
atmospheren.气氛；情绪；大气；大气层
introductionn.序言；介绍；引进
translatevt.翻译；用简单易懂的语言表达
translationn.翻译；译文
extraordinaryadj.特别的；不平常的；惊人的
idiomn.习语；成语；语言习惯用法
apartadv.相隔；相距；除去；单独地
recommendvt.推荐；介绍；建议
contributevi.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
playwith玩；玩耍；游戏
callup召唤；使人想起；调动（力量，人员等）；（给……）打电话
standout突出；显眼；远远超过某人（物）
lightup照亮；使放光彩；点上（烟等）吸起来
comeintobeing出现；形成；产生
sendfor使某人来到；要求将某物取来或送到
contributeto…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.Poetryalsocallsupallthecolours,feelings,experiencesandcuriousimagesofadreamworld.
2.Hissonnets,however,belongtothebestEnglishpoetry.
3.Beforetheendofthecentury,therewasanotherfamouswriter,JohnMilton.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
4.GreatlylovedinChinaaretheEnglishRomanticpoets.
5.Theycanhelpustounderstandeachotherbetter,orasMuDanwrote:…
6.Quietly,weembraceinaworldlitupbywords.
7.IfIseeyounexttonever,howcanIsayforever?

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。

Unit4AGardenofPoems
TheFirstPeriodWarming-upListening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.

TeachingDifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.

TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
(Playthesong“TenlittleIndianboys”)

StepIGreetingsandLeadin.
T:Goodmorning,everyone!
Ss:Goodmorning,Mrs/Mr…!
T:Sitdownplease.Justnowwe’veenjoyedasong.Doyoulikeit?
Ss:Yes./(No)
T:Ok.Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.

StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?

StepIII.Pre-listening
T:Mmm,itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?

StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameofthebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeeings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1).Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?

StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
S:…….
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
(Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.)
2.Listenandimitate.

StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelisteningtextabout?

Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.

StepVII.Listeningandimitating.
T:OK.Poemsarehelpfultorememberthings.Butwhatthingscantheyhelpusremember?Pleaselistentothefollowingexamplesandfindoutsomeoftheways.
1.Wecanlearnandrememberimportantdatesinhistoryusingrhyme.Therhymemostfamousoftheseis:“In1492,ColumbusSailedtheOceanBlue”torememberthatitwasin1492thatColumbusdiscoveredtheAmericas.
2.Therearealsoshortlinestorememberhowmanydayseachmonthhas.“30dayshasSeptember,April,JuneandNovember.Theresthave31.Fine!February28exceptwhen29.”
3.Wecanevenlearnhadspellingwithwordsfromashortpoem.Thewords‘receive’soundslike‘believe’.Butthespellingisnotthesame.Listentothefollowingshortpoem,ItisveryusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglishanditalwaysworks.
“I”before“E”exceptafter“C”orwhensoundinglike[ei]asin“neighbour”and“way”.
Suggestedanswers:

Rhyme1isusefultorememberimportantdatesinhistory.(torememberthatitwasin1492thatColumbusdiscoveredtheAmericas)

Rhyme2isusefultorememberhowmanydayseachmonthhas.

Rhyme3isusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglish.
Rhymesandrhythmsarehelpful.Doyouusepoetrytorememberthings?
Whosometimesstillusespoetrytorememberthingstoday?
(Collectanswersthenlistentothefollowing.)
Butpeoplealsoneedtorememberpracticalthingssuchaswheretofindgoodcagestosleep,wheretofindwaterthatcouldbedrunkorwhentoplantcrops.Wenolongerneedpoetrytorememberthings.Butitdoesn’tmeanweshouldn’torcoundn’tuseittohelpusrememberthingsbetter.
Soanyonewhowanttorememberthingsbettercanstillusepoetrytorememberthings.

StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetaboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.

StepIXHomework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
TeachingplanForUnit4AGardenofPoems
The2ndperiodReading(EnglishPoetry)

TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
Teachingprocedures:
Step1GreetingWarming-up
(Beforethebeginningoftheclass,showthestudentsaclipofvideofromthemovieDeadPoetsSociety.)
T:Morning,boysgirls!
Ss:Morning,sir!
T:Justnow,wesawavideoclipfromthemovieDeadPoetsSociety.(Showtheposteronthescreen)Haveyoufoundwhatistheboydoing?
SA:Heiscreatingapoem.
T:Yeah,quietright!Heisusinghisimaginationtocreateapoem.Weknowpoetryisaspecialformofliterature.Ifyouwanttowriteagoodpoem,youneedtoputyourselfinthedreamworldofthepoem.(Showthewordsonthescreenonebyone)

Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望庐山瀑布onthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.Areyouready?
Ss:Yes!

Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
A:1.①Poetryplayswithsounds,wordsandgrammar.②Poetryisdifficulttowrite,butinterestingtoread.③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne

Step4Careful-reading
Task1.Themainideaofeachparagraph
T:Goodjob!Howmanyparagraphsinthetext?(7)Ok,nowlistentothetapereadthetextcarefully.ThenIwantyoutosummarizeeachparagraph’smainidea.
Para.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.

Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature

Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Task1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步诗.)

Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
ThenIsawtheCongocreepingthroughtheblack,
Cuttingthroughtheforestwithagoldentrack.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.2.Poemshelpustounderstandlife,virtues,beautyandromance…3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible.
Website
/POPE.HTM
/wilword.htm
/byron
edew,comerust,
Butstillliespointedasitploughedthedust.
Ifwewhosightalongitroundtheworld,
Seenothingworthytohavebeenitsmark,
Itisbecauselikemenwelooktoonear,
Forgettingthatasfittedtothesphere,
Ourmissilesalwaysmaketooshortanarc.
Theyfall,theyripthegrass,theyintersect
Thecurveofearth,andstriking,breaktheirown;
Theymakeuscringeformetal-pointonstone.
Butthisweknow,theobstaclethatchecked
Andtrippedthebody,shotthespiriton
Furtherthantargetevershowedorshone.
TheIslesofGreece
GeorgeGordonByron
TheislesofGreece!theislesofGreece!
WhereburningSappholovedandsung,
Wheregrewtheartsofwarandpeace,--
WhereDelosroseandPhoebussprung!
Eternalsummergildsthemyet,
Butall,excepttheirsun,isset.
TheScianandtheTeianmuse,
Theherosharp,theloverslute,
Havefoundthefameyourshoresrefuse;
Theirplaceofbirthaloneismute
Tosoundswhichechofurtherwest
Thanyoursires"IslandsoftheBlest."
ThemountainslookonMarathon--
AndMarathonlooksonthesea;
Andmusingthereanhouralone,
IdreamdthatGreecemightyetbefree
For,standingonthePersiansgrave,
Icouldnotdeemmyselfaslave.
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。
DonMclean–Vincent
Starrystarrynight
paintyourpaletteblueandgrey
lookoutonasummersday
witheyesthatknowthedarknessinmysoul.

Shadowsonthehills
sketchthetreesandthedaffodils
catchthebreezeandthewinterchills
incolorsonthesnowylinenland.

AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
theydidnotknowhow
perhapstheylllistennow.

Starrystarrynight
flamingflorsthatbrightlyblaze
swirlingcloudsinviolethazereflectin
VincentseyesofChinablue.

Colorschanginghue
morningfieldsofambergrain
weatheredfaceslinedinpain
aresmoothedbeneaththeartists
lovinghand.

AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
perhapstheylllistennow.

Fortheycouldnotloveyou
butstillyourlovewastrue
andwhennohopewasleftinsightonthatstarry
starrynight.
Youtookyourlifeasloversoftendo;
ButIcouldhavetoldyouVincent
thisworldwasnevermeantforone
asbeautifulasyou.

Starrystarrynight
portraitshunginemptyhalls
framelessheadsonnamelesswalls
witheyesthatwatchtheworldandcantforget.
Likethestrangerthatyouvemet

theraggedmeninraggedclothes
thesilverthornofbloddyrose
liecrushedandbroken
onthevirginsnow.

AndnowIthinkIknowwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
theyrenotlistningstill
perhapstheyneverwill.

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

TeachingplanForUnit4AGardenofPoems
The3rdperiodSpeaking
Teachingaims:
1.Talkingaboutpoemstoraisethess’interestinpoems.
2.Makingdialoguetoimprovethess’speakingability.

Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showthessapoem----twinkle,twinklelittlestar）
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!

Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(Welcomesomesstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)

Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
T:1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertouse
theusefulexpressionslistedinyourbook.

Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行诗).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命运)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!

Step5HK
T:Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot.

THEEND
TheFourthPeriodWordStudyandGrammar
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.

TeachingProcedures:
Step1Song
AskthestudentstowatchtheVCDprogrammeandlearntosingthesongANAPPLEADAY.
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
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:Canyouthinkofanotherwaytoexpresstheseideas?
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷为平地的那座城堡，再也没有重建。
2.Inthesecondsentence,“leftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“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？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Suggestedanswers:
1.AT2.AD3.AD4.AT
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
6.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
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:Lookingfromthetopofthehill,wecanseethewholetown..
错误:Beinganorphan,thevillagerstakegoodcareofthechild.
正确:Seenfromthehill,ourschoollooksmorebeautiful.
错误:Seeingfromthehill,ourschoollooksmorebeautiful.
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makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
过去分词maderisen
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.
Followedbysomeofficials,Napoleoninspectedhisarmy.
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.
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分词”专项能力训练题
单项填空
1.What’sthelanguage_______inGermany?
A.speakingB.spokenC.bespokenD.tospeak
2.Hehadhisleg________inthematchyesterday?
A.tobreakB.brokenC.breakD.breaking
3.Itwassocoldthathekeptthefire_______allnight.
A.toburnB.burnC.burningD.burned
4.She’supstairs_________letters.
A.writesB.iswritingC.writeD.writing
5.“Can’tyouread?”Marysaid________tothenotice.
A.angrilypointingB.andpointangrily
C.angrilypointedD.andangrilypointing
6.Thelecturewasso_________thattheywereall_________.
A.inspiring:excitingB.inspiring;excited
C.inspired;excitedD.inspired;exciting
7.Thewheatfieldsareirrigatedbywater_______fromapondthroughbamboopipes.
A.bringB.bringsC.broughtD.bringing
8.Thisisoneofthebooks________byhimnow.
A.tobewrittenB.beingwritten
C.havingbeenwrittenD.isbeenwritten
9.Thebook________belongstome.
A.whichlyingonthetableB.lyingonthetable
C.isonthetableD.layonthetable
10.Thepoorboylookedtotherightandtotheleft,_______wheretogo.
A.notknowingB.nottoknowC.didn’tknowD.notbeingknown
11._________anythingabouttheaccident,hewenttoworkasusual.
A.NotknownB.KnownnotC.KnowingnotD.NotKnowing
12.Thisnewssounds_________.
A.encouragingB.encouragedC.encourageD.toencourage
13._________,thesubjectbelongstobiology.
A.StrictlyspokenB.Spokenstrictly
C.StrictlyspeakingD.Speakingstrictly
14.__________,theplayerstriedtheirbesttowinthegamefortheircountry.
A.GreatlyencouragedB.Havinggreatlyencouraged
C.TobegreatlyencouragedD.Greatlyencouraged
15.________thatmistakeonce,Ishallnotmakethesamemistakeagain.
A.MadeB.TomakeC.MakingD.Havingmade
16.---Willyougototheparty?
---OfcourseIwill_________.
A.ifinvitedB.ifhavinginvited
C.ifIwasinvitedD.ifIwillbeinvited
17._________achild,Elizabethenjoyedstudyingartandmusic.
A.ShewasB.WhenwasC.WhenbeingD.Being
18.Thebridge_________nowovertheChangjiangRiverwillbecompletedattheendofthisyear.
A.builtB.isbeingbuiltC.beingbuiltD.tobebuilt
19._________thattherewasanaccidentahead,thebusdriverchangedcourse.
A.WarningB.HavingwarnedC.TobewarnedD.Havingbeenwarned
20.ThevisitingMinisterexpressedhissatisfactionwiththetalks,________thathahadenjoyedhisstayhere.
A.havingaddedB.toaddC.addingD.added
Suggestedanswers:
1---5BBCDA6---10BCBBA11---15DACAD16---20ADCDC
Homework
Finishthewordstudyandgrammarpartontheworkbook.

The5thPeriodIntergratingSkills
ALessonPlanforSongsandPoems
Goals/objectives:
Studentswill:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively

Timerequired
40minutes

StepOne

Warming-up
PlaytworecordingsofthepoemsbyKeatsandWordsworthasstudentslisten;directtheirattentiontotherhythm,therhymeandthesoundsofthewords.Guidethemtoforgetaboutdifficultwordsbygettingthestudentstoquicklygothroughthepenultimateparagraphofthetext.Highlightthesentence:

“Poetryusesmanydifficultwordsandidioms,butthebestthingistojustforgetaboutthem.”

Brainstormsomeoftheirunderstandingoftherhymingofpoetrybylettingthemgivingexamplesofrhymingwords.
e.g.

Getthemtopracticereadingaloudthesecouplesofrhymingwordsforalittlewhileandthenaskseveraltodemonstrate.

AskfortheirfavoriteChinesepoemsandwhenandhowtheyreadpoems.
Alsoaskthemiftheysometimesreadbythelightofthecandleandifreadingpoemsiskindofromanticetc.
Askthemtocomparesingingsongstoreadingpoems.
StepTwo

Pre-reading

Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.

StepThree

While-reading

Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.
e.g.avoid,recite,extraordinary

StepFour

Post-reading

Assessstudentsunderstandingbyaskingtheirafewquestions:
e.g.
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?

StepFive
ExerciseI

Brieflyintroduce"DustofSnow"byRobertFrost.

Listeningandreadingaloud

PlaytherecordingofRobertfrostsDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.

Discussion

Discusshowmanycharactersareinvolvedinthepoem.

(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)

Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)

Analysis

Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?

Appreciation

Brainstormabouthowstudentsfeelatthebeginningofthepoem.

Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.

Practice

Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.

StepSix

ExerciseII

Letstudentstakeouttheirexercisebooks.Doexercise2onPage32withthepoemas"rightherewaiting".

Homework:

1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.

人教版高二Unit 4 A Garden of Poems（简案）

TeachingplanofUnit4AGardenofPoems
(Designedtotheperiods)
Teachingaimsanddemands

1.Topic:TalkaboutEnglishpoetry
2.Vocabularyandusefulexpressions:
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,callup,belongto,comeintobeing,contributeto,hearof/about,too…to,anumberof,atthebeginningof.Besupposedtodo/be,bewell-knownfor,getthrough,usedtodo.
3.Function:
Practiseexpressingintentionanddecision:
I’minterestedto…
I’minterestedbut…
IthinkImightwant…
Iwantto….
I’dliketo,,,,
Ithinkitwillbetoodifficultto…
Ithinkitwillbeboring…
Ihopetofind….
Idon’tknowmuchabout…but….
Ineverheardof…so….
I’mnotinterestedin….so….
4.Grammar:
ThePastParticipleusedasAdverbial
过去分词用作状语
a.Greatlysurprised,hecouldn’tsayaword.
b.Whencompleted,thecanalwillconnecttheriverwiththelake.
c.Coatedwithsugar,bananaswilltastebetter.
d.Evenifinvited,Iwouldn’tgo.
e.Hestaredatme,astonished.
5.Writeaboutapoem

Teachingprocedure:

Period1.
Step1.Warmingup
1.Brainstorming:
Findasmanywordsasthestudentscanfindtotalkaboutpoetsandpoetry:
Limerick,sonnets,Shakespeare,happiness,vividness,sadness,imagination,etc
2.FollowingtheStep3ofthewarming-uponpage25.
3.payattentiontotherhymeofthelimerick:
Corfu/Peru/through;Singapore/No4/door
Step2.Pre-reading
1.ShowsomepicturesofsomefamousChinesepoets.
2.groupwork:workout5wordsrelatedtopoetry.
Step3.While-reading
1.Scanning:SsreadquicklyanddoEx1onp28:
2.Ssreadandgetthemainideasofeachparagraph.
Step4.After-reading
Whatdothewordsinboldreferto?
Step5.Assignment
1.surftheinternetandgetmoreinformationaboutthetopic..
2.Retellthepassageusingyourownwords.

Period2.

Step1.Warmingup
AsksomeSstoretellthepassagethattheyhavelearntlastperiod.
Step2.Learningaboutthelanguage
Teacherexplainsomelanguagepointsinthetextonpage27--28.
1.Peotryalsocallupallthecolours,feelings,experiencesandcuriousimagesofadreamworld.
Callup:
Themusiccallsupoldtimes.
Onreachingthecity,shecalledup.
2.Poetryoftenfollowsspecialpatternsofrhythmandrhyme.
Follow:
Followthedirectionsonthepackage.
Ican’tfollowyourlecture.
Thetyphoonwasfollowedbyfineweather.
3.Besides,nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
Nomatterhow=however
Nomatterhowhottheweatheris,hedoesn’tcomplain.
Shealwaysgoesswimming,nomatterhowcolditis.
Step3.Practice
1.SsfinishEx1and2onpage29bythemselves.
2.checktheanswer.
3.TeachergivesSssuggestedanswerandtellthemwhyiftheSshaveanyproblem.
Step4.Assignment
1.Learntheusefulexpressionsbyheart.
2.FinishWb.Ex1–4onpage103--104.

Period3.

Step1.Revision
ChecktheanswersofWbEx1--4onpage103--104.
Step2.Discoverigusefulstructures
1.SslookatthefollowingsentencesandunderlinethePastParticiple.
f.Greatlysurprised,hecouldn’tsayaword.
g.Whencompleted,thecanalwillconnecttheriverwiththelake.
h.Coatedwithsugar,bananaswilltastebetter.
i.Evenifinvited,Iwouldn’tgo.
j.Hestaredatme,astonished.
LetSsthemselvesfindthefunctionsofthePP.
2.Ssstudymoreexamplesonp30.
Oncepublished,hisworkbecamefamousfortheabsenceofrhymeateachline.
3.MoreexercisestoconsolidatetheGrammar.
.EX1—3onp30
Step3.Talking
1.Ssfourinonegroupandhaveadiscussionaboutthetopiconpage102
2.Ssmakenotesduringthediscussion,andtrytoreachanagreementthatisacceptabletoall.
3.Ssshowtheirresulttotheclass.
Step4.Speaking
Ssworkinpairsanddiscusstheirpreferences.
Thefollowingstructuresarehelpfultostudents:
I’minterestedto…
I’minterestedbut…
IthinkImightwant…
Iwantto….
I’dliketo,,,,
Ithinkitwillbetoodifficultto…
Ithinkitwillbeboring…
Ihopetofind….
Idon’tknowmuchabout…but….
Ineverheardof…so….
I’mnotinterestedin….so….

Step5.Assignment
FinishGrammarExonpage104--105.

Period4.

Step1.Warmingup
AskSssomequestionsaboutpoetsandpoetry:
Step2.Reading
1.Ssreadthepassageonpage105,andthendiscussthefollowingquestion:
Whatarethedifferencesbetweentraditionalpoetryandmodernpoetry?
2.HelpSstounderstandthepassageentirely.
Step3.Writing
Finishthewritingtaskonp107.
Thefollowingquestionsareimportantforthereport:
a.What’stheformofthepoem?
b.Wasitwellwritten?
c.Doesthepoemuserhymeorfreeverse?
d.Isthepoemmodernorrathertraditional?
e.Aretheideasanduseoflanguageoriginal?
f.Whichhumanfeelingsareexpressedinthepoem
g.Whatmakesthepoemverygood?
Step4.Reciteoneofthe3poems.

Period5.(Listening)

Step1.Listening
1.Ssfinishthelisteningtaskonpage25.
2.Sslistentothetapeagainandchecktheanswers.

Step2.dealingwiththeEx1—2onp102ofWorkbook.
Step3.Listeningskills
GivethestudentssometipsonhowtoimprovelisteningwhilecheckingtheEx.
a.makenoteswhilelistening;
b.writedownthemostimportantinformation

Period6.(Writing)

Step1.Pre-writing
1.Ssreadthepassageonp31andgetthegeneralideaaboutit.
2.Explaintheskillsonhowtoorganizeaparagraph.
Step2.While-writing
1.SswriteashortessaycommentingonanEnglishpoem.
2.Ssexchangetheirwritingandcorrectthemistakes.
Step3.After-writing
Choosesomesamplesandshowtheminclass.
Tipsonwriting:
Payattentiontotheformofanessay.
Payattentiontothetensewhilewriting.
Payattentiontothestructuresofthesentences.
Arrangetheparagraphsinalogicalorder.
Step4.assignment
FindanEnglishpoemandreciteit.Andthentellyourdeskmatewhyyoulikeit.

Period7.

Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishAssessingonpage108.Itisveryimportanttoimprovetheirlearningandletthemhaveasenseofassessinggradually.Ifnecessarydosomeextraworktoenlargetheirvocabulary.

高二英语教案：《Unit 4 Newspapers》教学设计（一）

高二英语教案：《Unit 4 Newspapers》教学设计（一）

Teaching Aims and Demands

1.Practise making appointments in pairs.

2. Study the language items in this lesson.

Teaching Procedures

Step 1 Revision

Check the homework exercises.

Step 2 Lead-in

1.Ask the students some questions as warm-up exercises.

1) Do you often read newspapers?

2) What kind of newspaper do you want to read?

3) What do you usually read them for?

4) What’s on television to night?

5) What’s on at the cinemas in downtown?

6) What films have you seen recently?

7) Are you free this weekend?

8) And what are you going to do for the weekend?

2. Show the Ss a copy of China Daily. Tell them there many columns in the paper like News about China, International News, Business News, Travel, Sports, Entertainment, Advertisements, Weather Reports, etc. Ask them which columns they are interested in, and the reason.

Step 3 Dialogue

Ask the students to listen to the tap and answer some questions.

The first listening. Question:

What do Zhou Lan and Betty decide to do this weekend?

(go to a performance by the “ Red Roses”)

The second listening. Questions:

1) Where are the “ Red Roses” performing? ( At the people’s Theatre.)’

2) What does the performance start? ( At 7p. M this weekend)

3) What time do Betty and Zhou Lan plan to meet? ( At sixty-thirty.)

Ask the students to pay attention to how Betty makes an invitation and how Zhou Lan accepts the invitation.

Betty: Will you be free?

Zhou Lan: Yes, I’ll be free. I’d like to go.

Step 4 Language points

1. What’s on? = What performance are planned? People use this expression to refer the fixed, pre-planned entertainment, like films, TV programs, concerts and performances. 如:

What’s on at the cinema this evening? There isn’t anything good on.

on 正在进行或发生

The fright was still on.

Is there anything on tomorrow?

The light in his room is still on.

There is a new film on at cinema.

on 在…… 进行之中. 相相当于类似的形容词的用法.

They are on a friendly visit to China.

They are on their holiday.

The workers are on strike.

He left for Shanghai on business.

on 即将发生

there is nothing on this afternoon. So let’s go out.

Have you got anything on tonight?

on 依据,根据.

Slave owners in the south and rich people in big cities grew rich on the work of slaves.

People in the south live on rice.

That idea is not based on facts.

on 以 …… 方式, 通过.

They talked on the telephone.

I heard the news on the radio.

They left on an early train.

She cut her finger on a knife.

on 在 ….. 后立即

on hearing about the idea, I decided against it.

On arriving there, we all set out to work.

She decided to stay on the second thought.

on 的其一些用法

Have you got any money on/about/with you.

He is on China Daily. = He works for China daily.

Do you know the tall girl on the Chinese team?

That is a county town on the Changjiang River.

2. They are said to be very good.

* sb. is said Inf.

It is said that-.

People say that-. 它们表达的意思相同, 可以互换,表示 “ 据说, 听说” 之意思.

People/They say there are many monkeys in the forest.

It’s said that he had punished another wonderful book this year.

They say/It’s said that he ‘s in fact from Canada.

Many monkeys are said to be in the forest.

Step 5. Dialogue Drills

1. Play the tape the thirst time for the students to repeat after.

2. Let the students practice the dialogue in pairs, and then encourage them to act it out.

Step 6. Dialogue Practice

Practice 1.

Ask the students to retell the dialogue in the first or the third person form.

Model:

Today, Zhou Lan and I had lunch together in the student’s dinning room. While I was there, I read Zhou Lan’s copy of China Daily and got to know that there would be some performances on this weekend. A pop group named “Red Roses” will give s performance at the People’s Theatre. It’s said that they are very good, so I decided to go to it. I asked Zhou Lan if she would be free this weekend. She said yes and would like to go with me. Before parting each other, we fixed a time to meet at the theatre.

Practice 2:

1) Match the questions with answers in Part 2 on page 19,SB.

2) Ask the students to make new dialogues with their partners to talk about a film, a football match, a basketball match, a play or a performance.

Model:

A: Hi, Jim. We are going to have a football match with the teachers this weekend.

B. That sounds fine.

C. Would you like to join us?

B. What time does the match start?

A. At four.

B. Then I think there is no problem for me. By the way, where shall we meet?

A. I suggest on the left side of the sports ground.

B. Good! See you then. Bye.

Step 7. Dialogue Production

Ask the students to make dialogue acting to the situation given below, practicing offering invitation.

Situation:

If you are free this weekend, you plan to go for a picnic, ant outing, a camping or a visit to some places of interest. You’ like to invite some friends to go with you.

Model:

A: Hello! This is Richard speaking.

B: Hello! This is Kitty.

A: Hi, Kitty. I’m going to have a barbecue this Sunday. I wonder if you have time to come.

B: Yes, I’ll be free then. Where are you going to have it?

A: Just in my garden.

B: When will the barbecue begin?

A: How about ten o’clock in the morning?

B: That is fine. May I ask whom else you have invited?

A: My cousin, Mr. Green and his wife. I think you know them If you like, you may bring one or two friends with.

B: Thanks for your invitation. It’s very kind of you.

A: With pleasure. See you this Sunday.

B: See you then. Bye.

Step 8 Homework

1.Finish off the Workbook exercises

2.Prepare Lesson 14.

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