浙江省黃巖中學(xué)王精紅 王宸溢 毛海晨 陳佩君 許威
教材分析
本單元中心話題是“詩(shī)歌與文化”。單元各部分圍繞著這一中心，著重介紹了中學(xué)生并不熟悉的英語(yǔ)詩(shī)歌。由于語(yǔ)言鴻溝的存在和中西文化差異，學(xué)生要真正的懂得欣賞英語(yǔ)詩(shī)歌并從中獲得樂(lè)趣美感并不容易。通過(guò)本單元的學(xué)習(xí)，使學(xué)生了解英語(yǔ)詩(shī)歌中包含的絢麗多彩的西方文化，并引導(dǎo)他們思考和探尋詩(shī)歌文化中蘊(yùn)藏的人本色彩。
“熱身”(Warming up) 部分由English Poetry的一個(gè)分支--學(xué)生較熟悉的“Songs”引入，繼而介紹rhymes和limericks,并帶入到課本中的兩首limericks。在教學(xué)過(guò)程中強(qiáng)調(diào)師生互動(dòng)，鼓勵(lì)學(xué)生大膽將詩(shī)歌加上感情和動(dòng)作表演出來(lái)，這樣有助于學(xué)生更好的形成對(duì)本單元介紹的英語(yǔ)詩(shī)歌印象并產(chǎn)生較高的興趣。
“聽力”(Listening)部分的內(nèi)容分兩部分內(nèi)容：WB與SB。SB內(nèi)容可以由“熱身”(Warming up)活動(dòng)結(jié)束后自然過(guò)渡導(dǎo)入， SB部分是一則對(duì)話：一位男生到圖書館借有關(guān)POEM的書籍，不知如何選擇，于是請(qǐng)圖書管理員推薦相關(guān)書目。對(duì)話涉及了很多有關(guān)詩(shī)歌的基本知識(shí)，如管理員推薦那位男生在讀欣賞詩(shī)歌前應(yīng)先對(duì)詩(shī)歌文化作一定的了解而推薦的A garden of poems(是關(guān)于詩(shī)歌總述及類別的一本書)，然后又建議其分門別類的閱讀詩(shī)歌，并有重點(diǎn)的欣賞自己喜歡的詩(shī)歌類型。這篇對(duì)話提出了一個(gè)概念：詩(shī)歌是按一定的特點(diǎn)和格式分類（type）的，閱讀詩(shī)歌時(shí)應(yīng)注意選擇。WB包括一篇介紹詩(shī)歌起源的短文和三篇rhymes,有助于幫助學(xué)生了解并把握詩(shī)歌的節(jié)奏感和韻律美。通過(guò)“聽力”(Listening)部分的學(xué)習(xí)，學(xué)生會(huì)更好的形成對(duì)詩(shī)歌的總體印象并了解英語(yǔ)詩(shī)歌中包含的豐富文化，為本單元后面部分的學(xué)習(xí)打下基礎(chǔ)。
“讀前”(Pre-reading)部分由一小部分有關(guān)詩(shī)歌創(chuàng)作的影片引入，直觀地引起學(xué)生對(duì)詩(shī)歌的興趣。然后再提到學(xué)生很熟悉的中國(guó)著名詩(shī)人，如李白，杜甫，并一起朗讀李白的一篇名作，利用好母語(yǔ)，為承接到英語(yǔ)詩(shī)歌作好鋪墊。
“閱讀”(Reading)部分標(biāo)題是English Poetry,里面簡(jiǎn)單介紹英語(yǔ)詩(shī)歌的形成和幾個(gè)代表時(shí)期，重點(diǎn)提到了Modern English Poetry的誕生和19世紀(jì)浪漫主義詩(shī)潮，提及了幾個(gè)著名詩(shī)人及代表作，風(fēng)格等等。文章最后提到了英語(yǔ)詩(shī)歌被引入中國(guó)以及用本國(guó)語(yǔ)翻譯詩(shī)歌的利與弊，起到了畫龍點(diǎn)睛的作用：我們學(xué)詩(shī)，讀詩(shī)就是要自己去思考，去欣賞，這樣才能開拓我們的視野，形成自己的審美觀。在授課過(guò)程中，要特別注意智育（課堂教學(xué)與語(yǔ)言知識(shí)的習(xí)得），德育（引導(dǎo)學(xué)生形成正確的審美觀乃至人生觀）和美育（去發(fā)現(xiàn)并欣賞和種文化中蘊(yùn)含的美）的結(jié)合滲透。
“讀后”(Post-reading)部分設(shè)計(jì)了兩種練習(xí)。第一部分是針對(duì)文章的理解，檢測(cè)學(xué)生對(duì)文章理解的程度。第二部分是學(xué)生去理解“詩(shī)歌及文化是連接一門語(yǔ)言與另一門語(yǔ)言，一種文化與另一種文化的橋梁”這句話，發(fā)現(xiàn)一種文化藝術(shù)形式中的內(nèi)涵。這是對(duì)學(xué)生理解力和審美觀的培養(yǎng)。
“口語(yǔ)”(Speaking)部分放在“閱讀”(reading)部分之后，因?yàn)檫@一單元的學(xué)習(xí)一定要注重知識(shí)的承接，學(xué)了“閱讀”(reading)后能更好的熟悉英語(yǔ)詩(shī)歌和詩(shī)人，流派，能“有話可說(shuō)”，有助于表達(dá)自己對(duì)一種文化形式的看法和見(jiàn)解。本部分將通過(guò)“BRAINSTORM”回憶課文中學(xué)過(guò)的詩(shī)人。關(guān)于SB中的Speaking，在小組活動(dòng)中，組織學(xué)生分組對(duì)有關(guān)詩(shī)歌的Topics, Periods, Human feelings等話題開展討論。討論時(shí)再次強(qiáng)調(diào)Useful Expressions的使用。而書中WB里的TALKING，討論的是“現(xiàn)在詩(shī)歌是否依然流行還是已死亡”這個(gè)話題，可以將學(xué)生分成兩組，設(shè)立裁判，讓他們自由發(fā)言給出意見(jiàn)，最后由老師進(jìn)行總結(jié)這種形式。通過(guò)“口語(yǔ)”(Speaking)部分，學(xué)生會(huì)在一定程度上將書本上的知識(shí)轉(zhuǎn)化成自己的觀點(diǎn)表達(dá)出來(lái)，既增加了他們對(duì)英語(yǔ)詩(shī)歌的理解又很好的鍛煉了口語(yǔ)。
語(yǔ)言學(xué)習(xí)(Language Study)分詞匯和語(yǔ)法兩部分。詞匯部分設(shè)計(jì)了一些題目來(lái)回顧復(fù)習(xí)文中出現(xiàn)的一些重點(diǎn)詞匯和詞組。在語(yǔ)法的講解前，通過(guò)一個(gè)簡(jiǎn)單視頻（兒歌）說(shuō)明詩(shī)歌中的一種RHYME的壓韻特點(diǎn)。本單元的語(yǔ)法項(xiàng)目是“過(guò)去分詞作狀語(yǔ)”的用法。在此要特別注意由于本單元是分詞（包括現(xiàn)在分詞和過(guò)去分詞）用法的最后一個(gè)章節(jié)，需要對(duì)分詞作一個(gè)總結(jié)和清理，因此需要將現(xiàn)在分詞和過(guò)去分詞用法共同點(diǎn)（如邏輯主語(yǔ)一致）及不同點(diǎn)（如現(xiàn)在分詞常表主動(dòng)，過(guò)去分詞表被動(dòng)）作一個(gè)羅列。當(dāng)然簡(jiǎn)單羅列并不行，需要把最容易混淆的東西再過(guò)濾一遍，解釋清楚。
學(xué)習(xí)技能(Integrating Skills)部分包括聽、讀、說(shuō)、寫三部份，有著一個(gè)很明顯的結(jié)合，過(guò)渡，繼承過(guò)程，相互滲透，討論了一個(gè)有關(guān)如何帶著感情去欣賞理解詩(shī)歌的問(wèn)題。本部份先讓學(xué)生聽Keats和Wordsworth的兩首詩(shī)作為引入，讓學(xué)生朗讀并談感受。再轉(zhuǎn)入課文，閱讀簡(jiǎn)單的課文后有一個(gè)Assessment步驟，通過(guò)三個(gè)問(wèn)題評(píng)估學(xué)生的理解能力。接下來(lái)是課文練習(xí)中的現(xiàn)代詩(shī)“Dust of snow”賞析，引導(dǎo)學(xué)生理解詩(shī)歌中的意境（IMAGE）并對(duì)詩(shī)歌中詩(shī)人情緒變化“changes of mood”作一個(gè)分解。至此，本單元對(duì)于學(xué)生能力的培養(yǎng)已到了一個(gè)更高的層次。在教學(xué)過(guò)程中，適當(dāng)要求學(xué)生作朗讀和背誦，加強(qiáng)互動(dòng)，引導(dǎo)學(xué)生誦讀詩(shī)歌時(shí)投入感情，注意語(yǔ)音語(yǔ)調(diào)的變化。在本課時(shí)最后一個(gè)環(huán)節(jié)中，讓學(xué)生根椐一首現(xiàn)代詩(shī)寫出其主題與意境（可參考使用英文名曲“Right here waiting”。
學(xué)習(xí)建議(Tips)部分向?qū)W生提供了如何找詩(shī)歌來(lái)朗讀的一些建議，清楚明了，可以作為學(xué)生平時(shí)閱讀的一個(gè)很實(shí)用有效的指導(dǎo)。
復(fù)習(xí)要點(diǎn)(Checkpoint)簡(jiǎn)要總結(jié)了本單元的語(yǔ)法重點(diǎn)--“過(guò)去分詞作狀語(yǔ)”的用法。最后一個(gè)問(wèn)題引導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)，以增強(qiáng)學(xué)生自主探索的學(xué)習(xí)能力。
課時(shí)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
教材重點(diǎn)和難點(diǎn)
1.重點(diǎn)單詞
poem n.詩(shī)；韻文；詩(shī)體文
intention n.意圖；目的；打算
recite vt.背誦；朗誦
pattern n.型；模式；方式
dialogue n.對(duì)話；（文學(xué)，戲劇，電影中的）對(duì)白
sort vt.將事物分類；整理 n.種類；類型
sadness n.悲哀；難過(guò)
grammar n.語(yǔ)法；語(yǔ)法學(xué)
glory n.光榮；榮譽(yù)；榮耀的事；壯麗
absence n.不在；缺席；缺乏
district n.地區(qū)；區(qū)域
atmosphere n.氣氛；情緒；大氣；大氣層
introduction n.序言；介紹；引進(jìn)
translate vt.翻譯；用簡(jiǎn)單易懂的語(yǔ)言表達(dá)
translation n.翻譯；譯文
extraordinary adj.特別的；不平常的；驚人的
idiom n.習(xí)語(yǔ)；成語(yǔ)；語(yǔ)言習(xí)慣用法
apart adv.相隔；相距；除去；單獨(dú)地
recommend vt.推薦；介紹；建議
contribute vi.作出貢獻(xiàn)；捐獻(xiàn)；投（稿） vt.貢獻(xiàn)；提供；捐獻(xiàn)；投稿
2.重點(diǎn)詞組
put…together 把……結(jié)合成一整體；裝配
play with 玩；玩耍；游戲
call up 召喚；使人想起；調(diào)動(dòng)（力量，人員等）；（給……）打電話
stand out 突出；顯眼；遠(yuǎn)遠(yuǎn)超過(guò)某人（物）
light up 照亮；使放光彩；點(diǎn)上（煙等）吸起來(lái)
come into being 出現(xiàn)；形成；產(chǎn)生
send for 使某人來(lái)到；要求將某物取來(lái)或送到
contribute to… 為……作貢獻(xiàn)（或捐獻(xiàn)）；有助于……；向……投稿
3.詞匯拓展
poem (n.) → poetry (n.) → poet (n.)
absence (n.) →absent(adj.)
translate (vt.) →translation(n.)
contribute (vt.) → contribution(n.)
4.句型結(jié)構(gòu)
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、重點(diǎn)語(yǔ)法
本單元重點(diǎn)語(yǔ)法是“過(guò)去分詞作狀語(yǔ)”的用法。過(guò)去分詞一般表示完成的和被動(dòng)的動(dòng)作，在句子中可以用作定語(yǔ)、表語(yǔ)、賓語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)，但不能單獨(dú)構(gòu)成謂語(yǔ)。本單元是過(guò)去分詞分法的最后一章節(jié)，有必要將之前所學(xué)的內(nèi)容（包括現(xiàn)在分詞和過(guò)去分詞用法）作歸納與總結(jié)，掃除最易混淆的幾個(gè)盲點(diǎn)。
6、教學(xué)難點(diǎn)
(1) 如何循序漸進(jìn)地引導(dǎo)學(xué)生去了解英語(yǔ)詩(shī)歌，懂得去欣賞發(fā)現(xiàn)詩(shī)歌中的美，在一定程度上學(xué)會(huì)去分析英語(yǔ)詩(shī)歌的韻律，意境及情境，最終明白“詩(shī)歌及文化是連接一門語(yǔ)言與另一門語(yǔ)言，一種文化與另一種文化的橋梁”這句話包含的道理。
(2) 分詞用法的總結(jié)與難點(diǎn)解析。
(3) 幫助學(xué)生形成一定的審美觀，學(xué)會(huì)用自己的角度去思考和發(fā)現(xiàn)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望廬山瀑布 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.).七步詩(shī).)
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.
哀希臘
拜倫
希臘群島呵，美麗的希臘群島！
火熱的薩弗在這里唱過(guò)戀歌；
在這里，戰(zhàn)爭(zhēng)與和平的藝術(shù)并興，
狄洛斯崛起，阿波羅躍出海面！
永恒的夏天還把海島鍍成金，
可是除了太陽(yáng)，一切已經(jīng)消沉。
開奧的繆斯，蒂奧的繆斯，
那英雄的豎琴，戀人的琵琶，
原在你的岸上博得了聲譽(yù)，
而今在這發(fā)源地反倒喑啞；
呵，那歌聲已遠(yuǎn)遠(yuǎn)向西流傳，
遠(yuǎn)超過(guò)你祖先的“海島樂(lè)園”。
起伏的山巒望著馬拉松－
馬拉松望著茫茫的海波；
我獨(dú)自在那里冥想一刻鐘，
夢(mèng)想希臘仍舊自由而歡樂(lè)；
因?yàn)椋?dāng)我在波斯墓上站立，
我不能想象自己是個(gè)奴隸。
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.
繁星點(diǎn)點(diǎn)的夜晚
為你的調(diào)色盤涂上灰與藍(lán)
你在那夏日向外遠(yuǎn)眺
用你那雙能洞悉我靈魂的雙眼
山丘上的陰影
描繪出樹木與水仙的輪廓
捕捉微風(fēng)與冬日的冷洌
以色彩呈現(xiàn)在雪白的畫布上
如今我才明白你想對(duì)我說(shuō)的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會(huì)
那時(shí)他們不知道該如何傾聽
或許他們現(xiàn)在會(huì)愿意聽
繁星點(diǎn)點(diǎn)的夜晚
火紅的花朵明艷耀眼
卷云在紫色的薄靄里飄浮
映照在文森湛藍(lán)的瞳孔中
色彩變化萬(wàn)千
清晨里琥珀色的田野
滿布風(fēng)霜的臉孔刻畫著痛苦
在藝術(shù)家充滿愛(ài)的畫筆下得到了撫慰
如今我才明白你想對(duì)我說(shuō)的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會(huì)
那時(shí)他們不知道該如何傾聽
或許他們現(xiàn)在會(huì)愿意聽
因?yàn)樗麄儺?dāng)時(shí)無(wú)法愛(ài)你
可是你的愛(ài)卻依然真實(shí)
而當(dāng)你眼中見(jiàn)不到任何希望
在那個(gè)繁星點(diǎn)點(diǎn)的夜晚
你像許多絕望的戀人般結(jié)束了自己的生命
我多么希望能有機(jī)會(huì)告訴你，文森
這個(gè)世界根本配不上
像你如此美好的一個(gè)人
繁星點(diǎn)點(diǎn)的夜晚
空曠的大廳里掛著一幅幅畫像
無(wú)框的臉孔倚靠在無(wú)名的壁上
有著注視人世而無(wú)法忘懷的眼睛
就像你曾見(jiàn)過(guò)的陌生人
那些衣著襤褸、境遇堪憐的人
就像血紅玫瑰上的銀刺
飽受蹂躪之后靜靜躺在剛飄落的雪地上
如今我想我已明白你想對(duì)我說(shuō)的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會(huì)
他們依然沒(méi)有在傾聽
或許他們永遠(yuǎn)也不會(huì)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(十四行詩(shī)).
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(命運(yùn)) 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.
1.一經(jīng)出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒(méi)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年被夷為平地的那座城堡，再也沒(méi)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: “如果你流落到一個(gè)荒涼的島上，為了生存下去，你會(huì)怎么辦呢？
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.共同點(diǎn): 現(xiàn)在分詞和過(guò)去分詞在句中不能單獨(dú)作謂語(yǔ),但可作定語(yǔ),表語(yǔ),賓語(yǔ)補(bǔ)足語(yǔ),狀語(yǔ).
分詞作狀語(yǔ)時(shí),其邏輯主語(yǔ)是句子的主語(yǔ).如:
正確:Looking from the top of the hill, we can see the whole town..
錯(cuò)誤:Being an orphan, the villagers take good care of the child.
正確:Seen from the hill, our school looks more beautiful.
錯(cuò)誤:Seeing from the hill, our school looks more beautiful.
2.不同點(diǎn): 現(xiàn)在分詞有時(shí)態(tài)和語(yǔ)態(tài)的變化;而過(guò)去分詞只有一種形式,現(xiàn)在分詞常表”主動(dòng)”和 “進(jìn)行”;過(guò)去分詞的一般式常表 “被動(dòng)”和 “完成”.
式 語(yǔ)態(tài) 及物動(dòng)詞make的主動(dòng)語(yǔ)態(tài) 及物動(dòng)詞make的被動(dòng)語(yǔ)態(tài) 不及物動(dòng)詞rise
現(xiàn)在分詞 一般式 making being made rising
完成式 having made having been made having risen
過(guò)去分詞 made risen
3.易混淆點(diǎn):
a.分詞作伴隨狀語(yǔ)時(shí),若表”正在被……” 的概念,常用過(guò)去分詞,而不用現(xiàn)在分詞的被動(dòng)式.
Followed by some officials, Napoleon inspected his army.
b.現(xiàn)在分詞的完成被動(dòng)式和過(guò)去分詞兩者都可表示 “完成”和 “被動(dòng)”,但前者更加強(qiáng)調(diào)分詞動(dòng)作明顯先于謂語(yǔ)動(dòng)作;而后者的時(shí)間性不強(qiáng).
Having been told to stay in Beijing, the boy decided not to return to his village.
Step 7 Practice
“分詞”專項(xiàng)能力訓(xùn)練題
單項(xiàng)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.
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.
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.