The First Period Warming-up & Listening Speaking
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Aids: 1.a computer 2.a projector
Teaching Procedures:
Step I Greetings and Lead in.
T: Remind the students famous Chinese poems and Chinese poets. Get them to name some famous Chinese poets and recite some famous poems.
Do you like poems? Which Chinese poet/ poem do you like best? Why?(romantic, form of poems, special patterns of rhythm and rhyme, use surprising images, absence of rhyme, nature poem, style and atmosphere)
What words will you need to talk about poets and poetry?
Do you know any English poet/ poem? Can you recite any?
What about English songs? Do you often sing English songs? (Get some individuals to sing part of their favourite English songs and make them realize that different songs express different feelings.)
Is there any connection between English songs and English poems?
Step II Warming up.
1) Listen and read the rhyme
Good, better, best!
Never have it rest!
Till good is better!
And better, best!
2) Listen and read the limerick.
People laugh and people cry.
Some give up, some always try.
Some say hi while some say bye.
Others may forget you but never I.
Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.
3)Read the limericks and ask “What is the pattern of each poem?
I. While reading:
1. According to the writer, when do we sing?
2. How do we feel about a good song?
3. What does the writer think of good songs?
4. Who gave the writer some advice on how to enjoy poetry?
5. What was the advice?
6. How did the writer learn to enjoy the poem?
II. Post-reading
1. Do songs and poems have something in common? If yes, what are they?(a.the image in the passage: They are like bright and warm colours in the middle of grey and shades.b. Both of them show feelings, rhythms, rhymes and the sounds of the words.)
2. How can we learn to enjoy the poems?( We should start with small poems.)
Extension: Limerick is a type of English poems. There are many types of English types. What other types of English poems do you know? Who are the typical poets? (Mention some of the poets in SBP26 Speaking to see how much the students have already known about it.)
Step III. Pre-listening
T: Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem? Are poems put together in collections of poetry?
Maybe these questions can help us.
Who wrote them?
What are they about?
When were they written?
Step IV. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the the information of poems by a certain topic
Suggested answers: The topic can be human feeings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about?
2)What kind of book is A Garden of Poems?
3)Which period is meant when we say “between the World Wars”?
4)How should you read a book such as 1001 Songs and Poems in English?
5)Which topic for poetry does the student like?
Listen to the tape and choose the correct answer.
1. What is the dialogue about? ( )
A. A student is asking the librarian for advice on how he can choose poems to read.
B. A student is asking his teacher about how to choose poems to read.
C. A boy is asking his mother about how to choose poems to read.
2. What kind of book is A Garden of Poems? ( )
A. A collection of poems. B. a book of a garden. C. Poems about a garden.
3. How should you read a book such as 1001 Songs and Poems in English? We should_________. ( )
A. read all the poems carefully
B. just look at the title, the topic or the first or last lines
C. only read those which you like
4. Which topic for poetry does the student like? ( )
A. nature B. animals C. paintings
5. Decide whether the following statements are true or false.
a. A Garden of Poems and 1001 Songs and Poems in English are sorted by names. ( )
b. English Poems of the Early Seventeenth Century is sorted by period of time. ( )
c. Poetry between the World Wars and the Earth is Painted Green are sorted by topic.
Suggested answers: 1-4 AACA 5. TTF
Step V. Post-listening
1.T: OK. What topic for poetry do you like?
S: …….
T: Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step VI. Speaking
I.Pre-speaking
1. When did Du Fu/ Li Bai/ George Gordon Byron live?
2. What’s the topic of his/her poems?
3. What special feelings does his/her poem show?
4. Are you interested in his/her poems?
5. Which one do you want to read?
6. Listen to the example dialogue and tell what the speaker’s favorite poem is and why.
7. Collect the useful expressions used to talk about intention from the class.
II. While-speaking
Get them to talk about their tastes and preferences of poems and poets, using the expressions in the box of P27.
StepV Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
Record after Teaching
Unit 4 A Garden of Poems
The 2nd period Reading (English Poetry)
Teaching Goals:
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 Greeting & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望廬山瀑布 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.(Then call some of them to give the main idea of the each paragraph)Para. 1 The characters of poetry.Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Choose the main idea of the passage. ( A )
A. Poetry is a good bridge to connect the East with the West.
B. Different periods of English poems.
C. Modern poems of English.
D. Differences between Chinese and English poetry.
1. Read for the detailed information. ( SB P28 Post-reading Task 1-2.)
Listen to the tape with these tasks:
1. Post-reading Task 3. (SB P29.)
2. Choose the best answer after listening.
1) From the passage, we got the idea(s):______________.
A. poetry belongs to all human beings
B. poetry plays with sounds, words and grammar
C. poetry often follows special patterns of rhythm and rhyme
D. all of the above
2) From the passage, we can infer that _____________.
A. we’d better read poems in English
B. translated poems can’t express exact meaning of original poems
C. there is no advantage of reading English poetry in Chinese translation
D. Chinese translation poems are as good as English poems
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步詩.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.
(After the end of the video, show the next slide)
T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.
Then I saw the Congo creeping through the black,
Cutting through the forest with a golden track.
Step 7 Discussion
T: It’s really amusing! At the end of this lesson, let’s have a discussion.
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!
Comparison
Compare a famous Chinese poem by Chao Zhi with its English version. ( SB P29 Post-reading Task 4.)
七步詩
曹植
煮豆燃豆箕，
豆在釜中泣；
“本是同根生，
相煎何太急？”
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“ Oh, why since we sprang from the self-same root,
Should you kill me with anger hot?”
【Conclusion: By using different language, a poem loses a lot of its charm ( beauty ) and spirit. The rhythm and rhyme, the figures of speech, etc. are different from the original work.】
Step 6: Reflective thinking
1. SB P29 Post-reading 5-6.
2. Where does poetry come from? What roles does it play in our life?
3. What characteristics are English poetry? What about Chinese poetry?
Step 8 Homework
1. Read the text again to get a better understanding.2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
Record after Teaching
Unit 4 A Garden of Poems
The 3rd period Word Study and Grammar
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Song
Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.
An apple a day ,
Keeps the doctor away.
An apple a day,
Keeps the doctor away.
A-P-P-L-E, “apple”
Then ask the students to look at the words from the song---“day, away”.
T: What do these two words have in common?
S: They end with the same vowel---/ei/.
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.
1.Once published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一經(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)在分詞和過去分詞在句中不能單獨(dú)作謂語,但可作定語,表語,賓語補(bǔ)足語,狀語.
分詞作狀語時(shí),其邏輯主語是句子的主語.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)和語態(tài)的變化;而過去分詞只有一種形式,現(xiàn)在分詞常表”主動(dòng)”和 “進(jìn)行”;過去分詞的一般式常表 “被動(dòng)”和 “完成”.
式 語態(tài) 及物動(dòng)詞make的主動(dòng)語態(tài) 及物動(dòng)詞make的被動(dòng)語態(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
過去分詞 made risen
3.易混淆點(diǎn):
a.分詞作伴隨狀語時(shí),若表”正在被……” 的概念,常用過去分詞,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
語法專項(xiàng)練習(xí)
I. 單項(xiàng)選擇：
1．__________ with the size of the whole earth, the highest mountain doesn’t seem high at all.
A. When compared B. To compare C. While comparing D. It compared
2. Mr Smith, __________ of the _________ speech, started to read a novel. (2003 北京)
A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring
3. Unless _________ to speak, you should remain silent at the conference. (2003上海春季)
A．invited B. inviting C. being invited D. having invited
4. Friendship is like money: easier made than ___________. (2003上海春季)
A．kept B. to be kept C. keeping D. being kept
5. __________ time, he’ll make a first-class tennis player. (2003 北京)
A. Having given B. To give C. Giving D. Given
6. The research is so designed that once _________ nothing can be done to change it.( NMET 2002)
A. begins B. having began C. beginning D. begun
7. The visitor expressed his satisfaction, _________ that he had enjoyed his stay here.
A. having added B. to add C. adding D. added
8. __________ his telephone number, she had some difficulty getting in touch with Bill.
A. Not knowing B. Knowing not
C. Not having known D. Having not known
9. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening C. having opening D. opened
10. Prices of daily goods __through a computer can be lower than store prices. (2002春季)
A. are bought B. bought C. been bought D. buying
11. –How do you deal with the disagreement between the company and the customers?
--The key _______ the problem is to meet the demand ______ by the customers.(2002 北京)
A. to solving, making B. to solving, made C. to solve, making D.to solve, made
12. Though ________ money, his parents managed to send him to university. ( 2002上海)
A. lacked B. lacking of C. lacking D. lacked in
13. _________ to sunlight for too much time will do harm to one’s skin. ( 2002上海)
A. Exposed B. Having exposed C. Being exposed D. After being exposed
14. After his journey from abroad, Richard Jones returned home, ______. (2004上海春季)
A. exhausting B. exhausted C. being exhausted D. having exhausted
答案：I. 1-5.AAAAD 6-10.DCADB 11-14.BCCB
Homework
Finish the word study and grammar part on the workbook.
Record after Teaching
The Fourth Period Intergrating Skills
A Lesson Plan for Songs and Poems
Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Step One Warming-up
Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:
“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”
Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.
e.g.
time ---
rhyme
death ---
breath
days ---
ways
cry ---
Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.
Ask for their favorite Chinese poems and when and how they read poems.
Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.
Ask them to compare singing songs to reading poems.
Step Two Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.
Step Three While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step Four Post-reading
Assess students understanding by asking their a few questions:
e.g. When does the writer sing songs?
When did the writer begin to touch on poetry?
When does the writer read Keats and when Wordsworth?
Step Five Exercise I
Briefly introduce "Dust of Snow" by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line "A change of mood".
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step SixExercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as "right here waiting".
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage "The Birth of Modern Poetry" by yourself.
Record after Teaching