The First Period Warming-up & Speaking
Teaching time: Oct. 8
Teaching goals教學目標
1．Target language目標語言
a. 重點詞匯和短語
poem, poet, poetry, recite, rhyme, loneliness, sadness, humour, pattern, board a plane, reach a decision
b. 交際用語
Expressing intention and decision
I’m interested to ... I think I might want to ...
I want to ... I’d like to ...
I hope to ... I hope not to ...
I intend to ... I plan to ...
I wish to ... I think ...
I’ve decided (not) to ... I’ve made up my mind to ...
2．Ability goals能力目標
Enable the students to give their ideas about poets and poems to other group members, using the target language.
3． Learning ability goals學能目標
Help the students learn to appreciate poems and know about poems and poets.
Teaching important points教學重點
Let the students learn to express intention and decision.
Teaching difficult points教學難點
How to read and understand a poem.
Teaching methods教學方法
1． Discussion：Let the students express themselves freely.
2． Group work or pair works：Give every student a chance to express themselves.
Teaching aids教具準備
1． A tape recorder 2． A computer
Teaching Procedures and ways教學過程與方法
Step I Revision
T： Good morning, everyone.
S： Good morning, teacher.
T： Sit down, please. In this class, I’ ll check your homework first. Mary, read your homework to us, ...
The teacher checks the students’ homework and discuss with the students about the mistakes Mary made. Let the students understand and correct it.
Step ⅡWarming up
T： Next we’ ll learn Unit 4 “A garden of poems”. Do you know what a poem is?
S：Yes, it means "shi" in Chinese.
T：Very good! What about other words related to “poem”?
S：Poet.
T：Right. There are some others such as poetry, rhyme, limerick, sonnet and so on.
The teacher should explain these words if necessary.
Please turn to Page 25. Let’s do warming up. You can discuss the following questions with your partner.
QS：1．What English poems, songs or rhymes have you read? Can you recite any?
2． Do you like poetry? Why or why not?
3． Read and enjoy the following examples.
4． What is the pattern of each poem?
5． What words will you need to talk about poets and poetry?
Discussion
Sa： Do you like poetry?
Sb： Frankly speaking, I don’ t know much about poetry. What about you?
Sa： I like poetry very much. I think it can bring me pleasure when I read it.
Sb： What English poems, songs or rhymes have you read? Can you recite any?
Sa： “When you are old and gray and full of sleep, And nodding by the fire, take down this book And slowly read and dream of the soft look In your eyes had once, and of their shadows deep.” This is from “When You Are Old” by W.B. Yeats
Sb： Fantastic! I begin to feel like reading some poems.
Sa： Look at the two poems in our book, which are special and funny. The pictures may help you understand them.
Sb： It is true that they are really funny. How to read them?
Sa： Sorry, I don’ t know. Maybe the teacher can help us.
Teacher’s help
T： Well, can I help you? Now look at the two poems in our books. They are limericks. Maybe some of you don’t know how to read the poems in the book. Now I’ll play the tape for you. Remember to enjoy them while listening and
then follow the tape to read them. Pay attention to the patterns of rhythm and rhyme.
Step Ⅲ Speaking
T： Next we’ ll learn more about poems and poets. Please turn to Page 26. Let’s do speaking. Do you know about the poets listed here?
Sa： (put up his hand) I know Du Fu and Li Bai. They are famous Chinese poets in Tang Dynasty. I’ve read many poems written by them. But I don’t know those foreign poets.
T： Good! I will tell you something about them. Now look at the screen.
The teacher should collect as much information about the poets mentioned in the book as possible and show it to the students using a computer. In this way, the students will become more interested in poems and poets. Meanwhile, it can enrich students’ knowledge on poems.
T：OK. It’s time for you to do some oral practice. Each circle below gives you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in pairs. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would like to read a poem like that or not. Better use the sentence patterns in Useful expressions on Page 27. The examples on page 26 may be helpful to you. Then I will get some pairs to come to the front and act out your dialogue.
A few minutes later
T： Well, have you finished your dialogue? Which pair would like to have a try?
Some students are well prepared for their dialogues.
Sample dialogue：
Sa： Hi, Mary. What book are you reading?
Sb： It’ s a collection of poetry. I bought it yesterday.
Sa： Really? I love poems too. Can I have a brief look at it?
Sb： Sure, Tom.
Sa： Oh, English poems! I’ve never read any English poem before so I think it will be too difficult for me to understand them. But I’m interested to read some. Maybe you can help me.
Sb： Of course I will.
Sa： What kind of poetry would you like to read?
Sb： I’ m interested to read some Romantic poetry about love, and friendship.
Sa： Why are you interested in that kind of poetry?
Sb： I like reading poems about friendship and I think Romantic poetry will be very nice to read.
Sa： I see. What kind of poetry would you not like to read?
Sb： I don’t want to read English poetry about death and World War I because I think it is too sad.
Sa： Whose poems do you like?
Sb： I like poems written by Byron, Frost and Keats.
Step Ⅳ Homework
1．Review the new words and sentence patterns you learned in this class.
2．Finish your dialogue. 3．Read an English poem.
Step Ⅴ Record after Teaching
The students were not very familiar with poets . They couldn’t talk much about them .
Unit 4 A garden of poems
The Second Period Listening
Teaching time: Oct. 9
Teaching goals教學目標
1．Target language目標語言
a. 重點詞匯和短語collection, period, type, sort, fill in, belong to
b. 重點句子：
What kind of book is A Garden of Poems?
Which period is meant when we say “between the World Wars”?
How should you read a book such as 1001 Songs and Poems in English?
Which topic for poetry does the student like?
2．Ability goals能力目標
By means of listening practice, enable Ss to get more information about poetry and improve their listening level.
3．Learning ability goals學能目標
Enable Ss to master the listening technique of focusing on key points while listening after scanning the given questions first.
Teaching important points教學重點
1．Listen to the dialogue and give correct answers.
2．Enable the Ss to learn to appreciate English poems and songs.
Teaching difficult point教學難點
Work together with partner and read or explain one of Ss’ favorite English poems or songs.
Teaching methods教學方法
Listening and pair work
Teaching aid教具準備 in a language lab, computers
Teaching procedures & ways教學過程與方式
Step ⅠRevision
1．Review the new words and sentence patterns by asking some questions.
2．Check their homework----read an English poem
Step Ⅱ Listening
* Ss are asked to read fast the questions to find out the listening points first, then listen to the tape twice to give the correct answers.
T：Now please turn to Page 25, let’s do listening. Before you listen to the tape, please read fast the questions to find out the listening points. Pay much attention to these important points while listening.
* The teacher plays the tape for the first time. Help Ss get a general understanding about the dialogue. Ss listen and try to answer Question 1. Play the tape again, train Ss’ ability to spot specific information and to understand what is behind the words. Ss listen and answer Question 2 and fill in the chart in Question 3.
Several minutes later
T： Have you finished the questions?
S： Yes.
T： OK, let’s check your answers. Explain some difficult listening points if necessary.
Step Ⅲ Extensive listening
* The teacher may collect some other listening materials about English poems or songs which Ss are familiar with or interested in. Train Ss’ ability to listen, read and understand English poems or songs.
T：You’ ve done a very good job. Next you’ll enjoy some other English poems and songs. You’ll see the words on the screen of your computer, pay attention to the words that rhyme.
Samples:
Fire and Ice
by Robert Frost
Some say the world will end in fire,
Some say in ice.
From what I’ ve tasted of desire，
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To know that for destruction ice
Is also great and would suffice.
Step Ⅳ Practise
T: What do you think of the poem and the song? Now work in pairs to practise reading and explain one of them to each other.
5 minutes later
T: Are you ready? Who would like to read and explain the poem or the song?
In this part get as many students as possible to practise if time permits
Step Ⅴ Homework
1．Listen to the materials again after class so that Ss can get very familiar with them.
2．Do listening in your workbook.
3．Preview the Reading.
Step Ⅵ Record after Teaching
It’s difficult for the Ss to write the words, expressions and sentences .
Unit 4 A garden of poems
The Third Period Reading
Teaching time: Oct. 10
Teaching goals教學目標
1．Target language目標語言
a．重點詞匯和短語
glory, sonnet, absence, translate, translation, scan, curious, active, feature, despite, besides, spirit, literature, embrace, atmosphere, style, image,
remind sb. of sth., a magical world, call up, stand out, be famous for, lead to, translate... into..., come into being, refer to, in one’s own words
b．重點句子
Some English poetry reminds readers of Chinese poetry. P27
Reading poetry brings people from different places and different times together. P27
Poetry also calls up all the colours, feelings, experiences and curious images of a dream world. P27
The earliest poem was written in a kind of English that is now difficult to understand. P28
Finally, poems and literature can be bridges between the East and the West. P28
No matter how well translated, something of the spirit of the original work is lost. P28
2．Ability goals能力目標
Enable Ss to learn more about poems and poets and to tell each other about them using the target language.
3．Learning ability goals學能目標
Cultivate Ss’ literature-awareness
Teaching important points教學重點
（1）Explain the text using the questions in pre-reading as a foreshadow and questions in post-reading a guideline
(以pre-reading的問題為鋪墊，post-reading中的問題為主線，講解課文。)
（2）How to use an image in writing
Teaching difficult points教學難點
How to explain an English poem.
Teaching methods教學方法
Listening, skimming, group work
Teaching aids教具準備
A recorder, a projector and some slides
Teaching procedures && ways教學過程與方式
Step ⅠRevision
Check Ss’ homework and deal with any problem that Ss raise.
Step Ⅱ Pre-reading
T: Have you prepared for the reading?
S: Yes, sir/madam.
T: Good! Now please look at the screen. And discuss these questions with your partner. Then I’ll ask some students to report you work. Are you clear?
S: Yes, sir/madam.
Questions:
1. Can you name some famous Chinese poets? Can you recite any of their poems?
2. What are their poems about? Try to explain one of them in English.
3. Poetry is a special way of using language. Explain some of the characteristics of poetry. Give an example for each characteristic.
4. Write down five key words that you would expect to find in a text about poetry.
5. Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
Sample answers (various answers are possible)
T: Now who would like to answer the questions? Volunteer!
S: I know some famous Chinese poets such as Li Bai, Du fu and Su Dongpo. I can recite some of them. For example, “Ye Si” by Li Bai
床前明月光，疑是地上霜。
舉頭望明月，低頭思故鄉。
T: Good. You seem to enjoy their poems very much. What about the next question?
S: Their poems are about love, friendship, wars, fantasy, nature. For example in the poem “Ye Si”, Li Bai expressed his strong homesickness.
T: Yes, I agree with you. Then who would like to answer question 3?
S: I think poetry often follows special patterns of rhythm and rhyme. For example , when you read the poem “Ye Si”, you have to pay more attention to the stressed and unstressed syllables in words, which we call rhythm Just like the way I read ... Besides, characters“光”and“霜”rhyme.
T: Quite right. What about the last question?
S: In my opinion, poetry, feature, history, spirit and understand are the five key words.
T: Good! What about other students? Now please scan the text to check whether the five key words you wrote down for question 4 are in the text.
S: Yes, they are.
T: Very good! Another question for you: Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
S: According to the text, poems by Wordsworth, Byron, Shelley and Keats remind us of Du Fu and Li Bai while poems by Donne and Marvell remind us of Su Dongpo.
T: Quite right.
Step Ⅲ While-reading
* Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: What do you expect to know at the sight of the title “English Poetry”? Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, divide the whole passage into several parts and find out the main idea of each part.
Summary
Main idea Writing techniques
1. General introduction to poetry (paragraph1) making comparison
using images
2．Poetry often follows special patterns of rhythm and rhyme (paragraph 2 ) giving examples
explanation
3．Introduction of the history of English poetry in chronological order
(paragraph 3,4 and 5) giving examples
making comparison
4．Poems and literature can be bridges between the East and the West
(paragraph 6 and 7) giving examples
using images
Step Ⅳ Post-reading
* Read the passage again to get the answers to the questions.
Work in groups.
T: Now let’s listen to the tape. While listening, pay more attention to the pronunciation and tone. Then read the whole passage by yourselves to get answers to these questions (Page29). You can work in groups.
Suggested answers:
2． （1）“That”refers to“Poetry plays with sounds, words and grammar”.
（2）“its”refers to“English poetry’s”
（3）“their”refers to “English Romantic poets’such as Wordsworth, Byron, Shelley and Keats.”
（4）“they”refers to “modern poets”
（5）“They” refers to “Poems and literature”
3．Various answers are possible. Encourage Ss to think of as many poets as possible.
4．Various answers are possible. For example, if a poem is translated into another language , it’s not the same as before because no matter how well translated, something of the spirit of the original work is lost. Encourage Ss to think of more.
5．First, the teacher get the Ss to guess the meaning of “image”. Then ask them what other images they could use to express the same idea. Tell them we can also say.
“poems and literature can be ties/bonds between the East and the West.”(The teacher many give more examples: the bonds/ties of friendship)
6．Various answers are possible. For example, we are together in a beautiful world full of poems and literature.
Step Ⅴ Homework
1．Read the passage again and recite the key sentences in the text.
2．Prepare for Language Study.
Step Ⅵ Record after Teaching
There are many new words in this text. It is hard for students to grasp it.
Unit 4 A garden of poems
The Forth & Fifth Period Language points
Teaching time: Oct. 11& 12
Teaching goals教學目標
1．Target language目標語言
remind sb. of sb./sth call up feel good ect.
2．Learning ability goals學能目標
Let Ss learn how to use the expressions
Teaching important points教學重點
The use of the expressions.
Teaching difficult points教學難點
How to teach Ss to master the usage of the expressions
Teaching methods教學方法
Explanation, Practice
Teaching aids教具準備 A computer A blackboard
Teaching procedures && ways教學過程與方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to poetry?
S: Let me try. Poem, poet, rhyme, rhythm, style, atmosphere, image, spirit, fantasy, modern, romantic, happiness, loneliness, sadness.
T: Well done! Another question: What are characteristics of poetry?
S: Let me think. Poetry often follows special patterns of rhythm and rhyme.
T： Yes.
Step Ⅱ Language points 課文注釋與疑難解析
1． Because I think Romantic poetry is about real passion.
因為浪漫主義詩歌表達了人類真實的情感 。
▲本句中think后接了一個由that引導賓語從句。但應注 意的是：特殊賓語從句即當為一般疑問句的主句的謂語動詞是think, believe, suppose, consider, imagine, guess和suggest等時，表疑問的連詞要放在主句前即句首。 例如：
[正]Who do you think will win in the game?
[誤]Do you think who will win in the game?
當然一般情況下賓語從句的連詞應放在主句之后，例如：
[誤]Why do you know we can’t cut down the big tree?
[正]Do you know why we can’t cut down the big tree?
2．Some English poetry reminds readers of Chinese poetry.
讀者有時發現英文詩與中文詩有異曲同工之妙。
▲短語remind sb. of sb./sth.本意為(cause sb. to remember or be newly aware of sb./sth)使某人回想起或意識到某人或某事物。例如：
This song reminds me of France.
我一聽到這首歌就想起了法國。
當然，在課本的原句中若直搬其中文意思就會使語義不太順暢。故在翻譯句子時，還應注意其意義。
3．Poetry also calls up all the colours，feelings, experiences and curious images of a dream world.
詩歌還能喚起夢幻世界的一切色彩，感情，經歷和各種奇特的意象。
▲call up 在本句中意為"喚起，回憶起"還可表示給某人打電話。例如：
The sound of happy laughter called up memories of his childhood.
這歡快的笑聲使他回憶起童年時代的情景。
拓展：有關call的短語
call on sb. (拜訪某人)
call at a place (拜訪某地)
call for sth. (需求某事物)
call back (叫回，回電話)
call off (取消)
例如： Let’s call on John. / Let’s call at John’s house.
The situation calls for prompt action.
4． The earliest poem was written in a kind of English that is now difficult to understand.
早期詩中運用的英文很難被現代人理解。
▲本句的定語從句中運用了一個重點句式：sth. /sb. is+ adj. + to do注意在本結構中常用不定式的主動形式與前面的句詞構成邏輯上的動賓關系。類似的結構還有：
have sth. to do; There is sth. to do; with sth. to do。例如：
The book is easy to understand.
這本書易懂。
With a lot of difficult problems ________，the newly- elected President is having a hard time.（2002上海春招）
A．settled B．steeling C．to settle D．being settled
正確答案為C。（注：在with復合賓語結構中也可用分 詞，但根據本句意--有很多難題還有待解決，故應用不定式表將來，選C）
5．The style and atmosphere in their poems has often led to comparisons with poets such as Du Fu and Li Bai.
他們的詩歌風格和氛圍經常會引發人們將其與杜甫和李白的詩對比。
▲lead v. 領導，導致，造成，過……生活。如：
He led the blind man across the street.
他領那個盲人過了馬路。
Too much work often leads to illness.
勞累過度可導致疾病。
They are leading a happy life.
他們過著幸福的生活。
[相關句式]
lead sb. to a place 領某人到……
lead sb. to do sth. 使/領某人干……
lead to 導致,引起
lead a...life = live a... life 過……生活
▲such as意為“例如，諸如此類的”例如：
I visited several cities such as New York, Chicago and Boston.
我游覽過幾個城市，像紐約、芝加哥、波士頓等。
辨析：such as, for example和namely/that is
such as用來列舉事物，常用在列舉的事物和前面的名 詞之間，但是所列事物的數量不能等同于前面所提及事 物的總數，否則應用that is或者namely；for example主要用于舉例說明，一般只列舉同類事物中的“一個”，其位置靈活，可置于句首，句中或句末，用標點符號隔開，而such as只能放在所列舉事物之前。如：
He knows several languages such as English, French and German.
I have three friends, namely/that is, John, Jack and Tom.
Some students, for example, John, live in the neighbourhood.
6．Why read, and sometimes even write poetry?
為什么讀，有時還要寫詩呢？
▲Why (not) do sth. ? 其肯定式有時還含有責備的意味，否定形式則用來表示建議。
注意：Why do …… = Why do you do ……
Why not do ……= Why don’t you do ……
Why not 表示“為什么不或當然，好啊”等意. 例如:
- Let’s go to the movies.
- Why not?
7. I sing when I feel good.
我心情好的時候就唱歌.
▲feel 為系動詞, 表示感覺,覺得. 注意: feel good 表示感覺精神好而feel well 表示感覺身體好. 例如:
She feels well enough to go to school today.
She doesn’t feel good about her son’s disappearance.
8. Reading aloud gives you a strange feeling, but when
you have some practice and fall into the rhythm, the
rhyme and the sounds of the words, it is really very
specialexperience.
大聲朗讀這些詩的時候,你會有一種奇怪的感覺.但當你
經過一番練習,進入詩詞的節奏韻律以及聲音中時那確
實是一種特殊的體驗 .
▲fall into 表示掉入,陷入某種狀態,養成(壞習慣),開始……起來
拓展:
fall into a deep sleep 進入酣睡狀態
fall into poverty 陷入窮困
fall into rage 勃然大怒
fall into a bad habit 養成壞習慣
9. When the poem is finished, I close the book and my sadness is gone.
詩讀完后,我把書合上, 悲傷也消失得無影無蹤了 .
▲gone 為go的過去分詞, 可作為形容詞使用,表示 “過去了的;不見了的;已死的;用光了的”等. 例如:
Summer is gone.
夏天已經過去了.
All my hope is gone.
我的所有希望都破滅了.
With all his money gone, he had to return home.
錢都用光了他只好回家去了.
When I returned there, I found the book gone.
當我回到那時,我發現那本書不見了。
10．Collect your favourite poems in a notebook and ask your friends to contribute to it.
將你喜歡的詩收集在一起并讓你的朋友們參與進來。
▲在本句中短語contribute to意為向…投稿。又如：
She has contributed（several poems）to literary magazines.
她給文學刊物投了（幾首詩）稿。
contribute to還可表示“為…作貢獻（或捐款）；有助于；促成某事物”等，例如：
He contributes ten pounds to a charity collection every month.
他每月都捐獻十鎊給慈善事業。
Her work has contributed enormously to our understanding of this difficult subject.
她的著作極有助于我們理解這一難題。
拓展：contributor n. 捐款人，投稿者
contribution n. 捐款，貢獻；稿件
Step Ⅲ Record after Teaching
We should do more exercises to let the students know how to teach Ss to master the usage of the expressions
Unit 4 A garden of poems
The Sixth Period Grammar
Teaching time: Oct. 13
Teaching goals教學目標
1．Target language目標語言
a．重點詞匯和短語 poem, absence, atmosphere, glory, poet, translate
b．重點句子
Once published, his work became famous for the absence of rhyme of each line.
No matter how well translated, something of the spirit of the original work is lost.
2．Ability goals能力目標
Learn to match the words that rhyme.
Learn the Past Participle used as Adverbial.
3．Learning ability goals學能目標
Let Ss learn how to use the Past Participle as Adverbial.
Teaching important points教學重點
The use of the Past Participle as Adverbial.
Teaching difficult points教學難點
How to teach Ss to master the usage of the Past Participle as Adverbial.
Teaching methods教學方法 Explanation, Practice
Teaching aids教具準備 A computer A blackboard
Teaching procedures && ways教學過程與方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to poetry?
S: Let me try. Poem, poet, rhyme, rhythm, style, atmosphere, image, spirit, fantasy, modern, romantic, happiness, loneliness, sadness.
T: Well done! Another question: What are characteristics of poetry?
S: Let me think. Poetry often follows special patterns of rhythm and rhyme.
T： Yes.
Step Ⅱ Word Study
T：Now please open your books and turn to Page 29. Let’s learn Language Study. First let’s do Word Study. For part 1 please fill in the blanks with words in the text, remember to use the correct form.
* Teacher presents the words on the screen and check the answers with the whole class.
Answers to part 1
1．Poem 2．Absence 3．Atmosphere 4．glory
5．Poets 6．translated
T：Any questions? If not, let’s look at Part 2. Please match the words that rhyme.
Think about the characteristics of poetry that you learnt in the last class. OK, who can read the words that rhyme?
S：Let me try, mad-glad; tale-fail; glory-story; recite-night; cow-plough; shade-afraid; isle-smile; embrace-base.
T：Quite right. Remember to practise more after class. It is helpful for you to read poems.
Step Ⅲ Grammar
T： Let’s look at the next part Grammar.
* The teacher presents the two sentences on the screen.
1．Once published, his work became famous for the absence of rhyme of each line.
2．No matter how well translated, something of the spirit of the original work is lost.
T：Look at the sentences on the screen. Do you know the function of the past participle phrase in each sentence?
* The students are thinking about it.
S：Let me try. I think they are used as attribute.
T：Well, I’m afraid you are wrong. Remember if we use the past participle as attribute, we can find the nouns they modify in a sentence. But can you find any in these two sentences?
S：No.
T：Therefore, they are not used as attribute. Then what are they used as? Who knows?
S：In my opinion, they are used as adverbial.
T：Why do you think so?
S：Because I can change the two sentences into adverbial clauses. One is: Once it was published, his work became famous for the absence of rhyme of each line. The other is: No matter how well it was translated, something of the spirit of the original word is lost.
T：Quite right. He used a very good way to decide whether the past participle is used as adverbial or not. I hope you can follow his example. Next, I’ll give you several
minutes to do exercise one, two and three independently.
* Five minutes later, teacher checks the answers with the whole class.
Suggested answers to exercise 1, 2 and 3.
1. Frightened; followed; examined; Built; Seen; trapped; shot
2．AT，AD，AD，AT
3. 1）When he was asked what had happened, he told us about it.
2）As he was well known for his expert advice, he received many invitations to give lectures.
3）If we were given more time, we would be able to do the work much better.
4）Once the book was translated into Chinese, the book became very popular among Chinese teenagers.
5）Because / As she was deeply interested in medicine, she decided to become a doctor.
6）Although he was left alone at home, Sam did not feel afraid at all.
Step Ⅳ Practice
* give Ss more exercises about the usage of the Past Participle T： Now, look at the screen. Here are some more exercises about the usage of the Past Participle. Do them carefully.
Let’s see who can do the best.
Exercises：
1．_______ black and blue, the lady couldn’t move.
A． Beaten B． Beating
C． To be beaten D． To beat
2．Most of the men ________ to the party were from town.
A． invited B． to invite
C． being invited D． had been invited
3．English is a language ________ in many countries.
A． spoken B． speaking
C． be spoken D． to speak
4．There seemed to be nothing ________ to do but _______ for the doctor.
A． leave, send B． left, to send
C． left, send D． leaving, send
5．The ________ girl sat in the corner, crying.
A． frighten B． frightened
C． frightening D． fright
6．This is a ________ car.
A． use B． using C． to be used D． used
7．________ everywhere, the wolves had no where ________ themselves.
A． Hunting, hiding B． To hunt, to hide
C． Hunted, hiding D． Hunted, to hide
8．The teacher walked to lab, ________.
A． followed by his students B． his students followed
C． and followed by his students D． both A and B
9．When ________ into the warm room, ice soon changes into water.
A． heating and taking B． heated, and taking
C． heating or taken D． heated or taken
10．The lecture ________ will be given the day after tomorrow.
A． has been talked about B．to talk about
C． so much talked about D．so much talking of
Answers：1-5 AAABB 6-10 DDADC
Step Ⅴ Homework
1．Finish the exercises Vocabulary and Grammar in workbook.
2． Prepare for Integrating Skills.
Step Ⅵ Record after Teaching
The differences between the use of the present and past participle are
difficult for the Ss to master .
Unit 4 A garden of poems
The Seventh Period Integrating skills
Teaching time: Oct. 14
Teaching Goals教學目標
1．Target language目標語言
a. 重點詞匯和短語
shade, extraordinary, avoid, idiom, stupidity, dust, crow, mood, rue, lengthen, apart, look up, fall into, start with
b. 重點句子
They are like bright and warm colours in the middle of greys and shades.
Poetry uses many difficult words and idioms, but the best thing is to just forget about them
When the poem is finished, I close the book and my sadness is gone.
2．Ability goals能力目標
Learn how to appreciate poems and songs.
3．Learning ability goals學能目標
Improve Ss’ reading comprehension skills.
Teaching important points教學重點
Teach Ss how to appreciate poems and songs.
Teaching difficult points教學難點 Understand English poems.
Teaching methods教學方法 Listening and reading
Teaching aids教具準備 A recorder
Teaching procedures & ways教學過程與方式
Step Ⅰ Revision
Check homework to see whether Ss have mastered the usage of the Past Participle. Deal with any questions that Ss raise.
Step Ⅱ Pre-reading
* Prepare Ss for the reading by asking questions
T: In this unit we have learnt a lot about poetry. Do you have any idea about how to read an English poem? If you meet some difficult words while reading, what will you do?
Sa: I like reading poetry with my friends. If there are some words the meaning of which I don’t know, I’ll look up a dictionary.
T: I see. Then what about others?
Sa: I have a different way of reading poetry. I like reading poetry alone in a quiet place. Though I often meet some difficult words and idioms, I won’t look them up. In my opinion, the most important thing is to enjoy rather than to understand each word or sentence.
T: Well, what do other students think? Which way is the better one? The text on page 31 may help you make a choice.
Step Ⅲ Listening && Reading the Text
* Play the tape for students to follow and try to answer the following questions.
1．What’s the text mainly about?
2．What techniques of reading poetry are mentioned in the text?
After reading through the text on Page 31, students should give the possible answers.
1．The text mainly tells us the writer’s experience of reading poetry.
2．Techniques of reading poetry: recite them and not to look up the meaning of the words; read alone and aloud; practise more; read different poems when having different feelings.
Step Ⅳ Listening and Singing
* Enable Ss to master the techniques of understanding poetry and inspire their interest in poetry or songs.
T: Now, look at the poem on Page 31. You listen to the tape and follow it to read the poem aloud. Then discuss with your partner what they mean to you.
S: I think Robert Frost wants to tell us to value everything around us, learn to forget the unhappy things and enjoy our life.
T: Quite right. You’ve got a very clear understanding about the poet.
Several minutes later
T: Next, let’s enjoy a beautiful English song Right Here Waiting by Richard Marx.
* The teacher plays the tape
T: Do you like it?
S: Yes. We like it very much.
T: Then do you want to learn to sing it?
S: Yes.
T: Ok. Let’s follow the tape. You may refer to the song words on Page 32
Step Ⅴ Homework
Finish off the exercises in your workbook.
Review the text on Page 31.
Step Ⅵ Record after Teaching
The Ss were very interested in appreciating poems and songs .
Unit 4 A garden of poems
The Eighth Period Writing
Teaching time: Oct. 17
Teaching Goals教學目標
1．Target Language目標語言
a．重點詞匯和短語
review, essay, collection, recommend, theme, set up, contribute to
b．重點句子
Describe what you think the poem is about.
Reading poems takes a bit of work, but it is well worth the effort.
2．Ability goals能力目標
Enable Ss to write a review of an English poem or song.
3．Learning ability goals學能目標
Learn how to write a review.
Teaching important points and difficult points教學重點和難點
How to choose a poem or song.
How to write a review of the poem or song.
Teaching methods教學方法 Task-based method
Teaching aids教具準備 projector, A computer
Teaching procedures && ways教學過程與方式
Step Ⅰ Revision
* Check homework and the teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
Step Ⅱ Pre-writing
* Tell Ss how to find poems to read
T: Today we are going to write a review of a poem or a song. But before that, you should know how to choose a poem. Now look at the screen. Here are some tips which may be helpful for you.
Tips-Finding poems to read
Look for collections of poems. Find a theme you like.
Read poems and enjoy them.
Choose one you understand well.
T: Next, you’ll find many poems or songs on the screen of your computers, which I recommend to you. Read them carefully and then choose one to write a review.
Step Ⅲ Writing
* Teach Ss how to write a review of an English poem or song
T: Have you chosen a poem or song for writing a review?
S: Yes, We are ready.
T: Good. Remember your essay should include the following.
The teacher shows them on the screen
Title
Name of the poets
Describe what the poem is about.
Describe your images, and what feelings the poem gives you.
Describe your thought when you understand about it
more deeply. Also, give your opinions about the poem.
* give Ss time to do it
Sample:
A Song If I Could (El Condor Parsa)
by Paul Simon && Art Garfunkel
I’d rather be a sparrow than a snail.
Yes, I would.
If I could, I surely would
I’d rather be a hammer than a nail
Yes, I would.
If I only could, I surely would.
Away, I’d rather sail away
Like a swan that’s here and gone
A man gets tied up to the ground.
He gives the world its saddest sound,
its saddest sound
I’d rather be a forest than a street.
Yes, I would
If I could, I surely would.
I’d rather feel the earth beneath my feet
Yes, I would.
If I only could, I surely would.
Title : If I could
writer : Paul Simon
Essay :
As we know, If I Could is a classic English song sung by Paul Simon and Art Garfunkel. But I would rather say it’s a poem than a song with its unique style of playing with words and sound.
Without flowery language or complicated rhythm, still it moves thousands of listeners greatly. Paul Simon, a famous American singer, wrote the words. Although it’s short, it shows us a skilful portrayal of the writer’s inner world. At the beginning of the song, the writer desires to fly freely in the sky like a sparrow or to be a strong hammer but not a fragile nail. He would not like to be tied up to the ground. Later when he realizes that it’s impossible for him to escape from the real world, he begins to summon up courage to face reality. He doesn’t desire to fly to the sky any more and would like to "be a forest to feel the earth beneath his feet". Whenever I listen to the song or read the song words, I am always deeply moved. It makes me deep in thought. Anyone will experience sadness as well as happiness during his lifetime. When we are not satisfied with or unhappy about what we are doing, we are always eager to have a change and fly freely in a world without any ties and sadness. Every time I get caught in a difficult situation, I turn on the recorder and listen to the song or just read the song, which makes me become more strong-willed and have the courage to encounter difficulties. I love it. It’s my best teacher and friend.
Step Ⅳ Homework
Finish your essay
Review Unit 4, including the new words and language points
Step Ⅴ Record after Teaching
It is very important to teach the students the skills of writing, especially the sentence.