资源描述
111Model 6 Unit2 Poems单元重点内容与教学目标本单元的中心话题是诗歌。听说读写等语言知识和语言技能主要围绕“诗歌”这一主题设计的。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌。本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。Warming up部分围绕诗歌这一话题设置了两个练习。第一个练习引导学生回顾儿时所接触的诗歌；第二个练习引导学生探讨写诗的目的。Pre-reading 部分主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。该部分设置了两个练习，第一个练习让写诗交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让写诗从内容和写作风格两个方面认识阅读课文中的诗歌。Reading 部分介绍了五种简单的英语诗歌共8首：儿歌节奏明快，韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。俳句起源于日本，由17个音节组成。唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。Comprehending部分的真重点放在文中的几首诗歌上，要求提炼诗歌的主题，练习1要求选择自己喜爱的诗歌进行评述，练习2与3是对诗歌进行更深入地理解。通过诵读感受押韵和节奏。Learning about language部分安排的两个练习均与诗歌有关。第一个练习通过从课文诗歌中找押韵的词帮助学生理解课文的生词和诗歌的韵脚；第二个练习学习构词发。语法部分设置了两种类型的练习。一类写诗或续诗；另一类是用所给词的适当形式填空。这两个练习都是操练虚拟语气的用法。Using language 部分综合训练听说读写的语言能力。听、读和讨论部分把听力与阅读训练结合起来。通过听理解诗歌内容，辨认写诗人的身份、诗歌的节律，并表达诗歌所激起的联想。通过边打拍子边朗读、在欣赏中加深对诗歌的理解。通过释义理解诗歌中的难句，并指导学生进行深层理解，学会推断人物身份与关系。听和讨论部分有四个学生与老师交谈，围绕诗歌比赛展开。首先通过不同的声音来辨认人物；然后，捕捉不同人的不同事，一一对号。该部分的两个练习，帮助学生学习和运用表达意图与决定的日常交际用语。写的部分要求学生模仿诗歌C以IF I开头写清单诗；或以I FEEL HAPPY WHEN。开头写诗。Summing up部分运用调控策略，对本单元所涉及的知识与技能，特别是本单元所涉及的结构和词汇、话语功能以及诗歌的类型、押韵和节奏等方面进行自我评价。Learning tip部分提示学生注意理解诗歌与应用学习的关系：写诗、唱歌是理解和记忆词汇，学习语言的有效方法。教学设计第一课时：Warming up, Pre-reading & Reading 本课时内教师可从学生的生活实际出发，了解人们写作英语诗歌的不同目的，借助教材第9页的表格，Reading部分的诗歌进行整体理解。建议以理解内容为主。可以选择其中某一首诗，进行语音训练，感受英语诗歌的节奏和韵律。第二课时：Reading, Comprehending & Learning about language (Discovering useful words and expressions ). 本课时内主要是对课文进行适当的拓展、讨论，着眼于对英语诗歌的欣赏，理解这些诗歌的寓意。利用 Learning about language 中的Discovering useful words and expressions 部分，引导学生注意并感受英语诗歌的韵律。第三课时：Learning about language (除Discovering useful words and expressions) 课堂上处理完该部分内容，突出两个重点：（1）学习诗歌的写法； （2）学习与过去事实相反的虚拟语气的用法。第四课时：Using language 完成阅读、听力和讨论及写作部分。第五课时：Summing up & Assessment小结、测试与讲评。 Period 1 Warming up, Pre-reading & ReadingTeaching goals1 Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that dont make sense?Poets use many different forms of poems to express themselves.I hadnt taken my eye off the ball.We hadnt taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; haiku; Tang poems b. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning ability Enable Ss to distinguish different types of poems.Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.Teaching methods1. Skimming and scanning.2. Asking-and answering activity3. Discussion4. ChantTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.Talk about some famous poets both home and abroad, either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word “poem”?Step 3. Warming upRead the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their groups list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words- their sounds, rhyme and rhythm.)If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them. Suggested answers to exercise 2:Which poem ABCDEFGHdescribes a person?tells a story?describes an aspect of a season?is about sport?is about things that dont make sense?is recited to a baby?describes a river scene?has rhyming words at the end of lines?repeats words or phrases?Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetry?Q2. How many forms of poems are mentioned in the passage? What are they?Q3. What does “nursery rhyme” mean? Why do they delight small children?Q4. Whats the characteristic of “list poems”? What about “cinquain”?Q5. Why do English People like “Haiku”?Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesnt matter if they dont understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part. Underline the topic sentence.Second reading Tell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:Q1. What parts of the poem suggest that the woman loves her husband?Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3. What picture do you have in your mind when you read the above sentences?Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6. Make a short summary of this period.Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12& 13.Period 2 Reading, Comprehending & Learning about languageTeaching goals1 Target languageImportant words and phrasesjoy, anger, sorrow, thread, appropriate, ending, compass 2. Ability goalsEnable Students to deepen their understanding of the reading passage and learn some useful words and expressions.Learn to use words and expressions in their right form.3. Learning ability Enable Ss to understand the rhyme and rhythm in English poems.Teaching important points1. Understand the passage and answer the questions about it.2. Learn the useful words and expressions in the passage.Teaching difficult points1. Discuss the poems and understand their deep meaning.2. Find the rhyme and rhythm in English poems and try to create them by students themselves.Teaching methods Discussion, asking-and-answering activity, practice, task-based activityTeaching aidsMultimediaTeaching procedures & waysStep 1. GreetingStep 2. ComprehendingTask 1. Group work Ask students to read the passage together and then discuss in group which poem they like best and give reasons. After discussion, ask someone to present his/her idea to the class.Task 2. Ask and answer Answer the questions about the passage on Page 11 12.Step 3. Explanation 1. Others try to convey certain emotions.“convey” here means communicate (an idea, meaning, etc.).I cant convey how angry I feel.“emotion” means strong feelingLove and hatred are basic emotions.His voice was shaking with emotion.2. They delight small children because they have strong rhythm and rhyme.“delight” means make sb. pleased greatly. The gift of the child delighted his parents. I am delighted to help you. “rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables. the exciting rhythms of African drum music “rhyme” means identity for sound between words or the endings of words, esp. in verse. Shakespeare sometimes wrote in rhyme. He made up funny rhymes to make us laugh.3. We would have won if we hadnt taken it easy.“take it easy” means to proceed gently or carefully; to relax and avoid overwork.Youve done quite enough work for today; now take it easy for an hour.4. We would have won if we hadnt run out of energy.“run out(of sth.)” means to use up; to come to an end.The petrol is running out.We are running out of out time. = Our time is running out.5. a poem made up of five lines“make sth. up” means to put together; to compoundWhat are the qualities that make up his character?Society is made up of people of widely differing abilities.Step 4. Learning about language Check the exercise on Page 12-13.Task 1. Discovering useful words and expressions1. Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary. Sample answers: 2 high sky pie my fly shy lie3 sing ring wing thing king fling string 4 today away say play lay tray may 5 lace race face case chase place pace6 true too new flew few shoe canoe Ask students to try to create more lists by themselves.2. Complete the passage using the correct words.Ask students to finish the passage and explain why the form of the words must be changed.Task 2. Discovering useful structures1. Rewrite the poem about winning the match and the reasons.2. Rewrite the poem about the attempt to win the competition.Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.3. Match the sentences.Explain some rules of subjunctive mood if necessary.4. Complete the sentences using the correct forms of the verbs.Step 5. Using words and expressions(Workbook)Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.Task 2. Complete the table with the correct words.NounVerbAdjectiveAdverbTask 3. Complete the sentences using the correct word from the table.Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.Step 6. Make a short summary of this period.Homework1. Remember important language points.2. Write a simple English poem by using rhyme and rhythm.3. Preview “Learning about language”.Period 3 Learning about LanguageTeaching goals1 Target languagea. Important words Appropriate , ending , compassb. Important sentencesIf she had stueide harder , she would have passed the exam.If she had been there , she would have met some really interesting people.2. Ability goalsa. Enable Ss to grasp the ways of writing poems. b. Enable Ss to use subjunctive mood correctly.3. Learning ability Teach Ss how to write some poems and how to use subjunctive mood correctly.Teaching important points1. the way of writing poems.2. Subjunctive MoodTeaching difficult pointsUsing subjunctive mood correctly in different situations.Teaching methods1. Task-based learning 2. instructions 3. practice Teaching aidsMultimediaTeaching procedures & waysStep 1. GreetingsStep 2. Warming upTask1: Free talk- why do you enjoy learning English?T: Im glad to see you again and Im happy because we can enjoy English together. Do you enjoy learning English?S: Yes . Because English is a very beautiful language.S2: Because we can enjoy a lot of funny stories if we know English.S3: Because we can communicate with foreigners in English.S4: Because we can introduce China to foreigners if we know English.S5T: Well done. If we did well in some way , people would know us. Now lets talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)Step 3. PresentationTask2: Group talk-Try to talk about the famous persons.Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:.Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:.Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tiredQ4: Complete the sentence : They would win if they S1:They would win if they had a good rest. S2:T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-list poems. Task3: Turn to page 13 , and do exercises 1 and 2.Step 4. GrammarTask4: Present some sentences on the blackboard , and ask Ss to tell the difference among them.a. If I knew it , I would tell you.b. If I had known it yesterday , I would have told you .c. If I had known it , I would have told you.d. If I had finished my homework , I would have gone to bed.e. If I had known his telephone number , I would have made a phone to him.S1: In these sentences , they use different tenses.S2: They describe different situations.S3: T: Yeah . We can draw a conclusion as follows: Verb forms If clause The main sentenceThe present situationV-edwould /could/should/might +VThe past situationhad V-edwould/could/should/might +have V-edTask5: Compare some special sentences and draw a conclusion.A. Had I not seen it with my own eyes , I would not have believed it.Were it not to rain tomorrow , we would have a picnic.Should it rain tomorrow , we would have a picnic. Conclusion: connect subjunctive mood with inversion.B. If the weather had been finer, the crops would be growing still better.If you had followed the teachers advice, you wouldnt be in hospital. Conclusion: The situations in the clause and the main sentence are different.C. If only I knew his name!If only we had followed your advice!If only I could see him again! Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only. D. Without sunlight, peoples life would be different from today.But for your help, I wouldnt have finished the work. Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood.Step5. PracticeTask6 : Do exercises 3 and 4 on page13.Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood.Picture1: A rocket e.g If I were a designer , I would design a spaceship .If I were clever enough , I would have designed a spaceship.Picture2: the universe e.g.:If I were an astronaut , I would travel into space.If I had been to space , I would have known what were there in space.Picture3:a lot of money e.g.:If I had a lot of money , I would run a big company.If I had earned a lot of money , I would have built a lot of houses for the poorPicture 4:the farmer and the snake e.g.:If the farmer hadnt seen the snake , he wouldnt have put it in the arms.If he hadnt put it in the arms , the snake wouldnt have bitten him.If the snake hadnt bitten him , he wouldnt have diedTask8: Do some exercises on screen.Step6: summary and homework Do exercises 1-4 on page 50 and 51.Period 4 Reading , Listening and WritingTeaching goals1. Target languagea. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, loadb. key sentences: Im not going to do.I plan to doIll do.I am looking forward to do.If I were the ruler of the world, I would do.If I had a million dollars, I would do.I feel happy when.Slowly the moon climbs in the sky.2. Ability goalsa. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.b. Enable the students can get the information from the long passage by listening.c. Enable the students can express their feelings by writing poems.3. Learning ability goals:a. Enable the students to know how to get the key words to understand the poem.b. Enable the students can find where the rhyme and the rhythm of the poem are.c. Help the students learn how to get some skills in listening.d. Enable the students to learn to present enough reasons to support their opinions.e. Help the students learn to write poems using the target language according to the writing steps. 4.Teaching important pointsa. Help the students to understand what the rhyme and rhythm are.b. Train the students to get the key words by reading the question before listening.c. Teach the students to write according to the writing steps.5.Teaching difficult pointsa. How to help the students can find where the rhyme and the rhythm of the poem are.b. How to help the students to make up dialogues, using the target language.c. How to help the students to write the poem to express their feelings.6.Teaching methodsCooperative learning and Task-based learning7.Teachi
展开阅读全文