高二英语Agardenofpoems教案。

俗话说，居安思危，思则有备，有备无患。作为高中教师准备好教案是必不可少的一步。教案可以让学生能够听懂教师所讲的内容，帮助高中教师在教学期间更好的掌握节奏。那么，你知道高中教案要怎么写呢？下面是由小编为大家整理的“高二英语Agardenofpoems教案”，供大家借鉴和使用，希望大家分享！

高二英语Agardenofpoems教案
TeachingPlan
Unit4Agardenofpoems
ReadingENGLISHPOETRY
Teachingobjectives
1.Knowledgeobjectives：ToreadfortheinformationofthehistoryofEnglishPoetrythecharacteristicsofEnglishPoetryindifferenttimes.
2.Abilityobjectives：Enablethestudentstogivetheirideasaboutpoetsandpoemstoothers,usingthetargetlanguage.
3.Moralobjectives：ToletSsexperiencethespiritofthepoemsandencouragetheSstolearntoappreciatepoems.
4.Learningstrategies：Tosomeextend,studentsdeveloptheabilitiesofstudy,effectivecommunication,dealingwithinformationandthinkingandexpressinginEnglish.
Teachingimportantdifficultpoints
1.Helpthestudentslearntoappreciatepoemsandknowaboutpoemsandpoets.
2.Todevelopsomebasicreadingskills.
Teachingmethods
Listening,skimming,groupwork
Teachingprocedures
Arousingstudents’interests—reading—experiencing—automaticlearning

Step1:Lead-in
Interactivities：Activity1:playapoembyMengHaoran.
Activity2:MatchtheauthorinColumnAwiththeirpoemsinColumnB.
Activity3:PresentsomeEnglishfamouspoets’portraitsandhaveabriefintroductionabouttheirpoems,andthenaskthestudentstoanswerthefollowingtwoquestions.
1).DoyouknowsomefamousEnglishpoets?
2)Whataretheyfamousfor?

Step2:Reading:Skimming
Interactivities:Activity4:
1.Dividethetextintoseveralparts.
2.Findoutthemainideaorthetopicsentenceofeachpart.
Part1(Para.1)Briefintroductiontopoetry
Part2(Para.2)ThefeatureofChinesepoetryandsomefamouspoets
Part3(Para.3-5)ThehistoryofEnglishpoetryintimeorderandtheirstyles
Part4(Para.6-7)IntroductionofEnglishpoetryintoChina
Step3:Reading:Scanning
Interactivities：Activity5:
GettheSstocomprehendthepassageParagraphbyParagraphcarefullyandaccuratelyanswerthefollowingquestions.
Q1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?(Para1)
Q2.WhostandsoutinthehallsofgloryinChinesepoetryhistory?(Para2)
Q3.Whatdofinepoemsshare?
Q4.FillthechartofsomedetailsofEnglishpoetry.(Para3-5)
Q5.Whataretheadvantagesanddisadvantagesofreadingthetranslation?
春晓
----孟浩然
春眠不觉晓，处处闻啼鸟。
夜来风雨声，花落知多少。

Timecharacteristicspoets

earlyEnglishpoetryWritteninoldEnglish
17thcenturyAgreattimeWilliamShakespeare
theendof17thcenturySurprisingimages
AbsenceofRhymeattheendofeachline.JohnDonne(SuDongpo)
JohnMilton
18thcenturyFinestpoetryinEnglandAlexanderPope
19thcenturyEnglishromantic,naturalJohnKeats,WilliamWordsworth,GeorgeGordonByron(DufuLiBai)
modernpoetsStandclosesttousbothinlanguageandimages.RobertFrost
theendof19thcenturyTranslatedintochineseLuxunGuoMoruo

Q6.Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?Meanwhile,GetstudentstoenjoyaChinesepoemitstranslation.

SpringDawn---MengHaoran
Isleptinspringnotconsciousofthedawn,
Butheardthegaybirdschatteringallaround,
Iremember,therewasastormatnight.
Pray,howmanyblossomshavefallendown?

Step4.Languagefocus:

Keywordsandphrases:
1.bringtogether:
2.playwith:Thelittleboyisplayingwithhisdolls.
Inthetext“playwiththesounds,wordsandgrammar”means“tousesounds,wordsandgrammarperfectly.”
3.callup:Thescenecalledupmychildhoodmemories.
Hewascalledupatthebeginningofthewar.
4.standout:Redstandsoutagainstawhitebackground.
5.follow:Whydidnotyoufollowtheteacher’sadvice?
Followalsomeans“understand”:hislectureisdifficulttofollow.
5.despite:inspiteof:Healwaysremainsmodestdespitehisachievements.
6.befamousfor:Guilinisfamousforitsnaturalscenerywithhillsandstreams.
7.time:Inhisspeech,heexpressedthefeelingsofthetime.
8.belongto:TaiwanbelongstoChina.
9.admire:
10.remind…of…ThefilmremindedhimofwhathehadseeninBeijing.
“Remind”canalsobefollowedby“thatclause”:pleaseremindmethatImustcallhimupbeforenoon.
11.absence:Darknessistheabsenceoflight.
12.leadto:Eatingtoomuchsugarcanleadtohealthproblems.

Keystructures:
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
Pastparticipleusedasadverbial
eg:Frightenedbythenoiseinnight,thegirlnolongerdaredtosleepinherroom.
Givenbetterattention,thecropswouldgrowbetter.
2.Nomatterhowwellapoemistranslated,somethingofthespiritoftheoriginalworkislost.
“Nomatter”isfollowedbywh-clause,usedasadverbialofconcessioninthesentences.
eg:Nomatterwhenyouleavetheroom,don’tforgettoturnoffthegas.
Nomatterwhotoldyouaboutsomenews,youcan’tmakeanycommentonitbeforeyoucheckitup.

Step5:ListeningandReadingAloud

Step6Discussion
Haveadiscussionaboutpost-reading4、5and6onpage29

Step7SummariesandHomework
FindsomeChinesepoemsandEnglishpoems,readandappreciatethemafterclass.

相关推荐

Agardenofpoems（TheFifthPeriod）

俗话说，凡事预则立，不预则废。作为教师就要在上课前做好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来，帮助教师掌握上课时的教学节奏。那么一篇好的教案要怎么才能写好呢？为满足您的需求，小编特地编辑了“Agardenofpoems（TheFifthPeriod）”，大家不妨来参考。希望您能喜欢！

TheFifthPeriod
Grammar:ThePastParticipleUsedasAdverbial
TeachingAims:
1.EnablethestudentstomastertheusageofthePastParticiplewhenitisusedasAdverbial.
2.Enablethestudentstomasterthetransformationbetweenthepastparticiplephraseandtheadverbialclause.
TeachingImportantPoints:
1.HowtousethePastParticiple
2.HowtotellthedifferencebetweenthePresentParticipleandthePastParticiple.
TeachingDifficultPoint:
HowtochoosethePresentParticipleandthePastParthciple.
TeachingMethods:
1.Comparisionmethodtogetthestudentstoknowhowtousetheparticipleclearly.
2.Discussionmethodtogetthestudentstomasterwhattheyvelearned.
3.Pairworkorgroupworktomakethestudentsactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
StepIIGreetings
Greetthewholeclassasusual.
StepIIRevisionandPresentation
T:InthethirdperiodofUnit4,welearnedthePastParticipleusedasAttributeandAdverbial.Nowlookatthesesentences.CanyoutellmewhichpastparticipleisusedasAttributeandwhichisusedasAdverbial?
(Showthefollowingonthescreen.)
1.MostoftheartistsinvitedtothepartywerefromSouthAfrica.
2.Givenmoreattention,thetreescouldhavegrownbetter.
3.Theprofessorcameintotheclassroom,followedbyhisstudents.
4.ThefirsttextbookswrittenforteachingEnglishasaforeignlanguage
cameoutinthe16thcentury.
Ss:Yes,wecan.
T:WhocantellusinthefirstsentencewhatthePastParticipleissuedas?
S1:Iknow.ItisusedasAttribute,modifyingthenoun“artists”.
T:Yes.OK.LiLu,youtry,please.
S2:IthinkitisusedasAdverbialinthesecondsentence.
T：Good.
S3:ItisusedasAdverbialinthethirdsentence,too.
T:(Totherestoftheclass.)Isthatright?
Ss:Yes.
T:Good.Noproblem.Now,thelastsentence.Whoknows?
S4:Letmehaveatry.IbelieveitisusedasAttribute.Itmodifies“thefirst
textbooks”.
T:(Askanotherstudent.)Doyouagreewithhim/her?
S5:No,Idontthinkso.IthinkitisusedasAdverbial.
T:Yeah,now,wehavetwodifferentopinions.whichoneiscorrect?Whoseopiniondoyouagreewith?
Ss:Thefirstansweriscorreet.ItisusedasAttribute,notAdverbial.
T:Why?
Ss:Becauseitmodifiestheword,“textbooks”.
T:Good.ItisusedasAttribute.Iagreewiththefirststudent.
StepIIIExplanation
T:WeknowthatthePastParticiplecanbeusedasAdverbial.Nowlookatthesesentencesontheblackboard.
(Teacherwritesthefollowingontheblackboard.)
1.Dontspeakuntilspokento.
2.Givenmoretime,wecoulddotheworkmuchbetter.
3.Destroyedbytheearthquake,thehousehadtoberebuilt.
T:Whatarethesepastparticipleusedus?
Ss:TheyareallusedasAdverbial.
T:Yes,Youreright.AndweknowthatthePastParticipleusedasAdverbialcanexpressdifferentadverbials,suchas:time,cause,condition,mannerandsoon.DoyouknowwhatthePastParticipleineachsentenceexpresses?Whoknows?
Sa:ThePastParticipleinthefirstsentenceexpressestime.Thesecondoneexpressescondition.Andthelastoneexpressescause.
T:Verygood.Now,Illgiveyouafewminutestodiscusswithyourpartner
abouthowtoreplacethesepastparticiplesbyusingadverbialclauses.
T:(Afewminuteslater.)Whodliketotrythefirstsentence?
Sb:Idliketo.“Dontspeakuntilyourespokento.”
T：Good.Pleasesitdown.Whataboutthesecondsentence?Whoknows?
Sc:Iknow.Ifweweregivenmoretime,wecoulddotheworkmuchbetter.
T:OK.Sitdown,please.Now,thelastsentence.Whowantstohaveatry?
S:Beeausethehousehadbeendestroyedbytheearthquake,ithadtoberebuilt.
T:Good.
(Teacherwritesthesentencesaboveontheblackboard.)
StepVIComparison
T:Asweallknow,thePastParticipleandthePresentPartieiplecanbeusedasAdverbial,forexample:(Teacherwritesthefollowingexamplesonthe
blackboard.)
1.Seenfromthehill,ourschoollooksmorebeautiful.
2.Seeingfromthehill,wecanseeourbeautifulschool.
T:Lookatthesetwosentencescarefully.Canyoutellusthedifferencebetweenthem?
S:ThefirstsentenceusesthePastParticipleasAdverbialwhilethesecondsentenceusesthePresentParticipleasAdverbial.
T:Good.Doyouknowwhy?
S:Becausethesubjectinthefirstsentenceis“ourschool”,butinthesecondsentencethesubjectis“we”.
T:Verygood.Whenweareusingparticiples,weshouldpayattentiontothesubjectsinthesentences,andtheparticipleweusemusthavethesamelogicalsubjectasthesubjectinthesentence.Ifthesubjectinthesentencereceivestheaction,weshouldusethePastParticipleasAdverbial;ifthesubjectinthesentencedoestheaction,weshouldusethePresentParticipleasAdverbial.Doyounderstand?
Ss:Yes.
StepVPractice
T:Lookatthesentencesonthescreen.Joineachofthefollowingpairsof
sentencesturningoneofthemintoaparticiplephraseandmakingother
necessarychanges.Doitinpairsorgroups.Example:Weweredisturbedbythenoiseandhadtofinishthemeetingearly.
→Disturbedbythenoise,wehadtofinishthemeetingearly.
Rewritethesentences,usingthePastParticiple.
1.Theyweresurprisedattheideaandbegantodiscussitamongthemselves.
2.Marywasmuchinterestedandsheagreedtogiveitatry.
3.Iwasdeeplymoved,andthankedthemagainandagain.
4Thetwomenweredelightedandtheythoughtupmanyotherideas,too.
5.Wehadbeentaughtbyfailureandmistakesandhavebecomewiser.
6.Iwasshockedatthewasteofmoneyanddecidedtoleavethecompany.
7.Hewaspersuadedbyhisfriendstogiveupsmokingandthrewhisremainingcigarettesaway.
Suggestedanswers:
1.Surprisedattheidea,theybegantodiscussitamongthemselves.
2.Muchinterested,Maryagreedtogiveitatry.
3.Deeplymoved,Ithankedthemagainandagain.
4.Delighted,thetwomenthoughtupmanyotherideas,too.
5.Taughtbyfailureandmistakes,wehavebecomewiser.
6.Shockedatthewasteofmoney,Idecidedtoleavethecompany.
7.Persuadedbyhisfriendstogiveupsmoking,hethrewhisremaining
cigarettesaway.
T:OK.Nowlookatthescreen.Letsdomoreexercises.Youmaydiscusswith
yourpartner.
(Teachershowsthefollowingonthescreen.)
Choosethebestanswers:
1.______someofficials,Napoleaninspectedhisarmy.
A.Followed
B.Followedby
C.Beingfollowed
D.Havingbeenfollowed
2.__________byhisteacher,hehasmadegreatprogressinhislesson.
A.HelpedB.Tohelp
C.HelpingD.Help
3.Thecomputercenter,________lastyear,isverypopularamongthestudentsinthisschool.
A.openB.opening
C.havingopenedD.opened
4.Thevisitorexpressedhissatisfaction,___________thathehadenjoyed
hisstayhere.
A.havingaddedB.toadd
C.addingD.added
5.___________inthought,healmostranintothecarinfrontofhim.
A.LosingB.Havinglost
C.LostD.Tolose
6.__________histelephonenumber,shehadsomedifficultygettingintouch
withBill.
A.Notknowing
B.Knowingnot
C.Nothavingknown
D.Havingnotknown
7.If_________thesametreatmentagain,heissuretogetwell.
A.givingB.give
C.givenD.beinggiven
8.in1636,HarvardisoneofthemostfamousuniversitiesintheUnitedStates.
A.Beingfounded
B.Itwasfounded
C.Founded
D.FoundingSuggestedanswers
1.B2.A3.D4.C5.C6.A7.C8.C
(Teacherthenaskssomestudentstodothemonebyone.)
StepVITest
T:Nowletshaveatest.Completethefollowingsentences.Writeyouranswersonapieceofpaper.Later,wellcheckittogether.
(Teacherusesthemicromediaequipmenttoshowthefollowingonthescreen.)
Completethesentences:
1._______（只要看一次），itcanneverbeforgotten.
2._______(被认为是这个城市里面最好的)，thefactorywasgivenamedal.
3._______Thevisitorcamein,________（后面跟着一群年轻人）。
4._______（在党的领导下），thepeoplehaveimprovedtheirlivingconditionsgreatly.
5._______（在她的话的鼓励下），theboylaterwentuptohisteacherandsaid“sorry”.
6.If_______（加热）toahightemperature,waterwillchangeintovapour.
7._______（从太空中望去），theearthisawatercoveredglobe.
8.Theobjectonthetableisafan______（由羽毛制成的）。
Suggestedanswers:
1.Onceseen
2.Regardedasthebestinthecity
3.followedbyagroupofyoungfellows
4.LedbytheParty
5.Encouragedbyherwords
6.heated
7.Seenfromspace
8.madeoffeathers
(Afewminuteslater,teacheraskssomestudentstosaytheiranswers.Ifsomestudentsmakeanymistake,theteachershouldgivethecorrectanswerandgivesomeexplanation,too)
StepVIISummaryandHomework
T:Inthisclass,wevediscussedtheuseofthePastParticiple.Thatis,howtouseitanditstransformationwiththeadverbialclauses.Afterclass,weshoulddomorepracticeaboutthistomasterthem.OK.Timeisup.Somuchforthisclas.Seeyoutomorrow.
StepVIIITheDesignoftheWritingontheBlackboard
Unit4Agardenofpoems
TheFifthPeriod
Grammar:ThePastParticiple
I.1.Dontspeakuntilspokento.
Dontspeakuntilyouarespokento.
2.Givenmoretime,wecoulddotheworkmuchbetter.
Ifweweregivenmoretime,wecoulddotheworkmuchbetter.
3.Destroyedbytheearthquakethehousehadtoberebuilt.
Becausethehousehadbeendestroyedbytheearthquake,thehouse
hadtoberebuilt.
II.1.Seenfromthehill,ourschoollooksmorebeautiful.
2.Seeingfromthehill,wecanseeourbeautifulschool.
StepIXRecordafterTeaching
___________________________
___________________________
___________________________
___________________________

Agardenofpoems（TheSecondPeriod）

俗话说，居安思危，思则有备，有备无患。作为教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助教师缓解教学的压力，提高教学质量。优秀有创意的教案要怎样写呢？下面的内容是小编为大家整理的Agardenofpoems（TheSecondPeriod），相信能对大家有所帮助。

TheSecondPeriod
TeachingAims:
1.Learnthefollowingwordsandexpressions:callup,glory,pattern,belongto,absence,translate,comeintobeing,playwith,despite,time,remind…of,lesdto
2.Learnaboutpoetsandpoemsofdifferentcountries.
3.Improvethestudentsreadingability.
TeachingImportantPoints:
1.Theusagesofsomeusefulwordsandexpressions.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
TeachingDifficultPoint:
Howtograspandrememberthedetailedinformationofthereadingmaterial.
TeachingMethods:
1.Fast-readingtograspthemainideaofthetext.
2.TalkingmethodtogeteverystudenttowanttoexpresshimselfinEnglish.
3.Pairworkorgroupworktogeteverystudenttojoinintheclassactivities.
TeachingAids:
1.ataperecorder
2.acomputer
3.aprojector
TeachingProcedures:
StepIGreetingsandRevision
(Teachergreetsthewholeclassasusualandchecksthestudentshomework.
Thenteacherandthestudentslearnthenewwordsofthisperiodtogether.)
StepIIReading
(Afewminuteslater.)
T:Areyouready?
Sa:Yes.
T:Whowillgiveustheanswers?
Sa:I’lltry.ThestyleandatmosphereinthepoemsbyWordsworth,Byron,ShellyandKeatsoftenremindreadersofDuFuandLiBai.
Sb:TheworksbyDonneandMarvellremindsChinesereadersofSuDongpo.
T:Verywell.Nowreadthetextagain,andtrytograspasmuchdetailedinformationasyoucan.Thendotheexerciseonthescreen.
(Teachershowsthescreen.)
Readthetextcarefullyandchoosethebestanswerforeachofthefollowingquestions:
1.ModernEnglishcameintobeingfromaboutthemiddleofthe_____century.
A.16thB.17thC.18thD.19th
2.ThepoetryofMarvellremindsChinesereadersofthepoemsby_______.
A.DuFuB.LiBai
C.SuDongpoD.GouMoruo
3.Byrons“IslesofGreece”isanexampleof_______.
A.asonnetB.romanticpoetry!
C.naturepoetryD.modernpoetry
4.ThewiderpublicinChinadiscoveredEnglishpoetryatthebeginning
ofthe_________century.
A.17thB.18thC.19thD.20th
5.TheadvantageofreadingEnglishpoetryinChinesetranslationis______.
A.thatyouhavemoreadvice
B.thatsomethingofthespiritislost
C.thatyouunderstanditbetter
D.thatyoulearnhowtoexpressyourselfinnewways
Suggestedanswers:
1.A2.C3.B4.D5.D
T:Youvedoneverywell.Bytheway,haveyounoticedthattherearesome
boldwordsinthetext?Readthetextagainandfindoutwhatthewordsin
boldreferto.Ifnecessary,youcanhaveadiscussionwithyourpartner.Someminuteslater,wellchecktheanswers.
(Studentsbegintoreadthetextandhaveadiscussion.Afterafewminutes,
teachersaysthefollowing.)
T:Canyoufindtheanswers?(Ss:Yes.)
Pleasetellus.
Sc:“That”inthefirstparagraphrefersto“poetryplayswithsounds,wordsandgrammar”.
Sd:“its”inthefourthparagraphrefersto“thepoetryn’s”.
Se:“their”refersto“thenaturepoemsbyWordsworth,ByronsIslesofGreeceandthesonnetsandlongpoemsbyShelleyandKeats”.Anditisinthefifthparagraph,onPage28.
Sf:“they”inthesixthparagraphrefersto“modernpoets”.
Sg:“They”inthethirdlinefromthebottomofthelastparagraphrefersto
“poemsandliterature”.
T:Arethereanydifferentopinions?
Ss:No,theyareright.
T:(Teachersshowsthescreen.)Therearesomelanguagepointsyoushould
payattentionto.Readthesentencesandtrytomastertheusagesofthe
wordsandphrases.
1.playwith:Thelittleboyisplayingwithhisdolls.(Inthetext“playwiththesounds,wordsandgrammar”means“tousesounds,wordsandgrammarperfectly”.)
2.callup..Icalledupmybrotherandtoldhimthegoodnews.
Hewascalledupatthebeginningofthewar.
3.despite:Hecametoschooldespite(inspiteof)hisseriousillness.
4.time:Inhisspeech,heexpressedthefeelingsofthetime.
5.belongto:TaiwanbelongstoChina.
6.absence:Darknessistheabsenceoflight.
7.remind…of…Remindmeoftheletter.
8.leadto:Differencesofopinionledtofiercearguments.
9.comeintobeing:WhendidtheGreatWallcomeintobeing?
StepIIIListeningandReadingAloud
T:Nowletslistentothetape.WhenIplayitforthefirsttime,justlisten.ThenIllplayitforthesecondtime.Thistime,youcanfollowitinalowvoice.Thenreadthetextaloud,payingattentiontoyourpronunciationand
intonation.Doyouunderstand?OK.Letsbegin.
(Teachergoesamongthestudents,answersthestudentsquestionsandcorrectsthemistakes.)
StepIVDiscussion
T:NowpleaseturntoPage29,Post-read-ing4、5and6.Haveadiscussionabout
them.Later,Illasksomeofyoutogiveustheanswers.
(Afterawhile.)
T:Whollgiveustheanswertothefourth?
S1:Illtry.Ifapoemistranslatedintoanotherlanguage,itschangedabit.Thatstosay,somethingofthespiritoftheoriginalworksislost.
T：Quiteright.LetscompareapoembyChaoZhiwithitstranslation.
(Teachershowsthescreen.)
七步诗
曹植
煮豆燃豆萁，
豆在釜中泣；
“本是同根生，
相煎何太急？”
Theywereboilingbeansonabeanstalkfire,
Cameaplaintivevoicefromthepot,
“(),whysincewesprangfromtheselfsameroot,
Shouldyoukillmewithangerhot?”
T：Fromthepoemabove,wecanfindthatwhenapoemistranslatedintoanotherlanguage,itsrhythmandrhyme,thefiguresofspeech,etc.aredifferent
fromtheoriginalwork…
SuggestedanswerstoEx.5andEx.6：
5.TheycanbetiesthatbringtheEastandtheWesttogetherandfinewine
enjoyedbytheEastandtheWest.
6.Itmeansthatwhenpeoplefromonecountryreadthepoemsfromanother,theywillbestruekbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
StepVSummaryandHomework
T:Todaywerelearntatextaboutpoemsandpoets.Readthetextafterclassandcollectasmuchinformationaboutthethingsandpersonsmentionedinthetextaspossible.ThendoEx.3onPage29.Besides,wevelearntsomeusefulwordsandexpressions.Pleasetellmewhattheyare.
Ss:Playwith,callup,despite,time,…
(Teacherwritesthemontheblackboard.)
T:Pleaserememberthewordsandexpressionsandmakesentenceswiththemwhenyouhavetime.Thatsallfortoday.Classisover.
StepVITheDesignoftheWritingontheBlackboard
Unit4AgardenofpoemsTheSecondperiod
EnglishPoetry
Usefulwordsandexpressions:
playwithabsence
callupremind…of
despiteleadto
timecomeintobeing
belongto
StepVIIRecordafterTeaching
_____________________________________
_____________________________________
_____________________________________
_____________________________________

高二上人教版Unit4Agardenofpoems教材分析

Colorschanginghue
morningfieldsofambergrain
weatheredfaceslinedinpain
aresmoothedbeneaththeartist’s
lovinghand.
AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
perhapsthey’lllistennow.
Fortheycouldnotloveyou
butstillyourlovewastrue
andwhennohopewasleftinsightonthatstarry
starrynight.
Youtookyourlifeasloversoftendo;
ButIcouldhavetoldyouVincent
thisworldwasnevermeantforone
asbeautifulasyou.
Starrystarrynight
portraitshunginemptyhalls
framelessheadsonnamelesswalls
witheyesthatwatchtheworldandcan’tforget.
Likethestrangerthatyou’vemet
theraggedmeninraggedclothes
thesilverthornofbloddyrose
liecrushedandbroken
onthevirginsnow.
AndnowIthinkIknowwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
they’renotlist’ningstill
perhapstheyneverwill.
繁星点点的夜晚
为你的调色盘涂上灰与蓝
你在那夏日向外远眺
用你那双能洞悉我灵魂的双眼
山丘上的阴影
描绘出树木与水仙的轮廓
捕捉微风与冬日的冷洌
以色彩呈现在雪白的画布上
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
繁星点点的夜晚
火红的花朵明艳耀眼
卷云在紫色的薄霭里飘浮
映照在文森湛蓝的瞳孔中
色彩变化万千
清晨里琥珀色的田野
满布风霜的脸孔刻画着痛苦
在艺术家充满爱的画笔下得到了抚慰
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
因为他们当时无法爱你
可是你的爱却依然真实
而当你眼中见不到任何希望
在那个繁星点点的夜晚
你像许多绝望的恋人般结束了自己的生命
我多么希望能有机会告诉你，文森
这个世界根本配不上
像你如此美好的一个人
繁星点点的夜晚
空旷的大厅里挂着一幅幅画像
无框的脸孔倚*在无名的壁上
有着注视人世而无法忘怀的眼睛
就像你曾见过的陌生人
那些衣着褴褛、境遇堪怜的人
就像血红玫瑰上的银刺
饱受蹂躏之后静静躺在刚飘落的雪地上
如今我想我已明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
他们依然没有在倾听
或许他们永远也不会理解
TeachingplanForUnit4AGardenofPoems
The3rdperiodSpeaking
Teachingaims:
1.Talkingaboutpoemstoraisethess’interestinpoems.
2.Makingdialoguetoimprovethess’speakingability.
Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showthessapoem----twinkle,twinklelittlestar）
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(Welcomesomesstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
T:1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertouse
theusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行诗).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命运)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscuss教材分析
本单元中心话题是“诗歌与文化”。单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。
“热身”(Warmingup)部分由EnglishPoetry的一个分支——学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。
“听力”(Listening)部分的内容分两部分内容：WB与SB。SB内容可以由“热身”(Warmingup)活动结束后自然过渡导入，SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的Agardenofpoems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。
“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。
“阅读”(Reading)部分标题是EnglishPoetry,里面简单介绍英语诗歌的形成和几个代表时期，重点提到了ModernEnglishPoetry的诞生和19世纪浪漫主义诗潮，提及了几个著名诗人及代表作，风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊，起到了画龙点睛的作用：我们学诗，读诗就是要自己去思考，去欣赏，这样才能开拓我们的视野，形成自己的审美观。在授课过程中，要特别注意智育（课堂教学与语言知识的习得），德育（引导学生形成正确的审美观乃至人生观）和美育（去发现并欣赏和种文化中蕴含的美）的结合渗透。
“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生去理解“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话，发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。
“口语”(Speaking)部分放在“阅读”(reading)部分之后，因为这一单元的学习一定要注重知识的承接，学了“阅读”(reading)后能更好的熟悉英语诗歌和诗人，流派，能“有话可说”，有助于表达自己对一种文化形式的看法和见解。本部分将通过“BRAINSTORM”回忆课文中学过的诗人。关于SB中的Speaking，在小组活动中，组织学生分组对有关诗歌的Topics,Periods,Humanfeelings等话题开展讨论。讨论时再次强调UsefulExpressions的使用。而书中WB里的TALKING，讨论的是“现在诗歌是否依然流行还是已死亡”这个话题，可以将学生分成两组，设立裁判，让他们自由发言给出意见，最后由老师进行总结这种形式。通过“口语”(Speaking)部分，学生会在一定程度上将书本上的知识转化成自己的观点表达出来，既增加了他们对英语诗歌的理解又很好的锻炼了口语。
语言学习(LanguageStudy)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前，通过一个简单视频（儿歌）说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是“过去分词作状语”的用法。在此要特别注意由于本单元是分词（包括现在分词和过去分词）用法的最后一个章节，需要对分词作一个总结和清理，因此需要将现在分词和过去分词用法共同点（如逻辑主语一致）及不同点（如现在分词常表主动，过去分词表被动）作一个罗列。当然简单罗列并不行，需要把最容易混淆的东西再过滤一遍，解释清楚。
学习技能(IntegratingSkills)部分包括听、读、说、写三部份，有着一个很明显的结合，过渡，继承过程，相互渗透，讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入，让学生朗读并谈感受。再转入课文，阅读简单的课文后有一个Assessment步骤，通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗“Dustofsnow”赏析，引导学生理解诗歌中的意境（IMAGE）并对诗歌中诗人情绪变化“changesofmood”作一个分解。至此，本单元对于学生能力的培养已到了一个更高的层次。在教学过程中，适当要求学生作朗读和背诵，加强互动，引导学生诵读诗歌时投入感情，注意语音语调的变化。在本课时最后一个环节中，让学生根椐一首现代诗写出其主题与意境（可参考使用英文名曲“Rightherewaiting”。
学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议，清楚明了，可以作为学生平时阅读的一个很实用有效的指导。
复习要点(Checkpoint)简要总结了本单元的语法重点——“过去分词作状语”的用法。最后一个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。
课时安排
TeachingPlanforUnit4Agardenofpoems
1.WarmingupListening
(1)Warmingup
(2)ListeninginSB
(3)ListeninginWB
2.Post-reading
(1)Pre-reading
(2)Reading
3.Post-reading
(1)Reading
(2)Post-reading
(3)Extendedreading
4.Speaking
(1)Warmingup
(2)Speaking
(3)TalkinginWorkBook
5.LanguageStudy
(1)WordStudy
(2)Grammar
6.Integratingskills
(1)Reading
(2)Writing
(3)Checkpoint
教材重点和难点
1.重点单词
poemn.诗；韵文；诗体文
intentionn.意图；目的；打算
recitevt.背诵；朗诵
patternn.型；模式；方式
dialoguen.对话；（文学，戏剧，电影中的）对白
sortvt.将事物分类；整理n.种类；类型
sadnessn.悲哀；难过
grammarn.语法；语法学
gloryn.光荣；荣誉；荣耀的事；壮丽
absencen.不在；缺席；缺乏
districtn.地区；区域
atmospheren.气氛；情绪；大气；大气层
introductionn.序言；介绍；引进
translatevt.翻译；用简单易懂的语言表达
translationn.翻译；译文
extraordinaryadj.特别的；不平常的；惊人的
idiomn.习语；成语；语言习惯用法
apartadv.相隔；相距；除去；单独地
recommendvt.推荐；介绍；建议
contributevi.作出贡献；捐献；投（稿）vt.贡献；提供；捐献；投稿
2.重点词组
put…together把……结合成一整体；装配
playwith玩；玩耍；游戏
callup召唤；使人想起；调动（力量，人员等）；（给……）打电话
standout突出；显眼；远远超过某人（物）
lightup照亮；使放光彩；点上（烟等）吸起来
comeintobeing出现；形成；产生
sendfor使某人来到；要求将某物取来或送到
contributeto…为……作贡献（或捐献）；有助于……；向……投稿
3.词汇拓展
poem(n.)→poetry(n.)→poet(n.)
absence(n.)→absent(adj.)
translate(vt.)→translation(n.)
contribute(vt.)→contribution(n.)
4.句型结构
1.Poetryalsocallsupallthecolours,feelings,experiencesandcuriousimagesofadreamworld.
2.Hissonnets,however,belongtothebestEnglishpoetry.
3.Beforetheendofthecentury,therewasanotherfamouswriter,JohnMilton.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
4.GreatlylovedinChinaaretheEnglishRomanticpoets.
5.Theycanhelpustounderstandeachotherbetter,orasMuDanwrote:…
6.Quietly,weembraceinaworldlitupbywords.
7.IfIseeyounexttonever,howcanIsayforever?
5、重点语法
本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。
6、教学难点
(1)如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2)分词用法的总结与难点解析。
(3)帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
Unit4AGardenofPoems
TheFirstPeriodWarming-upListening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.
TeachingDifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
(Playthesong“TenlittleIndianboys”)
StepIGreetingsandLeadin.
T:Goodmorning,everyone!
Ss:Goodmorning,Mrs/Mr…!
T:Sitdownplease.Justnowwe’veenjoyedasong.Doyoulikeit?
Ss:Yes./(No)
T:Ok.Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.
StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?
StepIII.Pre-listening
T:Mmm,itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?
StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameothebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeeings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1).Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?
StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
S:…….
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
(Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.)
2.Listenandimitate.
StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelisteningtextabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVII.Listeningandimitating.
T:OK.Poemsarehelpfultorememberthings.Butwhatthingscantheyhelpusremember?Pleaselistentothefollowingexamplesandfindoutsomeoftheways.
1.Wecanlearnandrememberimportantdatesinhistoryusingrhyme.Therhymemostfamousoftheseis:“In1492,ColumbusSailedtheOceanBlue”torememberthatitwasin1492thatColumbusdiscoveredtheAmericas.
2.Therearealsoshortlinestorememberhowmanydayseachmonthhas.“30dayshasSeptember,April,JuneandNovember.Theresthave31.Fine!February28exceptwhen29.”
3.Wecanevenlearnhadspellingwithwordsfromashortpoem.Thewords‘receive’soundslike‘believe’.Butthespellingisnotthesame.Listentothefollowingshortpoem,ItisveryusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglishanditalwaysworks.
“I”before“E”exceptafter“C”orwhensoundinglike[ei]asin“neighbour”and“way”.
Suggestedanswers:
Rhyme1isusefultorememberimportantdatesinhistory.(torememberthatitwasin1492thatColumbusdiscoveredtheAmericas)
Rhyme2isusefultorememberhowmanydayseachmonthhas.
Rhyme3isusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglish.
Rhymesandrhythmsarehelpful.Doyouusepoetrytorememberthings?
Whosometimesstillusespoetrytorememberthingstoday?
(Collectanswersthenlistentothefollowing.)
Butpeoplealsoneedtorememberpracticalthingssuchaswheretofindgoodcagestosleep,wheretofindwaterthatcouldbedrunkorwhentoplantcrops.Wenolongerneedpoetrytorememberthings.Butitdoesn’tmeanweshouldn’torcoundn’tuseittohelpusrememberthingsbetter.
Soanyonewhowanttorememberthingsbettercanstillusepoetrytorememberthings.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetnbs;aboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
StepIXHomework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
Teachingplan
ForUnit4AGardenofPoems
The2ndperiod
Reading(EnglishPoetry)
TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
Teachingprocedures:
Step1GreetingWarming-up
(Beforethebeginningoftheclass,showthestudentsaclipofvideofromthemovieDeadPoetsSociety.)
T:Morning,boysgirls!
Ss:Morning,sir!
T:Justnow,wesawavideoclipfromthemovieDeadPoetsSociety.(Showtheposteronthescreen)Haveyoufoundwhatistheboydoing?
SA:Heiscreatingapoem.
T:Yeah,quietright!Heisusinghisimaginationtocreateapoem.Weknowpoetryisaspecialformofliterature.Ifyouwanttowriteagoodpoem,youneedtoputyourselfinthedreamworldofthepoem.(Showthewordsonthescreenonebyone)
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望庐山瀑布onthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.Areyouready?
Ss:Yes!
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
A:1.①Poetryplayswithsounds,wordsandgrammar.②Poetryisdifficulttowrite,butinterestingtoread.③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.Themainideaofeachparagraph
T:Goodjob!Howmanyparagraphsinthetext?(7)Ok,nowlistentothetapereadthetextcarefully.ThenIwantyoutosummarizeeachparagraph’smainidea.
Para.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Tak1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步诗.)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
ThenIsawtheCongocreepingthroughtheblack,
Cuttingthroughtheforestwithagoldentrack.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.2.Poemshelpustounderstandlife,virtues,beautyandromance…3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible.
Website
/POPE.HTM
/wilword.htm
/byron
edew,comerust,
Butstillliespointedasitploughedthedust.
Ifwewhosightalongitroundtheworld,
Seenothingworthytohavebeenitsmark,
Itisbecauselikemenwelooktoonear,
Forgettingthatasfittedtothesphere,
Ourmissilesalwaysmaketooshortanarc.
Theyfall,theyripthegrass,theyintersect
Thecurveofearth,andstriking,breaktheirown;
Theymakeuscringeformetal-pointonstone.
Butthisweknow,theobstaclethatchecked
Andtrippedthebody,shotthespiriton
Furtherthantargetevershowedorshone.
TheIslesofGreece
GeorgeGordonByron
TheislesofGreece!theislesofGreece!
WhereburningSappholovedandsung,
Wheregrewtheartsofwarandpeace,--
WhereDelosroseandPhoebussprung!
Eternalsummergildsthemyet,
Butall,excepttheirsun,isset.
TheScianandtheTeianmuse,
Thehero’sharp,thelover’slute,
Havefoundthefameyourshoresrefuse;
Theirplaceofbirthaloneismute
Tosoundswhichechofurtherwest
Thanyoursires’"IslandsoftheBlest."
ThemountainslookonMarathon--
AndMarathonlooksonthesea;
Andmusingthereanhouralone,
Idream’dthatGreecemightyetbefree
For,standingonthePersians’grave,
Icouldnotdeemmyselfaslave.
哀希腊
拜伦
希腊群岛呵，美丽的希腊群岛！
火热的萨弗在这里唱过恋歌；
　在这里，战争与和平的艺术并兴，
狄洛斯崛起，阿波罗跃出海面！
永恒的夏天还把海岛镀成金，
可是除了太阳，一切已经消沉。
开奥的缪斯，蒂奥的缪斯，
那英雄的竖琴，恋人的琵琶，
原在你的岸上博得了声誉，
而今在这发源地反倒喑哑；
呵，那歌声已远远向西流传，
远超过你祖先的“海岛乐园”。
起伏的山峦望着马拉松－
马拉松望着茫茫的海波；
我独自在那里冥想一刻钟，
梦想希腊仍旧自由而欢乐；
因为，当我在波斯墓上站立，
我不能想象自己是个奴隶。
DonMclean–Vincent
Starrystarrynight
paintyourpaletteblueandgrey
lookoutonasummer’sday
witheyesthatknowthedarknessinmysoul.
Shadowsonthehills
sketchthetreesandthedaffodils
catchthebreezeandthewinterchills
incolorsonthesnowylinenland.
AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
theydidnotknowhow
perhapsthey’lllistennow.
Starrystarrynight
flamingflo’rsthatbrightlyblaze
swirlingcloudsinviolethazereflectin
Vincent’seyesofChinablue.,onwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5HK
T:Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot.
THEEND
TheFourthPeriodWordStudyandGrammar
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.
TeachingProcedures:
Step1Song
AskthestudentstowatchtheVCDprogrammeandlearntosingthesongANAPPLEADAY.
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷为平地的那座城堡，再也没有重建。
2.Inthesecondsentence,“leftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Suggestedanswers:
1.AT2.AD3.AD4.AT
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
6.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbialLet’shavearevisionandmakeacomparison.
1.共同点:现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Lookingfromthetopofthehill,wecanseethewholetown..
错误:Beinganorphan,thevillagerstakegoodcareofthechild.
正确:Seenfromthehill,ourschoollooksmorebeautiful.
错误:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同点:现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和“进行”;过去分词的一般式常表“被动”和“完成”.
式语态及物动词make的主动语态及物动词make的被动语态
不及物动词rise
现在分词一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
过去分词maderisen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……”的概念,常用过去分词,而不用现在分词的被动式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.现在分词的完成被动式和过去分词两者都可表示“完成”和“被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分词”专项能力训练题
单项填空
1.What’sthelanguage_______inGermany?
A.speakingB.spokenC.bespokenD.tospeak
2.Hehadhisleg________inthematchyesterday?
A.tobreakB.brokenC.breakD.breaking
3.Itwassocoldthathekeptthefire_______allnight.
A.toburnB.burnC.burningD.burned
4.She’supstairs_________letters.
A.writesB.iswritingC.writeD.writing
5.“Can’tyouread?”Marysaid________tothenotice.
A.angrilypointingB.andpointangrily
C.angrilypointedD.andangrilypointing
6.Thelecturewasso_________thattheywereall_________.
A.inspiring:excitingB.inspiring;excited
C.inspired;excitedD.inspired;exciting
7.Thewheatfieldsareirrigatedbywater_______fromapondthroughbamboopipes.
A.bringB.bringsC.broughtD.bringing
8.Thisisoneofthebooks________byhimnow.
A.tobewrittenB.beingwritten
C.havingbeenwrittenD.isbeenwritten
9.Thebook________belongstome.
A.whichlyingonthetableB.lyingonthetable
C.isonthetableD.layonthetable
10.Thepoorboylookedtotherightandtotheleft,_______wheretogo.
A.notknowingB.nottoknowC.didn’tknowD.notbeingknown
11._________anythingabouttheaccident,hewenttoworkasusual.
A.NotknownB.KnownnotC.KnowingnotD.NotKnowing
12.Thisnewssounds_________.
A.encouragingB.encouragedC.encourageD.toencourage
13._________,thesubjectbelongstobiology.
A.StrictlyspokenB.Spokenstrictly
C.StrictlyspeakingD.Speakingstrictly
14.__________,theplayerstriedtheirbesttowinthegamefortheircountry.
A.GreatlyencouragedB.Havinggreatlyencouraged
C.TobegreatlyencouragedD.Greatlyencouraged
15.________thatmistakeonce,Ishallnotmakethesamemistakeagain.
A.MadeB.TomakeC.MakingD.Havingmade
16.---Willyougototheparty?
---OfcourseIwill_________.
A.ifinvitedB.ifhavinginvited
C.ifIwasinvitedD.ifIwillbeinvited
17._________achild,Elizabethenjoyedstudyingartandmusic.
A.ShewasB.WhenwasC.WhenbeingD.Being
18.Thebridge_________nowovertheChangjiangRiverwillbecompletedattheendofthisyear.
A.builtB.isbeingbuiltC.beingbuiltD.tobebuilt
19._________thattherewasanaccidentahead,thebusdriverchangedcourse.
A.WarningB.HavingwarnedC.TobewarnedD.Havingbeenwarned
20.ThevisitingMinisterexpressedhissatisfactionwiththetalks,________thathahadenjoyedhisstayhere.
A.havingaddedB.toaddC.addingD.added
Suggestedanswers:
1---5BBCDA6---10BCBBA11---15DACAD16---20ADCDC
Homework
Finishthewordstudyandgrammarpartontheworkbook.

The5thPeriodIntergratingSkills
ALessonPlanforSongsandPoems
Goals/objectives:
Studentswill:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
Timerequired
40minutes
StepOne
Warmin-up
PlaytworecordingsofthepoemsbyKeatsandWordsworthasstudentslisten;directtheirattentiontotherhythm,therhymeandthesoundsofthewords.Guidethemtoforgetaboutdifficultwordsbygettingthestudentstoquicklygothroughthepenultimateparagraphofthetext.Highlightthesentence:
“Poetryusesmanydifficultwordsandidioms,butthebestthingistojustforgetaboutthem.”
Brainstormsomeoftheirunderstandingoftherhymingofpoetrybylettingthemgivingexamplesofrhymingwords.
e.g.
Getthemtopracticereadingaloudthesecouplesofrhymingwordsforalittlewhileandthenaskseveraltodemonstrate.
AskfortheirfavoriteChinesepoemsandwhenandhowtheyreadpoems.
Alsoaskthemiftheysometimesreadbythelightofthecandleandifreadingpoemsiskindofromanticetc.
Askthemtocomparesingingsongstoreadingpoems.
StepTwo
Pre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
StepThree
While-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.
e.g.avoid,recite,extraordinary
StepFour
Post-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
e.g.
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
StepFive
ExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
Listeningandreadingaloud
PlaytherecordingofRobertfrost’sDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
StepSix
ExerciseII
Letstudentstakeouttheirexercisebooks.Doexercise2onPage32withthepoemas"rightherewaiting".
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.

Agardenofpoems（TheThirdPeriod）

俗话说，磨刀不误砍柴工。作为高中教师准备好教案是必不可少的一步。教案可以让学生能够在教学期间跟着互动起来，帮助高中教师营造一个良好的教学氛围。我们要如何写好一份值得称赞的高中教案呢？以下是小编为大家收集的“Agardenofpoems（TheThirdPeriod）”欢迎阅读，希望您能够喜欢并分享！

TheThirdPeriod
TeachingAims:
1.Reviewthetexttofinishsomeexercisesaboutpoems.
2.LearnandmasterthePastParticipleusedasAdverbial.
3.Dosomeexercisestolearnthesentencetransformation.
TeachingImportantPoints:
1.HowtogetthestudentstomastertheusageofthePastParticiple.
2.Howtodosentencetransformation.
TeachingDifficultPoint:
Thesentencetransformationbetweenaclauseandapastparticiplephrase.
TeachingMethods:
1.Pairworkorgroupworktomakeeverystudentactiveinclass.
2.Discussionmethodtogetthestudentstomakeclearwhattheyvelearned.
3.Showingandexplanationmethodstohavethestudentsgetaclearconceptaboutwhattheylearn.
TeachingAids.
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
T:Inthisclass,Illcheckyourhomeworkfirst.Inthelastperiod,Itoldyoutomakeatimelinethatshowsthecenturieswhenthepoetswerelivingandtheirnames,includingalltheEnglishpoetsinthetextandsomeoftheChinesepoetsyouknow.Haveyoufinishedit?(Ss:Yes.)NowIllshowtheanswersonthescreen.Checkthem,please.
Englishpoets:
Shakespeare(1564～1616)
Donne(1572～1631)
JohnMilton(1608～1674)
Marvell(1621～1678)
Pope(1688～1744)
Johnson(1709~1784)
Wordsworth(1770～1850)
Byron(1788～1824)
Shelly(1792～1822)
Keats(1795～1821)
Auden(1907～1973)
Chinesepoets:LiBai(701～762)
WangWei(701～761)
DuFu(712～70)
BaiJuyi(772～846)

GuoMoruo(1892～1978)
StepIIWordStudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwellchecktheanswers.
Suggestedanswers:
1.poem2.rhyme3.author4.stories
5.poets6.translated(put)
T:Asweknow,ifwordsorlinesofpoetryendwiththesamesound,including
avowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
SA:Illtry.“horse”and“mouse”,“school”and“fool”.Theyallrhyme.
T：Thatsright.(Showthescreen.)Nowlookatthescreen.Therearetwogroupsofwordsonthescreen.Pleasereadthemandmatchthewordsthatrhyme.
Matchthewords:
A:1.curious2.image3.glory
4.absence5.romantic6.atmosphere
7.special8.embrace
B:a.audienceb.publicc.serious
d.messagee.fearf.social
g.baseh.story
T:(Afewminuteslater.)Haveyoufinished?
Ss:Yes.
T:whowillgiveustheanswers?
SB:Theyare:l.c;2d;3h;4a;5b;6e;7f;8g.AmIright?
T:Sc,doyouagreewithhim?
So:Yes,heisright.
StepIIIGrammar
(Teachershowsthetwosentencesonthescreen.)
ThePastParticipleusedasAdverbial:
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeat
theendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen.WhocantellustheirChinesemeanings?
SDThefirstsentencemeans:一经出版，他的作品就因不押韵而著名。
Thesecondmeans:即使翻译得再好，一经翻译，原作的一些精华就没有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
SE:Illtry.Thefirstsentencecanbeexpressedas:Onceit(=hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.Thesecond:Nomatterhowwellit(=theoriginalwork)istranslated,somethingofthespiritoftheoriginalworkislost.
T:Quiteright.Fromthesentenceswevediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.Areyouclearaboutthat?
Ss:Yes.
T:NowturntoPage30.PleaselookatEx．1．Completeeachsentencebyusingthepastparticipleoftherightverb．Beforedoingthat，whowilltellthemeaningsofthewordsinthebox?
SF：Illtry.“build”means“建设”。“frighten”means“使惊恐”；“bite”means“咬”；“follow”means“跟随”；“shoot”means“开枪”；“see”means“看见”；
“give”means“给”，“examine”means“检查”and“suppose”means“认为”．
T：Verywell．Nowhaveadiscussioninpairsandgiveustheirproperforms．
Whiledoingthis，talkaboutthemeaningo{eachsentence．OK?
(Studentshaveadiscussionandteachergoesamongtheclassandanswersthequestionsthestudentsask．)
Suggestedanswers：
1．Frightened
2．Given
3．followed
4．examined
5.Built
6．seen
7．bitten
8．shot
9.supposed
StepⅣPractice
(TeacherSHOWSthesentencesonthescreen．)
1.Thecastle,burneddownin1943，wasneverbuilt．
2．Ifleftaloneonadesertedisland，whatwouldyoudotosurvive?
T：Lookatt山twosentencesonthescreen．Eachofthesentenceshasapastparticiple．Haveadiscussionaboutthemanddecidetheirfunctions．
(Afterafewminutes’discussion．)
Sa：Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute．modifyingthenoun“castle”．Themeaningfthewholesentenceis：1943年被夷为平地的那座城堡．再也没有重建。
Sb：Inthesecondsentence。“1eftaloneonadesertedisland”isusedasadverbial，
expressingcondition．
T：Whatisthemeaningofit?
Sb：如果你流落到一个荒凉的岛上，为了生存下去。你会怎么办呢?
T：Good．Now，lookatthesentencesonthescreenandthefunctionofeachpastparticiplephrase．Youcandoitinpairsorgroups．
TellthefunctionofthePastParticipleinthefollowingsentences：
1.Theroom，connectedtotherestofthehousebyalongpassage，wascompletelyempty．
2．Connectedtotherestofthehousebyalongpassage，theroomseemsveryquiet。
3．Foldedinhispocket，theletterwasntfounduntiltwentyyearslater．
4.Hewaswalkingaroundwiththeletterfoldedinhispocket.
(Afewminuteslater．)
T：Areyouprepared?(Ss：Yes。)Pleasetellusthefunctionofeachpastparticipleandthemeaningofeachsentence．
Sc：Inthefirstsentence，itisusedasattribute．Themeaningofthesentenceis：这个由一条长长的走廊和房子里的其他地方相连的屋子里面空无一物。
Sd：Inthesecondsentence,thepastparticiplephraseisusedasadverbial．
expressingthecause．Thesentencemeans：因为这个屋子是由一条长长的走廊和别的地方相连接的，所以它很安静。
Suggestedanswers：
3．Adverbial．因为这封信是折叠起来放在他的口袋里的．所以直到二十年后才被发现。4．Attribute．他到处转悠口袋里装着一封折叠起来的信。
StepVConsolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaning,buttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures.
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamong
Chineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
6.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
StepVISummaryandHomework
T:Inthisclass,wevetalkedaboutrhymeandtheuseofthepastparticiple.Thepastparticipleoftheverbcanbeusedasadverbialandattribute,suchas,“One…”;“Thecastle…”.Wealsoknowthatthepastparticiplecanbeexpressedwithaclause,suchas“United…”(Teacherwritesthesentencesontheblackboard.)Todayshomework:Joineachpairofsentencestoformonesentence,usingthepastparticiple.Thatsallfortoday.Classisover.
Jointhetwosentencesineachgroup.
1.MarywasshockedatwhatJackhadsaid.
Shedidntknowwhattosayatfirst.
2.Themirrorwasbroken.
Themirrorwaslyingontheground.
3.lwentintothedarkroom.1wasfollowedbymybestfriend.
4:Theparkisthemostbeautifulplaceinthecity.
ItwasdestroyedbythestormlastSunday.
5.Thedogbarkedatus.
Thedogwastiedtoapolebythedoor.
6.Theyweresadtoseeaseaofflowers.
Theflowerswerecoveredbytheheavysnow.
7.Thescientistiswellknownforhisknowledge.
Thescientistisabletohelptheworkerstogetoutoftheirdifficulty.
8.Thecoinswerecollectedbymycousin.
ThecoinsweremadeinTangDynasty.
StepVIITheDesignoftheWritingontheBlackboard
Unit4AgardenofpoemsTheThirdPeriod
Grammar:ThePastParticipleusedasAdverbial1.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeatthe
endofeachline.
Nomatterhowwelltranslated,somethingofthespiritoftheoriginalwork
islost.
2.Thecastle,burneddownin1943,wasneverbuilt.
Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
3.United,westand；divided,wefall.
Ifweareunited,wewillfall；ifwearedivided,wewillfall.
StepVIIIRecordafterTeaching
___________________________
___________________________
___________________________