廣東省陸河外國(guó)語(yǔ)學(xué)校高二英語(yǔ)《module6 Unit 2 Poems》教案 人教版選修6

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111 Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond, endless, branch, translation, transform, joy, anger, make up of b. 重點(diǎn)句式 Some poems tell a story or ... Others ... P10 They delight small children because ... P10 2. Ability goals 能力目標(biāo) Enable the students to know more about the poems, including the reason why people write poems and the simple types of poems. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to learn more about poems. Teaching important & difficult points 教學(xué)重難點(diǎn) The forms of poems. Teaching methods 教學(xué)方法 Discussion. Teaching aids 教具準(zhǔn)備 A computer and a projector. Teaching procedures & ways 教學(xué)過(guò)程與方式 Step Ⅰ Revision Talk about poems or songs the students learned before. First, show the following to the students. (If possible, present them in audio-visual form.) 夜雪 已訝衾枕冷， 復(fù)見(jiàn)窗戶(hù)明。 夜深知雪重， 時(shí)聞?wù)壑衤暋? ——李白 有的人活著 他已經(jīng)死了； 有的人死了 他還活著。 有的人 騎在人民頭上： “呵，我多偉大！” Because I Could Not Stop for Death Because I could not stop for death, He kindly stopped for me; The carriage held but just ourselves And Immortality. T: Who are the people in the pictures? S: Li Bai, Zang Kejia and Emily Dickinson. T: They are all famous poets in history. And they all wrote great poems. Do you know what poems are? S: Words and their sounds organized in a special way to express emotions. T: Poems are a kind of literature. Chinese has a long history of writing poems. People who write poems are poets. (Write down the word if necessary.) Do you know some poets in China or in other countries? S: In China, we have many famous poets in history. Such as Qu Yuan, Cao Zhi, Bai Juyi, Li Bai, Meng Haoran, Du Fu, Fan Zhongyan, Guo Moruo, Mao Zedong, and so on. In foreign countries, there are also many well-known poets, such as Yeats, Byron, Shelly in England; Tagore in India; Goethe in Germany; Emerson in America, etc. T: Do you still remember some of the poems or songs you learned before? Sample versions: S1: 山要找鳥(niǎo)兒玩，鳥(niǎo)兒拒絕他。 山要找風(fēng)兒聊天，風(fēng)兒溜走了。 只留下山愣愣的站在那里。 S2: 從天上 掉下來(lái) 嘩啦啦 嚇跑路上行人 也叫車(chē)兒躲藏 云阿姨 為何事 傷心落淚 到我家 S3: Do-re-mi (Sound of Music) Let’s start at the very beginning A very good place to start When you read you begin with A-B-C When you sing you begin with do-re-mi Do-re-mi Do-re-mi The first three notes just happen to be Do-re-mi Do-re-mi Do-re-mi-fa-so-la-ti Oh, let’s see if I can make it easier Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do ... oh oh oh Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do Doe, a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long long way to run Sew, a needle pulling thread La, a note to follow sew Tea, I drink with jam and bread That will bring us back to do Do re mi fa so la ti do, so do S4: Happy and You Know It If you’re happy and you know it, clap your hands (clap clap) If you’re happy and you know it, clap your hands (clap clap) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, clap your hands. (clap clap) If you’re happy and you know it, stomp your feet (stomp stomp) If you’re happy and you know it, stomp your feet (stomp stomp) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, stomp your feet. (stomp stomp) If you’re happy and you know it, shout “Hurray!” (hoo-ray!) If you’re happy and you know it, shout “Hurray!” (hoo-ray!) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, shout “Hurray!” (hoo-ray!) If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!) If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!) If you’re happy and you know it, then your face will surely show it If you’re happy and you know it, do all three. (clap-clap, stomp-stomp, hoo-ray!) Talk about why people write poems with the students. T: There are many reasons why people write poems. Some want to pass on some information, some tell a story, some express feeling of love, anger, joy, etc. We’ve learned a lot of poems before, especially in Chinese. But what are the reasons why people write poems? Work in groups and list some. Sample answers: People write poems: to express one’s hopes and intentions; to call up people to do something; to practice writing; to pour out one’s feelings; to show dissatisfaction or praise ... Step Ⅱ Lead-in Task 1: Talk about the kinds of poems. T: People in different countries make different kinds of poems. For example, in some western countries, there are epics, sonnets and so on; in Japan, there is haiku. Can you give examples of poems of different kinds both in Chinese and English you like best? Why? Sample answers: S1: A Chinese poem: 杜甫《春望》 國(guó)破山河在，城春草木深，感時(shí)花濺淚，恨別鳥(niǎo)驚心。烽火連三月，家書(shū)抵萬(wàn)金。白頭搔更短，渾欲不勝簪。（I like the poem because it shows people’s miserable life because of war.） S2: A Chinese poem: 王昌齡《從軍行》 青海長(zhǎng)云暗雪山，孤城遙望玉門(mén)關(guān)。黃沙百戰(zhàn)穿金甲，不破樓蘭終不還。（I like the poem because it shows the determination to defend the motherland.） S3: An English poem: Dare to Believe Everybody Knows: You can’t be all things to all people. You can’t do all things at once. You can’t do all things equally well. You can’t do all things better than everyone else. Your humanity is showing just like everyone else’s. So: You have to find out who you are, and be that. You have to decide what comes first, and do that. You have to discover your strengths, and use them. You have to learn not to compete with others, Because no one else is in the contest of *being you*. Then: You will have learned to accept your own uniqueness. You will have learned to set priorities and make decisions. You will have learned to live with your limitations. You will have learned to give yourself the respect that is due. And you’ll be a most vital mortal. Dare To Believe: That you are a wonderful, unique person. That you are a once-in-all-history event. That it’s more than a right, it’s your duty, to be who you are. That life is not a problem to solve, but a gift to cherish. And you’ll be able to stay one up on what used to get you down. (Because it makes me know myself well and feel confident.) Task 2: Ask the students to skim the poems in the Reading. Then tick the box. T: Poems are mostly written to show people’s emotions, as we know. In Chinese, we have “詩(shī)言志”，“詩(shī)言情”，“詩(shī)歌合為事而作”. That is, people write poems for different reasons, then we have different kinds of poems. Next please go over quickly the poems in the Reading part. And then tick the correct box / boxes for each question. Sample answers: Which poem A B C D E F G H describes a person √ tells a story √ describes an aspect of a season √ √ √ is about sport √ is about things that don’t make sense √ is recited to a baby √ describes a river scene has rhyming words at the end of lines √ √ repeats words or phrases √ √ Step Ⅲ Introduction Task 1: Ask the students to read the passage quickly and fill the form below. T: Poetry is a great form of literature. There are different kinds of rules for poems, so the forms of poems are quite different from country to country. The passage in Reading will tell us something about forms of English poems. Now read and find out the information to complete the following form. Show the following. Forms of poems Features Sample answers: Forms of poems Features Nursery rhymes strong rhythm and rhyme, a lot of repetition, easy to learn and to recite List poems repeated phrases and some rhyme Cinquain made up of five lines, convey a strong picture in just a few words Haiku give a clear picture and create a special feeling in just a few words Tang poems Task 2: Ask the students to listen to the recording of the passage and try clapping the beats. Task 3: Comprehending: Ask the students to answer the questions following the text. T: Which poem do you like best? And why? S1: I like the first one best. It has strong rhythm and reads easily. S2: I like the first one best, too. Because it is fun to read. S3: I like the second one best. It has repeated phrases and strong rhythm. S4: I prefer the poem F. It is very simple and easy to recite. ... Sample answers to the rest questions: （由于教材內(nèi)容不全，本部分未給出全部答案。） 1. (1) The main topic of the reading passage: different forms of English poems (2) Five kinds of poems are: nursery rhymes; list poems; cinquain; haiku; Tang poems. (3) Poem A has a strong rhythm. Poems A and B have rhyming lines. (4) Poem F gives a clear picture in the mind. 3. (1) If the mirror gets broken, the baby’s father will buy a billy-goat instead. (2) If the goat runs away, the baby’s father will buy another goat. (3) The speaker is writing about football. (4) No, his or her team didn’t win. (5) The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t train hard... (6) The speaker doesn’t really believe his or her own excuses, because there has too many ifs... (7) Yes. I always give excuses when I don’t win or do something. / No. I’ve never given any excuses when I don’t win or do something. (8) The poem tells a story about a woman who was waiting on the mountain top for her husband. The story goes like this: A loyal wife kept standing on a mountain top waiting for her husband’s coming back. Year after year, the wife became a stone which looks like a woman watching into far distance. (9) The woman has the feelings of: loneliness: she was alone watching her husband on the mountain top. love: she waited year after year despite wind and rain. trust: she believed her husband would come back one day. sorrow: year after year, she waited and waited without seeing any hope of her husband’s coming back, she was very sad. Task 4: Ask the students to know something about poems. T: As we know, most poems have strong rhythms or rhyming lines. But what are rhyme and rhythm? Sample answers: A rhyme is a repetition of identical or similar sounds in two or more different words and is most often used in poetry. The term usually refers to the repetition of sounds at the end of rhymed words. If two words or lines of poetry rhyme, they end with the same sound, for example “hop” and “pop”. A rhythm is a regular repeated pattern of sounds or movements. T: Next try to define the words “cinquain” and “haiku”. Sample answers: cinquain: A short poem consisting of five lines arranged in the following structure: line one states a subject in one word, line two describes the subject in two words, line three describes an action about the subject in three words, line four expresses an emotion about the subject in four words (or describes the subject again in two words), line five restates the subject in another single word. haiku: A Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku often reflects some aspects of nature. Task 5: Ask the students to read the poems on page 52 in the workbook. Then answer the questions followed. (Encourage the students to comprehend the poems on their own.) T: We’ve known some simpler forms of English poems by now. Next, please read the poems in the workbook. First, get the main idea of each poem. Then complete the following form. Show the following. A B C D E Number of lines Number of syllables Rhythm Rhyme Repetition Certain part of speech Sample answers: A B C D E Number of lines 4 8 10 5 3 Number of syllables 22 17 Rhythm strong Rhythm strong Repetition a lot of repetition Certain part of speech adjectives Then ask the students to answer the first question on page 53 in the workbook. T: What does each poem make you feel or think about? Sample answers: S1: The first poem makes me think of such a picture in which a poet wakes up in a very bright spring morning with birds singing in the trees. But the beautiful morning reminds the poet of the blossoms which might have been broken by the night storm. S2: The second poem makes me think of the following things: a cat eating fish; a hungry boy making a wish; a boy running to the end of the road; a driver taking the next turn; a young man who loves sea; a beautiful girl looking at the poet; a seal diving into the sea; the poet falling into sleep. S3: The third poem makes me feel the passion between lovers. S4: The fourth poem makes me think of a beautiful sunshine day and a lovely pair singing cheerfully and calmly. The atmosphere makes me feel happy and relaxed. S5: The fifth poem makes me think of my father or an old man. Step Ⅳ Homework 1. Ask the students to collect at least five English poems with different forms. 2. Ask the students to do Exercise 1 in Learning about Language on page 12. The Second Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) pattern, sunlight, darkness, warmth, thread b. 交際用語(yǔ) Do you enjoy ... P49 Do you think ... P49 What did it make you feel or ... P14 2. Ability goals 能力目標(biāo) Enable the students to talk about poems. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to talk about poems. Teaching important & difficult points教學(xué)重難點(diǎn) How to talk about poems. Teaching methods 教學(xué)方法 Discussion. Teaching aids 教具準(zhǔn)備 A tape recorder. Teaching procedures & ways 教學(xué)過(guò)程與方式 Step ⅠRevision and Lead-in Ask the students to read the words aloud. Then ask them to explain why “rhyming” can make vocabulary easy? T: Poems are often short, personal and not easy to understand but reading them is a very good way to learn language. For example, words that rhyme makes vocabulary easy to remember. Now look at Exercise 1 on page 12. Let’s see how easy it is to remember rhymed words. First, look at the example words that rhyme each other. Read aloud the words and try to explain why “rhyming” can make vocabulary easy? S: (After reading) Words that rhyme have the same or similar sound and their spelling forms may be quite similar, so it can be easy to learn. Ask the students to show their work. T: Well. Read out the words you’ve found for the given words. Ask the students to answer the questions in TALKING on page 49 in the workbook. T: We can see from the above that words become much easier to remember. So learning by reading poems can be a good way. Do you enjoy listening to poetry or reading it? S1: Yes. I enjoy reading it very much. And I sometimes write a few. I practice my language in this way. S2: I enjoy listening to poetry. It’s like listening to music. I often listen to Li Moran on CCTV reading Chinese poems. His voice often makes me feel inspired and excited. S3: I don’t like reading or listening to poetry at all. I think poems are often dull, meaningless and artificial. S4: I don’t like poems, either. Because poems are sometimes difficult to understand. Readers can’t understand the poet completely because of different situations and moods. Just think when the others are happy and you read a sad poem to them, how will the others respond? S5: I don’t like poems. Poetry’s rubbish if you ask me. T: Do you enjoy writing it? S6: Yes. But not often. I always find it difficult to find the right words to show my feelings. I just write down whatever comes into my head. S7: No, never. Writing poems is nothing different from killing myself. S8: Yes. Sometimes when I am alone or not in a good mood. I found right words just come spilling out. You just have to make it sound right. S9: Yes. I like how poetry lets you experiment. I like playing with words and sentences and lines. Step ⅡListening and Speaking Task 1: Ask the students to listen to the poem “I’ve saved the summer”. And then answer the questions in Exercise 1. T: Next we’ll listen to a poem “I’ve saved the summer”. What does the title make you feel or think of? S1: It makes me think of something regretful. S2: It makes me feel hopeful and look back to the happy days in the summer. T: Well. Let’s listen and find out what the poem tells us. After listening, ask the students to answer the questions. Sample answers: S1: I think the speaker in the poem is more likely to be a parent. Because the writer shows his great love to his son in the poem. S2: Yes. The poem has a rhythmic pattern. S3: Yes. The poem has rhyming words. S4: Yes. When I was listening to the poem, I felt great love in it and thought of someone who recalled the past happy moment. Ask the students to read the poem after the recording and circle the words that rhyme in the poem. T: Rod McKuen is an American poet, singer, songwriter and musician. “I’ve saved the summer” is his last work. McKuen himself took it as a lullaby that a father might sing to his growing son. Now read after the recording and circle the words that rhyme. Sample answers: Words that rhyme: you, new; need, feed; nineteen, mean; way, day; own, own Task 2: Ask the students to discuss about the poem. T: Now work in groups and discuss the questions on page 15. Sample answers: S1: The speaker in the poem is a parent. He / She is speaking to his / her son. Reasons: firstly, the parent sends his / her son warmth of the summer; secondly, he / she leads the son to brightness; thirdly, he / she teaches the son to be brave; finally, he / she would give the son all his / her love to help him down the road. All these show the great and selfless love of a parent. S2: I think the second statement is closest in meaning to the speaker’s message. In the poem, the speaker says to his / her son that he / she has no answers to help him on the way. Instead, the son should find the answers himself. Step Ⅲ Discussing Task 1: Ask the students to think about the kind of poem they would write / translate. T: Suppose you want to write or translate a poem. Now think about the kind of poem you would like to write or translate. Sample answers: Kinds of poems: nursery rhymes; list poems; cinquain; haiku; Tang poems Task 2: Ask the students to discuss the kind of poem they are going to write / translate. Sample dialogue 1: S1: When are you going to do your poetry homework? S2: I’ll have a go in the evening. S3: What kind of poem are you planning to write? S2: I think I’ll try writing some nursery poems. S1: What are you going to write about? S2: I’m going to write about a birthday. S3: What are you going to do yours on? S2: I’m going to see if I can use my computer. Sample dialogue 2: S1: When are you going to do your poetry homework? S2: I’ll do it at this weekend. S3: What kind of poem are you planning to write? S2: I think I’ll try writing some haiku poems. S1: What are you going to write about? S2: I’m going to write about trees. S3: What are you going to do yours on? S2: I’m going to see if I can use my computer. Sample dialogue 3: S1: When are you going to do your poetry homework? S2: I’ll do it after supper. S3: What kind of poem are you planning to translate? S2: I think I’ll try translating some Tang poems. S1: Whose poems are you going to translate? S2: I’m going to translate He Zhizhang’s poems. S3: What are you going to do yours on? S2: I’m going to see if I can use my computer. Step Ⅳ Homework Ask the students to write / tr