高中英語必修二教案
發(fā)表時(shí)間：2020-11-03高二英語Agardenofpoems教案。
高二英語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?
春曉
----孟浩然
春眠不覺曉，處處聞啼鳥。
夜來風(fēng)雨聲，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.
擴(kuò)展閱讀
Agardenofpoems（TheFifthPeriod）
俗話說，凡事預(yù)則立，不預(yù)則廢。作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來，幫助教師掌握上課時(shí)的教學(xué)節(jié)奏。那么一篇好的教案要怎么才能寫好呢？為滿足您的需求，小編特地編輯了“Agardenofpoems（TheFifthPeriod）”，大家不妨來參考。希望您能喜歡！
TheFifthPeriodGrammar: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._______(被認(rèn)為是這個(gè)城市里面最好的)，thefactorywasgivenamedal.
3._______Thevisitorcamein,________（后面跟著一群年輕人）。
4._______（在黨的領(lǐng)導(dǎo)下），thepeoplehaveimprovedtheirlivingconditionsgreatly.
5._______（在她的話的鼓勵(lì)下），theboylaterwentuptohisteacherandsaid“sorry”.
6.If_______（加熱）toahightemperature,waterwillchangeintovapour.
7._______（從太空中望去），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）
俗話說，居安思危，思則有備，有備無患。作為教師就要精心準(zhǔn)備好合適的教案。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。優(yōu)秀有創(chuàng)意的教案要怎樣寫呢？下面的內(nèi)容是小編為大家整理的Agardenofpoems（TheSecondPeriod），相信能對(duì)大家有所幫助。
TheSecondPeriodTeachingAims:
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.)
七步詩
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.
繁星點(diǎn)點(diǎn)的夜晚
為你的調(diào)色盤涂上灰與藍(lán)
你在那夏日向外遠(yuǎn)眺
用你那雙能洞悉我靈魂的雙眼
山丘上的陰影
描繪出樹木與水仙的輪廓
捕捉微風(fēng)與冬日的冷洌
以色彩呈現(xiàn)在雪白的畫布上
如今我才明白你想對(duì)我說的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會(huì)
那時(shí)他們不知道該如何傾聽
或許他們現(xiàn)在會(huì)愿意聽
繁星點(diǎn)點(diǎn)的夜晚
火紅的花朵明艷耀眼
卷云在紫色的薄靄里飄浮
映照在文森湛藍(lán)的瞳孔中
色彩變化萬千
清晨里琥珀色的田野
滿布風(fēng)霜的臉孔刻畫著痛苦
在藝術(shù)家充滿愛的畫筆下得到了撫慰
如今我才明白你想對(duì)我說的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會(huì)
那時(shí)他們不知道該如何傾聽
或許他們現(xiàn)在會(huì)愿意聽
因?yàn)樗麄儺?dāng)時(shí)無法愛你
可是你的愛卻依然真實(shí)
而當(dāng)你眼中見不到任何希望
在那個(gè)繁星點(diǎn)點(diǎn)的夜晚
你像許多絕望的戀人般結(jié)束了自己的生命
我多么希望能有機(jī)會(huì)告訴你，文森
這個(gè)世界根本配不上
像你如此美好的一個(gè)人
繁星點(diǎn)點(diǎn)的夜晚
空曠的大廳里掛著一幅幅畫像
無框的臉孔倚*在無名的壁上
有著注視人世而無法忘懷的眼睛
就像你曾見過的陌生人
那些衣著襤褸、境遇堪憐的人
就像血紅玫瑰上的銀刺
飽受蹂躪之后靜靜躺在剛飄落的雪地上
如今我想我已明白你想對(duì)我說的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會(huì)
他們依然沒有在傾聽
或許他們永遠(yuǎn)也不會(huì)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(十四行詩).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命運(yùn))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
本單元中心話題是“詩歌與文化”。單元各部分圍繞著這一中心，著重介紹了中學(xué)生并不熟悉的英語詩歌。由于語言鴻溝的存在和中西文化差異，學(xué)生要真正的懂得欣賞英語詩歌并從中獲得樂趣美感并不容易。通過本單元的學(xué)習(xí)，使學(xué)生了解英語詩歌中包含的絢麗多彩的西方文化，并引導(dǎo)他們思考和探尋詩歌文化中蘊(yùn)藏的人本色彩。
“熱身”(Warmingup)部分由EnglishPoetry的一個(gè)分支——學(xué)生較熟悉的“Songs”引入，繼而介紹rhymes和limericks,并帶入到課本中的兩首limericks。在教學(xué)過程中強(qiáng)調(diào)師生互動(dòng)，鼓勵(lì)學(xué)生大膽將詩歌加上感情和動(dòng)作表演出來，這樣有助于學(xué)生更好的形成對(duì)本單元介紹的英語詩歌印象并產(chǎn)生較高的興趣。
“聽力”(Listening)部分的內(nèi)容分兩部分內(nèi)容：WB與SB。SB內(nèi)容可以由“熱身”(Warmingup)活動(dòng)結(jié)束后自然過渡導(dǎo)入，SB部分是一則對(duì)話：一位男生到圖書館借有關(guān)POEM的書籍，不知如何選擇，于是請(qǐng)圖書管理員推薦相關(guān)書目。對(duì)話涉及了很多有關(guān)詩歌的基本知識(shí)，如管理員推薦那位男生在讀欣賞詩歌前應(yīng)先對(duì)詩歌文化作一定的了解而推薦的Agardenofpoems(是關(guān)于詩歌總述及類別的一本書)，然后又建議其分門別類的閱讀詩歌，并有重點(diǎn)的欣賞自己喜歡的詩歌類型。這篇對(duì)話提出了一個(gè)概念：詩歌是按一定的特點(diǎn)和格式分類（type）的，閱讀詩歌時(shí)應(yīng)注意選擇。WB包括一篇介紹詩歌起源的短文和三篇rhymes,有助于幫助學(xué)生了解并把握詩歌的節(jié)奏感和韻律美。通過“聽力”(Listening)部分的學(xué)習(xí)，學(xué)生會(huì)更好的形成對(duì)詩歌的總體印象并了解英語詩歌中包含的豐富文化，為本單元后面部分的學(xué)習(xí)打下基礎(chǔ)。
“讀前”(Pre-reading)部分由一小部分有關(guān)詩歌創(chuàng)作的影片引入，直觀地引起學(xué)生對(duì)詩歌的興趣。然后再提到學(xué)生很熟悉的中國著名詩人，如李白，杜甫，并一起朗讀李白的一篇名作，利用好母語，為承接到英語詩歌作好鋪墊。
“閱讀”(Reading)部分標(biāo)題是EnglishPoetry,里面簡單介紹英語詩歌的形成和幾個(gè)代表時(shí)期，重點(diǎn)提到了ModernEnglishPoetry的誕生和19世紀(jì)浪漫主義詩潮，提及了幾個(gè)著名詩人及代表作，風(fēng)格等等。文章最后提到了英語詩歌被引入中國以及用本國語翻譯詩歌的利與弊，起到了畫龍點(diǎn)睛的作用：我們學(xué)詩，讀詩就是要自己去思考，去欣賞，這樣才能開拓我們的視野，形成自己的審美觀。在授課過程中，要特別注意智育（課堂教學(xué)與語言知識(shí)的習(xí)得），德育（引導(dǎo)學(xué)生形成正確的審美觀乃至人生觀）和美育（去發(fā)現(xiàn)并欣賞和種文化中蘊(yùn)含的美）的結(jié)合滲透。
“讀后”(Post-reading)部分設(shè)計(jì)了兩種練習(xí)。第一部分是針對(duì)文章的理解，檢測學(xué)生對(duì)文章理解的程度。第二部分是學(xué)生去理解“詩歌及文化是連接一門語言與另一門語言，一種文化與另一種文化的橋梁”這句話，發(fā)現(xiàn)一種文化藝術(shù)形式中的內(nèi)涵。這是對(duì)學(xué)生理解力和審美觀的培養(yǎng)。
“口語”(Speaking)部分放在“閱讀”(reading)部分之后，因?yàn)檫@一單元的學(xué)習(xí)一定要注重知識(shí)的承接，學(xué)了“閱讀”(reading)后能更好的熟悉英語詩歌和詩人，流派，能“有話可說”，有助于表達(dá)自己對(duì)一種文化形式的看法和見解。本部分將通過“BRAINSTORM”回憶課文中學(xué)過的詩人。關(guān)于SB中的Speaking，在小組活動(dòng)中，組織學(xué)生分組對(duì)有關(guān)詩歌的Topics,Periods,Humanfeelings等話題開展討論。討論時(shí)再次強(qiáng)調(diào)UsefulExpressions的使用。而書中WB里的TALKING，討論的是“現(xiàn)在詩歌是否依然流行還是已死亡”這個(gè)話題，可以將學(xué)生分成兩組，設(shè)立裁判，讓他們自由發(fā)言給出意見，最后由老師進(jìn)行總結(jié)這種形式。通過“口語”(Speaking)部分，學(xué)生會(huì)在一定程度上將書本上的知識(shí)轉(zhuǎn)化成自己的觀點(diǎn)表達(dá)出來，既增加了他們對(duì)英語詩歌的理解又很好的鍛煉了口語。
語言學(xué)習(xí)(LanguageStudy)分詞匯和語法兩部分。詞匯部分設(shè)計(jì)了一些題目來回顧復(fù)習(xí)文中出現(xiàn)的一些重點(diǎn)詞匯和詞組。在語法的講解前，通過一個(gè)簡單視頻（兒歌）說明詩歌中的一種RHYME的壓韻特點(diǎn)。本單元的語法項(xiàng)目是“過去分詞作狀語”的用法。在此要特別注意由于本單元是分詞（包括現(xiàn)在分詞和過去分詞）用法的最后一個(gè)章節(jié)，需要對(duì)分詞作一個(gè)總結(jié)和清理，因此需要將現(xiàn)在分詞和過去分詞用法共同點(diǎn)（如邏輯主語一致）及不同點(diǎn)（如現(xiàn)在分詞常表主動(dòng)，過去分詞表被動(dòng)）作一個(gè)羅列。當(dāng)然簡單羅列并不行，需要把最容易混淆的東西再過濾一遍，解釋清楚。
學(xué)習(xí)技能(IntegratingSkills)部分包括聽、讀、說、寫三部份，有著一個(gè)很明顯的結(jié)合，過渡，繼承過程，相互滲透，討論了一個(gè)有關(guān)如何帶著感情去欣賞理解詩歌的問題。本部份先讓學(xué)生聽Keats和Wordsworth的兩首詩作為引入，讓學(xué)生朗讀并談感受。再轉(zhuǎn)入課文，閱讀簡單的課文后有一個(gè)Assessment步驟，通過三個(gè)問題評(píng)估學(xué)生的理解能力。接下來是課文練習(xí)中的現(xiàn)代詩“Dustofsnow”賞析，引導(dǎo)學(xué)生理解詩歌中的意境（IMAGE）并對(duì)詩歌中詩人情緒變化“changesofmood”作一個(gè)分解。至此，本單元對(duì)于學(xué)生能力的培養(yǎng)已到了一個(gè)更高的層次。在教學(xué)過程中，適當(dāng)要求學(xué)生作朗讀和背誦，加強(qiáng)互動(dòng)，引導(dǎo)學(xué)生誦讀詩歌時(shí)投入感情，注意語音語調(diào)的變化。在本課時(shí)最后一個(gè)環(huán)節(jié)中，讓學(xué)生根椐一首現(xiàn)代詩寫出其主題與意境（可參考使用英文名曲“Rightherewaiting”。
學(xué)習(xí)建議(Tips)部分向?qū)W生提供了如何找詩歌來朗讀的一些建議，清楚明了，可以作為學(xué)生平時(shí)閱讀的一個(gè)很實(shí)用有效的指導(dǎo)。
復(fù)習(xí)要點(diǎn)(Checkpoint)簡要總結(jié)了本單元的語法重點(diǎn)——“過去分詞作狀語”的用法。最后一個(gè)問題引導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)，以增強(qiáng)學(xué)生自主探索的學(xué)習(xí)能力。
課時(shí)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
教材重點(diǎn)和難點(diǎn)
1.重點(diǎn)單詞
poemn.詩；韻文；詩體文
intentionn.意圖；目的；打算
recitevt.背誦；朗誦
patternn.型；模式；方式
dialoguen.對(duì)話；（文學(xué)，戲劇，電影中的）對(duì)白
sortvt.將事物分類；整理n.種類；類型
sadnessn.悲哀；難過
grammarn.語法；語法學(xué)
gloryn.光榮；榮譽(yù)；榮耀的事；壯麗
absencen.不在；缺席；缺乏
districtn.地區(qū)；區(qū)域
atmospheren.氣氛；情緒；大氣；大氣層
introductionn.序言；介紹；引進(jìn)
translatevt.翻譯；用簡單易懂的語言表達(dá)
translationn.翻譯；譯文
extraordinaryadj.特別的；不平常的；驚人的
idiomn.習(xí)語；成語；語言習(xí)慣用法
apartadv.相隔；相距；除去；單獨(dú)地
recommendvt.推薦；介紹；建議
contributevi.作出貢獻(xiàn)；捐獻(xiàn)；投（稿）vt.貢獻(xiàn)；提供；捐獻(xiàn)；投稿
2.重點(diǎn)詞組
put…together把……結(jié)合成一整體；裝配
playwith玩；玩耍；游戲
callup召喚；使人想起；調(diào)動(dòng)（力量，人員等）；（給……）打電話
standout突出；顯眼；遠(yuǎn)遠(yuǎn)超過某人（物）
lightup照亮；使放光彩；點(diǎn)上（煙等）吸起來
comeintobeing出現(xiàn)；形成；產(chǎn)生
sendfor使某人來到；要求將某物取來或送到
contributeto…為……作貢獻(xiàn)（或捐獻(xiàn)）；有助于……；向……投稿
3.詞匯拓展
poem(n.)→poetry(n.)→poet(n.)
absence(n.)→absent(adj.)
translate(vt.)→translation(n.)
contribute(vt.)→contribution(n.)
4.句型結(jié)構(gòu)
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、重點(diǎn)語法
本單元重點(diǎn)語法是“過去分詞作狀語”的用法。過去分詞一般表示完成的和被動(dòng)的動(dòng)作，在句子中可以用作定語、表語、賓語補(bǔ)足語和狀語，但不能單獨(dú)構(gòu)成謂語。本單元是過去分詞分法的最后一章節(jié)，有必要將之前所學(xué)的內(nèi)容（包括現(xiàn)在分詞和過去分詞用法）作歸納與總結(jié)，掃除最易混淆的幾個(gè)盲點(diǎn)。
6、教學(xué)難點(diǎn)
(1)如何循序漸進(jìn)地引導(dǎo)學(xué)生去了解英語詩歌，懂得去欣賞發(fā)現(xiàn)詩歌中的美，在一定程度上學(xué)會(huì)去分析英語詩歌的韻律，意境及情境，最終明白“詩歌及文化是連接一門語言與另一門語言，一種文化與另一種文化的橋梁”這句話包含的道理。
(2)分詞用法的總結(jié)與難點(diǎn)解析。
(3)幫助學(xué)生形成一定的審美觀，學(xué)會(huì)用自己的角度去思考和發(fā)現(xiàn)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望廬山瀑布o(jì)nthescreen)
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.).七步詩.)
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.
哀希臘
拜倫
希臘群島呵，美麗的希臘群島！
火熱的薩弗在這里唱過戀歌；
在這里，戰(zhàn)爭與和平的藝術(shù)并興，
狄洛斯崛起，阿波羅躍出海面！
永恒的夏天還把海島鍍成金，
可是除了太陽，一切已經(jīng)消沉。
開奧的繆斯，蒂奧的繆斯，
那英雄的豎琴，戀人的琵琶，
原在你的岸上博得了聲譽(yù)，
而今在這發(fā)源地反倒喑啞；
呵，那歌聲已遠(yuǎn)遠(yuǎn)向西流傳，
遠(yuǎn)超過你祖先的“海島樂園”。
起伏的山巒望著馬拉松－
馬拉松望著茫茫的海波；
我獨(dú)自在那里冥想一刻鐘，
夢想希臘仍舊自由而歡樂；
因?yàn)?，?dāng)我在波斯墓上站立，
我不能想象自己是個(gè)奴隸。
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.
1.一經(jīng)出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒有了。
T: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年被夷為平地的那座城堡，再也沒有重建。
2.Inthesecondsentence,“l(fā)eftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一個(gè)荒涼的島上，為了生存下去，你會(huì)怎么辦呢？
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.共同點(diǎn):現(xiàn)在分詞和過去分詞在句中不能單獨(dú)作謂語,但可作定語,表語,賓語補(bǔ)足語,狀語.
分詞作狀語時(shí),其邏輯主語是句子的主語.如:
正確:Lookingfromthetopofthehill,wecanseethewholetown..
錯(cuò)誤:Beinganorphan,thevillagerstakegoodcareofthechild.
正確:Seenfromthehill,ourschoollooksmorebeautiful.
錯(cuò)誤:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同點(diǎn):現(xiàn)在分詞有時(shí)態(tài)和語態(tài)的變化;而過去分詞只有一種形式,現(xiàn)在分詞常表”主動(dòng)”和“進(jìn)行”;過去分詞的一般式常表“被動(dòng)”和“完成”.
式語態(tài)及物動(dòng)詞make的主動(dòng)語態(tài)及物動(dòng)詞make的被動(dòng)語態(tài)
不及物動(dòng)詞rise
現(xiàn)在分詞一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
過去分詞maderisen
3.易混淆點(diǎn):
a.分詞作伴隨狀語時(shí),若表”正在被……”的概念,常用過去分詞,而不用現(xiàn)在分詞的被動(dòng)式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.現(xiàn)在分詞的完成被動(dòng)式和過去分詞兩者都可表示“完成”和“被動(dòng)”,但前者更加強(qiáng)調(diào)分詞動(dòng)作明顯先于謂語動(dòng)作;而后者的時(shí)間性不強(qiáng).
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分詞”專項(xiàng)能力訓(xùn)練題
單項(xiàng)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.
高二英語Scienceversusnature教案
高二英語Scienceversusnature教案
Verb-edform
一、V-ed分詞具有形容詞和副詞性質(zhì)，在句中可充當(dāng)定語、表語、賓語補(bǔ)語、狀語。
1．作定語
過去分詞作定語，表示已經(jīng)完成的被動(dòng)的動(dòng)作或狀態(tài),但不及物動(dòng)詞構(gòu)成的過去分詞只表示完成，而不表示被動(dòng)意義。
例如：完成+被動(dòng)：apollutedriveralockedroomawell-educatedman
只有完成：aretiredworkerafallenleafboiledwater
作定語的V-ed分詞也有前置和后置兩種情況。單個(gè)過去分詞作定語，常常位于被修飾的名詞前；而過去分詞短語作定語時(shí)，常常位于被修飾的名詞后面，相當(dāng)于一個(gè)定語從句。
Eg.1).Youshouldimproveyourspoken(speak)English.
2).What’sthelanguagespoken(speak)inthatarea?
=.What’sthelanguagewhich/thatisspoken(speak)inthatarea?
3).Thefiremenweretryingtorescuethepeopletrappedinthefire.
=Thefiremenweretryingtorescuethepeoplewhowastrappedinthefire.
4).Themeeting,attendedbyonethousandstudents,wasasuccess.
=Themeeting,whichwasattendedbyonethousandstudents,wasasuccess.
2．作表語
作表語的V-ed分詞大多轉(zhuǎn)化成為形容詞，通常用于聯(lián)系動(dòng)詞之后（例如be,seem,appear,look,sound,feel,remain,stay,become,get等），表示主語所處的狀態(tài)
1).Edisonbecameinterested(interest)insciencewhenhewasveryyoung.
2).Shelooksveryexcited(excite)atthenews.
3).WhenIwascleaningthewindow,myfingergotcut(cut)unexpectedly.
3．作賓語補(bǔ)足語
如果賓語與后面作賓補(bǔ)的動(dòng)詞構(gòu)成被動(dòng)關(guān)系，則使用V-ed分詞作賓補(bǔ)?？梢詭-ed分詞作賓補(bǔ)的詞有：with,see,watch,observe,notice,lookat,hear,listento,feel,sense,find,leave,keep,get,have,make.
1).Ihadmymoneystolen(steal)onthebus.
2).AsheknowslittleEnglish,hefindsitdifficulttomakehimselfunderstood(understand).
3).Inthemorning,peoplewokeupandfoundtheworldoutsidetheirhousescompletelychanged(change).
4．作狀語
作狀語的V-ed分詞與主句之間常有逗號(hào)隔開,在句中可表示時(shí)間,原因,條件,讓步,伴隨等情況,并可轉(zhuǎn)化為相應(yīng)的狀語從句。作狀語的V-ed和主句的主語常有被動(dòng)關(guān)系。
1)時(shí)間狀語
Seenfromspace,theearthlooksblue.
=Whentheearthisseenfromspace,itlooksblue.
Askedwhathadhappened,heloweredhishead.
=Whenhewasaskedwhathadhappened,heloweredhishead.
2)原因狀語
Bornintoapoorfamily,hehadonlytwoyearsofschooling.
=Ashewasbornintoapoorfamily,hehadonlytwoyearsofschooling.
Becausetheyweremovedbythestory,theydecidedtohelpher.
=Movedbythestory,theydecidedtohelpher.
3)條件狀語
Givenmoretime,wearesuretofinishit.
=Ifwearegivenmoretime,wearesuretofinishit.
Comparedwithotherprofessors,sheisanexcellentspeaker.
=.
4)讓步狀語
Laughedatbyeverybody,hehadmysympathy.
=Thoughhewaslaughedatbyeverybody,hehadmysympathy.
Eventhoughhewasdefeatedbyhisopponent,hestillisaheroinmyheart.
=Defeatedbyhisopponent,hestillisaheroinmyheart.
5)伴隨狀語
Theboysatatthetableburiedinhishomework.
=Theboysatatthetableandhewasburiedinhishomework.
Thegirllayinbedlostinthought.
=Thegirllayinbedandshewaslostinthought.
Iwillspendthenightlocked(lock)inyourroom.
Shelefttherestaurant,disappointed(disappoint)withthebadservice.
二、轉(zhuǎn)化為形容詞的V-ed
有一些過去分詞已轉(zhuǎn)化為形容詞,失去被動(dòng)意義,僅表狀態(tài)。如:hidden,dressed,lost,seated,determined,absorbed,injured,based,surprised,satisfied,bored,tired…
e.gWhatmadeyousofrightened?
Thedog,boredwiththegame,willnotplayanymore.
=Thedog,whichisboredwiththegame,willnotplayanymore.
Muchinterested,heagreedtogiveitatry.
=Ashewasmuchinterested,heagreedtogiveitatry.
Seatedinthecar,thePresidentwavedtothecrowd.
=Whilehewasseatedinthecar,thePresidentwavedtothecrowd.
三、連詞+V-ed
過去分詞有時(shí)和連詞(when,while,whenever,until,if,unless,once,though,
although，eventhough/if)一起用，相當(dāng)于狀語從句的緊縮式。
（注意：before/after后不直接跟V-ed分詞，而用before/after＋beingdone,因?yàn)榇藭r(shí)分詞前的before/after是介詞。）
Ifaccepted(accept)forthispost,youwillbeinformedbyMay1st.
Unlesschanged(change),thislawwillmakelifedifficultforfarmers.
Iwillnotgiveupmyplaneveniftold(tell)to.
Thesemachinesmustbecheckedbeforebeingused(use).
四、tobedone,beingdone,done,havingbeendone作定語的區(qū)別：
以上四種形式都表示被動(dòng)，都可作定語。tobedone表示即將被…;beingdone表示正在被…;done表示被做過了…;havingbeendone作非限制性定語，和被修飾詞用逗號(hào)隔開,強(qiáng)調(diào)在謂語動(dòng)詞的動(dòng)作之前完成。
Thequestiontobediscussed(discuss)tomorrowinvolvespollution.
Thequestiondiscussed(discuss)yesterdayinvolvespollution.
Thequestionbeingdiscussed(discuss)nowinvolvespollution.
Thequestion,havingbeendiscussed(discuss)foryears,involvespollution.
五、done,havingbeendone作狀語的區(qū)別：
beingdone一般在句中不作狀語,而用done代替之。havingbeendone強(qiáng)調(diào)動(dòng)作在謂語動(dòng)作之前完成,或已經(jīng)持續(xù)一段時(shí)間的動(dòng)作,常用作時(shí)間和原因狀語,done則不強(qiáng)調(diào)時(shí)間先后和持續(xù)一段時(shí)間。
Led(lead)bythelocalguide,wewentfurtherintotheforest.
Havingbeentaken(take)goodcareofforhalfayear,thepatientbecamefarbetter.
Havingbeentranslated(translate)intomanylanguages,thenoveliswell-knownthroughouttheworld.
練習(xí)：
1.Themanagersdiscussedtheplanthattheywouldliketosee_______thenextyear.
A．carryoutB．carryingoutC．carriedoutD．tocarryout
2.AswejoinedthebigcrowdIgot_________frommyfriends.
A.separatedB.sparedC.lostD.missed
3.Itshamesmetosayit,butItoldaliewhen______atthemeetingbymyboss.
A.questioningB.havequestionedC.questionedD.tobequestioned
4.Youshouldunderstandthetrafficrulebynow.Youvehadit____oftenenough.
A.explainingB.toexplainC.explainD.explained
5.Theresearchissodesignedthatonce_____nothingcanbedonetochangeit.
A．beginsB．havingbegun ?C．beginningD．begun
6._____inthemountainsforaweek,thetwostudentswerefinallysavedbythepolice.
A.HavingbeenlostB.LostC.BeinglostD.Losing
7.______inawhiteuniform,helooksmorelikeacookthanadoctor.
A.DressedB.TodressC.DressingD.Havingdressed
8.Isatbeforethedeskuntilaftermid-night,_____inwriting.
A.beingabsorbedB.absorbedC.tobeabsorbedD.absorbing
9.Lawsthatpunishparentsfortheirlittlechildren’sactionsagainstthelawsgetparents________.
A.worriedB.toworryC.worryingD.worry
10.______withthesizeofthewholeearth,thebiggestoceandoesnotseembigatall
A.CompareB.WhencomparingC.ComparingD.Whencompared
11.When______differentcultures,weoftenpayattentiononlytothedifferenceswithoutnoticingthemanysimilarities.
A.comparedB.beingcomparedC.comparingD.havingcompared
12.______intouseinApril2000,thehotlinewasmeantforresidentsreportingwaterandheatingsupplybreakdowns.
A.PutB.PuttingC.HavingbeenputD.Beingput
13._________bythebeautyofnature,thegirlfromLondondecidedtospendanothertwodaysonthefarm.
A．AttractingB．AttractedC．TobeattractedD．Havingattracted
14.Whenfirst______tothemarket,theseproductsenjoyedgreatsuccess
A.introducingB.introducedC.introduceD.beingintroduced
15.____andhappy,Tonystoodupandacceptedtheprize.
A.SurprisingB.SurprisedC.BeingsurprisedD.Tobesurprising
16.Isthisthewatchyouwish_____?
A.tohaverepairedB.torepairitC.tohaveitrepairedD.willberepaired
17._____manytimes,buthestillcouldntunderstandit.
A.HavingbeentoldB.Thoughhehadbeentold
C.HewastoldD.Havingtold
18.______behindthedoor,Iwasn’tfoundbythefellow.
A.HiddenB.TohideC.HideD.Havinghidden
19.Helenhadtoshout_____abovethesoundofthemusic.
A.makingherselfhearB.tomakeherselfhear
C.makingherselfheardD.tomakeherselfheard
20.Thepilotaskedallthepassengersonboardtoremain___astheplanewasmakingalanding.
A.seatB.seatingC.seatedD.tobeseating
21.You’dbetterhaveyoursportsjacket_____.It’stoodirty.
A.towashB.washedC.washingD.wash
22.Mostoftheguests_____totheChristmaspartywerecollegestudentsfromforeigncountries.
A.beinginvitedB.invitingC.invitedD.tobeinvited
23.Thecar_______inGermanyinthe1960slooksoldnow.
A.producedB.producingC.toproduceD.whichproduced
24.Iwillgototheparty________.
A.ifinvitedB.ifhavinginvitedC.ifIwasinvitedD.ifIwillbeinvited
25.Thestudents,____atthewaythequestionwasput,didn’tknowhowtoanswerit.
A.beingsurprisedB.surprisedC.surprisingD.havingsurprised
26._____theirstudy,manyChinesestudentsoverseasreturntoChina.
A.HavingbeencompletedB.CompletedC.HavingcompletedD.Completing
27.SwanLakeisafamousballetinfouracts,_____onaGermanfairytale.
A.basingB.basedC.tobaseD.bases
28.______fromothercontinentsformillionsofyears,Australiahasmanyplantsandanimalsnotfoundinanycountryintheworld.
A.BeingseparatedB.HavingseparatedC.HavingbeenseparatedD.Tobeseparated
29._____suchheavypollution,theriverisunlikelytobecleanedupinsuchashorttime.
A.SufferB.HavingsufferedC.BeingsufferedD.Tosuffer
Keys:1-5CACDD6-10AABAD11-15CABBB16-20ACADC21-25BCAAB
26-29CBCB
