1、 Unit 2 Poems 单 元 要 览 本单元的中心话题是诗歌。阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内 容和形式的简单诗歌。本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗 歌”这一主题进行。本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识， 让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能 够自己尝试写简单的诗歌。 本单元的主要教学内容如下表所示： 类别 课程标准要求掌握的内容 话题 Different types of poems；reading，writing and listening to poetry transf
2、orm v.转化；转换；改造；变换 sorrow n.悲伤；懊悔；悲痛 exchange n.& v交换；交流；调换 librarian n.图书馆长；图书管理员 sponsor v.& n. 发起(人)；主办(者)；倡议(者) section n.部分；切下的块；节 concrete adj.具体的 diploma n.毕业文凭；学位证书 flexible adj. 灵活的；可弯曲的 blank n.& adj.空白；空白的；茫然的 appropriate adj.适当的；正当的 compass n.指南针；罗盘 eventually adv. 最后；终于 bride n.新娘 tick v
3、.给标记号 bridegroom n.新郎 convey v.传达；运送 championship n. 冠军称号 tease v.取笑；招惹；戏弄 darkness n.黑暗；漆黑 rhyme n.& v韵；(使)押韵 warmth n.暖和；温暖 nursery n. 托儿所 scholarship n.奖学金；学问；学术成就 diamond n.钻石；菱形 pianist n. 钢琴家；钢琴演奏者 pattern n.模式；式样；图案 violinist n.小提琴演奏者 cottage n. 村舍；小屋 load n. 负担；负荷物 sparrow n. 麻雀 contradictor
4、y adj.引起矛盾的；好反驳的 minimum n.最低限度；最少量；最小数 salty adj.含盐的；咸的 translation n.翻译；译文 endless adj.无穷的；无止境的 词 汇 branch n. 枝条；支流；部门 forever adv.永远 take it easy 轻松；不紧张；从容 be popular with 很受欢迎 run out of 用完 translate.into.把翻译成 be made up of 由 构成 stay/sit up 熬夜 try out 测试；试验 (sb./sth.)be likely to do sth.有可能 let
5、out 发出；放走 look forward to 盼望 词 汇 in particular 尤其；特别 by chance/accident 碰巧 1.List poems have a flexible line length and repeated phrases which_give_both_a_pattern_and_a_rhythm_to_the_poem.(the attributive clause) 2.We would_have_won if Jack had_scored that goal.(the subjunctive mood) 3.Another simpl
6、e form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.(past participle as the attributive) 4.When I was a baby，my mother used_to read me nursery rhymes.(used to do sth.) 句 型 5.With_so_many_different_forms_of_poetry_to_choose_from，students may eventually want to w
7、rite poems of their own.(withobjectobjective complement) 功 能 语 法 虚拟语气(Subjunctive Mood)( 2) If Rob hadnt injured himself， we would have won. If she had studied harder，she would have got the diploma. 教 学 重 点 1.Get students to know about different types of poems，some poetic devices like rhythm，rhyme，r
8、epetition， sound patterns and imagery. 2Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them. 3Enable students to grasp and use the expressions of intention and plans. 4Let students learn the new grammar item：the subjunctive mood(2)
9、5Develop students listening ，speaking ，reading and writing ability. 教学 难点 1.Enable students to master the use of the subjunctive mood. 2Let students learn to create their own poems. 3Develop students integrative skills. 课 时 安 排 Periods needed：6 Period 1 Warming Up，Prereading，Reading and Comprehendin
10、g Period 2 Language Study Period 3 Grammar the Subjunctive Mood(2) Period 4 Listening and Speaking Period 5 Reading and Writing Period 6 Summing Up，Learning Tip and Assessment Period 1 Warming Up，Prereading，Reading and Comprehending 整 体 设 计 教学内容分析 This is the first teaching period of this unit.The c
11、entral part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems. Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different
12、 reasons why people write poems. Prereading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the tex
13、t. Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.L
14、ist poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as
15、 it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and are often about the bringing together of opposites. Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better unders
16、tanding of the text，that is to say，to help the teacher to check how much the students have understood the text. 三维目标设计 Knowledge and skills 1To know the meanings of the following new words and phrases： tick(给 标记号)，rhyme(韵；押韵 )，convey(传达；运送)，nursery(托儿所)， concrete(具体的 )，contradictory(引起矛盾的；好反驳的)， dia
17、mond(钻石；菱形) ， flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)， cottage(村舍；小屋)，sparrow(麻 雀)，take it easy(轻松；不紧张；从容)，run out of(用完) ，be made up of(由构成)， tease(取笑；招惹；戏弄) ，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最 低限度；最少量)，translation( 翻译；译文) ，branch(枝条；支流；部门) ，in particular( 尤其； 特别) 2To learn about some simple fo
18、rms of English poems. 3To develop the students reading ability by skimming and scanning the passage. 4To develop the students speaking ability by talking about some features of some simple forms of English poems. Process and methods 1While doing Warming Up the teacher can ask the students to think b
19、ack and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole
20、 unit. 2During Prereading the teacher can go around the classroom and discuss the questions with several students.This discussion should be studentcentered and arouse students interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowle
21、dge of some simple forms of English poems. 3While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in mor
22、e detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed reading of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems. 4To consolidate the contents of the reading passage，the students s
23、hould be required to retell the five kinds of poems in their own words at the end of the class. Emotion，attitude and value 1To cultivate students appreciation of poetry and the ability of understanding，enjoying and writing poems. 2To develop students sense of cooperative learning. 教学重、难点 1To enable
24、the students to learn about some simple forms of English poetry and to develop their reading ability. 2To enable the students to write their own poems. 教 学 过 程 Step 1 Warming up 1Vocabulary in Reading Match the words and phrases with their proper meanings. 1convey ( )A.sameness of sound between word
25、s or syllables，esp.in the end of lines 2cottage ( )B.a strong feeling such as love，fear or anger 3tease ( )C.make fun of somebody in an unkind way 4rhyme ( )D.a place where young children are cared for 5translate ( )E.make(ideas ，feelings ，etc.)known to another person 6endless ( )F.use up 7nursery (
26、 )G.small simple house，esp.in the country 8emotion ( )H.relax 9take it easy ( )I.express sth.in a different language 10run out of ( )J.without end Suggested answers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F 2Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the
27、 little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense. 3Warming up by doing Exercise 2 with students.Then get them
28、 into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the students cant recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.) 4Tell students that there are many reasons why peo
29、ple write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard. Step 2 Prereading 1Match the following information. Du Fu Tang Dynasty Fan Zhongyan Song Dynasty Meng Haoran Modern Guo Mor
30、uo Modern Xu Zhimo Tang Dynasty Byron America Shelly England Whitman England Tagore India Suggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran： Tang Dynasty；Guo Moruo：Modern；Xu Zhimo： Modern；Byron：England；Shelly：England ；Whitman：America；Tagore ：India 2Ask students to do Exercis
31、e 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling thats hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its langua
32、ge，its funny，and my mother used to recite it to me. 3The purpose of Exercise 2 is to practice an important reading skill：scanning a text，that is，looking through a text quickly to find specific information. Suggested answers： Which poem A B C D E F G H describes a person？ tells a story？ describes an
33、aspect of a season？ is about sport？ is about things that dont make sense？ is recited to a baby？ describes a river scene？ has rhyming words at the end of lines？ repeats words or phrases？ Step 3 Reading and comprehending 1Fastreading：Read the reading passage quickly，try to get its general idea and ans
34、wer the following questions. (1)What is the main idea of the reading passage? _ (2)How many kinds of poems does the reading passage talk about? And which of the following is not mentioned? ANursery rhymes. BTang poems. C Haiku. D Adverb poems. EList poems. FCinquain. Suggested answers： (1)A brief in
35、troduction of a few simple forms of English poems. (2)Five.D is not mentioned. 2Detailedreading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.) (1)Give out the names of the forms of poems according to the descriptions. _ are the first poems
36、 that children will hear.They are often sung.Children love to move and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds. _ is made up of five lines and has the following structure： Line 1： a noun that names the subject of the poem Line 2：
37、 two adjectives that describe the subject Line 3： three verbs ending withing that describe the subjects actions Line 4： four words that give the writers opinions or feelings about the subject Line 5： a word that gives another name for the subject _ is a centuriesold form of Japanese poetry.It is mad
38、e up of 17 syllables and has the following structure： Line 1： 5 syllables Line 2： 7 syllables Line 3： 5 syllables _ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，
39、it also has a regular rhythm. When translated into English，_ have a free form(that is，without a regular rhythm) and do not rhyme.They have strong imagery and are often about the bringing together of opposites. (2)Find the strong rhythm and rhyme in Poem A. eg.In the first two lines，there are word_&_
40、mockingbird. So in the following lines，there are _；_；_；_. (3)Whats the difference between Poems B and C though they are both list poems? _ (4)Which of the poems in the reading passage can give you a clear picture in your mind? _ (5)Can you find out the 17 syllables in Poem F? eg.“A” has 1 syllable，
41、“fallen” has 2 syllables，while “blossom” has 2 syllables. _. (6)Can you give a proper title to Poem H either in English or Chinese? _ Suggested answers: (1)Nursery rhymes The cinquain Haiku List poems Tang poems (2)sing & ring；brass & lookingglass；broke & billygoat ；away & today (3)Poem B repeats ph
42、rases and rhymes，while Poem C does not. (4)Most probably Poems D，F，G and H. (5)A(1)；fallen(2) ；blossom(2) ；Is(1) ；coming(2) ；back(1)；to(1)；the(1)；branch(1)； Look(1)；a(1)； butterfly(3) (6)望夫石/A Loyal Wife Step 4 Language study Deal with language problems if any(words or sentences students might not u
43、nderstand)to help the students to have a better understanding of the text. Step 5 Listening，reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the
44、useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework. Collocations：make sense，give.a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular. Step 6 Structure analyzing After reading，a
45、sk students to discuss the text structure. Keys for reference： This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing， that is，to give readers a strong impression or to c
46、onvey certain emotions.From the second paragraph，the text analyses the different kinds of poems and gives examples for reference.The last paragraph encourages students to have a try and write poems of their own. Step 7 Retelling Ask students to talk about the different kinds of poems in their own wo
47、rds.Give them some key words and expressions on the blackboard.Then let them try to retell the passage. Step 8 Homework 1Learn the useful new words and expressions in this period by heart. 2Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own. Step 9 Reflection after teaching _ _ Reading：A Few Simple Forms of English Poems 李东玲，海南省儋州市民族中学，本教案获 2008 年度“教科杯” 海南省中小学教
