1、优质文档优质文档Unit2 PoemsPeriod 4 Reading , Listening and WritingTeaching goals1. Target languagea. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, loadb. key sentences: Im not going to do.I plan to doIll do.I am looking forward to do.If I were the ruler of
2、 the world, I would do.If I had a million dollars, I would do.I feel happy when.Slowly the moon climbs in the sky.2. Ability goalsa. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.b. Enable the students can get the information from the long passage by list
3、ening.c. Enable the students can express their feelings by writing poems.3. Learning ability goals:a. Enable the students to know how to get the key words to understand the poem.b. Enable the students can find where the rhyme and the rhythm of the poem are.c. Help the students learn how to get some
4、skills in listening.d. Enable the students to learn to present enough reasons to support their opinions.e. Help the students learn to write poems using the target language according to the writing steps. 4.Teaching important pointsa. Help the students to understand what the rhyme and rhythm are.b. T
5、rain the students to get the key words by reading the question before listening.c. Teach the students to write according to the writing steps.5.Teaching difficult pointsa. How to help the students can find where the rhyme and the rhythm of the poem are.b.How to help the students to make up dialogues
6、, using the target language.c. How to help the students to write the poem to express their feelings.6.Teaching methodsCooperative learning and Task-based learning7.Teaching aidsA recorder, computer, slide and blackboard8.Teaching procedure Who woul d eat an apple a day;优质文档优质文档When asked she replied
7、; Its good for my inside;For I am never ill anyway.Teacher asks some questions:Question1: Do you think poem is funny? What is main idea of the poem?(To tell us an apple is good for our health)Question2: Could you find the rhyme of the last word in each line?(say/day; replied/inside; anyway)The rhyme
8、 in this poem is “a a/ b b /a ”.Task 2 .RhythmEnjoy a song-Little StarsTeacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people ca
9、n sing it as well as read it.Step2 pre-readingTeacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.Task1. Speak ingShow some questions on the screen before students listen.1.Do you think t
10、he speaker in the poem is more like to be a girlfriend /boyfriend or a parent?2.Does the poem have a rhythmic pattern?3.Does the poem have rhyming words?After listening to the poem, the students have some minutes to speak and share their opinions.Task2.DiscussionOpen question: When you were listenin
11、g to the poem, did it make you feel something or think about something? What did it make you feel or think about?This question has no standard answers , the students can discuss and express what they think freely.Step3 While -readingTeacher asks the students open their books and turn to page14.Task1
12、 Read the text following the tape.来源:学| 科|网 Z|X|X|KTeacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.来源:Z*xx*k.ComTask 2 Find the words that rhyme and circle them.Teacher asks students to find and circle the rhyming words
13、and list them on the blackboard to share.Task3 C lap the strong beats of the rhythmTeacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the str
14、ong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragrap
15、h of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.优质文档优质文档Step4. Post reading Teacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poems meaning in more detail. After that, teacher will tell each
16、group to present the groups views to the class.Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.Question2: Which of the following is the closest to the speakers message? Give a reason for your choice.A .If its cold, Ill warm you; if its dar
17、k, Ill give you light; if youre hungry, Ill feed you; if you want love, Ill give it to you.B. Although the future may be difficult for you, whenever you need warmth and love, remember Ill have some to give you.C. While youre away Ill remember your smile and Ill love you always. When you return, I ho
18、pe you will love me.Suggested answers.Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter)Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her be
19、gin his/her journey through life. For example, Ive saved the summer and Ive saved some sunlight.when the speaker says Till youre older.We know that the speaker is probably a parent because he/she is offering the child unconditional love ( But if youve a need for love, Ill give you al I own.).we know
20、 that son/daughter is a young adult because the speaker refers to the time when you were but nineteen.Answer2: B is the best answer.Step5 Pre-listeningTeacher tells students the listening is a conversation between a teacher and three of her students about a poetry competition. the students talk abou
21、t when they are going to write their poems and how they become inspired to write poetry. Their discussion illustrates the funct ion of intention.Teacher first asks the students to discuss the following questions in groups about their experiences writing Chinese poetry.(show these questions by comput
22、er)Question1: In what kind of place do you like to write poetry?Question2: What conditions do you need to be able to write poetry? ( Does it have to be quite ,do you need to be alone, do you need to listen to music and so on?)The discussion gives a context for the listening, prepares them for what t
23、hey will hear and will help them understand the listening more easily.Step6 Listening Task1 First listeningTeacher reads the exercise1 with students before they listen and asks them whether ,in their discussion, any of them likes to write poetry under the same conditions as Lucy, Tom or Jack(ie in t
24、he countryside, at home, listening to music ).As students listen, they should circle the correct students name in Exercise1.Check the answers together. (suggested answers: 1.Lucy;2. Jack;3.Lucy; 4.Tom)Task2. Second listeningTeacher asks students to listen to the tape again , more than 2 times if pos
25、sible. Exercise 2 asks 优质文档优质文档more detailed questions. Teacher can reform and design the different forms of these question so that students will be more interested in them.Exercises:A. Multiple Choices1.When do the students have to have their poems completed? (B)A. By the 23th of the month B. By th
26、e 24th of the month C. By the 20th of the month2. Who had decided not to write a poem for the competition but then changed is or her mind? (C)A. Lucy B. Jack C. TomB. True or False1.Lucy is satisfied with the poem she has written. (F)Explanation: She thinks that if she had an extra week to work on i
27、t, sh e could improve it.2.Tom has used music before while studying. (T)Explanation: he works best when he is listening to his favorite music, but he has never tried writing poetry to music.C. Complete the sentences1. Why does Jack like to go into the countryside to write?Because he finds that he no
28、tices all sorts of the things and he has interesting thoughts.2. Why does Lucy stay at home to write?Because she likes the quiet and likes to have her own things around her.Task3 Third listeningThis time the students are listening for a different kind of detail. They must listen for the expressions
29、listed in Exercise 3.These sentences are model ways of expressing intention.A. Filling the blanketTeacher asks students close their books and show the sentences on the screen. Then Teacher plays the tape again and asks the students listen for these sentences.1_ _ enter a poem this.(Im not going to)2
30、. _ do it this weekend.(I plan to)3.How_become inspired to write this weekend?(are you going to)4._go on a hike into the countryside and sit quietly somewhere by myself.(I am going to)5._ also try out his way some time.(Ill)6._ try it tonight.(I m going to)来源:Z+xx+k.Com7._ reading all your poems.(Im
31、 looking forward to)Check the answers together.B. Repeating and PracticingImagine that the class has to enter poems in a competition next week. In small groups discuss the question :How are you going to become inspired to write your poem?Teacher asks students to use some of the expressions in Exerci
32、se3 to talk about their plans. Students practise by oral and share in pairs.Step 7 WritingTask1.Revise the gram marStudents work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesnt have to rhyme. Each group can choose one of these lines to start thei
33、r group poem. Then share these poems in class.来源:学科网优质文档优质文档Sentences pattern:1. If I were the ruler of the world, I would.2. If I had a million dollars, I would3. If I had taken your advice, I would have/wouldnt haveTask2 Write a poemTeacher asks students to write a poem that starts with I feel hap
34、py when .The lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show the students what to do, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines.Eg:
35、AI feel happy whenThe sky is blue, You smile at me with your sparking black eyes,Its my birthday.Eg BSlowly the moon climbs in the sky,Slowly the black-tailed bird lets out a cry,Slowly the dog crosses the road,Slowly the old man carries his load.If time permitting, the teacher asks students to fini
36、sh their poems and share in class. If not, the task 2 of writing can be as homework.Step8 SummaryIn this period, all the students revise the key points of a poem-Rhyme and rhythm. And they also enjoy a beautiful poem -Ive saved the summer. Students can understand the deep meaning in the poem and the
37、 parents love to the children. Its good to help students how to appreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.)Stop 9 Homework来源:Z_xx_k.Com1. Finish their poems after class.2. Reread the poem “Ive saved the Summer” and appreciate the beauty of the poem.3. Make more sentences with If I had done., I would.
