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Unit 4 A garden of poems
发表时间:2008-10-1 21:33:44 来源:荣县中学 编辑:吕国生

Unit 4  A garden of poems


I. 单元教学目标


Talk about English poetry

Practise expressing intention

Learn about the Past Participle (3) : used as Adverbial

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II. 目标语言






Expressing intention and decision

I think I might want to ...

I’m interested to ...

I want to ...

I’d like to ...

I hope to ...

I hope not to ...

I intend to ...

I plan to ...

I wish to ...

We have to make a decision.

I’ve made up my mind to…

I’ve decided to…

I’ve decided not to…










   poem, recite, poet, loneliness, sadness, glory, pattern, belong, absence, translate, translation, shade, extraordinary, idiom, stupidity, dust, crow, apart, essay, collection, recommend,   contribute


   poetry, limerick, Peru, Keats, sonnet, Donne, Marvell, John Milton, Pope, Johnson, Wordsworth, Byron, isle, Shelley, Robert Frost, hemlock, mood, rue, fragrance, lengthen, insane, guideline


   call up, belong to, come into being, contribute to…


   poem, poet, pattern, rhyme, rhythm, absence, apart, collection, recommend, contribute

The Past Participle (3)used as Adverbial







1I think Romantic poetry is about real passion. P27

2Some English poetry reminds readers of Chinese poetry.P27

3Reading poetry brings people from different places and different times together. P27

4Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.  P27

5Despite its short history, there is a lot of good English poetry around.  P28

6The earliest poem was written in a kind of English that is now difficult to understand.  P28

7Finally, poems and literature can be bridges between the East and the West.  P28

8Explain the short poem by Mu Dan in your own words.  P29

9If we are united, we will stand, if we are divided, we will fall.  P30


. 教材分析与教材重组

       1. 教材分析


       1.1  Warming up部分提出了5个问题,导入了本单元的主题“诗”。通过问题1和问题2 的回答,学生对英文诗可以有一个基本的了解,通过问题3和所提供的两幅图,学生可以学会欣赏并朗读英文诗,通过问题45,可以引发学生对英文诗的更深一层的了解,并学会用自己的语言来表述对诗和诗人的看法。

       1.2  Listening部分是关于诗集及其类型的一篇对话,要求学生在理解大意和主要细节的基础上回答听力练习中的三大问题。

       1.3  Speaking部分提供了有关topics for poems, periods of time, groups or names of poets and human feelings in poems的一些资料,要求学生以组为单位ask each other questions about the kind of poetry that your class mates might want to read,提示学生运用useful expressions中所给出的句式,并在练习中交换角色,旨在达到锻炼学生的语言表达能力。

       1.4  Pre-readingReading的热身活动。通过组织学生对这些问题的讨论,回答,激活他们头脑中相关的内容模式,为下一步“阅读”做好准备。

       1.5  Reading是一篇介绍性的说明文,要求学生在读后对英文诗,其历史及诗人有一定的了解,并深刻体会到poems and literature can be bridges between the East and the West的含义。

       1.6  Post-Reading部分设计了六类问题。其中第一和第二类问题是细节性的,检测学生定位、理解细节的能力。第三个问题是对学生自身的文学常识的检测。第四、五和第六个问题要求学生在定位,理解细节的基础上进行比较并得出结论,这部分问题有一定的难度,目的在于进一步增加学生的语言体验和文化、情感的熏陶。

       1.7  Language Study分词汇和语法两部分。词汇部分设计了两项练习,一项是具有一定情境的六个句子,引导学生加深对新词汇的理解和记忆;另一项练习是考查学生对押韵词的理解和掌握。语法项目是关于过去分词在句中做状语的用法,通过语法练习加以巩固。

       1.8  Integrating Skills部分的设计包括了读,,写的活动。阅读部分讲述了作者读诗的经历和感受。而后给出了两部分听力资料,第一部分是一首诗,第二部分是学生们所熟知的Richard Marx所演唱的歌曲Right Here Waiting。由于学生大都喜欢歌曲,因此通过这部分可以激发学生的写作兴趣和动机,最后写作部分的任务是写一篇英文诗的读后感,旨在锻炼学生的写作能力。


       2 教材重组

       从话题内容上分析,Warming upSpeaking相一致,因此可将Warming upSpeaking整合在一起,设计成一节口语课。

       2.1  Listening辅以课外相关知识的听力资料整合在一起,设计成一节“听力课”

       2.2  Pre-reading, ReadingPost-reading三个活动整合在一起设计为一节阅读课。

       2.3  Language Study包括两部分:词汇和语法,词汇部分可以视为对学生上节课所学知识的复习、考查。语法要作为重点来讲,将这两部分整合在一起可以设计为一堂语言学习课。

       2.4  Integrating Skills中的听读结合起来设计为一堂泛读课。

       2.5  Integrating Skills中的写作部分辅以一些诗词资料设计成一节写作课


       1st   period           Speaking                           

       2nd period           Listening                     

       3rd  period           Reading                      

       4th  period           Language Study          

       5th  period           Extensive Reading       

       6th  period           Writing




The First Period  Speaking


Teaching goals教学目标

1Target language目标语言

    a. 重点词汇和短语

    poem, poet, poetry, recite, rhyme, loneliness, sadness, humour, pattern,

board a plane, reach a decision

    b. 交际用语

   Expressing intention and decision

       I’m interested to ...

       I think I might want to ...

       I want to ...

       I’d like to ...

       I hope to ...

       I hope not to ...

       I intend to ...

       I plan to ...

       I wish to ...

       I think ...

       I’ve decided (not) to ...

       I’ve made up my mind to ...

2Ability goals能力目标

   Enable the students to give their ideas about poets and poems to other group members, using the target language.

3 Learning ability goals学能目标

   Help the students learn to appreciate poems and know about poems and poets.

Teaching important points教学重点

Let the students learn to express intention and decision.

Teaching difficult points教学难点

How to read and understand a poem.

Teaching methods教学方法

1 DiscussionLet the students express themselves freely.

2 Group work or pair worksGive every student a chance to express themselves.

Teaching aids教具准备

1 A tape recorder

2 A computer

Teaching Procedures and ways教学过程与方法


Step I Revision

T Good morning, everyone.

S Good morning, teacher.

T Sit down, please. In this class, Ill check your homework first. Mary, read your homework to us, ...

The teacher checks the students’ homework and discuss with the students about the mistakes Mary made. Let the students understand and correct it.


Step Warming up

T Next well learn Unit 4 A garden of poems. Do you  know what a poem is?

SYes, it means "shi" in Chinese.

TVery good! What about other words related to poem?


TRight. There are some others such as poetry, rhyme, limerick, sonnet and so on.

The teacher should explain these words if necessary.

    Please turn to Page 25. Let’s do warming up. You can discuss the following

questions with your partner.



QS1What English poems, songs or rhymes have you read? Can you recite any?

     2 Do you like poetry? Why or why not?

     3 Read and enjoy the following examples.

     4 What is the pattern of each poem?

     5 What words will you need to talk about poets and poetry?



Sa Do you like poetry?

Sb Frankly speaking, I dont know much about poetry. What about you?

Sa I like poetry very much. I think it can bring me pleasure when I read it.

Sb What English poems, songs or rhymes have you read?  Can you recite any?

Sa When you are old and gray and full of sleep, And nodding by the fire, take down this book And slowly read and dream of the soft look In your eyes had once, and of their shadows deep.” This is from “When You Are Old” by W.B. Yeats

Sb Fantastic! I begin to feel like reading some poems.

Sa Look at the two poems in our book, which are special and funny. The pictures may help you understand them.

Sb It is true that they are really funny. How to read them?

Sa Sorry, I dont know. Maybe the teacher can help us.

Teacher’s help

T Well, can I help you? Now look at the two poems in our books. They are limericks. Maybe some of you don’t know how to read the poems in the book. Now I’ll play the tape for you. Remember to enjoy them while listening and

     then follow the tape to read them. Pay attention to the  patterns of rhythm and rhyme.


Step Speaking

T Next well learn more about poems and poets. Please turn to Page 26. Let’s do speaking. Do you know about the poets listed here?

Sa (put up his hand) I know Du Fu and Li Bai. They are famous Chinese poets in Tang Dynasty. I’ve read many poems written by them. But I don’t know those foreign poets.

T Good! I will tell you something about them. Now look at the screen.

The teacher should collect as much information about the poets mentioned in the book as possible and show it to the students using a computer. In this way, the students will become more interested in poems and poets. Meanwhile, it can enrich students’ knowledge on poems.

TOK. Its time for you to do some oral practice. Each circle below gives you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in pairs. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would like to read a poem like that or not. Better use the sentence patterns    in Useful expressions on Page 27. The examples on page 26 may be helpful to you. Then I will get some pairs to come to the front and act out your dialogue.

   A few minutes later

TWell, have you finished your dialogue? Which pair would like to have a try?

   Some students are well prepared for their dialogues.

Sample dialogue

Sa Hi, Mary. What book are you reading?

Sb Its a collection of poetry. I bought it yesterday.

Sa Really? I love poems too. Can I have a brief look at it?

Sb Sure, Tom.

Sa  Oh, English poems! Ive never read any English poem before so I think it will be too difficult for me to understand  them. But I’m interested to read some. Maybe you can help me.

Sb Of course I will.

Sa What kind of poetry would you like to read?

Sb Im interested to read some Romantic poetry about love, and friendship.

Sa Why are you interested in that kind of poetry?

Sb I like reading poems about friendship and I think Romantic poetry will be very nice to read.

Sa I see. What kind of poetry would you not like to read?

Sb I dont want to read English poetry about death and World War I because I think it is too sad.

Sa Whose poems do you like?

Sb I like poems written by Byron, Frost and Keats.


Step Homework

1Review the new words and sentence patterns you learned in this class.

2Finish your dialogue.

3Read an English poem.




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来源:荣县中学  编辑:吕国生
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