人教版高二Unit 4 A garden of poems

發布時間：2016-1-26 編輯：互聯網手機版

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。通過本單元的學習，使學生了解英語詩歌中包含的絢麗多彩的西方文化，并引導他們思考和探尋詩歌文化中蘊藏的人本色彩。

“熱身”(Warming up) 部分由English Poetry的一個分支--學生較熟悉的“Songs”引入，繼而介紹rhymes和limericks,并帶入到課本中的兩首limericks。在教學過程中強調師生互動，鼓勵學生大膽將詩歌加上感情和動作表演出來，這樣有助于學生更好的形成對本單元介紹的英語詩歌印象并產生較高的興趣。

“聽力”(Listening)部分的內容分兩部分內容：WB與SB。SB內容可以由“熱身”(Warming up)活動結束后自然過渡導入， SB部分是一則對話：一位男生到圖書館借有關POEM的書籍，不知如何選擇，于是請圖書管理員推薦相關書目。對話涉及了很多有關詩歌的基本知識，如管理員推薦那位男生在讀欣賞詩歌前應先對詩歌文化作一定的了解而推薦的A garden of poems(是關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，并有重點的欣賞自己喜歡的詩歌類型。這篇對話提出了一個概念：詩歌是按一定的特點和格式分類（type）的，閱讀詩歌時應注意選擇。WB包括一篇介紹詩歌起源的短文和三篇rhymes,有助于幫助學生了解并把握詩歌的節奏感和韻律美。通過“聽力”(Listening)部分的學習，學生會更好的形成對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習打下基礎。

“讀前”(Pre-reading)部分由一小部分有關詩歌創作的影片引入，直觀地引起學生對詩歌的興趣。然后再提到學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)部分標題是English Poetry,里面簡單介紹英語詩歌的形成和幾個代表時期，重點提到了Modern English Poetry的誕生和19世紀浪漫主義詩潮，提及了幾個著名詩人及代表作，風格等等。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，起到了畫龍點睛的作用：我們學詩，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（課堂教學與語言知識的習得），德育（引導學生形成正確的審美觀乃至人生觀）和美育（去發現并欣賞和種文化中蘊含的美）的結合滲透。

“讀后”(Post-reading)部分設計了兩種練習。第一部分是針對文章的理解，檢測學生對文章理解的程度。第二部分是學生去理解“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，發現一種文化藝術形式中的內涵。這是對學生理解力和審美觀的培養。

“口語”(Speaking)部分放在“閱讀”(reading)部分之后，因為這一單元的學習一定要注重知識的承接，學了“閱讀”(reading)后能更好的熟悉英語詩歌和詩人，流派，能“有話可說”，有助于表達自己對一種文化形式的看法和見解。本部分將通過“BRAINSTORM”回憶課文中學過的詩人。關于SB中的Speaking，在小組活動中，組織學生分組對有關詩歌的Topics, Periods, Human feelings等話題開展討論。討論時再次強調Useful Expressions的使用。而書中WB里的TALKING，討論的是“現在詩歌是否依然流行還是已死亡”這個話題，可以將學生分成兩組，設立裁判，讓他們自由發言給出意見，最后由老師進行總結這種形式。通過“口語”(Speaking)部分，學生會在一定程度上將書本上的知識轉化成自己的觀點表達出來，既增加了他們對英語詩歌的理解又很好的鍛煉了口語。

語言學習(Language Study)分詞匯和語法兩部分。詞匯部分設計了一些題目來回顧復習文中出現的一些重點詞匯和詞組。在語法的講解前，通過一個簡單視頻（兒歌）說明詩歌中的一種RHYME的壓韻特點。本單元的語法項目是“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（包括現在分詞和過去分詞）用法的最后一個章節，需要對分詞作一個總結和清理，因此需要將現在分詞和過去分詞用法共同點（如邏輯主語一致）及不同點（如現在分詞常表主動，過去分詞表被動）作一個羅列。當然簡單羅列并不行，需要把最容易混淆的東西再過濾一遍，解釋清楚。

學習技能(Integrating Skills)部分包括聽、讀、說、寫三部份，有著一個很明顯的結合，過渡，繼承過程，相互滲透，討論了一個有關如何帶著感情去欣賞理解詩歌的問題。本部份先讓學生聽Keats和Wordsworth的兩首詩作為引入，讓學生朗讀并談感受。再轉入課文，閱讀簡單的課文后有一個Assessment步驟，通過三個問題評估學生的理解能力。接下來是課文練習中的現代詩“Dust of snow”賞析，引導學生理解詩歌中的意境（IMAGE）并對詩歌中詩人情緒變化“changes of mood”作一個分解。至此，本單元對于學生能力的培養已到了一個更高的層次。在教學過程中，適當要求學生作朗讀和背誦，加強互動，引導學生誦讀詩歌時投入感情，注意語音語調的變化。在本課時最后一個環節中，讓學生根椐一首現代詩寫出其主題與意境（可參考使用英文名曲“Right here waiting”。

學習建議(Tips)部分向學生提供了如何找詩歌來朗讀的一些建議，清楚明了，可以作為學生平時閱讀的一個很實用有效的指導。

復習要點(Checkpoint)簡要總結了本單元的語法重點--“過去分詞作狀語”的用法。最后一個問題引導學生對本單元所學的詞匯作一次小結，以增強學生自主探索的學習能力。

課時安排

Teaching Plan for Unit 4 A garden of poems

1.Warming up&Listening

(1)Warming up

(2)Listening in SB

(3)Listening in WB

2.Post-reading

(1)Pre-reading

(2)Reading

3.Post-reading

(1)Reading

(2)Post-reading

(3)Extended reading

4.Speaking

(1)Warming up

(2)Speaking

(3)Talking in Work Book

5.Language Study

(1)Word Study

(2)Grammar

6.Integrating skills

(1)Reading

(2)Writing

(3)Checkpoint

教材重點和難點

1.重點單詞

poem n.詩；韻文；詩體文

intention n.意圖；目的；打算

recite vt.背誦；朗誦

pattern n.型；模式；方式

dialogue n.對話；（文學，戲劇，電影中的）對白

sort vt.將事物分類；整理 n.種類；類型

sadness n.悲哀；難過

grammar n.語法；語法學

glory n.光榮；榮譽；榮耀的事；壯麗

absence n.不在；缺席；缺乏

district n.地區；區域

atmosphere n.氣氛；情緒；大氣；大氣層

introduction n.序言；介紹；引進

translate vt.翻譯；用簡單易懂的語言表達

translation n.翻譯；譯文

extraordinary adj.特別的；不平常的；驚人的

idiom n.習語；成語；語言習慣用法

apart adv.相隔；相距；除去；單獨地

recommend vt.推薦；介紹；建議

contribute vi.作出貢獻；捐獻；投（稿） vt.貢獻；提供；捐獻；投稿

2.重點詞組

put…together 把……結合成一整體；裝配

play with 玩；玩耍；游戲

call up 召喚；使人想起；調動（力量，人員等）；（給……）打電話

stand out 突出；顯眼；遠遠超過某人（物）

light up 照亮；使放光彩；點上（煙等）吸起來

come into being 出現；形成；產生

send for 使某人來到；要求將某物取來或送到

contribute to… 為……作貢獻（或捐獻）；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.句型結構

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

2. His sonnets, however, belong to the best English poetry.

3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.

4. Greatly loved in China are the English Romantic poets.

5. They can help us to understand each other better, or as Mu Dan wrote:…

6. Quietly, we embrace in a world lit up by words.

7. If I see you next to never, how can I say forever?

5、重點語法

本單元重點語法是“過去分詞作狀語”的用法。過去分詞一般表示完成的和被動的動作，在句子中可以用作定語、表語、賓語補足語和狀語，但不能單獨構成謂語。本單元是過去分詞分法的最后一章節，有必要將之前所學的內容（包括現在分詞和過去分詞用法）作歸納與總結，掃除最易混淆的幾個盲點。

6、教學難點

(1) 如何循序漸進地引導學生去了解英語詩歌，懂得去欣賞發現詩歌中的美，在一定程度上學會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) 分詞用法的總結與難點解析。

(3) 幫助學生形成一定的審美觀，學會用自己的角度去思考和發現西方文化的美感和人文色彩。

Unit 4 A Garden of Poems

The First Period Warming-up & Listening

Teaching Aims:

1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.

2.Improveing the students’ listening ability.

3.Introduce some poems to the students.

Teaching Difficult points:

1.To teach the students how to grasp the detailed information to finish the listening task.

2.How to make every students active in this lesson.

Teaching Aids:

1.a computer

2.a projector

Teaching Procedures:

(Play the song “Ten little Indian boys”)

Step I Greetings and Lead in.

T: Good morning, everyone!

Ss: Good morning, Mrs/Mr …!

T: Sit down please. Just now we’ve enjoyed a song. Do you like it?

Ss: Yes./(No)

T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.

Step II Warming up.

1) Listen and read the rhyme

Good, better, best!

Never have it rest!

Till good is better!

And better, best!

2) Listen and read the limerick.

People laugh and people cry.

Some give up, some always try.

Some say hi while some say bye.

Others may forget you but never I.

Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.

3)Read the limericks and ask “What is the pattern of each poem?

Step III. Pre-listening

T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.

But where can I find a certain poem? Are poems put together in collections of poetry?

Maybe these questions can help us.

Who wrote them?

What are they about?

When were they written?

Step IV. While listening

In collections of poetry, poems are put together because they belong to the same group.

They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.

1.Listen to the tape and list the name of the books on poems by different writers.

(Suggested answers: A Garden of Poems”

“1001 Songs or Poems in English”

2.Listen to the tape and list the the information of poems by a certain topic

Suggested answers: The topic can be human feeings (humour & love…)

“Poetry about Nature” (flowers, trees, plants & the old countryside)

“The Earth is Painted Green”

3.Poems by a certain period time

Suggested answers: “English Poem of the Early 17th Century”

“Poetry Between the World Wars”

4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.

Suggested answer: poem, collection, the World Wars , The countryside and nature

5.Listen to the tape again and answer the following questions.

1).What is the dialogue about?

2)What kind of book is A Garden of Poems?

3)Which period is meant when we say “between the World Wars”?

4)How should you read a book such as 1001 Songs and Poems in English?

5)Which topic for poetry does the student like?

Step V. Post-listening

1.T: OK. What topic for poetry do you like?

S: …….

T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.

(A rhyme

Pick an apple

Pick a pear

Pick a banana over there.

Let’s work and let’s play,

Picking apples every day.)

2.Listen and imitate.

Step VI. Listening on the workbook.

Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.

1)Before the invention of writing, was there any other way but to remember important things?

2)Were rhyme and rhythm very helpful when they are trying to remember things?

3)Why did our ancestors invent poetry?

4)What is the listening text about?

Listen to the tape and find out the answers to the questions.

Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.

(Collect the answers from the students.)

T: Yes. Before the invention of writing, there was no other way but to remember important things.

And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.

Step VII. Listening and imitating.

T: OK. Poems are helpful to remember things. But what things can they help us remember? Please listen to the following examples and find out some of the ways.

1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.

2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”

3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.

“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.

Suggested answers:

Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)

Rhyme 2 is useful to remember how many days each month has.

Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.

Rhymes and rhythms are helpful. Do you use poetry to remember things?

Who sometimes still uses poetry to remember things today?

(Collect answers then listen to the following.)

But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.

So anyone who want to remember things better can still use poetry to remember things.

Step VIII. Post-listening

You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.

Teaching plan For Unit 4 A Garden of Poems The 2nd period Reading (English Poetry)

Teaching Goals:

1. Learn about poets and poems of different countries.

2. The similarities and differences between the Chinese and English poets and poems.

3. Improve the student’s reading ability.

Teaching procedures:

Step1 Greeting & Warming-up

(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)

T: Morning, boys & girls!

Ss: Morning, sir!

T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?

SA: He is creating a poem.

T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)

Step 2 Lead-in

T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets?

SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……

T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.

( Show the poem望廬山瀑布 on the screen)

T: Okay, let’s read it aloud together.

Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?

(Call several of them to recite)

T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready?

Ss: Yes!

Step 3 Fast-reading

T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:

Q: 1. What are the differences between poetry and other forms of literature?

2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

(Give them 2 minutes to find the answers)

T: Well, let’s deal with the 2 questions.

A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.

2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne

Step 4 Careful-reading

Task 1. The main idea of each paragraph

T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.

Para. 1 The characters of poetry.

Para. 2 A look on Chinese poetry.

Para. 3 The first period of Modern English poetry.

Para. 4 Modern English poetry in the 19th century.

Para. 5 Why modern poets have special attraction?

Para. 6 The introduction of English poetry to China.

Para. 7 ①The translation of English poetry.②The role that poems act as.

Task 2 A timeline

T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!

Step 4 Post-reading

Task 1

T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.

(After 2 minutes, check the answers)

Keys: 1. A 2. C 3. B 4. D 5. C

Task 2

T: In several paragraphs, there are some words in bold; can you tell what do they refer to?

Para. 1 That makes poetry difficult to write, but very interesting to read.

------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history,there is a lot of good poetry around.

------English poetry’s

Para. 4 The style and atmosphere in their poems has often…------William Wordsworth,Byron,John Keats

Para. 5 Finally, modern poets have their special …in the language and images they use.

------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature

Step 5 Further-understanding

T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;

Task 1

Q: If a poem is translated into another language, is it still the same poem? What are some differences?

A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步詩.)

Task 2

T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.

Q: Can you use your own words to explain it?

A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.

Step 6 Enjoyment

T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who’d like to have a try?

A: 1.Poems and literature can be ties that bring the East and the West together.

2. Poems and literature can be fine wine enjoyed by the East and the West.

T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let’s see a clip of video.

(After the end of the video, show the next slide)

T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.

Then I saw the Congo creeping through the black,

Cutting through the forest with a golden track.

Step 7 Discussion

T: It’s really amusing! At the end of this lesson, let’s have a discussion.

Are poems good for our life? What can we get from poems?

1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!

Step 8 Homework

1. Read the text again to get a better understanding.2. Read and translate several good English poems.

3. Get some information about famous poets on internet if possible.

Teaching plan For Unit 4 A Garden of Poems The 3rd period Speaking

Teaching aims:

1. Talking about poems to raise the ss’interest in poems.

2. Making dialogue to improve the ss’speaking ability.

Teaching procedures:

Step1 Greeting & Lead-in

(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）

T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!

Step 2 Warming-up

T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way?

(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)

Step 3 Speaking

1. T: It seems that you have mastered Chinese poems well.

T: 1) Do you all like the poems written by Li Bai or Du Fu?

2) Whose style do you like best? /Which poet do you like best?

So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.

2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. 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 /would not like to read a poem like that. You can repeat the exercise a few times.

3. T: When you are practising with your partner, do remember to use

the useful expressions listed in your book.

Step 4 Talking

T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.

T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.

------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life.

One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行詩).

Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.

T: So having read this short passage, what’s your point of view about the destiny(命運) of the poetry？

T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.

T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry? We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……

(Then the monitor comes to host the discussion)

T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!

Step 5 HK

T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.

Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.

THE END The Fourth Period Word Study and Grammar

Teaching aims:

1.Learn and master the Past Participle used as adverbial.

2.Compare the differences between the Present Participle and the Past Participle used as adverbial.

Teaching Procedures:

Step 1 Song

Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.

An apple a day ,

Keeps the doctor away.

An apple a day,

Keeps the doctor away.

A-P-P-L-E, “apple”

Then ask the students to look at the words from the song---“day, away”.

T: What do these two words have in common?

S: They end with the same vowel---/ei/.

T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme?

S: Horse and mouse, school and fool…

Now look at Part 2. Please read them and match the words that rhyme.

Suggested answers:

mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base

Step 2 Word study

T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:

Suggested answers:

1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)

Step 3 Grammar

Show the two sentences on the screen.

The past participle used as adverbial.

1.Once published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well translated, something of the spirit of the original work is lost.

T: Look at the two sentences on the screen, who can tell us their Chinese meanings.

1.一經出版，他的作品就因不押韻而著名。

2．即使翻譯得再好，一經翻譯，原作的一些精華就沒有了。

T: Can you think of another way to express these ideas?

Suggested answers:

1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well it is translated, something of the spirit of the original work is lost.

T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?

Suggested answers:

1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot

Step 4 Practice

Show the sentences on the screen.

1. The castle , burned down in 1943, was never built.

2. If left alone on a deserted island, what would you do to survive?

T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.

Suggested answers:

1. AT 2. AD 3. AD 4. AT

Step 5 Consolidation

T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.

Suggested answers:

1. When he was asked what had happened, he told us about it.

2. As he was well known for his expert advice, he received many invitations to give lectures,

3. If we were given more time, we would be able to do the work much better.

4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.

5. As she was deeply interested in medicine, she decided to become a doctor.

6. Though she was left alone at home, Sam did not feel afraid at all.

Step 6 Comparison

Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.

A. When crossing the street, you must be careful.

B. Followed by many students, the teacher came in.

T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.

1.共同點: 現在分詞和過去分詞在句中不能單獨作謂語,但可作定語,表語,賓語補足語,狀語.

分詞作狀語時,其邏輯主語是句子的主語.如:

正確:Looking from the top of the hill, we can see the whole town..

錯誤:Being an orphan, the villagers take good care of the child.

正確:Seen from the hill, our school looks more beautiful.

錯誤:Seeing from the hill, our school looks more beautiful.

2.不同點: 現在分詞有時態和語態的變化;而過去分詞只有一種形式,現在分詞常表”主動”和 “進行”;過去分詞的一般式常表 “被動”和 “完成”.

式語態及物動詞make的主動語態及物動詞make的被動語態

不及物動詞rise

現在分詞一般式 making being made rising

完成式 having made having been made having risen

過去分詞 made risen

3.易混淆點:

a.分詞作伴隨狀語時,若表”正在被……” 的概念,常用過去分詞,而不用現在分詞的被動式.

Followed by some officials, Napoleon inspected his army.

b.現在分詞的完成被動式和過去分詞兩者都可表示 “完成”和 “被動”,但前者更加強調分詞動作明顯先于謂語動作;而后者的時間性不強.

Having been told to stay in Beijing, the boy decided not to return to his village.

Step 7 Practice

“分詞”專項能力訓練題

單項填空

1. What’s the language _______ in Germany?

A. speaking B. spoken C. be spoken D. to speak

2. He had his leg ________ in the match yesterday?

A. to break B. broken C. break D. breaking

3. It was so cold that he kept the fire _______ all night.

A. to burn B. burn C. burning D. burned

4. She’s upstairs _________ letters.

A. writes B. is writing C. write D. writing

5. “ Can’t you read?” Mary said ________ to the notice.

A. angrily pointing B. and point angrily

C. angrily pointed D. and angrily pointing

6. The lecture was so _________ that they were all _________.

A. inspiring: exciting B. inspiring; excited

C. inspired; excited D. inspired; exciting

7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.

A. bring B. brings C. brought D. bringing

8. This is one of the books ________ by him now.

A. to be written B. being written

C. having been written D. is been written

9. The book ________ belongs to me.

A. which lying on the table B. lying on the table

C. is on the table D. lay on the table

10. The poor boy looked to the right and to the left, _______ where to go.

A. not knowing B. not to know C. didn’t know D. not being known

11. _________ anything about the accident, he went to work as usual.

A. Not known B. Known not C. Knowing not D. Not Knowing

12. This news sounds _________.

A. encouraging B. encouraged C. encourage D. to encourage

13. _________, the subject belongs to biology.

A. Strictly spoken B. Spoken strictly

C. Strictly speaking D. Speaking strictly

14. __________, the players tried their best to win the game for their country.

A. Greatly encouraged B. Having greatly encouraged

C. To be greatly encouraged D. Greatly encouraged

15. ________ that mistake once, I shall not make the same mistake again.

A. Made B. To make C. Making D. Having made

16. --- Will you go to the party?

---Of course I will _________.

A. if invited B. if having invited

C. if I was invited D. if I will be invited

17. _________ a child, Elizabeth enjoyed studying art and music.

A. She was B. When was C. When being D. Being

18. The bridge _________ now over the Changjiang River will be completed at the end of this year.

A. built B. is being built C. being built D. to be built

19. _________ that there was an accident ahead, the bus driver changed course.

A. Warning B. Having warned C. To be warned D. Having been warned

20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.

A. having added B. to add C. adding D. added

Suggested answers:

1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C

Homework

Finish the word study and grammar part on the workbook.

The 5th Period Intergrating Skills A Lesson Plan for Songs and Poems

Goals/objectives:

Students will:

1. Learn to read poems aloud with expression.

2. Learn to enjoy simple poems and interpret basic elements of poetry.

3. Practice listening actively

Step One

Warming-up

Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:

“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”

Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.

e.g.

Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.

Ask for their favorite Chinese poems and when and how they read poems.

Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.

Ask them to compare singing songs to reading poems.

Step Two

Pre-reading

After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.

Step Three

While-reading

Invite students to list unfamiliar words that they noticed in the passage.

e.g. avoid, recite, extraordinary

Step Four

Post-reading

Assess students understanding by asking their a few questions:

e.g.

1. When does the writer sing songs?

2. When did the writer begin to touch on poetry?

3. When does the writer read Keats and when Wordsworth?

Step Five

Exercise I

Briefly introduce "Dust of Snow" by Robert Frost.

Listening and reading aloud

Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.

Discussion

Discuss how many characters are involved in the poem.

(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)

Possible answers include:

Two (a crow and a person),

Four ( a crow, a person, a tree a heart)

Analysis

Guide them to notice the line "A change of mood".

Ask them a few questions

1. his mood has changed, from what mood to what mood?

2. What happens to bring about the change?

Appreciation

Brainstorm about how students feel at the beginning of the poem.

Answers may vary:

The Crow may let some of them think of bad luck.

The Crow above the writer’s head may let some of them think of a lonely place.

Practice

Get students to read the poem aloud again and have some of them to recite the poem in class.

Step Six

Exercise II

Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as "right here waiting".

Homework:

1. Draw a couple of comic strips according to the imagery of Dust of Snow

2. Finish the workbook passage "The Birth of Modern Poetry" by yourself.