Teaching aims and demands
1.key words
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.key phrases
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.words extending
poem (n.) → poetry (n.) → poet (n.)
absence (n.) →absent(adj.)
translate (vt.) →translation(n.)
contribute (vt.) → contribution(n.)
4.sentence pattern
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、key grammar
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、teaching difficulties
(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。
Period 1 Warming-up
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 Procedures:
(Play the song “if I could”)
Step 1 Greetings and Lead in.
Step 2 Warming up.
1) Read and find the rhyme
My love, you’re always in my heart#
If I could have it all,
I would choose to have your love.
Don’t you know
How my heart stars jumping when I see you smile
No matter where you go,
I’ll be there right by your side,
Holding you in my arms so tightly.
Take my hand,
and look right into my eyes, dear.
You will see that you will mean to be my love.
2) Read and complete the giggle poetry Here lies Sam Shay
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was one.
Now he's one dead son-of-a-gun.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was two.
Now there's nothing he can do.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was three.
Now he's buried beneath a tree.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was four.
Now he's knocking on heaven's door
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was five.
Now the poor guy ain't alive.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was six.
Now he's got a problem we can't fix.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was seven.
Now we hope he's gone to heaven.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was eight.
Now he doesn't look too great.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was nine.
Now he isn't feeling fine.
Here lies Sam Shay.
Smoked six packs a day.
He started smoking when he was ten.
Now, he'll never smoke again
step 3 Limerick
Read the limericks and ask “What is the pattern of each poem?”
And then ask Ss to complete two limericks.
Finally ask Ss to write their own limericks in 7 minutes and show them up.
Step 4 homework
Preview listening and speaking part
Period 2 listening
Teaching Aims:
Improveing the students’ listening ability.
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 Procedures:
Step1. 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 2. 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 3. 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 4. 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 5. 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 6. 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.
1)Women
If you kiss her, you are not a gentleman
If you don’t, you are not a man
If you praise her, she thinks you are lying
If you don’t, you are good for nothing
If you agree to all her likes, she is abusing
If you don’t, you are not understanding
If you make romance, you are an experienced man
If you don’t, you are half a man
If you visit her too open, she thinks it’s boring
If you don’t, she accuses you of double crossing
If you are well dressed, she says you are a playboy
If you don’t, you are a dull boy
….
“O Lord, tell me what to do. AMEN”
2)Always Have a Dream
Forget about the days when it’s been cloudy,
But don’t forget your hours in the sun.
Forget about the times you’ve been defeated,
But don’t forget the victories you’ve won.
Forget about the misfortunes you’ve encountered,
But don’t forget the times your luck has turned.
Forget about the days when you’ve been lonely,
But don’t forget the friendly smiles you’ve seen.
Forget about the plans that didn’t seem to work out right.
But don’t forget to always have a dream.
Step 7 Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
Period 3 Reading (English Poetry)
Teaching difficulties and stresses
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 duty report & 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!
(After 3 minutes, check the answers)
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)
Step 7 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.
Websitewww.shakespeare.com
www.luminarium.org/sevenlit/donnewww.luminarium.org/sevenlit/milton
www.island-of-freedom.com/POPE.HTM www.john- keats.com
www.visitcumbria.com/wilword.htm
www.online-literature.com/byron
www.robertfrost.org
Period 4 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 duty report & 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 homework
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.
Period 5 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 Duty report & Song
Ask the students to sing the song if I could and read out the words ”all, know and go”
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.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷為平地的那座城堡，再也沒有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一個荒涼的島上，為了生存下去，你會怎么辦呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
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.
Period 6 Intergrating Skills
Teaching aims:
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
Teaching procedures:
Step 1 Warming-up
Duty report and singing the song
Step 2 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 3While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step 4 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 5 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 6Exercise 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.
Period 7 Quiz
Ask Ss to do the quiz about unit 1-4 and just try to finish words part, multiple choices part and reading part.
Period 8 Exercise
Teaching aims:
1.let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit.
2.To consolidate what the Ss have learned.
Teaching procedures:
Step 1 Listening
Finish the listening exercise of unit 4 on English Weekly
Step 2 Exercise
Check up and explain the answers of the questions on EW and exercise book.