Period 1 Warming up & Listening
Teaching aims:
1. To develop students' listening ability through some listening activities.
2. To get students to learn about expressions to describe poems.
Suggestions for teaching:
1. Important and difficult points;
(1) To listen to the given materials and do listening practice.
(2) To encourage students to practice describing poems.
2. Suggested teaching methods:
A. Pre-listening
Task 1 Lead-in
To get students to think about this question:
If you go to the library to borrow a book, but you forget the name of the book, how can you make it clear to the assistant?
B. Listening
Task 1 Listening comprehension
(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?
Task 2 Discussion
Topic: In collections of poetry, how are poems put together?
C. Post-listening
Task Pair work
Suppose one is a shop assistant, the other one is a student. The student wants to buy a book, yet he doesn't remember the name of the book. Try to explain it in another way.
Homework: Share your favorite poems with your classmates.
Teaching log:
Period 2 Speaking
Teaching aims:
1. To improve students' speaking ability by talking about some poems and poets.
2. To develop students' interest in poetry.
Suggestions for teaching:
1. Important and difficult points:
(1) Learning how to talk about poetry and how to comment on poems and poets.
(2) Learning the expressions:
I'm interested to ... but ...
I'm interested in ... so ...
I think it will be too difficult to ...
I don't know much about ... but ...
2. Suggested teaching methods:
Task 1 Lead-in
Ask students to name some famous poets and their poems.
Sample:
A: I know a great poet Li Bai. He wrote many famous poems, such as To Wang Lun, and Seeing a Friend Off.
B: When we were still young, we learned Grass and Spring Sleep written by Bai Juyi.
Task 2 Discussion
Ask students to say something about the favorite poets or poems.
Sample:
A: I like Du Fu very much. His poems are mainly about the reality of the society. I can not only enjoy the poem itself, but also learn a lot of things.
B: I prefer poems by Byron. His poems are romantic.
Task 3 Debate
Topic: Which one do you like better, Chinese poetry or English poetry?
Sample:
A: I like English poetry. I can improve my English while enjoying the poems.
B: I haven't read any English poems and I think it would be too difficult for me to understand. So I like Chinese poetry better. It's easier for to understand the meaning and enjoy the poems.
Task 4 Dialogue
Ask the students to choose one word from each of the four circles in the textbook to make up a dialogue, asking each other what kind of poem they like and why they would like to read a poem like that.
Homework :Practice the dialogue with your partners.
Teaching log:
Period 3 Reading
Teaching aims:
1. To improve students' reading abilities of skimming and scanning.
2. To learn something about the history of poetry and get to know some important poets.
Suggestions for teaching:
1. Important and difficult points;
(1) The history of English poetry.
(2) Knowledge of important western poets.
2. Suggested teaching methods;
A. Pre-reading
Task 1 Brainstorm
Ask students the following question:
When talking about poetry, what comes to your mind?
B. Reading
Task 1 Listening
Listen to the tape and decide whether each sentence is True or False.
(1) Poetry often follows special patterns of rhythm and rhyme.
(2) English poetry has a long history.
(3) Modern English came into being around the middle of the seventeenth century.
(4) Marvell's work became famous for the absence of rhyme at the end of each line.
(5) Lu Xun and Guo Moruo played an important role in introducing English poetry to China.
Suggested answers:
(1) T (2) F (3) F (4) F (5) T
Task 2 Skimming
Ask students to read the passage fast with the following questions in their mind.
(1) Is it difficult to write a poem? Why or why not?
(2) What are the important features that all good Chinese poetry shares?
(3) What are the advantages and disadvantages of reading English poetry in Chinese translation?
Suggested answers;
(1) It is very difficult to write a poem, because more than any other form of literature, poetry plays with sounds, words and grammar.
(2) The form is very important: the number of lines and the number of characters in each line. They often follow special rhythm and rhyme.
(3) Advantages: Chinese versions can help readers understand the poems better.
Disadvantages: Readers have less choice. Besides, no matter how well translated, something of the spirit of the original work is lost.
Task 3 Scanning
Ask students to finish the diagram that shows the period that each English poet lived in and the characteristics of different poets' works.
Time Poets Characteristics
16th
17th
18th
19th
20th
Suggested answers:
Time Poets Characteristics
16th Shakespeare sonnets
17th Donne and Marvell surprising images
John Milton absence of rhyme
18th Pope and Johnson (remembered for
other work)
19th Wordsworth nature poems
Byron, Shelly and
Keats romantic poems
20th Auden and Robert
Frost modern poems stand
close to us
.
C. Post-reading
Task Group discussion
Topic; Which one do you prefer to read, original English poems and novels or their Chinese versions?
Homework: Read the text after class more to understand it better and try to retell it.
Teaching log:
Period 4 Language Learning
Teaching aims:
1. To learn the useful words, expressions and sentence structures in the reading passage.
2. To enable students to learn to use these language points in both spoken and written English.
Important and difficult points:
詞語學習:
1.intention n. 意圖;目的
intention of doing sth./ that…
I came with the intention of staying, but now I’ve decided to leave.
我來時一心想留下，但現在我 已決定離開。
intend v. 想要 ;打算
intend sth./ to do sth./ doing sth.
I hear they intend to marry/intend marrying.聽說他們要結婚了 。
He intends you no harm .他對你并無惡意。
intend sb. to do sth., that
I intend you to take over the business.
= I intend that you should take over the business.我有意讓你來接管公司 。
intend sth.as sth.
I intended the remark as a joke. 我把那句話當作笑話來說的 。
intended adj. 打算中的;預期的.
the intended meaning/result/effect
原來的意思 、想要的結果 、預期的效果
2.more than
(1)超過，多于(over)
The overcoat cost me more than 2OO Yuan. 這件外套花了我 200 多元。
(2)不僅僅(not just)
Our English teacher is more than a teacher. She is also our friend.我們的英語老師不僅是我們的老師，她還是我們的朋友 。
(3)more than happy/glad/willing (to do sth.) 非常樂意(做某事)
I'm more than happy to take you there in my car. 我非常愿意用汽車把你送去。
拓展
not more than 至多 ，不超過(at most)
no more than 僅僅，只有 ;兩者都不(only)
Not more than sixteen people attended the meeting.最多16個人參加了那個會議。
No more than sixteen people attended the meeting.只有16個人參加 了那個會議。
He is not taller than his brother. (His brother is taller than him.)他不比他弟弟高。 He is no taller than his brother. (Both of them are not tall.)他和他弟弟都不高。
3.call up
(1)給某人打電話
He called me up the moment he arrived.他剛到就給我打了個電話。
(2)想起某事，回憶某事
The sound of happy laughter recalled up memories of his childhood. 這歡笑聲使他回憶起童年時的情景。
拓展 關于 call的其他詞組 :
call on/ upon
(1)call on/upon sb.拜訪某人
Let's call on John his weekend. 我們周末去拜訪約翰吧。
(2)要求某人(講話)，懇求某人做某事
We are calling upon you to help us.我們懇求你幫助我們 。
call at (sp.)去某人家
Let's call at John's house this weekend.我們周末去拜訪約翰吧 。
call for
(1)去接某人(與他一起去某處) "
I"ll call for you at seven o'clock tomorrow morning.我明天早上七點來接你。
(2.)需要
Success calls for hard work and perseverance.成功需要努力和堅持不懈。
cal[off取消某事
The basketball match was called off because of the heavy rain.由于下大雨，籃球賽被取消了。
4.stand out突出 ，顯眼
Her work stands out from the rest as easily the best.她的工作成績遠 比其他人好。
5.despite pre休 盡管 ，不管
He attended the meeting despite his illness.盡管他生病了，他還是參加了會議。
Despite wanting to see him again，she refused to reply to his letter .盡管她想再見到他 ，她還是拒絕給他回信。
Despite what others say, she thinks that he is an honest person.不管其他人怎么說，她仍認為他是個誠實的人。
比較 despite 和 although, though的區別 :
despite 是介詞 ，后面要加名詞 ，動名詞 ，或名詞性從句 。
although 和 though 是連詞 ，后面要加從句 。
6. admire vt. 欽佩 ，贊美 ，羨慕
They admired our garden. 他們稱贊我們的花園 。
I admire him for his success in business.我佩服他事業有成。
7.remind vt.使想起 ;提醒
remind sb.of sb./sth.使某人回想起某人/某事
The old French song reminds me of France.我一聽到那首法語老歌就想起了法國 。
These photos remind me of my happy childhood.這些照片使我想起了我的快樂童年。
Remind sb. to do sth.提醒某人做某事
Don't forget to remind me to answer this letter.別忘了提醒我回復那封信。
8.lead to 通往 ，導致
This road leads to the train station.這條路通往火車站。
As is known to all, hard work leads to success.眾所周知,努力帶來成功。
His carelessness led to his failure in the final exam.他的粗心導致他期末考試不及格 。
9.comparison n.比較;對照
make a comparison between A and B
My parents often make a comparison between my sister and me.我父母總是拿我和我姐姐做比較。
in comparison with sb / sth
The tallest buildings in London are small in comparison with those in New York.倫敦最高的建筑物與紐約的一比就矮多了 。
10.be interested in sth 對某事感興趣
be interested to do sth饒有興趣地做某事
I have always been interested in history.我一直對歷史感興趣。
I couldn't make out why he was so interested to know all about you.我始終不明白他為什么對你的一切那么感興趣。
難句分析:
1.That makes poetry difficult to write，but very interesting to read.那使詩歌寫起來難，但讀起來卻很有趣 。
本句為"make+ 賓語 十 賓語補足語"結構 ，相當于"That makes it difficult to write poetry, but very interesting to read poetry ” 在句中，"poetry" 既是謂語動詞"make"的 賓語 ，又是補足語中"write"的賓語。
2.Once published, his work became famous for the absence of rhyme at the end of each line.出版后，他的作品因行末不壓韻而聞名。
"Once published" 過去分詞短語作狀語。 完整的表達為:
"Once it was published", "it was" 被省略了。
3.Besides, no matter how well translated, something of the spirit of the original work is lost. 另外，不管翻譯得多么好，原作的某種精神卻喪失了。
"no matter how well translated" 過去分詞短語作狀語。
完整的表達為: "no matter how well(it was) translated”.
Homework:
課堂反饋：
1.用下列詞語的正確形式填空。
interest more than stand out despite
admire call up call for call off
(1) When I asked them for help, they were ______glad to come.
(2) Everybody_______ him for his great sense of humor.
(3) I will be most _______to hear your views on the station there.
(4) The project________ a lot of time and money.
(5) Fred is very tail and________ in the crowd.
(6) Many memories of old times were_________ by the conversation we had together that evening.
(7) ________mistakes and weakness, it did a great deal of good work inside the trade unions.
(8) When the fog got thicker, the search was_________.
2.翻譯下列句子。
(1)盡管他年紀大了，他仍然堅持學習英語。
(2)那首古老的法國歌曲使她回憶起在法 國度過的美好童年。
(3)海倫和瑪麗不 僅僅是同班同學她們還是知心朋友。
(4)倫敦的建筑物與紐約的一比就矮了 。
(5)水在加熱時可以變成水蒸氣。
Suggested answers:
1. (1)more than (2) admires/ admired (3) interested
(4) calls for (5) stands out (6) called up
(7) Despite (8)called off
2. (1) He kept on studying English, despite his old age.
(2)The old French song calls up good memories of her happy childhood in France.
(3) Helen and Mary are more than classmates. They are close friends.
(4)The tallest buildings in London are small in comparison with those in New York.
(5) When heated, water can be turned into vapor.
Teaching log:
Period 5 Language Study
Teaching aims:
1. To review the words and expressions learned in the reading passage.
2. To learn the grammar the Past Participle used as Adverbial.
Suggestions for teaching:
1. Important and difficult points:
(1) Important words and expressions learned in this unit.
(2) Grammar: The Past Participle used as adverbial.
2. Suggested teaching methods:
A. Word study
Task 1 Dictation
Have a dictation of the important words and expressions learned in this unit.
Task 2 Exercise
Complete the exercise of the word study in this unit.
B. Grammar: The Past Participle used as Adverbial
Task 1 Lead-in
The teacher writes the following sentences on the blackboard.
(1) The person who was invited to speak at the meeting is my friend.
(2) He won't go to the party, unless he is invited.
Ask students to decide whether each clause is an attributive clause or adverbial clause.
Task 2 Explanation
Help students to analyze the two sentences above.
In an attributive clause or adverbial clause, if the clause shares the same subject with the main clause and the verb is "be", usually we can omit both the subject and "be". Sometimes we may also omit the conjunction. That is, we may simply use the Past Participle as Attributive or Adverbial.
(1) The person (who was) invited to speak at the meeting is my friend.
(2) He won't go to the party, unless (he is) invited.
Task 3 Practice
Ask students to take away some parts from the following sentences if possible.
(1) When it is heated, water can be turned into vapor.
(2) When you are asked why you are late again, you may say what I told you.
(3) Once it is done, it cannot be changed again.
(4) She never speaks to anyone, unless she is spoken to.
(5) If we are united, we will stand; if we are divided, we will fall.
Suggested answers:
(1) (when) it is (2) (when) you are (3) it is (4) she is (5) (if) we are, (if) we are
Task 4 Exercise
Ask students to finish the exercises in the grammar part in this unit.
Extension
過去分詞(3)
1.構成謂語
Have you ever been abroad before?
Smoking is not allowed here.
2.過去分詞作表語
He became annoyed with the students.
She id interested in everything she sees.
3.過去分詞作定語
She had a worried look on her face.
The boy (who was) injured in the accident was taken to hospital.
用作定語的過去分詞通常指已經完成的動作;如表示正在進行的動作要用過去分詞的進行形式;如指未來的情況，則用不定式的被動形式。例如:
We must keep a secret of the things being discussed.
They were not interested in the election to be held next month.
4.過去分詞作狀語
Viewed from the top of the mountain, the city is very beautiful.
(=When it is viewed…)
Compared with her sister, she was very fortunate.
(=When she was compared with…)
5.過去分詞構成復合結構
You should have your television repaired.
I don’t want anything said about this.
All afternoon he worked with the door closed.
Homework:
Feedback
1. My father encouraged me in my painting, but never liked to see any of my works _____ in public.
A. exhibiting B. exhibited
C. having exhibited D. to exhibited
2.The computer center, _____ last year, is popular among the students in this school.
A. open B. opening
C. having opened D. opened
3._____ more time, the trees could have grown better.
A. Given B. To give
C. Giving D. Having given
4._____, 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 encouraging
5.He thought over the math’s problem, with his eyes
_____ upon the window.
A. fix B. to fix
C. fixed D. fixing
6._____ in 1886, so the car was the oldest one in the race.
A. Built B. Being built
C. It was built D. Having been built
7. The old man was taking a walk, _____ by his grandson.
A. supporting B. supported
C. being supported D. having supported
8. _____ away by the boss, he went home sadly.
A. Driving B. To drive
C. Drive D. Driven
9. _____ his homework, he went out of school.
A. Having done B. Done
C. Doing D. To do
10. There was so much noise that the speaker couldn't make himself _____.
A. hearing B. hear
C. heard D. being heard
Suggested answers:
1. B 2. D 3. A 4. A 5. C 6. C 7. B
8. D 9. A 10. C
Teaching log:
Period 6 Integrating Skills
Teaching aims:
1. To talk about functions of songs and poems.
2. To help students understand some simple poems.
3. To instruct students to write a review of a poem.
Suggestions for teaching:
1. Important and difficult points:
(1) Learning some language points in the passage.
(2) Writing a review of a poem.
2. Suggested teaching methods:
A. Reading
Task 1 Lead-in
Ask students whether they like listening to music or singing songs. Why?
Task 2 Reading
Ask students to read the passage carefully and answer the following questions:
(1) Why does the writer like songs?
(2) What kind of song words does he like?
(3) When we come across some difficult words and idioms, what should we do?
(4) When the writer has a bad day at school, what does he usually do?
(5) When the writer is sad, what does he do?
Suggested answers:
(1) Songs can make him feel good. His feelings are special when he sings his favorite songs.
(2) He likes song words about love and friendship.
(3) We should just forget about them.
(4) He may read Keats and forget all the stupidity of that day.
(5) He reads Wordsworth by the light of a candle. When the poem is finished, he closes the book and his sadness is gone.
Task 3 Dealing with language points
(1) get through
a)用完，消耗掉
He gets through twenty cigarettes a day.他一天抽20支香煙。
b)（設法）做或完成某事
Let's start; there is a lot of work to get through.開始吧，有大批工作要做呢。
c)（考試、測驗等）及格
Tom failed but his sister got through.湯姆考試不及格，但他妹妹卻通過了。
(2) fall into
a)分為
The lecture falls naturally into three parts.該講座自然分為三部分。
b)養成（習慣），落入（圈套）
fall into bad habits 養成壞習慣
B. Writing
Task 1 Individual work
Ask students to listen to two simple poems and then ask them to practice reading to let them enjoy poems.
Task 2 Group work
Ask students to talk about the poems and their feelings after reading the poems. Then ask representatives from each group to present their discussion.
Task 3 Writing
Ask students to choose a poem to read. And write a review of the poem.
C. Revision
Review the grammar: The Past Participle used as Adverbial.
Rewrite the following sentences, using the Past Participle as Adverbial。
(1) As he was encouraged by the teacher, he worked still harder.
(2) Since he was born into a poor family, he had to do odd jobs when he was at school.
(3) The metal expands, when it is heated.
(4) If it is looked at in another way, it is a problem of great importance.
(5) If it is taken in time, the medicine will be quite effective.
(6) Molly was given a medal because it was regarded as the best one in the school.
(7) As they were deeply moved by the heroes’ deeds, they did a lot of things neighbors.
(8) The books can be easily found bee properly marked with numbers.
Suggested answers:
(1) Encouraged by the teacher, he worked still harder.
(2) Born into a poor family, he had to do odd jobs when he was at school.
(3) Heated, the metal expands.
(4) Looked at in another way, it is a problem of great importance.
(5) Taken in time, the medicine will be quite effective.
(6) Regarded as the best one in the school, Molly was given a medal.
(7) Deeply moved by the heroes' deeds, they did a lot of things to help their neighbors.
(8) Properly marked with numbers, the books can be easily found.
Homework: Find an English poem and write a review: Explain what the poem is about, what you think it means and what feelings you have when you read it.
Teaching log: