2019-2020年人教版高中英語選修6 Unit 2 Poems Period 3 教案1.doc

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2019-2020年人教版高中英語選修6 Unit 2 Poems Period 3 教案1 Teaching Goals: 1. To get Ss to learn more about English poems. 2. To get Ss to appreciate some more English poems. 3. To train Ss’ listening, speaking and writing ability. Teaching Procedures: Step 1. Warming Up. Purpose: To lead Ss to the topic and arouse the Ss’ interest in the next new poem. Ask Ss to take a look at the above pictures and discuss the questions below: 1. Do you like summer? And which part of summer do you like better? 2. What kind of sports do you like to do in summer? 3. How will you spend your next summer holiday? Step 2. Listening. Listen to the poem “I’ve saved the summer”, and discuss in pairs and answer some questions about it. Q1 Do you think the speaker in the poem is more likely to be a girlfriend / boyfriend or a parent? Q2 Does the poem have arrhythmic pattern? Q3 Does the poem have rhyming words? Q4 When you were listening to the poem, did it make you feel something or think about something? What did it make you feel or think about? Suggested answers: A1 The speaker in the poem is more likely to be a parent. A. Yes. (It has two strong beats per line.) A3 Yes. A4 Various answers are acceptable. Step 3. Reading and appreciating Purpose: To get some details and learn the meaning of the poem. 1. Brainstorming (1) Ask Ss to circle the words that rhyme. What is unusual about the rhyming words in the last four lines? (2) Try beating or clapping the strong beats of the rhythm as you read the poem to yourself. Now listen to the poem again and clap the strong beats. Suggested Answers: (1) Circle words: you / new, need / feed, nineteen / mean, way / day, own / own. The rhyming words in the last four lines are unusual because they are the same word (although they each have a different meaning). (2) The strong beats of the rhythm are marked below. I’ve saved the summer And I give it all to you To hold on winter mornings When the snow is new. I’ve saved some sunlight. If you should ever need A place away from darkness Where you mind can feed. And for myself I’ve kept your smile When you were but nineteen, Till you’ve older you’ll know What brave young smiles can mean. I know no answers To help you on your way The answer lie somewhere At the bottom of the day. But if you’ve a need for love I’ll give you all I own It might help you down the road Till you’ve found your own. 2. Group work In small groups discuss these questions. (1) Who is the speaker in the poem and who is he / she speaking to? Give reasons to support your answer. (2) Which of the following is the closest to the speaker’s message? Give a reason for your choice. A. If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you. B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you. C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me. Suggested Answers: ①. A parent (mother or father) is speaking to a young adult child (son or daughter). Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him / her begin on his / her own journey through life. For example, I’ve saved the summer … and I’ve saved some sunlight … When the speaker says Till you’ve older … he / she is implying that he / she is much older than the young person (that is, till you’re older like me). The parent also says that although he / she does not know the answers to life’s questions (I know no answers to help you on your way). We know that the speaker is probably a parent because he / she is offering the child unconditional love (But if you’ve a need for love, I’ll give you all I own). We know that the son / daughter is a young adult because the speaker refers to the time when you were but nineteen. ②. B. Step 4. Listening. l Purpose: 1. To get the main information in the listening part. 2. To develop Ss’ listening ability 3. To know how to bee inspired to write poems. Listening and discussing l Answer key for Exercise 2: Lucy ; Pitt; Jack; the 24th of the month l Answer key for Exercise 3: Name How they are inspired to write poetry Jack By going for a hike in the countryside and then sitting quietly by himself Lucy By surrounding herself with familiar things in her own house Pitt Possibly by listening to his favourite music though he has never written poetry before l Answer key for Exercise 4: I’m not going to enter a poem this. I haven’t begun mine yet but I plan to do it this weekend. How will you inspire yourself this weekend? I intend to go for a hike in the countryside and sit quietly somewhere by myself. I think I’ll try out his way too some time. I’ve never tried it with poetry before but I’m going to try it tonight. And now I’m looking forward to reading all your poems. Step 5. Speaking task (Workbook) Purpose: To get the students to do some speaking practice. In groups of three, talk about the kind of poem you are going to write / translate, what if it will be about and when you are going to write / translate it. You can use some of these expressions from the listening text to help you. Examples of questions Examples of answers When are you going to do your poetry homework? I’ll have a try at it this weekend. What kind of poem are you planning to write? I think I’ll try writing some haiku poems What are you going to write about? I’m going to try … What are you going to do yours on? I’m going to see if I can … Suggested Answers: Various answers are acceptable. Step 6. Writing Purpose: To learn to write your own pomes. 1. Group work Write a list poem starting with If I like Poem C on page 10. Write one line each. It doesn’t have to rhyme. Your group can choose one of these lines to start your group poem. Then share your poems in class. If I were the ruler of the world, I would … If I had a million dollars, I would … If I had taken your advice, I would have / wouldn’t have … 2. Individual work Write a poem that starts with I feel happy when. Then lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show you what to do, here are the first four lines of the two poems. Now write your own poem of eight to ten lines. I feel happy when … Slowly the moon climbs in the sky, the sky is blue, Slowly the black-tailed bird lets out a cry, you smile at me with your sparkling black eyes, Slowly the dog crossed the road, It’s my birthday. Slowly the old man carries his load. Step 7. Homework 1. Review all the words and expressions in this unit. 2. Try to appreciate some simple forms of English poems.