人教版高二Unit4AGardenofPoems简案.docx

人教版高二Unit4AGardenofPoems简案.docx

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人教版高二Unit4AGardenofPoems简案

人教版高二Unit4AGardenofPoems（简案）

　　TeachingplanofUnit4AGardenofPoesTeachingaisanddeands

　　Topic:

TalaboutEnglishpoetr

　　Vocabularyandusefulexpressions:

　　Poetry,poet,poe,recite,loneliness,sadness,glory,pattern,belong,absence,translate,shade,extraordinary,idio,stupidity,dust,ood,rue,length,apart,insane,guideline,essay,collection,reend,contribute,dare,follo,avoid,aong,as,orth,callup,belongto,eintobeing,contributeto,hearof/about,too…to,anuberof,atthebeginningof.Besupposedtodo/be,beell-nonfor,getthrough,usedtodo.

　　Function:

　　Practiseexpressingintentionanddecision:

　　I’interestedto…

　　I’interestedbut…

　　IthinIightant…

　　Iantto….

　　I’dlieto,,,,

　　Ithinitillbetoodifficultto…

　　Ithinitillbeboring…

　　Ihopetofind….

　　Idon’tnouchabout…but….

　　Ineverheardof…so….

　　I’notinterestedin….so….

　　Graar:

　　ThePastParticipleusedasAdverbial

　　过去分词用作状语

　　a.Greatlysurprised,hecouldn’tsayaord.

　　b.henpleted,thecanalillconnecttheriveriththelae.

　　c.coatedithsugar,bananasilltastebetter.

　　d.Evenifinvited,Iouldn’tgo.

　　e.Hestaredate,astonished.

　　riteaboutapoe

　　Teachingprocedure:

　　Period1.

　　Step1.aringup

　　Brainstoring:

　　Findasanyordsasthestudentscanfindtotalaboutpoetsandpoetry:

　　Lieric,sonnets,Shaespeare,happiness,vividness,sadness,iagination,etc

　　FolloingtheStep3ofthearing-uponpage25.

　　payattentiontotherhyeofthelieric:

　　corfu/Peru/through;Singapore/No4/door

　　Step2.Pre-reading

　　Shosoepicturesofsoefaouschinesepoets.

　　groupor:

orout5ordsrelatedtopoetry.

　　Step3.hile-reading

　　Scanning:

SsreadquiclyanddoEx1onp28:

　　Ssreadandgettheainideasofeachparagraph.

　　Step4.After-reading

　　hatdotheordsinboldreferto?

　　Step5.Assignent

　　surftheinternetandgetoreinforationaboutthetopic..

　　Retellthepassageusingyouronords.

　　Period2.

　　Step1.aringup

　　AssoeSstoretellthepassagethattheyhavelearntlastperiod.

　　Step2.Learningaboutthelanguage

　　Teacherexplainsoelanguagepointsinthetextonpage27--28.

　　Peotryalsocallupallthecolours,feelings,experiencesandcuriousiagesofadreaorld.

　　callup:

　　Theusiccallsupoldties.

　　onreachingthecity,shecalledup.

　　Poetryoftenfollosspecialpatternsofrhythandrhye.

　　Follo:

　　Follothedirectionsonthepacage.

　　Ican’tfolloyourlecture.

　　Thetyphoonasfolloedbyfineeather.

　　Besides,noatterhoelltranslated,soethingofthespiritoftheoriginalorislost.

　　Noatterho=hoever

　　Noatterhohottheeatheris,hedoesn’tplain.

　　Shealaysgoessiing,noatterhocolditis.

　　Step3.Practice

　　SsfinishEx1and2onpage29bytheselves.

　　chectheanser.

　　TeachergivesSssuggestedanserandtellthehyiftheSshaveanyproble.

　　Step4.Assignent

　　Learntheusefulexpressionsbyheart.

　　Finishb.Ex1–4onpage103--104.

　　Period3.

　　Step1.Revision

　　chectheansersofbEx1--4onpage103--104.

　　Step2.Discoverigusefulstructures

　　SslooatthefolloingsentencesandunderlinethePastParticiple.

　　f.Greatlysurprised,hecouldn’tsayaord.

　　g.henpleted,thecanalillconnecttheriveriththelae.

　　h.coatedithsugar,bananasilltastebetter.

　　i.Evenifinvited,Iouldn’tgo.

　　Hestaredate,astonished.

　　LetSstheselvesfindthefunctionsofthePP.

　　Ssstudyoreexaplesonp30.

　　oncepublished,hisorbecaefaousfortheabsenceofrhyeateachline.

　　oreexercisestoconsolidatetheGraar.

　　EX1—3onp30

　　Step3.Taling

　　Ssfourinonegroupandhaveadiscussionaboutthetopiconpage102

　　Ssaenotesduringthediscussion,andtrytoreachanagreeentthatisacceptabletoall.

　　Ssshotheirresulttotheclass.

　　Step4.Speaing

　　Ssorinpairsanddiscusstheirpreferences.

　　Thefolloingstructuresarehelpfultostudents:

　　I’interestedto…

　　I’interestedbut…

　　IthinIightant…

　　Iantto….

　　I’dlieto,,,,

　　Ithinitillbetoodifficultto…

　　Ithinitillbeboring…

　　Ihopetofind….

　　Idon’tnouchabout…but….

　　Ineverheardof…so….

　　I’notinterestedin….so….

　　Step5.Assignent

　　FinishGraarExonpage104--105.

　　Period4.

　　Step1.aringup

　　AsSssoequestionsaboutpoetsandpoetry:

　　Step2.Reading

　　Ssreadthepassageonpage105,andthendiscussthefolloingquestion:

　　hatarethedifferencesbeteentraditionalpoetryandodernpoetry?

　　HelpSstounderstandthepassageentirely.

　　Step3.riting

　　Finishtheritingtasonp107.

　　Thefolloingquestionsareiportantforthereport:

　　a.hat’stheforofthepoe?

　　b.asitellritten?

　　c.Doesthepoeuserhyeorfreeverse?

　　d.Isthepoeodernorrathertraditional?

　　e.Aretheideasanduseoflanguageoriginal?

　　f.hichhuanfeelingsareexpressedinthepoe>

　　g.hataesthepoeverygood?

　　Step4.Reciteoneofthe3poes.

　　Period5.

　　Step1.Listening

　　Ssfinishthelisteningtasonpage25.

　　Sslistentothetapeagainandchectheansers.

　　Step2.dealingiththeEx1—2onp102oforboo.

　　St

　　[1][2]下一页

　　ep3.Listeningsills

　　GivethestudentssoetipsonhotoiprovelisteninghilechecingtheEx.

　　a.aenoteshilelistening;

　　b.ritedontheostiportantinforation

　　Period6.

　　Step1.Pre-riting

　　Ssreadthepassageonp31andgetthegeneralideaaboutit.

　　Explainthesillsonhotoorganizeaparagraph.

　　Step2.hile-riting

　　SsriteashortessayentingonanEnglishpoe.

　　Ssexchangetheirritingandcorrecttheistaes.

　　Step3.After-riting

　　choosesoesaplesandshotheinclass.

　　Tipsonriting:

　　Payattentiontotheforofanessay.

　　Payattentiontothetensehileriting.

　　Payattentiontothestructuresofthesentences.

　　Arrangetheparagraphsinalogicalorder.

　　Step4.assignent

　　FindanEnglishpoeandreciteit.Andthentellyourdesatehyyoulieit.

　　Period7.

　　Teacherscanusethisperiodfreely.

　　Suggestion:

TeacherscanusethisperiodtoletSssuuphattheyhavelearnedandexplainhatSscouldn’tunderstandveryellinthisunit.TeacherscanalsoaddorepracticeinthisperiodtoconsolidatehattheSshavelearned.Finally,astheSstofinishAssessingonpage108.Itisveryiportanttoiprovetheirlearningandletthehaveasenseofassessinggradually.Ifnecessarydosoeextraortoenlargetheirvocabulary.