高中英语第二册上Unit4AgardenofpoemsTheFirstPeriod.docx

高中英语第二册上Unit4AgardenofpoemsTheFirstPeriod.docx

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高中英语第二册上Unit4AgardenofpoemsTheFirstPeriod

2019-2020年高中英语第二册上Unit4Agardenofpoems-TheFirstPeriod

I.BriefStatementsBasedontheUnit

Doyoulikepoetry?

Haveyoureadalimerick?

ThewholecontentsofUnit4areaboutpoetry.Fourseparatepartsconsistofthisunit.First,thesimplequestionsbringthestudentsbacktothepoems,songsandrhymestheyhavelearned.Byrecitingthem,thestudentswillbestruckbythewordsandcolorfulmeaningofsomepoems.Thentheyarearrangedtoreadandenjoyaspecial,funnypoem-alimerick,listentoapassageaboutpoemsandtalkaboutallkindsofpoemswrittenbysomegreatmasters.Thiswillgreatlyraisethestudents'interestsaboutpoems.TheywillbesuretowantfurtherinformationaboutEnglishpoems.Thetext“EnglishPoetry”describestheadvantagesofreadingpoems.PlentyofdetailedinformationaboutthehistoryanddevelopmentofEnglishpoemsisalsogiveninthetext.TheparisonofEnglishandChinesepoemsshowsusaclearpictureofthesimilarityanddifferencebetweenthepoemsofthetwocountries.Thetextsingshighpraiseforthetwogreattranslators--LuXunandGuoMoruo.However,attheendofthetext,thewritertellsusthatsomethingofthespiritoftheoriginalworksislostintranslatedworks.Thismeansthatweshouldreadoriginalworksinsteadoftranslatedonesasmanyaspossible.Plentyofexercisesbeforeandafterthetextgetthestudentstounderstandthewholetextandgraspitsdetailedinformation.Thethirdpartismainlyaboutpastparticipleusedasattributeandadverbial.Throughdifferentkindsofexercisesthestudentscanmasterthispartwell.Attheendofthisunit,

asimplebutinterestingpassagetellsusalotandgivesusaperfectanswertothequestionwhypeoplereadandsometimesevenwritepoetry.Asimpleandpracticalwaytoenjoythepoemsisshowntous.Thiswillencouragemorestudentstojoininthelearningandappreciatingpoetry.Thestudentswillimprovetheirabilitytolisten,speak,readandwriteaswellaslearningplentyofusefulwordsandexpressionsaftertheylearntheunit.

II．TeachingGoals

1.TalkaboutEnglishpoetry.

2.Practiceexpressingintentionanddecision.3.LearnaboutthePastParticiple（3）usedasAdverbial.

4.Writeaboutapoem.

III.TeachingTime:

Fiveperiods

IV.BackgroundInformation

1.Shakespeare

ForanyEnglishman,therecanneverbeanydiscussionastowhoistheworld'sgreatestpoetandgreatestdramatist.Onlyonenamecanpossiblysuggestitselftohim:

thatofWilliamShakespeare.EveryEnglishmanhassomeknowledge,howeverslight,oftheworkofourgreatestwriter.Allofususewords,phrasesandquotationsfromShakespeare'swritingsthathavebeepartofthemonpropertyofEnglish-speakingpeople.Mostofthetimeweareprobablyunawareofthesourceofthewordsweuse.ratherliketheoldladywhowastakentoseeaperformanceofHamletandplainedthatitwasfullofwell-knowproverbsandquotations!

Shakespeare,moreperhapsthananyotherwriter,madefulluseofthegreatresourcesoftheEnglishlanguage.MostofususeaboutfivethousandwordsinournormalemploymentofEnglish;Shakespeareinhisworksusedabouttwenty-fivethousand!

Thereisprobablynobetterwayforaforeigner（oranEnglishman）toappreciatetherichnessandvarietyoftheEnglishlanguagethanbystudyingthevariouswaysinwhichShakespeareusedit.Suchastudyiswellworththeeffort（itisnot,ofcourse,remendedtobeginners）,eventhoughsomeaspectsofEnglishusage,andthemeaningofmanywords,havechangedsinceShakespeare'sday.

ItisparadoxicalthatweshouldknowparativelylittleaboutthelifeofthegreatestEnglishauthor.WeknowthatShakespearewasbornin1564inStratford-on-Avonandhediedtherein1616.HealmostcertainlyattendedtheGrammarSchoolinthetown,butofthiswecannotbesure.Weknowhewasmarriedtherein1582toAnneHathawayandthathehadthreechildren,aboyandtwogirls.WeknowthathespentmuchofhislifeinLondonwritinghismasterpieces.Butthisisalmostallthatwedoknow.

However,whatisimportantaboutShakespeare'slifeisnotitsincidentaldetailsbuthisproducts,theplaysandthepoems.FormanyyearsscholarshavebeentryingtoaddafewfactsaboutShakespeare'slifetothesmallnumberwealreadypossessandforanequallylongtimecriticshavebeentheorisingabouttheplays.Sometimes,indeed,itseemsthatthepoetryofShakespearewilldisappearbeneaththegreatmassofmentthathasbeenwrittenuponit.

Fortunatelythisisnotlikelytohappen.Shakespeare'spoetryandShakespeare'speople（Macbeth,Othello,Hamlet,Falstaffandtheothers）havelongdelightednotjusttheEnglishbutloversofliteratureeverywhere,andwillcontinuetodosoafterthescholarsandmentatorsandalltheirworkshavebeenforgotten.

2.AboutShakespeare'sPlays

WilliamShakespeare（1564～1616）,Englishdramatistandpoet,isregardedbymanypeopleasthegreatestEnglishwriterofalltime.Hewrotehisfirstplaywhenhewastwenty-sixyearsold.Withinabouttwenty-twoyearsofthiswritingcareer,hegavetotheworldnearlyfortyplays,includingedies,historiesandtragedies.Ofallhisplays,“Hamlet”isperhapsthebestknown.Hisplays,writteninthelate16thandearly17thcenturiesforasmalltheatre,aretodayper-formedmoreoftenandinmorecountriesthaneverbefore.Manyofthewordsfirstusedbyhim,andmanyofhisexpressionshavebeeeverydayusageinEnglishspeechandwriting.

OfShakespeare'splayshaveedowntous.Theirprobablechronologicalorderisarrangedasfollows：

TheFirstPeriod（1590～1600）

1590--HenryVI,PartI.

HenryVI,PartII.

1591--HenryVI,PartIII.

1592--RichardIII.

TheedyofErrors.

1593--TitusAndronicus.

TheTamingoftheShrew.

1594--TheTwoGentlemenofVerona.

Love'sLabour'sLost.

RomeoandJuliet.

1595--RichardII

AMid-summerNight'sDream.

1596--KingJohn.

TheMerchantofVenice.

1597--HenryIV,PartI.

HenryIV,PartII.

1598--MuchAdoAboutNothing.

HenryV.

TheMerryWivesofWindsor.

1599--JuliusCaesar.

AsYouLikeIt.

1600--TwelfthNight.

TheSecondPeriod（1601～1608）:

1601--Hamlet.

1602--TroilusandCressida.

All'sWellThatEndsWell.

1604--MeasureforMeasure.

Othello.

1605--KingLear.

Macbeth.

1606--AntonyandCleopatra.

1607--Coriolanus.

TimonofAthens.

1608--Pericles.

TheThirdperiod（1609～1612）:

1609--Cymbeline.

1610---TheWinter'sTale.

1612--TheTempest.

HenryVIII.

TheFirstPeriod

TeachingAims:

1.Talkingaboutpoemstoraisethestudents'interestinpoems.

2.Listeningtoimprovethestudents'listeningability.3.Makingupdialoguestoimprovethestudents'speakingability.

TeachingImportantPoints:

1.Howtogetthestudentstograspthemainideaofapassagebylistening.

2.Howtoimprovethestudents'speakingability.

TeachingDifficultPoint:

Howtodirectthestudentstograspthedetailedinformationtofinishthelisteningtask.

TeachingMethods:

1.Pairworkorgroupworktomakeeverystudentjoinintheclassactivities.

2.Discussiontomakeeverystudentexpresshimselffreely.

TeachingAids:

1.ataperecorder

2.aputer

3.aprojector

TeachingProcedures:

StepIGreetingsandRevision

T:

Goodmorning,everyone!

Ss:

Goodmorning,Mrs/Mr×!

T:

Sitdown,please.Haveyoufinishedyourhomework?

Ss:

Yes.

T:

Pleasetakeoutyourexercise-books.Let'scheckyourhomework.WuDong,…

（Teacherchecksthestudents'homework.Thentheteacherandstudentslearnthenewwordsofthisperiodtogether.）

StepIIWarmingup

T:

Doyoulikepoetry,SA?

SA:

Yes,Ido.Ilikeitverymuch.

T:

Whydoyoulikeit?

SA:

Ilearnagreatdealfrompoetry.WhenIwasasmallchild,mymothertaught

methepoem:

锄禾日当午，汗滴禾下土。

谁知盘中餐，粒粒皆辛苦。

Andsheexplainedthemeaningofit.Iknowfromalittlechildthatgrainesfrompainsandweshouldnotwastewhateverweeat.

T:

Howaboutyou,SB?

SB:

Idon'tlikepoetryverymuch,becauseIhadabadmemorywhenIwasasmallchild.Iliketomakesomething.

T：

WhatEnglishpoems,songwordsorrhymeshaveyouread?

Canyoureciteany?

Sc：

I'vereadsomeEnglishpoemswhenIwasinJuniorMiddleSchool.Anditis

likethis:

ILovetheSun

Ilovethesun,

Ilovethespring,

Ilovethebirds,

Thatgailysing.

Ilovemyschool,

Ilovemyplay,

AndIloveall,

Thatisniceandgay.

SD:

IrememberI'vereadapoemaboutthenamesofthemonths.Itis:

ThirtydayshaveSeptember.

April,JuneandNovember,

Alltheresthavethirty-one,

ExceptingFebruaryalone,

Andthathastwenty-eightdaysclear,

Andtwentynineineachleapyear.

T:

Verygood.NowturntoPage25.Dothethirdpart.Doyouknow“打油诗”?

InEnglishlimerickislike“打油诗”inChinese.Itisaspecial,funnypoemandiswrittenjusttomakepeoplelaugh.Readthetwolimericksandenjoythem.

（Studentsreadthepoemstogetherandatlasttwostudentsareaskedtoreadthem.）

T:

Whatisthepatternofeachpoem?

“pattern”means“格调”.

SE:

It'sfunny.Itiswrittenjusttomakeotherslaugh,Ithink.

T:

Now,pleaseanswerthelastquestiononPage25.

SF:

Totalkaboutpoetsandpoetry,weoftenusethewords：

“good,bad,

interesting,funny,dull,meaningful,meaningless,etc”.

Sa:

Wewillalsouse“moving,instructive,encouraging,makemehappy,sad,etc”.

T:

Whatphrasesdoyouthinkwillbeusefulwhenyouexpressyourintentions

andreachdecisions?

SH:

Whenwewanttoexpressourintentions,weoftensay:

I'mgoingto…;I

intend/mean/planto…;Iwill…;Ifeellike（doingsth.）…;I'dliketo…;I'mreadyto…;Iwouldrathernot…etc.

SI：

Whenwewanttoreachdecisions,weoftenuse:

Inmy