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诗歌的单词 Unit 2 Poems国家课程标准
教学内容建议
教学内容建议
教学内容建议
教学内容建议
教学内容建议
教学内容建议
语言技能目标
1. 了解不同内容和形式的诗歌，并学会欣赏。
2. 学习有关诗歌的词汇。
3. 学会表达意愿和计划的交际用语。
4. 学习虚拟语气的用法。
5. 尝试自己写诗。
语言知识目标
1． 功能 ( Intention and plans)
I’m (not) going to ….
How are you going to …?
If I were…, I would….
If I had…, I would (have)….
I plan to….
I’ll….
I’m looking forward to….
2. 语法
虚拟语气(Subjunctive mood)
本单元学习表达与过去事实相反的假设。
3. 词汇及短语
必会： convey concrete flexible minimum branch eventually transform bare
appropriate exchange sponsor
take it easy run out of make up of in particular try out let out
了解： poetry tick rhyme nursery contradictory diamond pattern cottage sparrow tease salty endless translation sorrow librarian forever section diploma blank compass bride bridegroom championship darkness warmth scholarship pianist violinist load
认识： emotion repetition hush mockingbird brass billy-goat squire coffin kitten cinquain droop dread haiku syllable melt brimful await revolve utter stem cement rhythmic
学习策略目标
1. 认知策略：总结语言材料中有关倒装的句子并在活动中加以观察思考，总结归纳用法，最终结合语境使用。
2. 自主合作探究策略：在各个学习活动中进行结伴或分组讨论，结对或组内交流、总结，共同研究发现问题解决问题，及时总结学习收获本单元的学习的主要语言知识：重点动词、动词短语、其它常见表达方式和新出现的句子结构。
3. 交际策略：以学生同伴、小组活动培养学生交际策略，学会表达意愿和计划。
4. 资源策略：继续学习有效使用词典等工具书。
以学生课后查阅资料,利用互联网及电脑信息为学习英语的资源，在平时的使用工具的时候中注意积累。
情感态度目标
通过单元内容学习，尤其是学生同伴活动与小组讨论，使学生了解如何通过诗歌表达情感。
文化意识目标
通过对东西方诗歌的赏析，了解表达方式的异同，帮助学生掌握诗歌的一些基本特征和写作方法，并自己尝试写简单的诗歌。
单元整体教学分析
本单元的中心话题是诗歌。听说读写等语言知识和语言技能主要围绕“诗歌”这一主题设计的。
文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌。
本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。
★Warming up
围绕诗歌这一话题设置了三个练习。前两个练习引导学生回顾儿时所接触的诗歌；第三个练习引导学生探讨写诗的目的。
★Pre-reading
主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。
该部分设置了两个练习，第一个练习让学生交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让写诗从内容和写作风格两个方面认识阅读课文中的诗歌。
★Reading
介绍了五种简单的英语诗歌：第一段统领全文，阐述写诗的目的。即叙事或表达情感。由此自然的引导到下文，即诗歌的种类。
从第二段开始，分析不同种类的诗歌，并举例说明。儿歌节奏明快，韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。
俳句起源于日本，由17个音节组成。唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。
★Comprehending
重点放在文中的几首诗歌上，要求提炼诗歌的主题，练习1要求学生找出文章的主题，列举文中介绍的五种诗歌形式，用自己的语言讲述文中几首诗的主题，用心领会诗中的意象，找出两首节奏感强的诗歌，找出押韵的两首诗，并圈出押韵的词。
练习2主要让学生去体会这几首诗的内涵。练习3要求学生欣赏诗歌，找出最喜欢的诗歌，并阐明理由。
★Learning about language
这里的词汇部分设置了三个练习。
练习１通过从课文诗歌中找出押韵的词帮助学生理解诗歌的韵脚；练习２要求学生运用生词完成段落填空；练习３则给予学生自主学习词汇的机会，让学生通过对比分析了解词汇在文中的含义并能自己造句。语法部分共四项练习，目的在于认识和了解虚拟语气的使用方法。
★Using language
综合训练听说读写的语言能力。
听、读和讨论部分把听力与阅读训练结合起来。通过听理解诗歌内容，辨认写诗人的身份、诗歌的节律，并表达诗歌所激起的联想。
通过边打拍子边朗读、在欣赏中加深对诗歌的理解。通过释义理解诗歌中的难句，并指导学生进行深层理解，学会推断人物身份与关系。
听和讨论部分有四个学生与老师交谈，围绕诗歌比赛展开。首先通过不同的声音来辨认人物；然后，捕捉不同人的不同事，一一对号。
该部分的练习，帮助学生学习和运用表达意图与决定的日常交际用语。写的部分要求学生模仿诗歌C以 “If I” 开头写清单诗；或以 “Slowly” 开头写诗。
★Summing up
运用调控策略，对本单元所涉及的知识与技能，特别是本单元所涉及的结构和词汇、话语功能以及诗歌的类型、押韵和节奏等方面进行自我评价。
★Learning tip
提示学生注意理解诗歌与应用学习的关系：写诗、唱歌是理解和记忆词汇，学习语言的有效方法。
教学活动补充建议：
1. 教师补充一些耳熟能详的英文歌曲，经典诗歌欣赏，以体会简单诗歌的基本特征。
2. 译唐诗。可以让学生以小组形式翻译经典唐诗，并以诗歌朗诵的形式表演出来，由班级同学共同评判出比较优秀的作品。
3. 诗歌创作。
自编诗歌表达情感，教师选择优秀作品上墙展示。
Warming up and Reading
词汇知识基础要求(可以通过教师讲授与学生自主探究相结合的方式落实重点词汇)
1. convey (vt.)
(1) to communicate or express something, with or without using words传达、传递
2. nursery (n.)
eg. nursery education/teacher/school/rhyme
3. rhyme
4. concrete [adj. ]definite and specific (↔ abstract) 具体的
5. contradictory [ adj. ] two statements, beliefs etc that are contradictory are different and therefore cannot both be true or correct 引起矛盾的、反驳的
6. flexible [adj. ]
eg. The better tennis racquets are made out of tough but extremely flexible graphite.
7. pattern [n. ]
弹性要求：
eg. Just take it easy and tell us what happened.
9. run out of: to use all of something and not have any more left用尽、用完
10. tease [intransitive and transitive] to laugh at someone and make jokes in order to have fun by embarrassing them, either in a friendly way or in an unkind way取笑、戏弄、招惹
11. branch [n. ]
12. minimum
eg. The movie transformed her almost overnight from an unknown schoolgirl into a megastar.
15. eventually: [adv.]after a long time, or after a lot of things have happened最后、终于
由于学生受知识和认知水平所限，不可能完全自主探究所有的语言现象，或者无法明确重点难点内容，因此要把教师必要的讲解结合进去。
词汇知识的处理有多种形式，要注意分化进行，教师应根据学生的实际情况创造性的提供多种途径认知词汇。
句子理解（分析理解重点句子的结构及深层含义）
1) The poems may not make sense and even seem contradictory, but they are easy to learn and recite.
2) List poems have a flexible line length and repeated phrases which give both a pattern and a rhyme to the poem.
3) If I hadn’t taken it easy, if we hadn’t run out of energy, we would have won…
4) Did you know that English speakers also enjoy other forms of Asian poetry --- Tang poems from China in particular?
5) With so many different forms of poetry to choose from, students may eventually want to write poems of their own.
教学内容建议
教学内容建议
教学内容建议
教学活动建议
教学活动建议
教学活动建议
Learning about Language
1. bare [adj.]
eg. She looked round her tiny bare room.
eg. The garden is bare of flowers.
eg. The room is bare of furniture.
2. appropriate [adj.]correct or suitable for a particular time, situation, or purpose (↔ inappropriate) 适当的、正当的
eg. appropriate measure/action/response
3. exchange
4. sponsor
Using Language
1. darkness [uncountable] when there is no light
2. try out: to test something such as a method or a piece of equipment to see if it is effective or works properly试用（可分开用）
eg. I"m trying out a new computer.
3. let out:
(1) to suddenly make a loud sound such as a shout or cry（突然）发出
(2) 放开、放出
eg. When the bird got well, we let it out.
4. load
(1) [countable] a large quantity of something that is carried by a vehicle, person etc装载、负荷
a load of /loads of 很多的、许多
eg. a load of wood
eg. We got a load of complaints about the loud music.
eg. Don"t worry, there"s loads of time
(2) the amount of work that a person or machine has to do负荷量、工作量
eg. The computer couldn"t handle the load and crashed.
a light/heavy load (=not much or a lot of work)
eg. Hans has a heavy teaching load this semester.
eg. My work load has doubled since Henry left.
(3) the amount of weight that something is supporting 负担、重荷
eg. a load-bearing wall
eg. It increased the load on the wheels.
(4) [intransitive and transitive] also load up to put a large quantity of something into a vehicle or container opposite unload 装载、装货
eg. It took an hour to load the van.
eg. Will you help me load the dishwasher?
load something into/onto something 把……装载到……上
eg. Emma loaded all the groceries into the car.
eg. He loaded the cups onto a tray.
load (up) something with something 用……把……装满
eg. She loaded up the car with camping gear.
背景资料补充
一． Poetic Devices英诗节奏和韵律
英诗有明显强烈的节奏。
诗歌可以不押韵，但总是有节奏的。诗歌的魅力在很大程度上决定于它的节奏。当然，押韵也是诗歌与散文区别的重要标志，它使诗歌和谐、优美、富于音乐感，给读者感官上的满足，产生美的共鸣。
二． Forms of Poems英诗的种类
1. Nursery rhymes童谣
Nursery rhymes are the fist poems that children will hear. They are often sung. Children love to move and dance to nursery rhymes and songs because they have strong regular rhythms. They enjoy the rhymes and the way the nursery rhyme plays with sounds.
2. List poems清单诗
A list poem is a list of things. It can have as many lines as the writer likes. Sometimes they have repetition in them and sometimes they have words that rhyme. When a list poem has rhyming words, it also has a regular rhythm.
3. Cinquain poems五行诗
A Cinquain poem is made up of five lines. It can be about any subject like a season, nature, a friend or a pet. The shape is as follows: The first line is the subject of the poem (a noun); the second line is to describe the subject (2 adjectives); the third line is to describe the subject’s action (3 v-ing); the fourth line gives opinion or feelings about the subject (4 words); the last line gives another word or name for the subject.
4. Haiku poems俳句
The Haiku is a centuries-old form of Japanese poetry. It is made up of 17 syllables and has the following structure:
Line
1: 5 syllables
Line
2: 7 syllables
Line
3: 5 syllables
A Haiku poem is almost like a photo or painting as it creates a strong image in very few words. It is often an observation of nature or of the changing seasons.
5. Tang poems（中国）唐诗
When translated into English, Tang poems have a free form and do not rhyme. They have strong imagery and are often about the bringing together of opposites, for example, the small is contrast with the large, and the temporary with the eternal.
6. Songs
Poems are often put to music or are written to be sung. When a poem is to be sung, it is written with a strong rhythm, uses rhyme, in simple language, and the theme if often an emotion, such as, love, anger or despair.
7. Adverb poems
In this form of poem the students pick an adverb to start each line. The lines are in rhyming pairs, such as:
Slowly the dog crosses the road,
Slowly the old man carries his load.
阅读教学步骤参考：
✧ Before students read the poems, have them close their books and listen to the text with their eyes closed. This gives students the opportunity to listen to the sounds or “music” of the poems before reading them in more detail and experience impressions of the poem.
✧ Read the poems and make sure students know what rhyme and rhythm are.
✧ Notice the shape of the poems.
✧ Analyze and learn sentence structures in the text.
语法知识（虚拟语气小结）
课时分配建议：
Period
1: Warming up and background information introduction
Period 2-
3: Reading comprehension and language points
Period 4-
5: Learning about language (including Grammar Study)
Period 6-
7: Using Language (Reading, Listening and Speaking)
Period 8-
9: Workbook Exercises。