高二外研版选修八备课资料：module_6_教案_the_third_period_speaking

The Third Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
in common (with), be translated into, rhyme, old-fashioned, wander, float, vale, all at once, crowd, a host of, daffodil, beneath, flutter, breeze, off the top of one’s he ad, be hopeless at, by heart, fire away, on second thoughts
b. 重点句型
I’m sorry, I’ve forgotten who it was.
I don’t mind letting you read my poem.
2. Ability goals能力目标
Enable the students to listen to and talk about poems.
3. Learning ability goals学能目标
Help the students learn how to listen to and talk about poems.
Teaching important & difficult points 教学重难点
Learn to talk about poems.
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aids 教具准备
A recorder, some slides and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
T: Last period, we reviewed the meanings and usage of some modal verbs. Now I would like to ask you to translate the following sentences into English. Have a try!
Show the following.
1. 昨天的会议很重要，你不应该缺席的。

2. 他一定很高兴，因为他脸上挂着笑容。

3. 我叔叔不可能在家，因为他已经去北京出差了。

4. 如果我昨天考试认真一点，就能够通过考试了。

5. 请你再重复一遍答案，好吗？
6. 你可以向他求助，也许他帮得上忙。

Sample answers:
1. Yesterday’s meeting was very important. You shouldn’t have missed it.
2. He must be very happy because his face wears smiles.
3. M y uncle can’t be at home for / because he has gone to Beijing on business.
4. If I had been more careful in yesterday’s exam, I could have passed it.
5. Would you (please) repeat the answer?
6. You can turn to him for help. He may/might lend you a hand.
Step Ⅱ Listening and speaking
T: Now we’re going to listen to an interview of people talking about poems. Listen and answer the questions in Activity 1.
Play the recording. After the students finish the work, ask them to answer the questions one by one. T: Good. Now please look at the two poems that Emma and Jonathan chose on Page 77. The first poem is by William Wordsworth. Wordsworth was a member of the English Romantic Movement. Like other Romantics, Wordsworth’s personality and poetry were deeply influe nced by his love of nature, especially by the sights and scenes of the Lake Country, in which he spent most of his life. Now listen to and read the poem I wandered Lonely as a Cloud.
Play the recording and ask the students to listen to and read the poem.
After a few minutes.
T: In the poem, the speaker says that while wandering like a cloud floating above hills and valleys he encounters a field of daffodils beside a lake. These dancing, fluttering flowers caught the heart of our speaker. We can obviously see that this moment in his life has meant a great deal to him. He says that a poet could not help but be happy in such a joyful company of flowers. How do you think of the poem?
S1: I like the poem. We’ve all gone back in our thoughts and recalled a plac e, a scene, a feeling that takes us back to a peaceful, pleasant place we can recall when we are alone or in more stressful moments. In the poem, the poets gazed and gazed with little (other) thought — standing, taking in the scene and just letting himself enjoy what he was seeing, the rest of his thoughts falling away.
T: Work in pairs and discuss these questions in Activity 2. Which words rhyme in this poem?
S2: Cloud-crowd, hills-daffodils, trees-breeze.
T: Which are the old-fashioned words in Words-wor th’s poem?
S3: O’er, vales.
Then introduce the poet Emily Dickinson and ask the students to listen to and read the poem.
T: Emily Dickinson (1830-1886) was an American lyrical poet, and an obsessively private writer —
only seven of her some 1800 poems were published during her lifetime. Dickinson withdrew from social contact at the age of 23 and devoted herself in secret into writing. Now read the short poem and answer the following questions.
Show the following.
1. Which words rhyme in the poem?
2. Why does the poem tell us?
3. Which poem do you prefer? Why?
Sample answers:
1. hour-power.
2. I believe that Emily is trying to tell us that life is what you make of it. You can choose how wonderful or horrible things are no matter what goes on. We decide what happens.
3. (1) I prefer the first poem because it reflects the poet’s feelings. From it we can learn that no
matter how small and unimportant you are you must believe in yourself. You must try your best to realize the dream.
(2) I like the second better though the mood is sad. In my opinion, this poem tells us a lot in brief
sentences. We can learn from this poem that time and tide waits for no man and we should make full use of our limited time and make our dream come true.
Ask the students to read the two poems aloud and then work in pairs and discuss the questions in Activity 2 on Page 76.
Sample answers:
1. The first poem is about what the poet see when he was wandering like a cloud. The second poem is about short life.
2. They are both about life, if they have got anything in common.
3. The poets all show their loneliness in the poems.
4. I think the original structure, part of the effect are lost when a poem is translated into another language.
Listening and speaking (Workbook: P125)
Ask the students to read and then listen to the poem and answer the questions.
T: William Carlos Williams was born in Rutherford, New Jersey, in 1883. He began writing poetry when he was a student at Horace Mann High School, at which time he made the decision to become both a writer and doctor. Later he became a member of the Imagist movement. This is just to say is a poem which is about the person’s greed and selfishness and how after thinking about it, he is sorry for what he did. He took the plums even though they belonged to someone
else. Now listen to and read the poem and answer the questions on the right of the poem. Suggested answers:
1. The poet is talking to the owner of the plums.
2. He is writing the poem in the evening.
3. It is a note which tells the owner of the plums what has happened.
4. Because he thought the plums were delicious, sweet but cold.
5. The person will not forgive him. Because the plums are “so cold” and they are saved for breakfast. T: Do you like the poem? Now work in pairs and discuss the questions and give your reasons. Possible dialogue 1:
S1: I like this poem because it is very humorous. What’s more, the subject of the poem is closely related to our life.
S2: I like this poem too. I think this poem is to show that he is sorry for what he has done because what he has done is not right, so he is apologizing to someone he has hurt.
Possible dialogue 2:
S3: I don’t like this poem because it doesn’t rhyme.
S4: I don’t like either, because it doesn’t make sense.
Step Ⅲ Everyday English
T: Please look at the phrases in the box. Do you know the meanings of them? If not, you can look them up in the dictionary or ask me for help. Now please rewrite the sentences with the correct phrases from the box.
Suggested answers:
1. I’m hopeless at names
2. Fire away
3. off the top of my head
4. on second thoughts
5. by heart
Step Ⅳ Task
T: Now please turn to Page 84 and finish the following tasks. First, please work in groups and choose a poet to talk about. Second, please find out about his/her life and the period in which he/she lived. Write the most important facts. Third, please choose one of his/her poems and then translate it into English. Finally, please make a short presentation about the poet to the rest of the class.
A sample presentation:
Poet: Li Bai
Life and the period: Li Bai (701-762) was one of the most renowned and admired poets in China. Lived in the Tang Dynasty. He wrote a lot of famous poems.
Poem:
For Wang Lun
Li Bai is already on the boat, preparing to depart,
I suddenly hear the sound of stamping and singing on the shore.
The water of Taohua pond reaches a thousand feet in depth,
But still it’s not as deep as Wang Lun’s feelings seeing me off.
赠汪伦
李白乘舟将欲行，
忽闻岸上踏歌声。

桃花潭水深千尺，
不及汪伦送我情。

Step Ⅴ Homework
1. Ask the students to find a poem that they like and say something about it. For example, the theme, the poet, the rhyme and so on.
2. Ask the students to write a poem by themselves.。