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

The Fifth Period Extensive Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
be addicted to, cereal packet, appeal, acquaintance, tube, glance at, surplus, entertainment, approve of, sponsor, be launched, officially, damp, descend, barrier, shabby, platform, assume, literary, significance, doughnut, a preview of, departure, merry, a chorus of, take on a new life, removed, alongside, advert, sonnet, arbitrary, cater for, taste, have association with, enterprise, confirm, correspond, anniversary, donate, available, production, as well, view, network
b. 重点句式
Anyone who is addicted to ... will...
The success of the Poems on the Underground enterprises confirmed that ...
Posters of the poems decorated the British Council libraries throughout the world, but...
2. Ability goals能力目标
Enable the students to talk about the English poetry.
3. Learning ability goals学能目标
Help the students learn how to talk about the English poetry.
Teaching important & difficult points教学重难点
Enable the students to learn the effectiveness and success of poems on the underground and some famous western poets.
Teaching methods 教学方法
Reading and discussion.
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
Ask some of the students to read their poems to the class.
A sample version:
Green
Green is grass,
green is an apple,
green is a colour,
green is string.
Step Ⅰ Reading
Lead-in
T: Where do you think you can read poems?
S: Generally speaking, we can read poems in books.
T: But have you heard that poems can appear on the carriage of a train? Today we will read the following passage with the title “Poems on the Underground”. After you read it, please do Activities 1 and 2.
Skimming
T: I think you must have finished reading the passage. Let’s first deal with Activity 1. Look at the title and some words and phrases from the passage. What do you think the Underground refers to? S: I think here the Underground refers to a railway system under the ground.
T: Yes, you are right. Now let’s check the answers to Activity 2.
After a few minutes.
T: You’ve done a good job. Please listen to the tape and try to understand the passage further. Then I will ask you some more questions about it.
Scanning
T: Now read the passage again, and then do Activities 3 and 4. I’ll give you a few minutes.
A few minutes later.
T: Have you finished? Let’s check the answer to Activity 3. Any volunteer?
S: I think the correct answer is a, because in the writer’s opinion, this is a good way to read poetry cheaply and it is a success.
T: Now go on with Activity 4 and choose the correct answers.
Then check the answers.
Step Ⅰ Discussion
T: Up to now, I think you have understood the whole passage very well. Now let’s listen to the tape. While listening, please pay attention to the pronunciation and intonation. And after listening, please discuss the sentences in Activity 5 in groups. Of course you can have your own opinion. Then play the tape. After listening, ask some students to say what the writer means by these sentences.
T: Now I will check your answers. S1, what do your group think about the first sentence?
S1: We think that the carriages with these new signs took on a special literary significance.
T: I think so. Now, S2, what do your group think about the second sentence?
S2: We think that the passengers were happy with the changes because they liked to read these poems written by famous poets.
T: Right. Now S3, what about the third sentence?
S3: In our opinion, this sentence means that Keat’s poem suited the atmosphere of riding in the carriage.
T: I see, Now S4, what do your group think about the fourth sentence?
S4: Our group think that London Underground supported the measure and they went further in this practice.
T: Oh, then, S5, how about the last sentence?
S5: This sentence shows the writer’s opinion. He thinks that this measure is effective and successful. T: Very good. From your discussion, I can conclude that most of you understand the passage very well. The passage tells us that writing poems on the underground is effective and successful. Step Ⅰ Writing
T: Now that we have read the passage carefully, please write short answers to the questions in Activity 6.
Suggested answers:
1. Some years ago, the life for commuters in London was not very good. They had to get on the crowded carriages and do nothing. But now some changes have taken place to them. On the walls of the carriages there are some poems which were written by Shelly, Keats and some other famous poets. By reading these poems their journey becomes more comfortable and relaxing.
2. London Underground also supported the idea.
3. I think this idea might work in our own town. I think we should choose Du Fu’s and Li Bai’s poems. If we have to choose anything other than poems, I think we should write sayings and mottos to replace them.
T: Good. I will give you 5 minutes to write a short passage about a similar project on transport in your town or region. And then I will ask some of you to read out your passage.
Five minutes later, ask some students to read their work.
A sample version:
Yellow-cap Program in Our City
In the past the traffic near the primary schools in our city was so heavy that it was a great threat to the life of the students. Nearly every year there are two or three students killed or injured. In order to solve the problem our city has begun a program called Yellow-cap Program. According to
the program all the students should wear yellow caps on their way school or back home. Any driver who sees the students who wear a yellow cap should pay special attention and be more careful. Thanks to this program no student is reported to have been injured or killed since then. I’m sure that this program will be carried on and benefit more students.
Step Ⅰ Cultural Corner
T: I think that you must know a lot about the Tang poems and foreign poems and now I would like to ask you to know more about English poetry. Please read the passage and answer the questions on Page 83.
Give the students three minutes and then check their answers.
T: Now I think that you must have finished reading the passage and I want to check your answers. Who would like to tell me your answers?
S: Let me have a try. This passage speaks about four poets. They are Wordsworth, Byron, Coleridge and Keats.
T: Right. Now the second question.
S: Li Bai and Wang Bo are the most romantic Chinese poets.
T: OK. Please turn to Page 124 (Workbook) and read another passage entitled Young Men Who Never Grew Old. Then do Activities 9 and 10.
A few minutes later.
T: Have you finished? Let’s check the answers.
Suggested answers to Activity 9:
1. They are Rupert Brooke and Wilfred Owen.
2. At first his poems were about English country life, romantic and full of images of nature. Later his poems were about wars.
3. He was sad but optimistic about the war.
4. He thought his country would win the war.
5. He believed that war was sometimes necessary, but was also very cruel and he questioned why so many soldiers had to die.
6. Because he was killed just one week before the war stopped.
7. Yes.
8. Du Fu(杜甫)、Lu You (陆游)、Gao Shi(高适) and so on.
Step Ⅰ Homework
T: Now let’s recall what we have learned in this module. We have learned something about Chinese poems and western poems. What’s more, we’ve also learned something about Chinese poets and
western poets. I hope you will like poetry. After class, please go over the whole module and preview the next.。