人教版高二Unit 4 A Garden of Poems（详案）

20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.
A. having added B. to add C. adding D. added
Suggested answers:
1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C
Homework
Finish the word study and grammar part on the workbook.

The 5th Period Intergrating Skills
A Lesson Plan for Songs and Poems

Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively

Time required
40 minutes

Step One

Warming-up
Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:

“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”

Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.
e.g.

Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.

Ask for their favorite Chinese poems and when and how they read poems.
Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.
Ask them to compare singing songs to reading poems.
Step Two

Pre-reading

After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.

Step Three

While-reading

Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary

Step Four

Post-reading

Assess students understanding by asking their a few questions:
e.g.
1. When does the writer sing songs?
2. When did the writer begin to touch on poetry?
3. When does the writer read Keats and when Wordsworth?

Step Five
Exercise I

Briefly introduce "Dust of Snow" by Robert Frost.

Listening and reading aloud

Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.

Discussion

Discuss how many characters are involved in the poem.

(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)

Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)

Analysis

Guide them to notice the line "A change of mood".
Ask them a few questions
1. his mood has changed, from what mood to what mood?
2. What happens to bring about the change?

Appreciation

Brainstorm about how students feel at the beginning of the poem.

Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.

Practice

Get students to read the poem aloud again and have some of them to recite the poem in class.

Step Six

Exercise II

Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as "right here waiting".

Homework:

1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage "The Birth of Modern Poetry" by yourself.

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