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Poems【第一篇】
7b unit 5 poems about life (the first period)
教学设计
设计人：郭红坚（广州市东圃中学）
课题：牛津上海版广州教材7b unit 5 poems about life (the first period)
课型：新授课
教学时间：40分钟
1. 教材分析
7b第五单元主要内容为诗歌。reading a所表达的情绪是消极的，reading b难度较大，因此选取了几首简短易懂，令人感到愉悦的英语诗歌作为第一课时的教学内容，为本单元进一步欣赏、学习诗歌做铺垫。
2.学情分析
学生对英语诗歌几乎毫无接触，容易对学习英语诗歌产生畏难情绪，本课时需要创设氛围，调动学生积极性，激发学生欣赏和朗读英语诗歌的兴趣。
3.教学目标分析
知识目标
（1）能领会诗歌的意境，把握诗歌内在节奏，有感情地朗诵诗歌；
（2）发现英语诗歌特点并能补全英语诗歌中押韵的词。
能力目标
促进对诗歌的领悟理解能力，提高语言实际运用能力。
情感目标
感受英语诗歌的美，提高欣赏和朗读英语诗歌的兴趣，形成积极的学习态度。
4.教学重点、难点分析
（1）教学重点
1) 欣赏和朗诵英语诗歌；
2) 发现英语诗歌特点并能补全英语诗歌押韵的词。
（2）教学难点
感受诗歌的韵律美和节奏美；提高知识迁移能力，尝试仿写英语小诗。
教学过程设计
stages teacher’s activities students’ activities purposes
1. warm-up
(1 m) 1)have the ss listen to the song “twinkle twimnkle little star” listen to the music 播放音乐，调动学生情绪，为欣赏小诗“twinkle twimnkle little star”做铺垫。
2. input
(12 m) 1)lead the ss to find out the rhyms of the poem and the ways of rhyming.
2)then ask the ss to think of more words with the same vowel. 1)find out the rhyms of the poem and the ways of rhyming.
2)then think of more words with the same vowel. 引导学生初步了解英语诗歌押韵的特点，积累更多押韵的词汇，为进一步学习打下基础。
3)have the ss fill in the blanks to fit the poem. 3)fill in the blanks 加深对押韵的认识。
4)present the poem “the swing” 4)appreciate the poem and find the features of the poem. 引导学生欣赏诗歌，
发现诗歌的特点
2. intake
(14m) have each group of the ss choose one verse of the poem and translate and recite it.
each group choose one verse of the poem ,then translate and read or recite it.
通过翻译和朗诵，感受诗歌的美，激发学生读诗写诗的兴趣。
3. output
(11m) 1)have some students recite the poem in class.
2)guide ss to follow the example of the first verse of the poem and write a their own poem. 1)read the poem in class.
2) write their own poems.
3)present their poems. 1)通过展示交流，让学生互相学习，形成积极的学习态度。
2)引导学生仿写小诗，促进语言实际运用能力的提高。
4. summary
(1 m)
﹡have ss sum up what they have learned in this period.
﹡make a summary of this period. 帮助学生提炼要点，为进一步学习本单元的诗歌打下基础。
7. assignment
(1 m)
have the student read more poems
Poems【第二篇】
module 6 book viii
the tang poems
reading and vocabulary
教 学
目 标 1. get ss to learn about the tang dynasty －the golden age of chinese poetry
2. get ss to learn about the famous poets in tang dynasty, including li bai, du fu, du mu, bai juyi etc.
重 点 1. describe a dynasty .
2. talk about famous poets.
教 学
过 程 step1. pre-reading
1. show a map and get ss to guess which dynasty it is .
2. get ss to find out the silk road in the map.
3. show some pictures and get ss to learn something about the emperor, the exciting culture, tang poems and some famous poets of tang dynasty.
4. listen to the passage and match the paragraphs with the titles
step2. while reading
read the passage &answer the questions
1. how long did the tang dynasty last?
2. what were the benefits of trade with foreign countries?
3. name three advances in science and technology at this time.
4. why was tang poetry so great?
5. what was the relationship between li bai and du fu?
6. what was the difference between the two men’s poetry?
step 3. after reading : fill in the blanks
step 4. language study
1. it’s a time of expansion.
time 意为“时期， 时代”
in time of war /peace 在战时/和平时期
at flowering time 在开花时节
the new president is spending a hard time.
那位新总统正在度过艰难时期。
2. the invention of printing about this time meant that knowledge could be recorded and shared as never before.
mean “意味着”，后接宾语从句或 v-ing
missing the first bus means waiting for
another hour.
mean “打算，企图”，后接动词不定式。
i’m sorry i didn’t mean to hurt you.
3. soon japan and korea were organized on the tang model, while chinese influence extended throughout southeast asia.
on…modal =on the modal of…
参照…的模式， 仿照…的样子
he opened a bar on the american model.
他参照美国的模式开了一家酒吧。
now many people celebrate christmas on the model of western countries.
现在很多人照西方国家的样子庆祝
圣诞节
4. but it was not just scientific knowledge that could now reach a wider audience. it was only in the 11th century that his poetic genius was recognised.
it is/was…that 为强调句型
it is i who am going to the great wall
tomorrow. 是我明天要去长城（被强调部分
为指人的名词或代词时，一般用who）
it was not until yesterday that the little
boy realised he was cheated.
直到昨天，那个小男孩才意识到他被骗了
5. …in fact, he thought of himself as a failure.
think of 认为；评价；想起，记起
think of …as… 认为…是…
what do you think of the concert last night?
你认为昨晚的音乐会怎么样？
the president thought highly of his work.
总统高度赞扬了他所做的作品。
to tell the truth, our teacher thought little
of you. 说实话，老师对你评价不高。
little children often think of what the
teacher says as a truth.
小孩总是把老师的话看作是真理。
Poems【第三篇】
unit 5 poems about life
一、 teacher introduction：wei yan(魏燕)，teaching in class 1 & 2, grade 1，guangzhou nan wu
experimental school
二、 textbook edition：oxford english shanghai edition
三、 teaching topic：七年级第二学期a册，unit 5 poems about life --- listening
四、 teaching period：1 period（40 minutes）
五、 analysis of the textbook：
a) the topic of the unit is “poems about life”。 the unit is different from teaching students
language knowledge or skills, but focuses on building up the abilities of appreciation and comprehension of poems, the ways of reading a poem, and the features of a poem. the lesson is based on reading lessons and focuses on the way of reading. also, it makes students feel the real emotion from their hearts and is the practice of writing.
b) the students from class 1 and 2 lively and many of them have a passion for speaking and playing. some of them like writing very much. encouraging them to practice and create poems is a task. in addition, helping more students to read fluently and emotionally is necessary.
c) more students will be able to enjoy and learn some abilities of poems by studying the unit.
六、 teaching aim:
1. knowledge aim:
learn to read a poem with rhythm and emotion. find the rhymes of the poem a on p69.
2. ability aim:
a) find out the mistakes and write the correct words while listening.
b) match the pictures and poems while listening.
3. strategies aim:
bring up the students to express their own feelings of lives through reading and writing poems.
4. feeling and attitudes aims:
a. let the students take part in the activities positively and cooperate in a group and learn from each other.
b. according to reading practise, improve the students’ communicating and writing ability.
5. culture aim:
understand western culture by studying english poems.
七、 teaching difficult points and important points:
1. teaching important points:
a) read the poems in the text and understand the features of them.
b) listen to the rhythm of the poems (listening a). understand the feelings from the poems (listening b).
c) try to use the poems to express the feelings.
2. teaching difficult points:
a) understand the feelings from the poems (listening b).
b) try to use the poems to express the feelings.
八、teaching method:
a) the communicative method.
b) task-based approach
c) group work
九、teaching aids:
computer, blackboard, note cards, handout.
十、teaching procedure:
teaching procedure teacher activities students activities teaching aim
warming up –
daily report
(5 minutes) ask students to
read poems that writen by themselves. two or three students
read poems that writen by themselves in the class. arouse the
interests of
students to
read poems and review the rhymes.
task 1: listening a
correcting mistakes
in a poem
(12 minutes) 1. ask students to compare the poems the two students read to the poem of listening a.
2. ask students to find the correct words while listening.
3. ask students some question about typhoon and then let them follow the playback and read the poem aloud with rhythm and emotion in the class. 1. listen to the two students to read the poems carefully, and compare it to the poem of listening a in the text.
2. ask students to find out the rules of listening.
3. listen to the poem twice and cross out the mistakes and write the correct words.
4. read the poem aloud with rhythm and emotion in the class. 1. lead the students to predict what the mistataks are in the poem.
2. find the mistakes while listening and understand the rhythm in the poem.
task 2: listening b
poems about the
feeling
(8 minutes) 1. ask students to look at the pictures on the handout and guess what feeling is on each face.
2. listen to the poems carefully and match the pictures to each poem. 1. look at the pictures and guess what feeling is on each face.
2. listen to the poems once and match the feeling to them. according to the pictures and listening materials, judge the feelings of different people.
task 3: post-listening
(12 minutes) 1. ask groups to practise reading and playing the six poems with rhythm and emotion on p70.
2. let groups show the six poems in different
ways. 1. work with groups to read poems in
different ways.
2. show the poems aloud in the class. lead students to learn how to use a poem to express their feelings and improve them to enjoy poems.
task4:summary
(2 minutes)
1. summarize the
listening skills and ask students to understand poems and read them with rhythm and emotion.
do more reading practose and write the poems after class and read them aloud. show students can express their own feelings by poems.
unit 5 poems about life ---- listening
design of writing
on blackboard
listening skills:
1. read poem
2. find rhythm
3. correct the mistakes feelings:
angry/cross, afraid/scared/frightened, bored, sad, excited, happy reading skills:
rhythm
emotion
body language
Poems【第四篇】
the second period
teaching aims:
1. learn the following words and expressions: call up, glory, pattern, belong to, absence, translate, come into being, play with, despite, time, remind…of, lesd to
2. learn about poets and poems of different countries.
3. improve the students' reading ability.
teaching important points:
1. the usages of some useful words and expressions.
2. the similarities and differences between the chinese and english poets and poems.
teaching difficult point:
how to grasp and remember the detailed information of the reading material.
teaching methods:
1. fast-reading to grasp the main idea of the text.
2. talking method to get every student to want to express himself in english.
3. pair work or group work to get every student to join in the class activities.
teaching aids:
1. a tape recorder
2. a computer
3. a projector
teaching procedures:
step i greetings and revision
(teacher greets the whole class as usual and checks the students' home work.
then teacher and the students learn the new words of this period together. )
step ii reading
(a few minutes later.)
t: are you ready?
sa : yes.
t: who will give us the answers?
sa: i’ll try. the style and atmosphere in the poems by wordsworth, byron, shelly and keats often remind readers of du fu and li bai.
sb: the works by donne and marvell reminds chinese readers of su dongpo.
t: very well. now read the text again, and try to grasp as much detailed in formation as you can. then do the exercise on the screen.
(teacher shows the screen. )
read the text carefully and choose the best answer for each of the following questions:
1. modern english came into being from about the middle of the_____ century.
a. 16th b. 17th c. 18th d. 19th
2. the poetry of marvell reminds chinese readers of the poems by_______.
a. du fu b. li bai
c. su dongpo d. gou moruo
3. byron's “isles of greece” is an example of_______.
a. a sonnet b. romantic poetry!
c. nature poetry d. modern poetry
4. the wider public in china discovered english poetry at the beginning
of the_________ century.
a. 17th b. 18th c. 19th d. 20th
5. the advantage of reading english poetry in chinese translation is______.
a. that you have more advice
b. that something of the spirit is lost
c. that you understand it better
d. that you learn how to express yourself in new ways
suggested answers:
1. a 2. c 3. b 4. d 5. d
t: you've done very well. by the way, have you noticed that there are some
bold words in the text? read the text again and find out what the 'words in
bold refer to. if necessary, you can have a discussion with your partner. some minutes later, we'll check the answers.
(students begin to read the text and have a discussion. after a few minutes,
teacher says the following. )
t: can you find the answers? (ss: yes.)
please tell us.
sc :“that”in the first paragraph refers to “poetry plays with sounds, words and grammar”。
sd :“its” in the fourth paragraph refers to“the poetryn’ s” .
se : “their” refers to “the nature poems by wordsworth, byron's isles of greece and the sonnets and long poems by shelley and keats”。 and it is in the fifth paragraph, on page 28.
sf : “they”in the sixth paragraph refers to “modern poets”。
sg :“they” in the third line from the bottom of the last paragraph refers to
“poems and literature”。
t: are there any different opinions?
ss : no, they are right.
t: (teachers shows the screen.) there are some language points you should
pay attention to. read the sentences and try to master the usages of the
words and phrases.
1. play with: the little boy is playing with his dolls.(in the text“play with the sounds , words and grammar”means “to use sounds , words and grammar perfectly”。)
2. call up.. i called up my brother and told him the good news.
he was called up at the beginning of the war.
3. despite: he came to school despite (in spite of) his serious illness.
4. time: in his speech, he expressed the feelings of the time.
5. belong to: Chinese Taiwan belongs to china.
6. absence: darkness is the absence of light.
7. remind…of…remind me of the letter.
8. lead to: differences of opinion led to fierce arguments.
9. come into being: when did the great wall come into being?
step iii listening and reading aloud
t: now let's listen to the tape. when i play it for the first time, just listen. then i'll play it for the second time. this time, you can follow it in a low voice. then read the text aloud, paying attention to your pronunciation and
intonation. do you understand? ok. let's begin.
(teacher goes among the students, answers the students' questions and corrects the mistakes.)
step iv discussion
t: now please turn to page 29,post-read-ing 4、5 and 6. have a discussion about
them. later, i'll ask some of you to give us the answers.
(after a while. )
t: who'll give us the answer to the fourth?
s1 : i'll try. if a poem is translated into another language, it's changed a bit. that's to say, something of the spirit of the original works is lost.
t： quite right. let's compare a poem by chao zhi with its translation.
(teacher shows the screen. )
七步诗
曹植
煮豆燃豆萁，
豆在釜中泣；
“本是同根生，
相煎何太急？”
they were boiling beans on a beanstalk fire,
came a plaintive voice from the pot,
“ ( ),why since we sprang from the selfsame root,
should you kill me with anger hot?”
t： from the poem above, we can find that when a poem is translated into another language, its rhythm and rhyme, the figures of speech, etc. are different
from the original work…
suggested answers to ex. 5 and ex. 6 ：
5. they can be ties that bring the east and the west together and fine wine
enjoyed by the east and the west.
6. it means that when people from one country read the poems from another, they will be struek by what is inside the poem, so they will understand each other and become good friends.
step v summary and homework
t: today we're learnt a text about poems and poets. read the text after class and collect as much information about the things and persons mentioned in the text as possible. then do ex. 3 on page 29. besides, we've learnt some useful words and expressions. please tell me what they are.
ss: play with, call up, despite, time,…
(teacher writes them on the blackboard.)
t: please remember the words and expressions and make sentences with them when you have time. that's all for today. class is over.
step vi the design of the writing on the blackboard
unit 4 a garden of poems the second period
english poetry
useful words and expressions:
play with absence
call up remind…of
despite lead to
time come into being
belong to
step vii record after teaching
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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