高中英语人教大纲第二册上Unit4 A garden of poems第一课时.docx
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高中英语人教大纲第二册上Unit4 A garden of poems第一课时.docx
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高中英语人教大纲第二册上Unit4Agardenofpoems第一课时
2019-2020年高中英语(人教大纲)第二册上:
Unit4Agardenofpoems(第一课时)
I.BriefStatementsBasedontheUnit
Doyoulikepoetry?
Haveyoureadalimerick?
ThewholecontentsofUnit4areaboutpoetry.Fourseparatepartsconsistofthisunit.First,thesimplequestionsbringthestudentsbacktothepoems,songsandrhymestheyhavelearned.Byrecitingthem,thestudentswillbestruckbythewordsandcolorfulmeaningofsomepoems.Thentheyarearrangedtoreadandenjoyaspecial,funnypoem-alimerick,listentoapassageaboutpoemsandtalkaboutallkindsofpoemswrittenbysomegreatmasters.Thiswillgreatlyraisethestudents'interestsaboutpoems.TheywillbesuretowantfurtherinformationaboutEnglishpoems.Thetext“EnglishPoetry”describestheadvantagesofreadingpoems.PlentyofdetailedinformationaboutthehistoryanddevelopmentofEnglishpoemsisalsogiveninthetext.TheparisonofEnglishandChinesepoemsshowsusaclearpictureofthesimilarityanddifferencebetweenthepoemsofthetwocountries.Thetextsingshighpraiseforthetwogreattranslators--LuXunandGuoMoruo.However,attheendofthetext,thewritertellsusthatsomethingofthespiritoftheoriginalworksislostintranslatedworks.Thismeansthatweshouldreadoriginalworksinsteadoftranslatedonesasmanyaspossible.Plentyofexercisesbeforeandafterthetextgetthestudentstounderstandthewholetextandgraspitsdetailedinformation.Thethirdpartismainlyaboutpastparticipleusedasattributeandadverbial.Throughdifferentkindsofexercisesthestudentscanmasterthispartwell.Attheendofthisunit,
asimplebutinterestingpassagetellsusalotandgivesusaperfectanswertothequestionwhypeoplereadandsometimesevenwritepoetry.Asimpleandpracticalwaytoenjoythepoemsisshowntous.Thiswillencouragemorestudentstojoininthelearningandappreciatingpoetry.Thestudentswillimprovetheirabilitytolisten,speak,readandwriteaswellaslearningplentyofusefulwordsandexpressionsaftertheylearntheunit.
II.TeachingGoals
1.TalkaboutEnglishpoetry.
2.Practiceexpressingintentionanddecision.3.LearnaboutthePastParticiple(3)usedasAdverbial.
4.Writeaboutapoem.
III.TeachingTime:
Fiveperiods
IV.BackgroundInformation
1.Shakespeare
ForanyEnglishman,therecanneverbeanydiscussionastowhoistheworld'sgreatestpoetandgreatestdramatist.Onlyonenamecanpossiblysuggestitselftohim:
thatofWilliamShakespeare.EveryEnglishmanhassomeknowledge,howeverslight,oftheworkofourgreatestwriter.Allofususewords,phrasesandquotationsfromShakespeare'swritingsthathavebeepartofthemonpropertyofEnglish-speakingpeople.Mostofthetimeweareprobablyunawareofthesourceofthewordsweuse.ratherliketheoldladywhowastakentoseeaperformanceofHamletandplainedthatitwasfullofwell-knowproverbsandquotations!
Shakespeare,moreperhapsthananyotherwriter,madefulluseofthegreatresourcesoftheEnglishlanguage.MostofususeaboutfivethousandwordsinournormalemploymentofEnglish;Shakespeareinhisworksusedabouttwenty-fivethousand!
Thereisprobablynobetterwayforaforeigner(oranEnglishman)toappreciatetherichnessandvarietyoftheEnglishlanguagethanbystudyingthevariouswaysinwhichShakespeareusedit.Suchastudyiswellworththeeffort(itisnot,ofcourse,remendedtobeginners),eventhoughsomeaspectsofEnglishusage,andthemeaningofmanywords,havechangedsinceShakespeare'sday.
ItisparadoxicalthatweshouldknowparativelylittleaboutthelifeofthegreatestEnglishauthor.WeknowthatShakespearewasbornin1564inStratford-on-Avonandhediedtherein1616.HealmostcertainlyattendedtheGrammarSchoolinthetown,butofthiswecannotbesure.Weknowhewasmarriedtherein1582toAnneHathawayandthathehadthreechildren,aboyandtwogirls.WeknowthathespentmuchofhislifeinLondonwritinghismasterpieces.Butthisisalmostallthatwedoknow.
However,whatisimportantaboutShakespeare'slifeisnotitsincidentaldetailsbuthisproducts,theplaysandthepoems.FormanyyearsscholarshavebeentryingtoaddafewfactsaboutShakespeare'slifetothesmallnumberwealreadypossessandforanequallylongtimecriticshavebeentheorisingabouttheplays.Sometimes,indeed,itseemsthatthepoetryofShakespearewilldisappearbeneaththegreatmassofmentthathasbeenwrittenuponit.
Fortunatelythisisnotlikelytohappen.Shakespeare'spoetryandShakespeare'speople(Macbeth,Othello,Hamlet,Falstaffandtheothers)havelongdelightednotjusttheEnglishbutloversofliteratureeverywhere,andwillcontinuetodosoafterthescholarsandmentatorsandalltheirworkshavebeenforgotten.
2.AboutShakespeare'sPlays
WilliamShakespeare(1564~1616),Englishdramatistandpoet,isregardedbymanypeopleasthegreatestEnglishwriterofalltime.Hewrotehisfirstplaywhenhewastwenty-sixyearsold.Withinabouttwenty-twoyearsofthiswritingcareer,hegavetotheworldnearlyfortyplays,includingedies,historiesandtragedies.Ofallhisplays,“Hamlet”isperhapsthebestknown.Hisplays,writteninthelate16thandearly17thcenturiesforasmalltheatre,aretodayper-formedmoreoftenandinmorecountriesthaneverbefore.Manyofthewordsfirstusedbyhim,andmanyofhisexpressionshavebeeeverydayusageinEnglishspeechandwriting.
OfShakespeare'splayshaveedowntous.Theirprobablechronologicalorderisarrangedasfollows:
TheFirstPeriod(1590~1600)
1590--HenryVI,PartI.
HenryVI,PartII.
1591--HenryVI,PartIII.
1592--RichardIII.
TheedyofErrors.
1593--TitusAndronicus.
TheTamingoftheShrew.
1594--TheTwoGentlemenofVerona.
Love'sLabour'sLost.
RomeoandJuliet.
1595--RichardII
AMid-summerNight'sDream.
1596--KingJohn.
TheMerchantofVenice.
1597--HenryIV,PartI.
HenryIV,PartII.
1598--MuchAdoAboutNothing.
HenryV.
TheMerryWivesofWindsor.
1599--JuliusCaesar.
AsYouLikeIt.
1600--TwelfthNight.
TheSecondPeriod(1601~1608):
1601--Hamlet.
1602--TroilusandCressida.
All'sWellThatEndsWell.
1604--MeasureforMeasure.
Othello.
1605--KingLear.
Macbeth.
1606--AntonyandCleopatra.
1607--Coriolanus.
TimonofAthens.
1608--Pericles.
TheThirdperiod(1609~1612):
1609--Cymbeline.
1610---TheWinter'sTale.
1612--TheTempest.
HenryVIII.
TheFirstPeriod
TeachingAims:
1.Talkingaboutpoemstoraisethestudents'interestinpoems.
2.Listeningtoimprovethestudents'listeningability.3.Makingupdialoguestoimprovethestudents'speakingability.
TeachingImportantPoints:
1.Howtogetthestudentstograspthemainideaofapassagebylistening.
2.Howtoimprovethestudents'speakingability.
TeachingDifficultPoint:
Howtodirectthestudentstograspthedetailedinformationtofinishthelisteningtask.
TeachingMethods:
1.Pairworkorgroupworktomakeeverystudentjoinintheclassactivities.
2.Discussiontomakeeverystudentexpresshimselffreely.
TeachingAids:
1.ataperecorder
2.aputer
3.aprojector
TeachingProcedures:
StepIGreetingsandRevision
T:
Goodmorning,everyone!
Ss:
Goodmorning,Mrs/Mr×!
T:
Sitdown,please.Haveyoufinishedyourhomework?
Ss:
Yes.
T:
Pleasetakeoutyourexercise-books.Let'scheckyourhomework.WuDong,…
(Teacherchecksthestudents'homework.Thentheteacherandstudentslearnthenewwordsofthisperiodtogether.)
StepIIWarmingup
T:
Doyoulikepoetry,SA?
SA:
Yes,Ido.Ilikeitverymuch.
T:
Whydoyoulikeit?
SA:
Ilearnagreatdealfrompoetry.WhenIwasasmallchild,mymothertaught
methepoem:
锄禾日当午,汗滴禾下土。
谁知盘中餐,粒粒皆辛苦。
Andsheexplainedthemeaningofit.Iknowfromalittlechildthatgrainesfrompainsandweshouldnotwastewhateverweeat.
T:
Howaboutyou,SB?
SB:
Idon'tlikepoetryverymuch,becauseIhadabadmemorywhenIwasasmallchild.Iliketomakesomething.
T:
WhatEnglishpoems,songwordsorrhymeshaveyouread?
Canyoureciteany?
Sc:
I'vereadsomeEnglishpoemswhenIwasinJuniorMiddleSchool.Anditis
likethis:
ILovetheSun
Ilovethesun,
Ilovethespring,
Ilovethebirds,
Thatgailysing.
Ilovemyschool,
Ilovemyplay,
AndIloveall,
Thatisniceandgay.
SD:
IrememberI'vereadapoemaboutthenamesofthemonths.Itis:
ThirtydayshaveSeptember.
April,JuneandNovember,
Alltheresthavethirty-one,
ExceptingFebruaryalone,
Andthathastwenty-eightdaysclear,
Andtwentynineineachleapyear.
T:
Verygood.NowturntoPage25.Dothethirdpart.Doyouknow“打油诗”?
InEnglishlimerickislike“打油诗”inChinese.Itisaspecial,funnypoemandiswrittenjusttomakepeoplelaugh.Readthetwolimericksandenjoythem.
(Studentsreadthepoemstogetherandatlasttwostudentsareaskedtoreadthem.)
T:
Whatisthepatternofeachpoem?
“pattern”means“格调”.
SE:
It'sfunny.Itiswrittenjusttomakeotherslaugh,Ithink.
T:
Now,pleaseanswerthelastquestiononPage25.
SF:
Totalkaboutpoetsandpoetry,weoftenusethewords:
“good,bad,
interesting,funny,dull,meaningful,meaningless,etc”.
Sa:
Wewillalsouse“moving,instructive,encouraging,makemehappy,sad,etc”.
T:
Whatphrasesdoyouthinkwillbeusefulwhenyouexpressyourintentions
andreachdecisions?
SH:
Whenwewanttoexpressourintentions,weoftensay:
I'mgoingto…;I
intend/mean/planto…;Iwill…;Ifeellike(doingsth.)…;I'dliketo…;I'mreadyto…;Iwouldrathernot…etc.
SI:
Whenwewanttoreachdecisions,weoftenuse:
Inmy
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