Period 5 Reading and Writing
教学内容分析
The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent speaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.
Knowledge and skills
1．To enable the students to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.
2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.
3．To get the students to learn the following useful structure：
If I＋past tense...，I would...
4．To help the students learn how to write a poem starting with “If I．..”．
5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.
Process and methods
Reading for specific information，summarizing，discussing and practicing.
Emotion，attitude and value
1．To stimulate the students' love to poetry.
2．To inspire the students to write poems of their own.
教学重、难点
1．The understanding of the reading passage.
2．The use of the subjunctive mood in poem writing.
3．Teaching the students how to write a poem of their own.
?Step 1 Revision
Check the answers to the grammar exercises on Page 13 and explain the difficult ones.
?Step 2 Pre－reading
Listen to the poem “I've saved the summer” and answer these questions：
1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent
2．Does the poem have a rhythmic pattern
3．Does the poem have rhyming words
4．When you were listening to the poem，did it make you feel something or think about something What did it make you feel or think about
Suggested answers：
1．Students' answers may vary.
2．Yes(it has two strong beats per line)．
3．Yes.
4．Students' answers may vary.
?Step 3 Reading
1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines
2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.
Suggested answers：
1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.
2．The strong beats of the rhythm are marked below：
I've saved the summer
And I give it all to you
To hold on winter mornings
When the snow is new.
I've saved some sunlight
If you should ever need
A place away from darkness
Where your mind can feed.
And for myself I've kept your smile
When you were but nineteen
Till you're older you'll not know
What brave young smiles can mean.
I know no answers
To help you on your way
The answers lie somewhere
At the bottom of the day.
But if you've a need for love
I'll give you all I own
It might help you down the road
Till you've found your own.
?Step 4 Discussion
In small groups discuss these questions：
1．Who is the speaker in the poem and who is he/she speaking to Give reasons to support your answer.
2．Which of the following is the closest to the speaker's message Give a reason for your choice.
A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.
B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.
C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.
Suggested answers：
1．A parent(mother or father)speaking to a young adult child(son or daughter)．
We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.
2．B
?Step 5 Language study
Show the students the following language points in a slide show.
1．appropriate(P13)
【原句再现】
Match the beginning of each sentence with the appropriate ending.
把每个句子的开头与其合适的结尾连在一起。
【观察探究】
(1)Jeans are not appropriate for a formal party.牛仔裤不适合正式的晚会。
(2)Five million dollars has been appropriated for research into the disease.
拨款5 000 000美元用于研究这种疾病。
(3)He was accused of appropriating club funds.
他被指控挪用俱乐部的资金。
【归纳总结】
appropriate adj.恰当的，合适的；vt.拨(款等)做某种特殊用途；vt. 挪用，窃用
【即景活用】
翻译下列句子：
(1)我认为这是一个提出我晋升问题合适的时刻了。
(2)政府已为建设医院拨出了一大笔钱。
(3)这个部长被发现挪用了政府用款。
Suggested answers：
(1)I think this is an appropriate moment to raise the question of my promotion.
(2)The government has appropriated a large sum of money for building hospitals.
(3)The minister was found to have appropriated government money.
2．exchange，sponsor(P13)
【原句再现】
If there had not been an exchange program，he would not have found a sponsor to help him study abroad.
如果没有交流项目的话，他就不可能给自己找到一个出国学习的赞助人。
【观察探究1】
(1)We exchanged our opinions about the event at the meeting.
在会上，我们就此事交换了意见。
(2)He gave me an apple in exchange of an orange.
他给我一个苹果，交换一个橙子。
【归纳总结1】
exchange n. 交换，交换物，汇兑，交易所
v．交换，交易，兑换
【观察探究2】
(1)It is a pity that he doesn't have enough money to sponsor the project.
遗憾的是他没有足够的钱来支持这项计划。
(2)My attempts to interest a sponsor missed fire several times，but I succeeded eventually.
我几次试图引起一个赞助人的兴趣，都没有达到目的，但最后还是成功了。
(3)Mr Robert Brown was announced as the sponsor.
罗勃特·布朗先生被宣布为赞助人。
(4)A wealthy sponsor came to our rescue with a generous donation.有个富有的赞助人慷慨捐赠来解救我们。
【归纳总结2】
sponsor n．赞助者，发起者，主办者
vt. 发起，赞助，倡议
【即景活用】
根据汉语意思，用恰当的词填空。
(1)英镑与马克的兑换率是多少？
What is the rate of ______between the pound and the mark
(2)她是我的入党介绍人。
She was my______ when I was applying for Party membership.
Suggested answers：(1)exchange (2)sponsor
3．darkness(P14)
【原句再现】
I've saved some sunlight
If you should ever need
A place away from darkness
Where your mind can feed.
我将所珍藏的阳光
全部都存留给你
让你在一个远离黑暗的地方
用温暖填满自己澄澈的心灵
【观察探究】
(1)The stars came out as soon as darkness fell.天一黑，星星就出来了。
(2)The whole jail was shrouded in darkness.整座监狱笼罩在黑暗之中。
(3)Darkness enfolded him.黑暗笼罩着他。
(4)The soldiers crept forward under the cover of darkness.
士兵在黑夜的掩护下向前爬行。
【归纳总结】
darkness n. 黑暗；黑夜
【知识链接】
dark adj. 黑暗的 n．黑暗，深色调，暗处
It's a dark and moonless night.这是一个黑暗无月的夜晚。
I'm getting married again，but keep it dark，will you？我要再婚了，可要保密呀，行吗？
Some children are afraid of the dark.有些小孩怕黑。
【即景活用】
翻译下列句子：
(1)A shadowy figure went past in the darkness.
(2)The cat's eyes glowed in the darkness.
(3)He turned off the light and the room was in complete darkness.
Suggested answers：
(1)一个模糊的身影从黑暗中闪过。
(2)猫的眼睛在黑暗中发亮。
(3)他关上了灯，室内一片漆黑。
4．try out(P15)
【原句再现】
I think I'll try_out his way too some time.
我认为将来的某个时候我也可以试一试他的方法。
【观察探究】
(1)She is raring to try out her new skates.她很想试试她那双新溜冰鞋。
(2)Please try out our red wine.请试试我们的红葡萄酒。
(3)Shirley will try out for the lead in the play.雪莉将参加该剧主角的选拔演出。
(4)His brother's example inspired him to try out for the football team.
他哥哥的榜样激励他去参加足球队的选拔测试。
【归纳总结】
try out vi. 试验；选拔(尤指运动比赛或者角色甄选)
【知识链接】
try on 指“试穿(衣服、鞋子)”及“试戴(帽子)”等，其中的on为副词，当宾语是代词时，该宾语要放在on之前；如果宾语是名词，该宾语放在on之前或之后均可。
try on a coat＝try a coat on试穿大衣
The new hat is for you.Please try it on.这顶新帽子是给你的，请试试看。
【即景活用】
翻译下列句子：
(1)他们正在试验那种新方法。
(2)那部收音机你应该试了再买。
Suggested answers：
(1)They are trying out the new method.
(2)You ought to try out that radio before you buy it.
5．let out(P16)
【原句再现】
Slowly the blackbird lets out a cry.
慢慢地，画眉鸟发出一声尖叫。
【观察探究】
(1)Each time she moved her leg，she let out a moan.
每次她动一下腿，就发出一声呻吟。
(2)When the land was seen，the sailor let out a whoop of joy.
当看见陆地时，那水手发出一声欢呼。
(3)He let out a volley of oaths.
他像发连珠炮似地破口大骂。
(4)The prisoners were let out to work in the garden.
囚犯们被放出到花园里去劳动。
(5)If the fuel is burnt，just heat is let out.
燃料如果被燃烧，就放出热。
(6)He opened the window to let out the foul air.
他打开窗户，放出污浊的空气。
【归纳总结】
let out放出；泄露；放走
【即景活用】
翻译下列句子：
(1)她把秘密泄露给了一个朋友。
(2)他们上星期被释放出狱。
Suggested answers：
(1)She let out the secret to a friend.
(2)They were let out of prison last week.
6．I intend to go for a hike in the countryside and sit quietly somewhere by myself.
我打算到乡村去作徒步旅行，自己静静地坐在某个地方。
intend to是表示“打算”的常用说法，类似的还有be going to，plan to，will，look forward to等。例如：
I don't intend to chair the meeting.我不打算主持这次会议。
I intend to forgive him.我打算原谅他。
I'm not going to Dave's party tonight.
我今晚不打算去参加戴夫的晚会了。
Where do you plan to spend your holiday？你计划去哪里度假？
I will do my best.我将会尽力而为。
I am familiar with his work and look forward to hearing his views on literary and artistic creation.
我熟悉他的作品，并期待他能就文艺创作问题发表自己的见解。
?Step 6 Writing
1．Revise the grammar
Work in groups.Write a list poem starting with “If I．..” like Poem C．Write two lines each.It doesn't have to rhyme.Each group can choose one of these lines to start their group poems.Then share these poems in class.
Sentence patterns：
(1)If I were the ruler of the world，I would...
(2)If I had a million dollars，I would...
(3)If I had taken your advice，I would have/wouldn't have...
2．Write a poem
Ask students to write a poem that starts with “I feel happy when...”．The lines do not have to rhyme.Or write a poem that starts with “Slowly...”．Start each line with “Slowly” and make each pair of lines rhyme.To show the students what to do，list the first four lines of two sample poems.And ask students to write their own poems of eight to ten lines.
Example A
I feel happy when...
The sky is blue，
You smile at me with your sparkling black eyes，
It's my birthday.
Example B
Slowly the moon climbs in the sky，
Slowly the blackbird lets out a cry，
Slowly the dog crosses the road，
Slowly the old man carries his load.
If time permits，the teacher asks students to finish their poems and share in class.If not，Task 2 of writing can be as homework.
?Step 7 Homework
1．Master the language points in the text.
2．Finish their poems after class.
3．Reread the poem “I've saved the summer” and appreciate the beauty of the poem.
4．Make more sentences with “If I had done...，I would...”．
?Step 8 Reflection after teaching
________________________________________________________________________
________________________________________________________________________
How to Write a Cinquain
Cinquain，despite its French－sounding name，is an American poetry form that can be traced back to Adelaide Crapsey.Crapsey，influenced by Japanese haiku，developed this poetic system and used it to express brief thoughts and statements.Other poets who popularized the form were Carl Sandburg and Louis Utermeyer.While the form does not have the extensive popularity of haiku，it is often taught in public schools to children because of the form's brief nature.
Most cinquain poems consist of a single 22－syllable stanza，but they can be combined into longer works.A cinquain consists of five lines.The first line has two syllables，the second line has four syllables，the third line has six syllables and the fourth line has eight syllables，the final line has two syllables.
The line length is the only firm rule，but there are other guidelines that people have tried to impose from time to time.
Cinquain Guidelines
Write in iambs(Two syllable groupings in which the first syllable is unstressed and the second syllable stressed.For example：I DRANK she SMILED we TALKED I THOUGHT)For the last line of the cinquain，however，both syllables should be stressed，NICE BAR.
Write about a noun.Cinquains generally fail if you try to make them about emotions，philosophies or other complex subjects.They should be about something concrete.
Don't try to make each line complete or express a single thought.Each line should flow into the next or the poem will sound static.
Cinquains work best if you avoid adjectives and adverbs.This doesn't mean you can't have any，but focus on the nouns and the verbs.This almost always works best in a cinquain.
The poem should build toward a climax.The last line should serve as some sort of conclusion to the earlier thoughts.Often，the conclusion has some sort of surprise built into it.
One possible，but not required，format is as follows：
Line 1：title noun
Line 2：description
Line 3：action
Line 4：feeling or effect
Line 5：synonym of the initial noun.
If you look at my examples，I prefer to use the noun as a separate title，not as part of the cinquain.Also，only one of the three poems is written in iambs.
Sample cinquains：
Tucson Rain
The smell
Everyone moves
To the window to look
Work stops and people start talking
Rain came
Opening Game
Game time
Season looked good
National champions
We told ourselves as we sat down
Not now
New Bar
Across
The street I went
To drink at the new bar
I drank she smiled we talked I thought
Nice bar
PAGE
1(共15张PPT)
人教版 选修六
Unit 2 Poems
Period 4 Using language
Rod McKuen (1933 - ) is a bestselling American poet, composer, and singer, instrumental in the revitalization of popular poetry that took place in the 1960s and early 1970s.
His Lonesome Cities album of readings won a Grammy for Best Spoken Word Recording in 1968. McKuen’s poems were translated into eleven languages and his books sold over 1 million copies in 1968 alone.
How does it make you feel
What does it make you think about
Listen to the poem I've Saved the Summer and answer these questions.
Circle the words that rhyme. What is unusual about the rhyming words in the last four lines
Read the poem and finish the following task.
you / new; need / feed; nineteen / mean
way / day; own / own
The rhyming words in the last four lines are unusual because they are the same word (although they each have a different meanings).
I’ve saved the summer
And I give it all to you
To hold on winter mornings
When the snow is new.
Try beating or clapping the strong beats of the rhythm as you read the poem to yourself. Listen again and clap the strong beats.
I’ve saved some sunlight
If you should ever need
A place away from darkness
Where your mind can feed.
And for myself I’ve kept your smile
When you were but nineteen,
Till you’re older you’ll not know
What brave young smiles can mean.
I know no answers
To help you on your way
The answers lie somewhere
At the bottom of the day.
But if you’ve a need for love
I’ll give you all I own
It might help you down the road
Till you’ve found your own.
1. Who is the speaker and who is
he / she speaking to
A parent is speaking to a young adult child.
Discussion
2. Which of the following is the closest to the
speaker's message Give a reason for your
choice.
A. If it's cold, I'll warm you; if it's dark, I'll
give you light; if you're hungry, I'll feed
you; if you want love, I'll give it to you.
B. Although the future may be difficult for
you, whenever you need warmth and love,
remember I'll have some to give you.
C. While you're away I'll remember your
smile and I'll love you always. When you
return, I hope you will love me.
Translate the poem into Chinese and share your work with your partner's. Be ready to present it to the class.
我存下了夏天
我存下了夏天
并把它给你
于是，在新雪初降的冬日清晨
你便能留住夏日时光
我存下了几缕阳光
假如你会需要一方远离黑暗的净土
在那里，你的思想将被点亮
参考译文
对于我，我珍藏了你19岁时的微笑
只有当你不断成长，才会懂得
那年轻勇敢的微笑意味深长
我不知该如何帮你走过茫茫人生路
在时光倏忽而逝的间隙
答案，总藏在某处
但假如，你需要——爱
我将倾我所有
人生路上它会伴你左右
直到你，找到自己的真爱Listening and Speaking
教学内容分析
The emphasis of this period will be placed on listening and speaking.There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook.The first one(on Page 15，Listening and speaking)is a conversation between a teacher and three of her students，Lucy，Pitt and Jack.They are talking about a poetry competition.The students talk about when they are going to write their poems and how they become inspired to write poetry.Their discussion illustrates the function of intention.While listening to Part 1 of the dialogue for the first time the students are asked to get some specific information about it and answer four wh－questions.After listening to the second part of the dialogue for the first time the students are asked to get more detailed information and fill in the chart.At last the students are asked to listen to the whole passage again and note down the expressions about intention and plans.
The second one(on Page 48，Listening)is a conversation between a teacher and three of his students，Wu Zhe，Lily and Chelsea.They are discussing how they feel about listening to poetry and writing it.They also discuss how they go about writing poetry.The teacher's opening question is an example of the third conditional.And the third one(on Page 53，Listening Task)is a conversation between three students about their poetry homework.They are talking about the kind of poem each is going to write.In their discussion，the students use expressions of intention，the focus function of the unit.
三维目标设计
Knowledge and skills
1．To understand the meanings of the following key words and expressions while hearing them in the tape：deadline(最后期限，截止时间)，go for a hike(去徒步旅行)，atmosphere(气氛)，create(创造，造成)，spill out(溢出，流)，horrible(可怕的，令人讨厌的)．
2．To enable the students to understand the listening texts.
3．To help the students learn how to express their intention and plans.
Process and methods
1．Smoothing away language problems if any before listening.
Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.
2．Listening for needed information.
Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.
3．Speaking freely and making conversations.
At last the students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.
Emotion，attitude and value
1．To arouse the students' curiosity about poems.
2．To develop the students' sense of exploring.
3．To cultivate the students' sense of cooperative learning in a group.
教学重、难点
1．The understanding of the listening texts.
2．The expressing of intention and plans.
?Step 1 Revision
1．Retell the text on Page 10－Page 11.
2．Check the answers of the exercises in Learning about Language and explain the difficulties.
?Step 2 Listening
1．Listen to Text 1(Page 15)and do the following exercises.
(1)Listen to the tape and write down the main idea of the listening material.
________________________________________________________________________
(2)Listen to the tape again then choose the best answers.
①What's the deadline for the poetry competition
A．20th. B．22nd. C．24th.
②How is Pitt going with his poem
A．He has already written something.
B．He is not going to enter a poem this year.
C．He is going to write one this weekend.
③What is Jack going to do
A．He will go on a hike into the countryside.
B．He will catch insects in the grass.
C．He will pick wild flowers.
④What is Lucy going to do
A．She will be surrounded by familiar things.
B．She will stay in her house.
C．She will try out Jack's way some time.
⑤How can Pitt work best
A．When he is going on a hike.
B．When he is listening to his favorite music.
C．When he is watching beautiful flowers.
(3)Listen to the tape and fill in the blanks.
Well，I______ a lot more—maybe an insect in the grass ______something，the shapes and ______of the flowers，how the wind sounds，or the ______smells in the air.______，I find that as I look around me all sorts of interesting ______and words come into my head.
I write best when I'm ______by familiar things，so I ______to be in my house.And it needs to be very______.But now I've ______to Jack，I think I'll also ______his way some time.
(4)Use one sentence to tell how each one of them is getting on with his or her task.
Jack ________________________________________________________________________
Lucy ________________________________________________________________________
Pitt ________________________________________________________________________
Suggested answers：
(1)The teacher tells Lucy，Pitt and Jack how to become inspired to write poetry.
(2)①C ②B ③A ④C ⑤B
(3)notice，carrying，colors，different，Anyway，thoughts；surrounded，need，quiet，listened，try out.
(4)Jack will go on a hike to get some inspiration.
Lucy has written something.
Pitt is going to try one out tonight.
2．Listen to Text 2(Page 48)and do the following exercises.
(1)Listen to the conversation and answer the following two questions.
①Who enjoys listening to poetry
②Who enjoys writing poetry
(2)Listen to the conversation again and match each student with the reason he or she enjoys or doesn't enjoy poetry.There are two reasons for each person.
WU ZHE Poetry is like music.
It's rubbish.
LILY I like playing with words.
The language in poetry is strange.
CHELSEA Poetry takes you to a different world.
You don't have to follow grammar rules.
(3)Listen to the tape again and match each student with the words they said and note the different feelings of the three students about poetry when they say the following words.
LILY My heart sinks! Poetry，yuck!
WU ZHE I love listening to it too...But I'd much rather be writing it.
CHELSEA Sometimes I feel inspired and the right words just come spilling out.
Suggested answers：
(1)①Lily and Chelsea. ②Lily and Chelsea.
(2)WU ZHE It's rubbish.
The language in poetry is strange.
LILY Poetry is like music.
Poetry takes you to a different world.
CHELSEA I like playing with words.
You don't have to follow grammar rules.
(3)LILY Sometimes I feel inspired and the right words just come spilling out.(enthusiastic)
WU ZHE My heart sinks! Poetry，yuck！(resentful)
CHELSEA I love listening to it too...But I'd much rather be writing it.(cheerful)
3．Listening task on Page 53.
Before listening，ask the students to read Exercise 1 so that they know the pieces of information they have to listen for.
(1)Listen to the conversation and judge whether the following statements are true(T)or false(F)．
①The students have to give their poetry homework to the teacher today.
②Sam is going to write his poem on the weekend.
③Sam doesn't like the poetry homework.
④Sally doesn't want to do her poetry homework.
⑤Sam doesn't remember what a haiku is.
⑥Ben is going to the park on Saturday.
⑦Sam is going to write a poem about himself.
⑧Sally，Ben and Sam are all present at the beginning of the conversation.
(2)Listen to the tape again and fill in the chart below.
Questions Sam Ben Sally
What kind of poem is the student going to write？
What topic is the student going to write about？
Suggested answers：
(1)①F ②T ③T ④F ⑤T ⑥T ⑦F ⑧F
(2)
Questions Sam Ben Sally
What kind of poem is the student going to write？ cinquain haiku list poem
What topic is the student going to write about？ Ben nature the students in her class
?Step 3 Speaking
Since the students have learned much knowledge about poetry by both reading and listening.It's necessary for them to talk about it now.Teach them how to express intention and plans by showing them the following sentences on the screen.
(Slide show)I'm(not)going to... How are you going to... I plan to... I'll...I'm looking forward to...
Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)
Talking Topics1．Do you enjoy listening to poetry or reading it Why or why not 2．Do you enjoy writing it Why or why not 3．Is your experience of writing poetry like Wu Zhe's，Lily's or Chelsea's Or is it different How is it different
Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.
?Step 4 Homework
Write a passage to introduce a kind of poem you like best.
?Step 5 Reflection after teaching
________________________________________________________________________
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How to Write Poems About Feelings
by Bruce Lansky
Some of the best poems ever written are about feelings.You may want to write poems about your feelings，but perhaps you don't know how to begin.
Here's a good way to get started：
1．On a piece of paper，write “sad” “mad” and “happy”．Now add as many feelings as you can to the list.If you're stumped for feelings，have a friend or two brainstorm with you.Sometimes two(or three)heads are better than one!
2．Choose one feeling from the list.
3．Write down your answers to one of the following questions：
When do I feel [insert feeling]
Why do I feel [insert feeling]
How does it feel to be [insert feeling]
Your answer will become the poem，although you may want to revise and polish the poem as needed.What will make the poem work best is if it tells a story or if people can learn something about you from the poem.Often it's easier to write about feelings in free verse，which means you don't have to worry about rhythm and rhyme patterns.Just write whatever comes to mind.
Here's an example：
I feel miserable when...
I have a big math test coming up so I have to study instead of watching my favorite TV show.
My mother doesn't believe I have a fever，so I can't stay home and miss a big math test I didn't study for.
My teacher doesn't believe I have a fever and refuses to send me to the school nurse until after the math test.
I get a “D” on the math test.
Here's another example that answers two questions：“When do I feel happy？” and “What is it like to feel happy？”
When Santa brings me the toy I wanted most for Christmas I'm so happy I feel like：
singing at the top of my lungs
jumping in a mud puddle(too bad it's December and the puddle is covered with ice)
raiding the cookie jar and eating all the cookies
playing with my new toy all day and not letting my bratty little brother touch it for a single second(which，as I recall，is why my parents took away my favorite Christmas toy last year and hid it from me for one whole week)
Finally，here's an example of a finished poem about what happens when you feel a little dazed and confused after a kiss：
Scrambled
I climbed up the door and
I opened the stairs.
I said my pajamas
And buttoned my prayers.
I turned off the covers
And pulled up the light.
I'm all scrambled up since
She kissed me last night.
Note：If writing poems about feelings brings up some confusing feelings or issues，talk to your parents or teacher.It may help to have a comforting，supportive person who can help you sort out what's on your mind.
PAGE
8(共28张PPT)
人教版 选修六
Unit 2 Poems
Period 4 Using language
请阅读下面的短文，以帮助你理解课本上的诗歌“I’ve saved the summer”。
I’ve saved the summer
I’ve saved the summer for you. And when the snow begins to fall on cold
winter mornings, I’ll give it all to you to keep you warm.
I’ve saved some sunlight in case you need it. I believe it will drive off darkness and light your way.
When you were nineteen, I kept the image of your smile in my mind. When you get older, you will know the meaning of brave young smiles.
I don’t know how I can help you to start your journey through life. However,
there will be solutions somewhere before the day is through.
Whenever you need love, I’ll offer all I have. It might help you as you travel on your way, till you find the love that belongs to you.
1. Listen to the poem ‘I’ve saved the summer’ and answer these questions. (answers are free)
1) Do you think the speaker in the poem is more likely to be a girlfriend /boyfriend or parent
2) Does the poem have a rhythmic pattern
3) Does the poem have rhyming words
4) When you were listening to the poem, did it make you feel something or think about something What did it make you feel or think about
2. Now read “I’ve saved the summer”.
1) Circle the words that rhyme. What is unusual about the rhyming words in the last four lines
2) Try beating or clapping the strong beats of the rhythm as you read the poem to yourself. Now listen to the poem again and clap the strong beats.
Rod McKuen
I’ve saved the summer
And I give it all to you
To hold on winter mornings
When the snow is new.
I’ve saved some sunlight
If you should ever need
A place away from darkness
Where your mind can feed.
And for myself I’ve kept your
smile
When you were but nineteen,
Till you’re older you’ll not know
What brave young smiles can
mean.
I know no answers
To help you on your way
The answers lie somewhere
At the bottom of the day.
But if you’ve a need for love
I’ll give you all I own
It might help you down the road
Till you’ve found your own.
(by Rod McKuen)
1. Who is the speaker in the poem and who is he /she speaking to Give reasons to support your answer.
Maybe a parent speaking to a young adult child.
2. Which of the following is the closest to the speaker’s message Give a reason for your choice.
A. If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you.
B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you.
C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me.
1. Does the poem have a rhyming pattern
pattern:
n. (1) 图案
e.g. This cloth has a pattern of blue and
white squares.
这种布有蓝白格子的图案。
(2) 模板, 式样
e.g. They like new patterns of family life. 他们喜欢新的家庭生活方式。
v. form a pattern
e.g. He patterned himself upon a man he admired.
他模仿一个他钦佩的人。
2. Till you’re older you’ll not know what
brave young smiles can mean.
等你长大成人以后，才知道年轻勇敢的
微笑的奥秘。
till 用在肯定句中，意为“直到……为
止”，通常表示动作的终点，因此，动
词必须是延续性的。如：
We must stick to our task till it is finished. 我们必须继续工作, 直到做完为止。
Just wait till you see it. It’s great. 你就等着直到看见它吧。好看极了。
用在否定句中，意为“直到……才”，通常表示动作的起点，动词可以是延续性的也可以是非延续性的。如：
She didn’t sleep till her son came back. 直到她儿子回来她才睡着。
(sleep为延续性动词)
I didn’t begin work till he had gone.
直到他走了我才开始工作。
(begin为非延续性动词)
3. inspire
(1) to encourage
e.g. His noble example inspired the rest of us to greater efforts. 他那高尚的榜样激发我们大家更加努力。
(2) to be the force which produces
启示, 使……产生灵感
e.g. His best music was inspired by the
memory of his mother.
他最好的乐曲创作灵感来自怀念他的母
亲。
inspire sb. to do sth.
inspire + n. + in sb.
= inspire sb. with + n.
4. I’ll also try out his way some time.
try out: trying something to find
out about it 试用, 试验
e.g. Please try out red wine.
请试试我们的红葡萄酒。
try one’s best
try on
try doing sth.
try to do sth.
尽最大努力
试穿
试着做某事
尽力做某事
5. let out
(1) express audibly; utter sounds (not necessarily words)
e.g. He let out a volley of oaths. 他像发连珠炮似地破口大骂。
(2) bring out of a specific state
e.g. He accidentally let out that he
hadn’t been home for three weeks.
根据汉语提示，补全下列句子。
The method seems good but __________
____________________ (需要试验一下).
2. As you know, carelessness is _________
____________________________ (许多重大错误的根源).
needs to be tried out / trying out
at the bottom of many great mistakes
3. __________________ (我打算徒步旅行)
in the southern Rocky Mountains.
4. When the girl saw the snake, ________
____________ (她发出一声尖叫).
5. Because of the rain, the meeting ______
___________________ (今天不大可能
召开了).
6. Just _______________ (稍等一秒) while
I get my breath back.
I am going for a hike
she let out a scream
is not likely to be held today
hold on a secondUsing Language I’ve saved a summer
Teaching aims:
target language: pattern, darkness, warmth, thread
交际用语： do you enjoy…
Do you think…
What did it make you feel or …
Difficulty and importance
How to talk about poems
Teaching methods:
Speaking; making conversation; comparative method
Fast reading; close reading ;discussion
Teaching aids
A computer and a projector, a recorder
Teaching Procedures & ways
Listening
Do you think the speaker in the poem is more likely to be a girlfriend / boyfriend of a parent
2. Does the poem have a rhythmic pattern
Does th poem have rhyming words
When you were listening to the poem, did it make you feel something or think about something
What did it make you feel or think about
Step 2: poem appreciation
Read the poem after the tape, and circle the words that rhyme.
What is unusual about the rhyming words in the last four lines
3.listen to the poem and clap the strong beat
Step three discussion
1. who is the speaker in the poem and who is he/she speaking to Give your reason
2. which of the following is the closest to the speaker’s message Give your reason for your choice
A. if it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you are hungry, I’ll feed you; if you want love, I’ll give it to you
B. although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you
C. While you’re away, I’ll remember your smile and I’ll love you always, when you return, I hope you will love me.
Step four: word study
1 pattern n. (1)图案；花样 (2)方式 (3)式样 模型
你可以用这个纸样儿做一套衣服。
You can make a dress from this paper pattern.
a pattern of flowers on dress material
衣料上的图案花
The illness isn’t following its usual pattern.
病情没有按照其通常的方式发展.
pattern v.模仿, 仿造, 以图案装饰
She patterned herself after her teacher.
她模仿她的老师。
She’s examining a lot of dress _____ to choose
a most fashionable one.
A.patterns B.kinds C.models D.types
2. The illness is hard to cure only because it
doesn’t follow its usual ________.
A.way B.road C.pattern D.method
3. The colour and the size of the skirt are all right,
but I don’t like its _________.
A.way B.model C.pattern D.flowers
2.Bottom: the lowest part of something
I eventually found the keys at the bottom of my bag
The police searched the house from top to bottom
开放思维：
at bottom : 实际上， 内心里
bottoms up : 干杯
at the bottoms of the day: 在一天即将结束时
3. warmth n. 暖和, 温暖, 热心, 热情
用适当的派生词填空.
1.the diver can dive to a _________(deep) of 200
meters in the sea.
2.the boy gathered all his _______(strong) so as
to raise the big stone.
3. The traffic accident resulted in more than 60_____
(die).
4.underline vt. 加下划线, 强调 使…突出 n. 下划线
The school ___________(强调) the importance of
pre-school education.
underpay v.
underground adj
underfoot adv
underdone adj.
underestimate v.
Dotors are seldom ________ in Western countries.
A.underdone B.underlined C.underpaid
5.load n (1) 负荷, 重担, 装载量, 工作量, 负载
举起很重的东西可能有危险.
Lifting a heavy load can be dangerous.
马善受人骑, 人善受人欺.
All lay loads on a willing horse.
n. (2) 一担; 一驮; 一车
我不能把一担香蕉搬到楼上.
I cannot carry a load of bananas upstairs.
装载, 装满
Have you finish loading up
你装满 了吗
loads of = a load of 大量; 许多
load down
load …with sth.
load sb. with a gift
He has got __________ money from his uncle.
A.a large amount of B.loads of
C.a load of D.All above
2. The workers are loading the goods _______ a
car, that is, they’re loading the car _____ goods.
A.with , with B.into,into C.into,with D.with,into
Period 6 listening
Teaching Aims:
Improve the students listening
Teaching methods:
Listening, discussing
Teaching aids
A computer a projector, and a recorder
Teaching Procedures & ways
Unit 2 listening
Page 15, 48 & 50
Page 15
Answer key for ex 1:
Lucy 2. Jack 3. Lucy D. Tom
Answer key for Ex 2:
1. By the 24th of the minth
2. No, not completely, she thinks that if she had an extra week to work on it, she could improve it
3. Tom
4.because he finds that he notices all sorts of things and he has interesting thoughts
5.Because she likes the quiet and likes to have her own things around her
6.Yes, but he has never tries writing poetry to music before
Page 48
Answer key to Ex 1
1. Lily, Chelsea
2. Lily, Chelsea
Answer key to Ex2
1. Wu zhe it’s rubbish
the language in poetry is strange
Lily Poetry is like music
Poetry takes you to a different world
3. Chelsea I like experimenting with words
You don’t have to follow grammar rules
2. A Lily B. Wu zhe C. Chelsea
PAGE 50
Answer key for Ex 1
1.F 2.T 3.T 4.F 5.T
6.T 7.F 8.F
Answer key to Ex 2
Answer key to Ex 3
We know they are good friends because they are talking in a informal way, two examples of their informal talk are:
Sam, don’t you remember- we learnt about them in class
Oh, sam, it’s going to be funny.
Period 7 writing and speaking
Step 1: group poem
Work in groups, write a list poem starting with “if I …” like poem C on page 10. write one line each. It doesn’t have to rhyme.
If I were the ruler of the world, I would…
If I had a million dollars, I would …
If I had taken your advice, I would have/wouldn’t have …
Sample version 1
If I were the ruler of the world
If I were the ruler of the world
I would make some changes fast
I would make peace last
War disappear
I would make poor rich
Good become better
I would remove anything
Thing hinder the progress o human being
I would make the world
Full of harmony, friendship
And love
A true family
Sample version 2
If I had a million dollars
I would buy
Enough bread for hungry
Enough books for children
Enough ships for fishermen
Enough houses for homeless
Enough hope for the world
If I had taken your advice
If I had taken your advice,
I would have caught the train
I would have arrived on time
I would have met my father
I would have hugged him long
I would have thanked him more
I would have made him happiest
Man in the world
Step two Translate Tang poems
回乡偶书
少小离家老大回
乡音无改鬓毛衰
儿童相见不相识
笑问客从何处来
夏日绝句
李清照
生当作人杰，
死亦为鬼雄。
至今思项羽，
不肯过江东。
Step three: writing
1. Write a poem that starts with I feel happy when. The lines doesn’t have to rhyme
Or write a poem that starts with slowly and make each pair of lines rhyme.
PAGE
8(共19张PPT)
Unit 2 Poems
人教版 选修六
Period 4 Using language
如 何 写 英 语 诗 歌
诗歌是各种英语文体中最富有激情和感彩的一种。诗歌往往用高度凝练的语言来表达诗人的喜怒哀乐，诗人把自己对生活和客观世界的理解和感悟融入诗歌，当我们在欣赏一首诗时，可以通过文字捕捉到诗人的内心情感。一首优秀的诗可以以其特有的节奏与方式影响人们的精神世界。
【写作指导】
一、诗歌的篇幅一般短小精悍，语言精练，感情强烈；在格式上，英语诗歌同汉语诗歌一样讲究押韵。诗的押韵是指通过重复元音或辅音以达到一定的音韵效果，一首诗的押韵具有带规律性的一致性，尤其是在诗句的末尾，称尾韵。下面我们来看Thomas Nash的一首诗：
Spring
Spring, the sweet Spring, is the year’s pleasant king;
Then blooms each thing, then maids dance in a ring,
Cold doth not sting, the pretty birds do sing,
Cuckoo, jug-jug, pu-we, to-witta-woo!
The palm and may make country houses gay,
Lambs frisk and play, the shepherds pipe all day,
And we hear aye birds tune this merry lay,
Cuckoo, jug-jug, pu-we, to-witta-woo!
The fields breathe sweet, the daisies kiss our feet,
Young lovers meet, old wives a-sunning sit,
In every street theses tunes our ears do greet,
Cuckoo, jug-jug, pu-we, to-witta-woo!
Spring! the sweet Spring!
这首诗押韵整齐，读起来很有节奏感。表现了春天里万物复苏、生机盎然、一派欢乐祥和的生动景象。
二、现代诗歌可以押韵，也可以不押韵，但是写作时需注意两点：
1. 要有节奏感。没有节奏感的诗歌，不能算诗，最多是分行的散文。
2. 要把握句子结构的平衡。也就是诗句长短不要相差太远，否则读起来给人不平衡、不舒服之感。
下面我们欣赏一首现代诗：
The Significance of Failure
Failure doesn’t mean you are a failure,
It does mean you haven’t succeeded yet.
Failure doesn’t mean you have accomplished nothing,
It does mean you have learned something.
Failure doesn’t mean you have been a fool,
It does mean you had a lot of faith.
Failure doesn’t mean you’ve been disgraced,
It does mean you were willing to try.
Failure doesn’t mean you don’t have it,
It does mean you have to do something
in a different way.
Failure doesn’t mean you are inferior,
It does mean you are not perfect.
Failure doesn’t mean you’ve wasted your life,
It does mean you have a reason to start afresh.
Failure doesn’t mean you should give up,
It does mean you must try harder.
Failure doesn’t mean you’ll never make it,
It does mean it will take a little longer.
Failure doesn’t mean God has abandoned you,
It does mean God has a better idea.
这首诗是 Robert H. Schuller 的一篇励志佳作。这首诗句尾不押韵，但是由于每句诗都以排比的形式重复使用Failure doesn’t mean ... It does mean ...，使得整首诗节奏感很强，读起来催人奋进，使读者受到感染。
【佳作赏析】
When You Are Old
When you are old and grey and full of sleep,
And nodding by the fire, take down this book,
And slowly read, and dream of the soft look
Your eyes had once, and of their shadows deep;
How many loved your moments of glad grace,
And loved your beauty with love false or true,
But one man loved the pilgrim soul in you,
And loved the sorrows of your changing face;
And bending down beside the glowing bars,
Murmur, a little sadly, how Love fled
And paced upon the mountains overhead
And hid his face amid a crowd of stars.
这首诗的作者是William Butler Yeats（威廉·巴特勒·叶芝）。叶芝是爱尔兰最伟大的诗人之一 ，对现代诗很有影响。这首诗是叶芝写给自己心爱的人的情诗。诗中的主人公“你”指的是爱尔兰革命家Maud Gonne，诗人遇见她并爱上她，曾多次向其求婚，均未成功，
但诗人对她爱慕终生，于是就有了这篇经典之作。全诗共三节，前两节均是对 Maud Gonne的爱意的倾诉。第一节中虽然多次用第二人称“你”，但实际上是描述作者自己心中的所思所想。第二节中诗人采用了对比的手法，讲述了对 Maud Gonne的爱慕之情，突出自己永恒的爱。
最后一节诗人描述了自己内心悲伤的感情。诗中sleep / deep, book / look, grace / face, bars / stars, fled / overhead这几组韵调使诗歌富于音韵感，有音律美，节奏感强，读起来琅琅上口。纵观全诗，没有华丽的辞藻，也找不到甜蜜的情话，有的只是平淡的文字背后寄予的永恒的爱意和深情，反而能让读者久久回味。
1. Write a list poem starting with “If
I …” like poem C on page 10.
2. Write a poem that starts with “Slowly …” and make each pair of lines rhyme. Write about 6 lines.
