人教版（2019）选择性必修 第三册Unit 5 Poems Reading for Writing 课件(共29张PPT)
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| 名称 | 人教版（2019）选择性必修 第三册Unit 5 Poems Reading for Writing 课件(共29张PPT) |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-03-02 10:45:19 | ||
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(共29张PPT)
Reading for Writing
Unit 5
Poems
Observe
Love is giving,
Love is living,
Love is taking someone’s load,
Love helps them along the road.
Love is caring,
Love is sharing,
Love will seek the best for others,
Love treats everyone as brothers.
rhyming words
While appreciating poems, what essence(精髓) should the readers consider
The essence
of poetry
subject
length of lines/title/
choice of words
tone
rhyming words
images
feelings and emotions
rhetorical devices
Observe
It would blow with the wind
For a day and a night.
And then when I found it,
Wherever it blew,
I should know that the wind
Had been going there too.
So then I could tell them
Where the wind goes ...
But where the wind comes from
Nobody knows.
A. A. Milne
Appreciate poem 1
WIND ON THE HILL
No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.
It's flying from somewhere
As fast as it can,
I couldn't keep up with it,
Not if I ran.
But if I stopped holding
The string of my kite,
Subject
images
Rhyming words
Rhetorical devices
Wind On The Hill
------By A. A. Milne
No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.
It's flying from somewhere
As fast as it can,
I couldn't keep up with it,
Not if I ran.
But if I stopped holding
The string of my kite,
It would blow with the wind
For a day and a night.
And then when I found it,
Wherever it blew,
I should know that the wind
Had been going there too.
So then I could tell them
Where the wind goes…
But where the wind comes from
Nobody knows.
[n z]
[g z]
[k n]
[r n]
[ka t]
[na t]
[blu ]
[tu ]
[g z]
[n z]
Subject：
Images：
Rhyming words
Rhetorical devices：
wind
kite
repetition
Read aloud
WIND ON THE HILL
No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.
It's flying from somewhere
As fast as it can,
I couldn't keep up with it,
Not if I ran.
But if I stopped holding
The string of my kite,
山上的风
没有人能够告诉我，
也没有人会知道，
风从哪里来，又将去往哪里。
它从一个地方吹来，
尽它所能，飞快地吹来，
我不能赶上它，
即使我奔跑。
但如果我停下来。
不再紧握我手中的风筝线，
Read aloud
It would blow with the wind
For a day and a night.
And then when I found it,
Wherever it blew,
I should know that the wind
Had been going there too.
So then I could tell them
Where the wind goes ...
But where the wind comes from
Nobody knows.
A. A. Milne
它将被风吹跑，
一天一夜。
后来当我发现它，
它吹向任何地方，
我会知道风，
也曾经去过那里。
所以当我能告诉他们，
风去了哪里...
但是风从哪里来，
没有人知道。
Appreciate poem 2
DREAM
Hold fast to dreams,
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go
Life is a barren field
Frozen with snow.
Subject
images
Rhyming words
Rhetorical devices
DREAM
Hold fast to dreams,
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go
Life is a barren field
Frozen with snow.
by Langston Hughes
[dai]
[flai]
[g ]
[sn ]
Subject
images
Rhyming words
Rhetorical devices
dream
bird; field; snow
repetition
metaphor
Read aloud
DREAM
Hold fast to dreams,
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go
Life is a barren field
Frozen with snow.
梦想
紧紧握住梦想
因为梦想一旦消逝
生活就像小鸟断了翅膀
再也不能展翅飞翔。
紧紧握住梦想
因为梦想若是消丧
生活就像冬天的田野那样荒凉
冰封大地白雪茫茫。
Appreciate poem 3
A MATCH
If love were what the rose is,
And I were the leaf,
Our lives would grow together
In sad or singing weather,
Brown fields or flowerful closes,
Green pleasure or grey grief;
If love were what the rose is,
And I were like the leaf.
Subject
images
Rhyming words
Rhetorical devices
A MATCH
If love were what the rose is,
And I were like the leaf,
Our lives would grow together
In sad or singing weather,
Blown fields or flowerful closes,
Green pleasure or gray grief;
If love were what the rose is,
And I were like the leaf.
A.C. Swinburne
[ z]
[li f]
[ we ]
[t ɡe ]
[kl siz]
[gri f]
[ z]
[li f]
Subject
images
Rhyming words
Rhetorical devices
love
rose; leaf; fields; closes
simile, repetition
配偶
如果爱情好似香艳的玫瑰，
而我好似它的叶片青翠，
我们的生命将在一起生长
无论天气阴暗，或者晴朗，
处在开花的原野，或者花径，
感受绿色的欢乐，或者灰色的苦闷；
如果爱情好似香艳的玫瑰，
而我好似它的叶片青翠。
Read aloud
A MATCH
If love were what the rose is,
And I were the leaf,
Our lives would grow together
In sad or singing weather,
Brown fields or flowerful closes,
Green pleasure or grey grief;
If love were what the rose is,
And I were like the leaf.
The poem Dream by Langston Hughes is very short with only 8 lines. When I read the pome aloud I can hear that the ends of the second and fourth sentences rhyme--- “die” and “fly”. The last word from the sixth and eighth sentences also rhyme--- “go” and “snow”. These rhyming words sound nice and make the poem pleasing to read.
When I close my eyes, I can see different images from the poem. For example, I can see two hands being held. I can see a bird flying in the sky. I can see a field and I can imagine what it looks like with lots of snow. I start to feel cold when I read these lines!
I learnt a new phrase, “hold fast”, which means to hold onto something. “Barren” is also a new word to me, which means empty.
I think the poet is giving us advice. He wants us to keep dreaming, because life is much better when we dream and have something to look forward to.
poetic form
poetic language
（ryhming words）
poetic imagery：
（有很强的画面感）
poetic language
（new words）
poetic meaning
Have a taste
Have a taste
How to taste English poetry
poetic form
poetic imagery
poetic
meaning
poetic language
Choose one of the poems and write a short essay about it.
How to write a short essay about a poem
如何写诗歌赏析类文章
写法一： 通过对全诗的整体分析，表达自己的观点 写法二：
就诗歌最突出的方面进行分析，表达自己的见解。
写法一
一篇较完整的诗歌赏析类文章包含如下内容：
4.
作品的艺术手法分析
（通常结合在作品意向分析之中）
5.
作品艺术特点的综合评价
（常带有总结的意味）
写法二
采用这种写法时，作者只需要抓住其中一个方面，如意境、语言表达、某一手法等。对于其他方面则可不提及，因而采用这种写法的文章篇幅一般较短小。
4.
作品的艺术手法分析
（通常结合在作品意向分析之中）
5.
作品艺术特点的综合评价
（常带有总结的意味）
Here is a poem titled ... by...
It is popular with Chinese readers.
This poem is about nature and life.
It is written with special writing skills.
It rhymes at the end of each line.
The language of the poem is descriptive and vivid.
4.
作品的艺术手法分析
（通常结合在作品意向分析之中）
Whenever we read this poem, some characters appear clearly.
Only by reading it repeatedly can we grasp the spirit of this poem.
Considered as one of the greatest poets of the Tang Dynasty,… will undoubtedly live in people’s heart forever.
In my opinion, the young generation today should understand and learnt form the poem.
Writing
请根据唐朝诗人李绅的《悯农》，用英语写出这首诗的大意，并说明诗中所蕴含的作者的思想，以便向你的外国朋友解释。
Sympathy on the Farmers
At noon, farmers are weeding，
Down the field, sweat is dropping.
Who knows rice on a dish，
Every grain is full of moiling
第一段：简要介绍诗歌的作者及内容。
第二段：详细论述诗歌的主题。
第三段：启迪与感想。
遣词
1.一首题目是……的诗 ______________
2.受欢迎 _______________
3.频繁地 __________
4.掉到土里 ______________
5.来自 __________
6.提醒某人…… ______________
a poem titled...
be popular with
frequently
fall into the soil
come from
remind sb. of...
Writing
造句
完成句子
1. 下面这首是唐朝诗人李绅所写的名为《悯农》的诗。(title)
“Sympathy on the Farmers”.
2. 李绅很受中国读者欢迎。(popular)
_________________________________________________________
3. 夏日正午时刻，外面天气炎热；农民依然在地里除草。(weed)
It is so hot outside at this summer noon time.The farmers ________________
.
Here is a poem by Li Shen and it is titled
Li Shen is popular with Chinese readers.
are still weeding
in the fields
Writing
Here is a poem titled “Sympathy on the Farmers” by Li Shen who is popular with Chinese readers.
It goes like this: Hot as it is outside at this summer noon time, the farmers are still weeding in the fields. They are wet all over with their sweat frequently falling into the soil, where the crops grow. But who knows exactly all our foods, the delicious dishes on our table, come from the hard work of the farmers
The reason why Li Shen wrote this poem is to remind people of the importance of the farmers’ hard work. I think it’s of great significance that the young generation today should understand the poem and treasure every grain.
Sample
1. I couldn’t keep up with it ...
up的相关短语：
catch up with 跟上 end up with 以......结束 come up with 提出
例如：我们会继续努力，争取达到世界一流水平。
We will keep working hard to catch up with the advanced level in the world.
Language Points
2. And then when I found it，wherever it blew，I should know that the wind had been going there too.
注意：疑问词+ever引导让步状语从句，相当于no matter +疑问词。
疑问词+ever可以引导名词性从句，但no matter+疑问词不能引导名词性从句。
例如：无论他学习多么努力，他仍然在这次重要的考试中失败了。
However hard he studied, he still failed in the important exam.
3. I learnt a new phrase, “hold fast”，which means to hold onto something.
hold的相关短语：
hold onto 握住；抓紧；保住（优势）
hold on （电话用语）等一下；坚持
hold up 支持住，承受住
例如：抓住绳子，否则你会滑倒。
Hold onto the rope or you’ll fail to the ground.
4. Read aloud your poem to the class or put it up in the classroom.
put的相关短语：
put up张贴 put off推迟，延期 put on穿上，戴上；上演
put out熄灭，扑灭；伸出
例如：由于一些意想不到的事情，我们别无选择只能把航行推迟到下个月。
Due to some unexpected events，we had no choice but to put off
the voyage to next month.
Thanks
Reading for Writing
Unit 5
Poems
Observe
Love is giving,
Love is living,
Love is taking someone’s load,
Love helps them along the road.
Love is caring,
Love is sharing,
Love will seek the best for others,
Love treats everyone as brothers.
rhyming words
While appreciating poems, what essence(精髓) should the readers consider
The essence
of poetry
subject
length of lines/title/
choice of words
tone
rhyming words
images
feelings and emotions
rhetorical devices
Observe
It would blow with the wind
For a day and a night.
And then when I found it,
Wherever it blew,
I should know that the wind
Had been going there too.
So then I could tell them
Where the wind goes ...
But where the wind comes from
Nobody knows.
A. A. Milne
Appreciate poem 1
WIND ON THE HILL
No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.
It's flying from somewhere
As fast as it can,
I couldn't keep up with it,
Not if I ran.
But if I stopped holding
The string of my kite,
Subject
images
Rhyming words
Rhetorical devices
Wind On The Hill
------By A. A. Milne
No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.
It's flying from somewhere
As fast as it can,
I couldn't keep up with it,
Not if I ran.
But if I stopped holding
The string of my kite,
It would blow with the wind
For a day and a night.
And then when I found it,
Wherever it blew,
I should know that the wind
Had been going there too.
So then I could tell them
Where the wind goes…
But where the wind comes from
Nobody knows.
[n z]
[g z]
[k n]
[r n]
[ka t]
[na t]
[blu ]
[tu ]
[g z]
[n z]
Subject：
Images：
Rhyming words
Rhetorical devices：
wind
kite
repetition
Read aloud
WIND ON THE HILL
No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.
It's flying from somewhere
As fast as it can,
I couldn't keep up with it,
Not if I ran.
But if I stopped holding
The string of my kite,
山上的风
没有人能够告诉我，
也没有人会知道，
风从哪里来，又将去往哪里。
它从一个地方吹来，
尽它所能，飞快地吹来，
我不能赶上它，
即使我奔跑。
但如果我停下来。
不再紧握我手中的风筝线，
Read aloud
It would blow with the wind
For a day and a night.
And then when I found it,
Wherever it blew,
I should know that the wind
Had been going there too.
So then I could tell them
Where the wind goes ...
But where the wind comes from
Nobody knows.
A. A. Milne
它将被风吹跑，
一天一夜。
后来当我发现它，
它吹向任何地方，
我会知道风，
也曾经去过那里。
所以当我能告诉他们，
风去了哪里...
但是风从哪里来，
没有人知道。
Appreciate poem 2
DREAM
Hold fast to dreams,
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go
Life is a barren field
Frozen with snow.
Subject
images
Rhyming words
Rhetorical devices
DREAM
Hold fast to dreams,
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go
Life is a barren field
Frozen with snow.
by Langston Hughes
[dai]
[flai]
[g ]
[sn ]
Subject
images
Rhyming words
Rhetorical devices
dream
bird; field; snow
repetition
metaphor
Read aloud
DREAM
Hold fast to dreams,
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams,
For when dreams go
Life is a barren field
Frozen with snow.
梦想
紧紧握住梦想
因为梦想一旦消逝
生活就像小鸟断了翅膀
再也不能展翅飞翔。
紧紧握住梦想
因为梦想若是消丧
生活就像冬天的田野那样荒凉
冰封大地白雪茫茫。
Appreciate poem 3
A MATCH
If love were what the rose is,
And I were the leaf,
Our lives would grow together
In sad or singing weather,
Brown fields or flowerful closes,
Green pleasure or grey grief;
If love were what the rose is,
And I were like the leaf.
Subject
images
Rhyming words
Rhetorical devices
A MATCH
If love were what the rose is,
And I were like the leaf,
Our lives would grow together
In sad or singing weather,
Blown fields or flowerful closes,
Green pleasure or gray grief;
If love were what the rose is,
And I were like the leaf.
A.C. Swinburne
[ z]
[li f]
[ we ]
[t ɡe ]
[kl siz]
[gri f]
[ z]
[li f]
Subject
images
Rhyming words
Rhetorical devices
love
rose; leaf; fields; closes
simile, repetition
配偶
如果爱情好似香艳的玫瑰，
而我好似它的叶片青翠，
我们的生命将在一起生长
无论天气阴暗，或者晴朗，
处在开花的原野，或者花径，
感受绿色的欢乐，或者灰色的苦闷；
如果爱情好似香艳的玫瑰，
而我好似它的叶片青翠。
Read aloud
A MATCH
If love were what the rose is,
And I were the leaf,
Our lives would grow together
In sad or singing weather,
Brown fields or flowerful closes,
Green pleasure or grey grief;
If love were what the rose is,
And I were like the leaf.
The poem Dream by Langston Hughes is very short with only 8 lines. When I read the pome aloud I can hear that the ends of the second and fourth sentences rhyme--- “die” and “fly”. The last word from the sixth and eighth sentences also rhyme--- “go” and “snow”. These rhyming words sound nice and make the poem pleasing to read.
When I close my eyes, I can see different images from the poem. For example, I can see two hands being held. I can see a bird flying in the sky. I can see a field and I can imagine what it looks like with lots of snow. I start to feel cold when I read these lines!
I learnt a new phrase, “hold fast”, which means to hold onto something. “Barren” is also a new word to me, which means empty.
I think the poet is giving us advice. He wants us to keep dreaming, because life is much better when we dream and have something to look forward to.
poetic form
poetic language
（ryhming words）
poetic imagery：
（有很强的画面感）
poetic language
（new words）
poetic meaning
Have a taste
Have a taste
How to taste English poetry
poetic form
poetic imagery
poetic
meaning
poetic language
Choose one of the poems and write a short essay about it.
How to write a short essay about a poem
如何写诗歌赏析类文章
写法一： 通过对全诗的整体分析，表达自己的观点 写法二：
就诗歌最突出的方面进行分析，表达自己的见解。
写法一
一篇较完整的诗歌赏析类文章包含如下内容：
4.
作品的艺术手法分析
（通常结合在作品意向分析之中）
5.
作品艺术特点的综合评价
（常带有总结的意味）
写法二
采用这种写法时，作者只需要抓住其中一个方面，如意境、语言表达、某一手法等。对于其他方面则可不提及，因而采用这种写法的文章篇幅一般较短小。
4.
作品的艺术手法分析
（通常结合在作品意向分析之中）
5.
作品艺术特点的综合评价
（常带有总结的意味）
Here is a poem titled ... by...
It is popular with Chinese readers.
This poem is about nature and life.
It is written with special writing skills.
It rhymes at the end of each line.
The language of the poem is descriptive and vivid.
4.
作品的艺术手法分析
（通常结合在作品意向分析之中）
Whenever we read this poem, some characters appear clearly.
Only by reading it repeatedly can we grasp the spirit of this poem.
Considered as one of the greatest poets of the Tang Dynasty,… will undoubtedly live in people’s heart forever.
In my opinion, the young generation today should understand and learnt form the poem.
Writing
请根据唐朝诗人李绅的《悯农》，用英语写出这首诗的大意，并说明诗中所蕴含的作者的思想，以便向你的外国朋友解释。
Sympathy on the Farmers
At noon, farmers are weeding，
Down the field, sweat is dropping.
Who knows rice on a dish，
Every grain is full of moiling
第一段：简要介绍诗歌的作者及内容。
第二段：详细论述诗歌的主题。
第三段：启迪与感想。
遣词
1.一首题目是……的诗 ______________
2.受欢迎 _______________
3.频繁地 __________
4.掉到土里 ______________
5.来自 __________
6.提醒某人…… ______________
a poem titled...
be popular with
frequently
fall into the soil
come from
remind sb. of...
Writing
造句
完成句子
1. 下面这首是唐朝诗人李绅所写的名为《悯农》的诗。(title)
“Sympathy on the Farmers”.
2. 李绅很受中国读者欢迎。(popular)
_________________________________________________________
3. 夏日正午时刻，外面天气炎热；农民依然在地里除草。(weed)
It is so hot outside at this summer noon time.The farmers ________________
.
Here is a poem by Li Shen and it is titled
Li Shen is popular with Chinese readers.
are still weeding
in the fields
Writing
Here is a poem titled “Sympathy on the Farmers” by Li Shen who is popular with Chinese readers.
It goes like this: Hot as it is outside at this summer noon time, the farmers are still weeding in the fields. They are wet all over with their sweat frequently falling into the soil, where the crops grow. But who knows exactly all our foods, the delicious dishes on our table, come from the hard work of the farmers
The reason why Li Shen wrote this poem is to remind people of the importance of the farmers’ hard work. I think it’s of great significance that the young generation today should understand the poem and treasure every grain.
Sample
1. I couldn’t keep up with it ...
up的相关短语：
catch up with 跟上 end up with 以......结束 come up with 提出
例如：我们会继续努力，争取达到世界一流水平。
We will keep working hard to catch up with the advanced level in the world.
Language Points
2. And then when I found it，wherever it blew，I should know that the wind had been going there too.
注意：疑问词+ever引导让步状语从句，相当于no matter +疑问词。
疑问词+ever可以引导名词性从句，但no matter+疑问词不能引导名词性从句。
例如：无论他学习多么努力，他仍然在这次重要的考试中失败了。
However hard he studied, he still failed in the important exam.
3. I learnt a new phrase, “hold fast”，which means to hold onto something.
hold的相关短语：
hold onto 握住；抓紧；保住（优势）
hold on （电话用语）等一下；坚持
hold up 支持住，承受住
例如：抓住绳子，否则你会滑倒。
Hold onto the rope or you’ll fail to the ground.
4. Read aloud your poem to the class or put it up in the classroom.
put的相关短语：
put up张贴 put off推迟，延期 put on穿上，戴上；上演
put out熄灭，扑灭；伸出
例如：由于一些意想不到的事情，我们别无选择只能把航行推迟到下个月。
Due to some unexpected events，we had no choice but to put off
the voyage to next month.
Thanks