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Chapter 6 Poems about life
Teaching Aims:
1． Master the key words and phrases
A. Learn to use 15 words :
Uninteresting, speaker, dull. similar, mile, terribly, bored , slam, ring, stone deaf,racket, din , typhoon, harbour, blow, waiter, tray, hay, goodness, concern, accept, reject, suggestion, pain, cheerful, fair, good looking , generous, successful, patient, proud, brain, feel like.
B. Learn to use the following phrases:
Feel like, lie down
2. Be able to skillfully use who and whose, one and ones.
3.Read and learn to comprehend the poems.
4.Important and difficult points:
1)Phrases 2)Understanding of the poems
6.Teaching Methods:
1) Listening, speaking and writing.
2)Watch and say
3)Pair / group work
7.Teaching aids: Multi-media, a tape recorder
8.Teaching Periods: 9
The first period
Teaching Procedures
Step1 Greetings and revision
1. Teacher greets the class in the usual way.
2. Check the assignment for the last lesson.
Step 2 Lead-in.
1. Do you like poems
2. What is your favourite poems
3. Why do you like it
4.Can you write poems
5.Would you try to write any
Step 3 Look at the pictures and talk about those pictures from the poems. Know sth about he author of the first poem.
The author has written more than twenty-five books, for both adults and children, and the winner of awards including an Arts Council Writers' Award, the Geoffrey Faber Memorial Prize, the Hawthornden Prize, the Alice Hunt Bartlett Award and (jointly) the Heinemann Award. After a scholarship to Oxford, he worked as a lecturer in Canada, then returned to England and a position in the Poetry Society. He is currently a full-time writer.
Some questions about the author.
How many book have the writer written
What did he work as in Canada
What is he now
Step 4 Get some general idea about the content.
A What do you know about…
1. The poem “Some Days” Will probably describe some days in our lives are ______.
A. exciting B. uninteresting
C. busy D. lazy
2. The speaker in the poem is probably a _____.
A. man B. woman
C. boy D. girl
3. The poem “Never a dull moment” will probably describe the poet’s ____ as always exciting.
A. house B. school C. life D. town
4. A ____ is probably speaking in the poem.
A. dog B. baby C. woman D. child
5. The two poems are probably very _________each other.
A. similar to B. different from
Step 6 Learn some new words.
1.terribly: Very
假如我让你失望了十分对不起。
Eg: I am terribly sorry if I made you upset.
我很担心你。I have been terribly worried about you.
2.all right: good; yes; I agree
Eg: Can you help me to carry my bags
All right!
3.mile
英里A measurement of distance (距离的计量单位)
我家离学校6英里远 My home is 6 miles away from the school.
走啊走,走了很远很 go miles and miles
Step 6: Read and explain the poem.
Today’s homework
1. Master the language point of this lesson and read the poem.
The Second &third Period
Teaching Procedures
Step1 : Greetings and revision
1. Teacher greets the class in the usual way.
2.Check the assignment for the last lesson.
Step2: Look at some pictures from “ Never a dull moment” and talk about the picture freely. Try to practice their oral enlgish.
Step3: Learn some new words for the second poem “ Never a dull moment.”
1.Keep lively 保持生机
keep+形容词 保持…
保持安静 Keep quiet
keep+doing. 继续做某事
他又继续工作了半天 He keep working for half a day.
2 run in rings:
绕圈跑run around in circles
Eg:小孩们正绕圈跑. The children are running in rings.
mess混乱,脏乱in a mess
一篇混乱,杂乱不堪
这个房间杂乱不堪.The room is in a mess.
3.mind介意mind+ sth
介意某物mind+ doing sth
介意做某事
你介意这个车吗 Do you mind the car
你介意把门关上吗 Do you mind opening the door
Step 3: Read the poem and explain the meaning of it to the students.
Never a dull moment
If you like to keep lively
If you hate being bored,
Just come down to our house
And knock on the door.
It’s the noisiest house
In the whole of our town
Doors are always slamming
And things falling down
My dad keeps shouting,
And my mum breaks things
The body will bite you
And our dog runs in rings
My sister cries
And my brother roars,
And my grandpa is stone deaf
(he always slams doors)
So come down to our house
You don’t need the address
You ‘ll hear it ten miles away
And the outside’s a mess
You won’t mind the racket
You’ll just love the din—
For there’s never a dull moment
In the house never we live in!
Step 4: After learning the second poem , try to make comparison about the difference to the students and answer some questions.
1.Who is speaking in the poem
a Is it a child or an adult
b Is it a male or a female
2.Who lives in the house Make a list of the family members in the house.
Eight characters live in the house: the speaker, his dad, mum, sister,
brother, grandfather, the baby and the dog.
3. The speaker in the poem says it is the noisiest house. Make a list of all the noisy words in the poems.
Example: knocking, slamming, falling down
Knock, slamming, falling down, shouting, breaks things, cries, roars, slams, racket, din.
4. How can a visitor find the speaker’s house
You can hear the noise from ten miles away and the outside is a mess.
5. Now you are the speaker in the poem. Look at the picture on page 73 and describe the action of each member of your family in short sentences.
Example: My sister is crying.
My dad is shouting loudly.My mum is breaking things.
The baby is playing.The brother is roaring.
My grandpa is slamming the door.The dog is running in rings.
6.What is the speaker doing the picture on page 73
He is looking around and watching what the others are doing. He is also scratching his head and smiling.
Homework: Do the exercise in workbook.
The fourth period: Consolidation:
Step 1: Go over the new words and phrases they have learned in the last lessons and try to make the students to remember them.
Step 2: Do some exercise to consolidate the language points .
1.Fill in the blanks with proper words.
1 He lecture was so ________that many people fell asleep while he was talking.
2 The young teacher has many ways to make her class ___________.
3 Although Helen Keller was ____________, she learned to read and write.
4 He _________ the door and went out to show his anger.
5 I am __________sorry for not finishing the homework on time.
2: Find the meaning of the following words.
A B
1 miles a running in circles
2 terribly b active and happy
3 bored c very
4 all right d certainly, for sure
5 lively e measurement of distance
6 running rings f not interesting
3: Find the facts:
What’s the name of the boy in the poem (1)____________.
How many people were there in the boy’s house (2)____________.
How many things did the boy do
(3)____________________________________________________________________________.
(4) What did the boy listen to, read and write __________.
Who did the boy talk to (5) _____________.
How far did the boy walk (6) ________________.
Why did the boy do so many different things
(7)_________________________________________.
Did the time pass slowly or quickly for the boy (8)_______________.
4: Read and think:
1 .In what ways are the speakers of the two poems similar
Both of the speakers are young boys, and both poems are about the mood of the speakers’ homes.
2 In what ways are they different
In the first poem, the speaker is very bored and talks about himself only, while in the second one, the speaker describes a very lively home and family.
3 In what ways are the two houses different
The speaker in the first poem doesn’t mention other family members, so we come to know that he is lonely and the house is quiet. The second poem uses a lot of noisy words and described all the family members. We get to know that the house is chaotic and busy.
4 Choose the words below to describe “ Never a dull moment” and “Some days”
Some Days: peaceful, quiet, sad, serious, slow.
Never a dull moment: cheerful, fast, funny, lively, pleasant.
Step 4:
Conclusion and check those answers with the students.
The fifth period Listening
Main Points: Practice listening to test your memory
Teaching Procedures
Step1 Greetings and revision
1.Teacher greets the class in the usual way.
2.Check the assignment for the last lesson.
1.terribly: Very
假如我让你失望了十分对不起。
Eg: I am terribly sorry if I made you upset.
我很担心你。I have been terribly worried about you.
2.all right: good; yes; I agree
Eg: Can you help me to carry my bags
All right!
3.mile
英里A measurement of distance (距离的计量单位)
我家离学校6英里远 My home is 6 miles away from the school.
走啊走,走了很远很 go miles and miles
4.Keep lively 保持生机
keep+形容词 保持…
保持安静 Keep quiet
keep+doing. 继续做某事
他又继续工作了半天 He keep working for half a day.
5 run in rings:
绕圈跑run around in circles
Eg:小孩们正绕圈跑. The children are running in rings.
mess混乱,脏乱in a mess
一篇混乱,杂乱不堪
这个房间杂乱不堪.The room is in a mess.
6.mind介意mind+ sth
介意某物mind+ doing sth
介意做某事
你介意这个车吗 Do you mind the car
你介意把门关上吗 Do you mind opening the door
Step 2 Introduce the listening material we’ll listen to.
Correcting mistakes in a poem
Benny has written a poem about a typhoon, but he made some mistakes when he wrote it out. Listen. Benny is saying the correct words. Cross out the mistakes and write the correct words.
The signal is down
Although it’s just July.
A typhoon is coming.
It’s coming this way!
There are planes in the harbour,
Some blue and some brown,
But a typhoon is coming,
To blow them away.
There were people at work
And people at home.
Now the typhoon is here,
They’ve all gone away.
A waiter was holding
Ten plates on a table.
But the typhoon came slowly,
And blew them away.
There were houses in Shatin,
Just eating their sandwiches,
When the typhoon came in
And blew it away.
Now the typhoon has gone,
“Thank goodness!” we say,
And we won’t have another,
For many a week.
Step3: Check the answers with the students.
Homework: Do the exercise in workbook.
The sixth period Language
Main Points:
Be able to skillfully use the past continuous tense
Teaching Procedures:
Step1 Greetings and revision
1.Teacher greets the class in the usual way.
2.Check the assignment for the last lesson.
Step2: Using who and whose
Who 谁 Whose 谁的
你是谁 Who are you
这是谁的书包 Whose bag is this
谁能帮助我 Who can help me
谁的花最漂亮 Whose flower is the most beautiful
Using one and ones.
Example1:
S1 I’d like some chicken wings, please.
S2 Fresh or frozen
S1 Fresh ones, please.
Example2:
S1 I’d like a loaf of bread, please.
S2 Brown or white
S1 A brown/white one, please.
S1 I’d like some cups, please.
Example3:
S2 Plastic or paper
S1 Paper/plastic ones, please.
Example4:
S1 I’d like a bottle of cola, please.
S2 Small or big
S1 A small/big one, please.
Step 3 : Complete a conversation between Ann and her friend Pinky
Pinky Hello, Ann, this is Pinky. How was your weekend
Ann Fine. We had a family dinner.
Pinky (1)_______whole family
Ann Yes, all of (2)_____. We went to (3)__________
favorite restaurant, the Golden Crab.
Pinky Really It’s (4)______,too.
Ann The food was good as usually, but we started
dinner late. My brother (5)_____ car broke down,
and he and Jennifer arrived after nine.
(6)______were all very hungry by then.
Pinky Wasn’t (7)______ car a new(8)______ How did
(9)______break down
Ann I don’t know. Paul says that new cars are not as
good as old (10)______. He says (11)_____
engines are not as good.
Pinky By the way, Ann, can you do me a favor
(12)______typewriter is broken. Can I borrow
(13)______for a few days
Ann Sorry, Pinky, but I’ve lent (14)_____to Nancy.
Why don’t you ask Emily I’m sure she will
lend you (15)______.
Step 4: Conclusion.
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Chapter 6 Poems about life
Chapter topic: overview
The topic of this chapter is poems about life. The Reading section consists of two poems about dull and exciting moments in our lives.
The Listening section features a proofreading task of a poem about typhoon. The Language section focuses on using who and whose to talk about family members, and one and ones to replace countable nouns. In the Speaking section, the main task is practicing patterns for making and responding to suggestions. The Writing section contains a guided task in which students must write a poem abut their class.
The cartoon
In the cartoon, the two characters introduce thee topic of poetry by saying two simple poems abut their names. Point out to students that the words at the end of the lines rhyme with each other.
Pre-chapter activities
1. This chapter introduces poems to students. A poem is expressive language written in verse form ( arranged in lines ) . Each word is carefully chosen, so it is also an economical way to express ideas.
2. A lot of poems use rhyme. When two words rhyme, their sounds are very similar. Write the following words on cards and shuffle them.
● talk, chalk, fork, pork, walk, hawk
● bed, dead, head, speed, weed
● feed, deed, need, speed, weed
● write, night, fight, might, tight, bite
● you, blue, do , grew, through, who, too
● sit, fit, hit
● neat, eat, feet
3. Divide students into groups. Ask each group to find all the rhyming words on the cards. For each word that is correct, one mark will be given to the group. One mark will be deducted for each wrong word chosen.
4. Tell students that when we read a poem, we usually read through it once quickly to a feel for its sound. Then we go back and reread the poem to get a closer understanding of what the poem is trying to say.
5. Poems use many other techniques besides rhythm. Sometimes a word, a phrase or a sound will be repeated throughout the poem. Tell students to look for any patterns or special features of language when they read a poem.
Reading
A Look and think
1.Ask students to work in pairs and find clues from each picture to answer the questions. This exercise helps students establish the point of view of each poem.
2. Students will find that the word probably appears in all the questions. Tell them it means that we are not absolutely sure about something, but we think that it is highly likely. In this exercise, the students can pick up hints and clues from the pictures before reading the poems themselves.
Reading passage
Some days / Never a dull moment
These are two poems about dull and exciting moments in our lives.
Synopsis:
P1-3: In “ Some days” , the speaker expresses the feeling that some days are very boring. He tells us that, despite trying many activities, he found nothing interesting to do all day.
P4-9: In “ Never a dull moment”, the speaker describes his house and family members. They all like to make a lot of noise and everything in the house is a mess. Yet because of the noise and the interesting characteristics of each of the family members, the house is always very lively and the speaker never gets bored.
Notes:
In a poem, each paragraph is called a stanza or a verse. For “Some days” there are three stanzas in the poem. For “Never a dull moment”, there are six stanzas altogether in the poem.
Vocabulary:
1.all right: good; yes; I agree
eg: Can you help me to carry my bags
All right!
2.din:loud noise
Eg: I hate the din in restaurants on Sunday.
They tried to make themselves heard over
the din of the crowd.
3. dull (adj.): not interesting
Eg: The class was so dull that Tom fell asleep
4. lively(adj.): full of life
Eg: Every teacher wants to be in a lively class
where students are happy to ask and answer
questions.
5. mile: measurement of distance
Eg: After waking two miles, I was tired.
6. racket: loud noise
Eg: There’s always such a racket from the outside and I can’t sleep well at night.
7. run rings: run around in circles
Eg: When I came home, the children were
running rings in the living room.
8. screamer: a person who often cries out loudly
Eg: My baby sister is a screamer. She shouts
and cries all day and night.
9. roar: make loud noise
Eg: Day and night heavy trucks roared past
their houses.
10. slam (v.): close something loudly and
forcefully.
Eg: She is slamming the door again. She never
closes it quietly.
Please don’t slam the door.
11. stone deaf: completely unable to hear
Eg: Even if you speak loudly to Mr Li, he can
not hear you because he is stone dear.
12. grateful: warm feeling to thank sb who helps you
Eg: I was grateful to Jim for his kindness.
13. terribly: very
Eg: I am terribly sorry if I made you upset.
I have been terribly worried about you.
1. Tom is _______(非常的) sick and we should call a doctor.
2. Doctor Li made a long _____ (无聊的)speech and every got bored.
3. Mr Liang is good at making his class _____(活泼的)and interesting.
4. Peter _______(猛的关门）the door and went out.
5. My aunt is such a ________ (尖声大叫的人）
Fill in the sentences with proper words
6.She is ______ (完全聋的). But she is a greater writer.
7.The farmer was very ______(感激的) to the
Soldier who saved his life.
8.I can’t bear the ______ (巨大噪音)from the factory at night.
9.The kids were so happy and they were___________(绕圈跑).
B: Find the meanings
Ask students to search the two poems for the words and, from their contexts, find their meanings. The numbers given in brackets refer to the verses where the words can be found.
C: Find the facts
Ask students to do Exercise C1, C2 and C3.
D: Read and think
Students can work in groups to find out the answers.
Listening
Correcting mistakes in a poem
1. Students mist listen and correct the mistakes . Note that they can use the rhymes to help them: the words at the end of the second and fourth lines in each verse should rhyme, and this signals to them where some of the mistakes can be found.
2. You will probably need to replay the recording two or three times before students notice and correct all the mistakes. Afterwards, when students have corrected all the errors, you could ask them to write out the final version of the poem ( as a handwriting exercise, if you wish ) and them use it for choral speaking or reading aloud practice.
Language
A Using who and whose
1. When we talk about family members, we often use the pronoun who and the possessive pronoun whose.
2. Look at the family tree in Exercise A. A family tree is a diagram that shows the relationships within a family. Note that the heart means is married to.
3. Ask students to follow the examples and complete the exercise.
B Using one and ones
We can use one instead of singular countable nouns, and ones instead of plural nouns.
Ask students to do Exercise B1, B2
Speaking
A Talk time
Saying you are concerned; making , accepting, and rejecting a suggestion
What’s the matter
I’m afraid …
Why don’t we …
Let’s …
B: Speak up
There are no definite answers to Exercise B1 and B2.
Writing
A poem about your class
Before doing Exercises A and B, reread the poem “ Never a dull moment”. This time, make sure students notice the rhythm as well as the rhyme scheme. Tell students their poem, the rhythm is steady and that the last word of the second line rhymes with the last word of the fourth line.
More practice
1. Ask students to read the two poems in Chapter 6 again, with feeling. Tell them that they should pay special attention to rhyme.
2. Exercise A is about revising the poem “Some days”. Remind students that there is a clear pattern in the poem. Ask them to use the pattern of the poem and rewrite it by replacing the word boring with interesting. Call on one or two students to read their new poems.
3. Ask students to read the rhyme in Exercise B. Complete the rhyme in pairs and call on one or two students to read their new rhyme.
4. Tell students that they can do Exercise C after class, in pairs or groups. They can use the clues in the rubric and the pictures.
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