人教版高二英语选修6Unit 2 Poems 教案

Unit
2
Poems
Ⅰ.
单元教学目标
技能目标Skill
Goals▲Talk
about
different
types
of
poems▲Talk
about
rhyme
and
rhythm
▲Practice
writing
simple
poems▲Learn
to
use
the
subjunctive
mood▲Talk
about
intentions
and
plans
Ⅱ.
目标语言
功
能
句
式
Talk
about
intentions:I’m
not
going
to
...I
plan
to
...How
are
you
going
to...?I’ll
...I’m
looking
forward
to
...
词
汇
1．
四会词汇poem,
recite,
aspect,
convey,
nursery,
rhyme,
diamond,
cottage,
balloon,
sparrow,
tease,
salty,
endless,
translate,
branch,
transform,
joy,
anger,
sorrow,
ending,
compass,
pattern,
sunlight,
darkness,
warmth,
underline,
inspire2．
认读词汇poetry,
emotion,
rhythm,
rhythmic,
repetition,
mockingbird,
brass,
billy
goat,
coffin,
cinquain,
droop,
dread,
haiku,
syllable,
brimful,
translation,
await,
revolve,
utter3．
词组take
it
easy,
run
out
of,
make
up
of,
nursery
rhyme
语法
Subjunctive
Mood
(2)If
I
had
done
...,
I
would
have
done
...
重点句子
1.
Some
poems
tell
a
story
or
describe
some-thing
in
a
way
that
will
give
the
reader
a
strong
impression.
Others
try
to
convey
certain
emotions.
P102.
By
playing
with
the
words
in
nursery
rhymes,
children
learn
about
language.
P103.
It
is
not
a
traditional
form
of
English
poetry
but
it
is
very
popular
with
English
speakers.
P114.
Although
the
future
may
be
difficult
for
you,
whenever
you
need
warmth
and
love,
remember
I’ll
have
some
to
give
you.
P15
Ⅲ.
教材分析与教材重组
1.
教材分析
本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。
1.1
Warming
Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。
1.2
Pre-reading
部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。
1.3
Reading部分是一篇介绍诗歌基础知识的文章。文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。
1.4
Comprehending
部分根据阅读内容设置了三个习题。第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。
1.5
Learning
about
Language分words
and
expressions和structures两部分。第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。
1.6
Using
Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss
Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。
1.7
SUMMING
UP部分对本单元所学知识进行归纳、总结、评估。
1.8
LEARNING
TIP
部分介绍了一种通过阅读、写作和吟诵诗歌学习语言的方法。
2.
教材重组
2.1
将课本Warming
Up,
Pre-reading,
Reading,
Comprehending和练习册READING
TASK部分整合成一节“阅读课”。
2.2将课本Using
Language中Writing,
reading
and
discussing部分与练习册TALKING，SPEAKING
TASK部分整合成一节“口语课”。
2.3将课本Writing部分与练习册WRITING
TASK,
PROJECT部分整合成一节“写作课”。
2.4将课本Using
Language中Listening
and
discussing部分与练习册LISTENING,
LISTENING
TASK部分整合成一节“听力课”。
2.5将课本Learning
about
Language部分与练习册USING
WORDS
AND
EXPRESSIONS,以及USING
STRUCTURES部分整合成一节“语言知识课”。
3.
课型设计与课时分配
1st
Period
Reading
2nd
Period
Speaking
3rd
Period
Writing
4th
Period
Listening
5th
Period
Language
Study
Ⅳ.
分课时教案
The
First
Period
Reading
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
poem,
recite,
aspect,
rhyme,
rhythm,
nursery
rhyme,
diamond,
endless,
branch,
translation,
transform,
joy,
anger,
make
up
of
b.
重点句式
Some
poems
tell
a
story
or
...
Others
...
P10
They
delight
small
children
because
...
P10
2.
Ability
goals
能力目标
Enable
the
students
to
know
more
about
the
poems,
including
the
reason
why
people
write
poems
and
the
simple
types
of
poems.
3.
Learning
ability
goals
学能目标
Enable
the
students
to
learn
more
about
poems.
Teaching
important
&
difficult
points
教学重难点
The
forms
of
poems.
Teaching
methods
教学方法
Discussion.
Teaching
aids
教具准备
A
computer
and
a
projector.
Teaching
procedures
&
ways
教学过程与方式
Step
Ⅰ
Revision
Talk
about
poems
or
songs
the
students
learned
before.
First,
show
the
following
to
the
students.
(If
possible,
present
them
in
audio-visual
form.)
夜雪
已讶衾枕冷，
复见窗户明。
夜深知雪重，
时闻折竹声。
——李白
有的人活着
他已经死了；
有的人死了
他还活着。
有的人
骑在人民头上：
“呵，我多伟大！”
Because
I
Could
Not
Stop
for
Death
Because
I
could
not
stop
for
death,
He
kindly
stopped
for
me;
The
carriage
held
but
just
ourselves
And
Immortality.
T:
Who
are
the
people
in
the
pictures?
S:
Li
Bai,
Zang
Kejia
and
Emily
Dickinson.
T:
They
are
all
famous
poets
in
history.
And
they
all
wrote
great
poems.
Do
you
know
what
poems
are?
S:
Words
and
their
sounds
organized
in
a
special
way
to
express
emotions.
T:
Poems
are
a
kind
of
literature.
Chinese
has
a
long
history
of
writing
poems.
People
who
write
poems
are
poets.
(Write
down
the
word
if
necessary.)
Do
you
know
some
poets
in
China
or
in
other
countries?
S:
In
China,
we
have
many
famous
poets
in
history.
Such
as
Qu
Yuan,
Cao
Zhi,
Bai
Juyi,
Li
Bai,
Meng
Haoran,
Du
Fu,
Fan
Zhongyan,
Guo
Moruo,
Mao
Zedong,
and
so
on.
In
foreign
countries,
there
are
also
many
well-known
poets,
such
as
Yeats,
Byron,
Shelly
in
England;
Tagore
in
India;
Goethe
in
Germany;
Emerson
in
America,
etc.
T:
Do
you
still
remember
some
of
the
poems
or
songs
you
learned
before?
Sample
versions:
S1:
山要找鸟儿玩，鸟儿拒绝他。
山要找风儿聊天，风儿溜走了。
只留下山愣愣的站在那里。
S2:
从天上
掉下来
哗啦啦
吓跑路上行人
也叫车儿躲藏
云阿姨
为何事
伤心落泪
到我家
S3:
Do-re-mi
(Sound
of
Music)
Let’s
start
at
the
very
beginning
A
very
good
place
to
start
When
you
read
you
begin
with
A-B-C
When
you
sing
you
begin
with
do-re-mi
Do-re-mi
Do-re-mi
The
first
three
notes
just
happen
to
be
Do-re-mi
Do-re-mi
Do-re-mi-fa-so-la-ti
Oh,
let’s
see
if
I
can
make
it
easier
Doe,
a
deer,
a
female
deer
Ray,
a
drop
of
golden
sun
Me,
a
name
I
call
myself
Far,
a
long
long
way
to
run
Sew,
a
needle
pulling
thread
La,
a
note
to
follow
sew
Tea,
I
drink
with
jam
and
bread
That
will
bring
us
back
to
do
...
oh
oh
oh
Doe,
a
deer,
a
female
deer
Ray,
a
drop
of
golden
sun
Me,
a
name
I
call
myself
Far,
a
long
long
way
to
run
Sew,
a
needle
pulling
thread
La,
a
note
to
follow
sew
Tea,
I
drink
with
jam
and
bread
That
will
bring
us
back
to
do
Doe,
a
deer,
a
female
deer
Ray,
a
drop
of
golden
sun
Me,
a
name
I
call
myself
Far,
a
long
long
way
to
run
Sew,
a
needle
pulling
thread
La,
a
note
to
follow
sew
Tea,
I
drink
with
jam
and
bread
That
will
bring
us
back
to
do
Do
re
mi
fa
so
la
ti
do,
so
do
S4:
Happy
and
You
Know
It
If
you’re
happy
and
you
know
it,
clap
your
hands
(clap
clap)
If
you’re
happy
and
you
know
it,
clap
your
hands
(clap
clap)
If
you’re
happy
and
you
know
it,
then
your
face
will
surely
show
it
If
you’re
happy
and
you
know
it,
clap
your
hands.
(clap
clap)
If
you’re
happy
and
you
know
it,
stomp
your
feet
(stomp
stomp)
If
you’re
happy
and
you
know
it,
stomp
your
feet
(stomp
stomp)
If
you’re
happy
and
you
know
it,
then
your
face
will
surely
show
it
If
you’re
happy
and
you
know
it,
stomp
your
feet.
(stomp
stomp)
If
you’re
happy
and
you
know
it,
shout
“Hurray!”
(hoo-ray!)
If
you’re
happy
and
you
know
it,
shout
“Hurray!”
(hoo-ray!)
If
you’re
happy
and
you
know
it,
then
your
face
will
surely
show
it
If
you’re
happy
and
you
know
it,
shout
“Hurray!”
(hoo-ray!)
If
you’re
happy
and
you
know
it,
do
all
three
(clap-clap,
stomp-stomp,
hoo-ray!)
If
you’re
happy
and
you
know
it,
do
all
three
(clap-clap,
stomp-stomp,
hoo-ray!)
If
you’re
happy
and
you
know
it,
then
your
face
will
surely
show
it
If
you’re
happy
and
you
know
it,
do
all
three.
(clap-clap,
stomp-stomp,
hoo-ray!)
Talk
about
why
people
write
poems
with
the
students.
T:
There
are
many
reasons
why
people
write
poems.
Some
want
to
pass
on
some
information,
some
tell
a
story,
some
express
feeling
of
love,
anger,
joy,
etc.
We’ve
learned
a
lot
of
poems
before,
especially
in
Chinese.
But
what
are
the
reasons
why
people
write
poems?
Work
in
groups
and
list
some.
Sample
answers:
People
write
poems:
to
express
one’s
hopes
and
intentions;
to
call
up
people
to
do
something;
to
practice
writing;
to
pour
out
one’s
feelings;
to
show
dissatisfaction
or
praise
...
Step
Ⅱ
Lead-in
Task
1:
Talk
about
the
kinds
of
poems.
T:
People
in
different
countries
make
different
kinds
of
poems.
For
example,
in
some
western
countries,
there
are
epics,
sonnets
and
so
on;
in
Japan,
there
is
haiku.
Can
you
give
examples
of
poems
of
different
kinds
both
in
Chinese
and
English
you
like
best?
Why?
Sample
answers:
S1:
A
Chinese
poem:
杜甫《春望》
国破山河在，城春草木深，感时花溅泪，恨别鸟惊心。烽火连三月，家书抵万金。白头搔更短，浑欲不胜簪。（I
like
the
poem
because
it
shows
people’s
miserable
life
because
of
war.）
S2:
A
Chinese
poem:
王昌龄《从军行》
青海长云暗雪山，孤城遥望玉门关。黄沙百战穿金甲，不破楼兰终不还。（I
like
the
poem
because
it
shows
the
determination
to
defend
the
motherland.）
S3:
An
English
poem:
Dare
to
Believe
Everybody
Knows:
You
can’t
be
all
things
to
all
people.
You
can’t
do
all
things
at
once.
You
can’t
do
all
things
equally
well.
You
can’t
do
all
things
better
than
everyone
else.
Your
humanity
is
showing
just
like
everyone
else’s.
So:
You
have
to
find
out
who
you
are,
and
be
that.
You
have
to
decide
what
comes
first,
and
do
that.
You
have
to
discover
your
strengths,
and
use
them.
You
have
to
learn
not
to
compete
with
others,
Because
no
one
else
is
in
the
contest
of
being
you
.
Then:
You
will
have
learned
to
accept
your
own
uniqueness.
You
will
have
learned
to
set
priorities
and
make
decisions.
You
will
have
learned
to
live
with
your
limitations.
You
will
have
learned
to
give
yourself
the
respect
that
is
due.
And
you’ll
be
a
most
vital
mortal.
Dare
To
Believe:
That
you
are
a
wonderful,
unique
person.
That
you
are
a
once-in-all-history
event.
That
it’s
more
than
a
right,
it’s
your
duty,
to
be
who
you
are.
That
life
is
not
a
problem
to
solve,
but
a
gift
to
cherish.
And
you’ll
be
able
to
stay
one
up
on
what
used
to
get
you
down.
(Because
it
makes
me
know
myself
well
and
feel
confident.)
Task
2:
Ask
the
students
to
skim
the
poems
in
the
Reading.
Then
tick
the
box.
T:
Poems
are
mostly
written
to
show
people’s
emotions,
as
we
know.
In
Chinese,
we
have
“诗言志”，“诗言情”，“诗歌合为事而作”.
That
is,
people
write
poems
for
different
reasons,
then
we
have
different
kinds
of
poems.
Next
please
go
over
quickly
the
poems
in
the
Reading
part.
And
then
tick
the
correct
box
/
boxes
for
each
question.
Sample
answers:
Which
poem
A
B
C
D
E
F
G
H
describes
a
person
√
tells
a
story
√
describes
an
aspect
of
a
season
√
√
√
is
about
sport
√
is
about
things
that
don’t
make
sense
√
is
recited
to
a
baby
√
describes
a
river
scene
has
rhyming
words
at
the
end
of
lines
√
√
repeats
words
or
phrases
√
√
Step
Ⅲ
Introduction
Task
1:
Ask
the
students
to
read
the
passage
quickly
and
fill
the
form
below.
T:
Poetry
is
a
great
form
of
literature.
There
are
different
kinds
of
rules
for
poems,
so
the
forms
of
poems
are
quite
different
from
country
to
country.
The
passage
in
Reading
will
tell
us
something
about
forms
of
English
poems.
Now
read
and
find
out
the
information
to
complete
the
following
form.
Show
the
following.
Forms
of
poems
Features
Sample
answers:
Forms
of
poems
Features
Nursery
rhymes
strong
rhythm
and
rhyme,
a
lot
of
repetition,
easy
to
learn
and
to
recite
List
poems
repeated
phrases
and
some
rhyme
Cinquain
made
up
of
five
lines,
convey
a
strong
picture
in
just
a
few
words
Haiku
give
a
clear
picture
and
create
a
special
feeling
in
just
a
few
words
Tang
poems
Task
2:
Ask
the
students
to
listen
to
the
recording
of
the
passage
and
try
clapping
the
beats.
Task
3:
Comprehending:
Ask
the
students
to
answer
the
questions
following
the
text.
T:
Which
poem
do
you
like
best?
And
why?
S1:
I
like
the
first
one
best.
It
has
strong
rhythm
and
reads
easily.
S2:
I
like
the
first
one
best,
too.
Because
it
is
fun
to
read.
S3:
I
like
the
second
one
best.
It
has
repeated
phrases
and
strong
rhythm.
S4:
I
prefer
the
poem
F.
It
is
very
simple
and
easy
to
recite.
...
Sample
answers
to
the
rest
questions:
（由于教材内容不全，本部分未给出全部答案。）
1.
(1)
The
main
topic
of
the
reading
passage:
different
forms
of
English
poems
(2)
Five
kinds
of
poems
are:
nursery
rhymes;
list
poems;
cinquain;
haiku;
Tang
poems.
(3)
Poem
A
has
a
strong
rhythm.
Poems
A
and
B
have
rhyming
lines.
(4)
Poem
F
gives
a
clear
picture
in
the
mind.
3.
(1)
If
the
mirror
gets
broken,
the
baby’s
father
will
buy
a
billy-goat
instead.
(2)
If
the
goat
runs
away,
the
baby’s
father
will
buy
another
goat.
(3)
The
speaker
is
writing
about
football.
(4)
No,
his
or
her
team
didn’t
win.
(5)
The
players
didn’t
win
because:
Jack
didn’t
score
that
goal;
they
didn’t
have
enough
time;
they
hadn’t
train
hard...
(6)
The
speaker
doesn’t
really
believe
his
or
her
own
excuses,
because
there
has
too
many
ifs...
(7)
Yes.
I
always
give
excuses
when
I
don’t
win
or
do
something.
/
No.
I’ve
never
given
any
excuses
when
I
don’t
win
or
do
something.
(8)
The
poem
tells
a
story
about
a
woman
who
was
waiting
on
the
mountain
top
for
her
husband.
The
story
goes
like
this:
A
loyal
wife
kept
standing
on
a
mountain
top
waiting
for
her
husband’s
coming
back.
Year
after
year,
the
wife
became
a
stone
which
looks
like
a
woman
watching
into
far
distance.
(9)
The
woman
has
the
feelings
of:
loneliness:
she
was
alone
watching
her
husband
on
the
mountain
top.
love:
she
waited
year
after
year
despite
wind
and
rain.
trust:
she
believed
her
husband
would
come
back
one
day.
sorrow:
year
after
year,
she
waited
and
waited
without
seeing
any
hope
of
her
husband’s
coming
back,
she
was
very
sad.
Task
4:
Ask
the
students
to
know
something
about
poems.
T:
As
we
know,
most
poems
have
strong
rhythms
or
rhyming
lines.
But
what
are
rhyme
and
rhythm?
Sample
answers:
A
rhyme
is
a
repetition
of
identical
or
similar
sounds
in
two
or
more
different
words
and
is
most
often
used
in
poetry.
The
term
usually
refers
to
the
repetition
of
sounds
at
the
end
of
rhymed
words.
If
two
words
or
lines
of
poetry
rhyme,
they
end
with
the
same
sound,
for
example
“hop”
and
“pop”.
A
rhythm
is
a
regular
repeated
pattern
of
sounds
or
movements.
T:
Next
try
to
define
the
words
“cinquain”
and
“haiku”.
Sample
answers:
cinquain:
A
short
poem
consisting
of
five
lines
arranged
in
the
following
structure:
line
one
states
a
subject
in
one
word,
line
two
describes
the
subject
in
two
words,
line
three
describes
an
action
about
the
subject
in
three
words,
line
four
expresses
an
emotion
about
the
subject
in
four
words
(or
describes
the
subject
again
in
two
words),
line
five
restates
the
subject
in
another
single
word.
haiku:
A
Japanese
poem
composed
of
three
unrhymed
lines
of
five,
seven,
and
five
syllables.
Haiku
often
reflects
some
aspects
of
nature.
Task
5:
Ask
the
students
to
read
the
poems
on
page
52
in
the
workbook.
Then
answer
the
questions
followed.
(Encourage
the
students
to
comprehend
the
poems
on
their
own.)
T:
We’ve
known
some
simpler
forms
of
English
poems
by
now.
Next,
please
read
the
poems
in
the
workbook.
First,
get
the
main
idea
of
each
poem.
Then
complete
the
following
form.
Show
the
following.
A
B
C
D
E
Number
of
lines
Number
of
syllables
Rhythm
Rhyme
Repetition
Certain
part
of
speech
Sample
answers:
A
B
C
D
E
Number
of
lines
4
8
10
5
3
Number
of
syllables
22
17
Rhythm
strong
Rhythm
strong
Repetition
a
lot
of
repetition
Certain
part
of
speech
adjectives
Then
ask
the
students
to
answer
the
first
question
on
page
53
in
the
workbook.
T:
What
does
each
poem
make
you
feel
or
think
about?
Sample
answers:
S1:
The
first
poem
makes
me
think
of
such
a
picture
in
which
a
poet
wakes
up
in
a
very
bright
spring
morning
with
birds
singing
in
the
trees.
But
the
beautiful
morning
reminds
the
poet
of
the
blossoms
which
might
have
been
broken
by
the
night
storm.
S2:
The
second
poem
makes
me
think
of
the
following
things:
a
cat
eating
fish;
a
hungry
boy
making
a
wish;
a
boy
running
to
the
end
of
the
road;
a
driver
taking
the
next
turn;
a
young
man
who
loves
sea;
a
beautiful
girl
looking
at
the
poet;
a
seal
diving
into
the
sea;
the
poet
falling
into
sleep.
S3:
The
third
poem
makes
me
feel
the
passion
between
lovers.
S4:
The
fourth
poem
makes
me
think
of
a
beautiful
sunshine
day
and
a
lovely
pair
singing
cheerfully
and
calmly.
The
atmosphere
makes
me
feel
happy
and
relaxed.
S5:
The
fifth
poem
makes
me
think
of
my
father
or
an
old
man.
Step
Ⅳ
Homework
1.
Ask
the
students
to
collect
at
least
five
English
poems
with
different
forms.
2.
Ask
the
students
to
do
Exercise
1
in
Learning
about
Language
on
page
12.
The
Second
Period
Speaking
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
pattern,
sunlight,
darkness,
warmth,
thread
b.
交际用语
Do
you
enjoy
...
P49
Do
you
think
...
P49
What
did
it
make
you
feel
or
...
P14
2.
Ability
goals
能力目标
Enable
the
students
to
talk
about
poems.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
talk
about
poems.
Teaching
important
&
difficult
points教学重难点
How
to
talk
about
poems.
Teaching
methods
教学方法
Discussion.
Teaching
aids
教具准备
A
tape
recorder.
Teaching
procedures
&
ways
教学过程与方式
Step
ⅠRevision
and
Lead-in
Ask
the
students
to
read
the
words
aloud.
Then
ask
them
to
explain
why
“rhyming”
can
make
vocabulary
easy?
T:
Poems
are
often
short,
personal
and
not
easy
to
understand
but
reading
them
is
a
very
good
way
to
learn
language.
For
example,
words
that
rhyme
makes
vocabulary
easy
to
remember.
Now
look
at
Exercise
1
on
page
12.
Let’s
see
how
easy
it
is
to
remember
rhymed
words.
First,
look
at
the
example
words
that
rhyme
each
other.
Read
aloud
the
words
and
try
to
explain
why
“rhyming”
can
make
vocabulary
easy?
S:
(After
reading)
Words
that
rhyme
have
the
same
or
similar
sound
and
their
spelling
forms
may
be
quite
similar,
so
it
can
be
easy
to
learn.
Ask
the
students
to
show
their
work.
T:
Well.
Read
out
the
words
you’ve
found
for
the
given
words.
Ask
the
students
to
answer
the
questions
in
TALKING
on
page
49
in
the
workbook.
T:
We
can
see
from
the
above
that
words
become
much
easier
to
remember.
So
learning
by
reading
poems
can
be
a
good
way.
Do
you
enjoy
listening
to
poetry
or
reading
it?
S1:
Yes.
I
enjoy
reading
it
very
much.
And
I
sometimes
write
a
few.
I
practice
my
language
in
this
way.
S2:
I
enjoy
listening
to
poetry.
It’s
like
listening
to
music.
I
often
listen
to
Li
Moran
on
CCTV
reading
Chinese
poems.
His
voice
often
makes
me
feel
inspired
and
excited.
S3:
I
don’t
like
reading
or
listening
to
poetry
at
all.
I
think
poems
are
often
dull,
meaningless
and
artificial.
S4:
I
don’t
like
poems,
either.
Because
poems
are
sometimes
difficult
to
understand.
Readers
can’t
understand
the
poet
completely
because
of
different
situations
and
moods.
Just
think
when
the
others
are
happy
and
you
read
a
sad
poem
to
them,
how
will
the
others
respond?
S5:
I
don’t
like
poems.
Poetry’s
rubbish
if
you
ask
me.
T:
Do
you
enjoy
writing
it?
S6:
Yes.
But
not
often.
I
always
find
it
difficult
to
find
the
right
words
to
show
my
feelings.
I
just
write
down
whatever
comes
into
my
head.
S7:
No,
never.
Writing
poems
is
nothing
different
from
killing
myself.
S8:
Yes.
Sometimes
when
I
am
alone
or
not
in
a
good
mood.
I
found
right
words
just
come
spilling
out.
You
just
have
to
make
it
sound
right.
S9:
Yes.
I
like
how
poetry
lets
you
experiment.
I
like
playing
with
words
and
sentences
and
lines.
Step
ⅡListening
and
Speaking
Task
1:
Ask
the
students
to
listen
to
the
poem
“I’ve
saved
the
summer”.
And
then
answer
the
questions
in
Exercise
1.
T:
Next
we’ll
listen
to
a
poem
“I’ve
saved
the
summer”.
What
does
the
title
make
you
feel
or
think
of?
S1:
It
makes
me
think
of
something
regretful.
S2:
It
makes
me
feel
hopeful
and
look
back
to
the
happy
days
in
the
summer.
T:
Well.
Let’s
listen
and
find
out
what
the
poem
tells
us.
After
listening,
ask
the
students
to
answer
the
questions.
Sample
answers:
S1:
I
think
the
speaker
in
the
poem
is
more
likely
to
be
a
parent.
Because
the
writer
shows
his
great
love
to
his
son
in
the
poem.
S2:
Yes.
The
poem
has
a
rhythmic
pattern.
S3:
Yes.
The
poem
has
rhyming
words.
S4:
Yes.
When
I
was
listening
to
the
poem,
I
felt
great
love
in
it
and
thought
of
someone
who
recalled
the
past
happy
moment.
Ask
the
students
to
read
the
poem
after
the
recording
and
circle
the
words
that
rhyme
in
the
poem.
T:
Rod
McKuen
is
an
American
poet,
singer,
songwriter
and
musician.
“I’ve
saved
the
summer”
is
his
last
work.
McKuen
himself
took
it
as
a
lullaby
that
a
father
might
sing
to
his
growing
son.
Now
read
after
the
recording
and
circle
the
words
that
rhyme.
Sample
answers:
Words
that
rhyme:
you,
new;
need,
feed;
nineteen,
mean;
way,
day;
own,
own
Task
2:
Ask
the
students
to
discuss
about
the
poem.
T:
Now
work
in
groups
and
discuss
the
questions
on
page
15.
Sample
answers:
S1:
The
speaker
in
the
poem
is
a
parent.
He
/
She
is
speaking
to
his
/
her
son.
Reasons:
firstly,
the
parent
sends
his
/
her
son
warmth
of
the
summer;
secondly,
he
/
she
leads
the
son
to
brightness;
thirdly,
he
/
she
teaches
the
son
to
be
brave;
finally,
he
/
she
would
give
the
son
all
his
/
her
love
to
help
him
down
the
road.
All
these
show
the
great
and
selfless
love
of
a
parent.
S2:
I
think
the
second
statement
is
closest
in
meaning
to
the
speaker’s
message.
In
the
poem,
the
speaker
says
to
his
/
her
son
that
he
/
she
has
no
answers
to
help
him
on
the
way.
Instead,
the
son
should
find
the
answers
himself.
Step
Ⅲ
Discussing
Task
1:
Ask
the
students
to
think
about
the
kind
of
poem
they
would
write
/
translate.
T:
Suppose
you
want
to
write
or
translate
a
poem.
Now
think
about
the
kind
of
poem
you
would
like
to
write
or
translate.
Sample
answers:
Kinds
of
poems:
nursery
rhymes;
list
poems;
cinquain;
haiku;
Tang
poems
Task
2:
Ask
the
students
to
discuss
the
kind
of
poem
they
are
going
to
write
/
translate.
Sample
dialogue
1:
S1:
When
are
you
going
to
do
your
poetry
homework?
S2:
I’ll
have
a
go
in
the
evening.
S3:
What
kind
of
poem
are
you
planning
to
write?
S2:
I
think
I’ll
try
writing
some
nursery
poems.
S1:
What
are
you
going
to
write
about?
S2:
I’m
going
to
write
about
a
birthday.
S3:
What
are
you
going
to
do
yours
on?
S2:
I’m
going
to
see
if
I
can
use
my
computer.
Sample
dialogue
2:
S1:
When
are
you
going
to
do
your
poetry
homework?
S2:
I’ll
do
it
at
this
weekend.
S3:
What
kind
of
poem
are
you
planning
to
write?
S2:
I
think
I’ll
try
writing
some
haiku
poems.
S1:
What
are
you
going
to
write
about?
S2:
I’m
going
to
write
about
trees.
S3:
What
are
you
going
to
do
yours
on?
S2:
I’m
going
to
see
if
I
can
use
my
computer.
Sample
dialogue
3:
S1:
When
are
you
going
to
do
your
poetry
homework?
S2:
I’ll
do
it
after
supper.
S3:
What
kind
of
poem
are
you
planning
to
translate?
S2:
I
think
I’ll
try
translating
some
Tang
poems.
S1:
Whose
poems
are
you
going
to
translate?
S2:
I’m
going
to
translate
He
Zhizhang’s
poems.
S3:
What
are
you
going
to
do
yours
on?
S2:
I’m
going
to
see
if
I
can
use
my
computer.
Step
Ⅳ
Homework
Ask
the
students
to
write
/
translate
the
poems
they
talked
about
in
the
class.
The
Third
Period
Writing
Teaching
goals
教学目标
1.
Target
language
目标语言
重点词汇和短语
load,
translate,
recite,
poster,
lyrics
2.
Ability
goals
能力目标
Enable
the
students
to
write
/
translate
simple
poems.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
write
/
translate
poems.
Teaching
important
&
difficult
points
教学重难点
How
to
write
or
translate
poems.
Teaching
methods
教学方法
Comparing.
Teaching
aids
教具准备
A
computer
and
some
slides.
Teaching
procedures
&
ways
教学过程与方式
Step
Ⅰ
Revision
Ask
the
students
to
show
their
work.
T:
Till
now,
we’ve
learnt
a
lot
about
poems,
including
forms,
characteristics,
etc.
As
for
poem
writing,
there
are
many
rules
and
regulations.
For
example,
some
poems
should
have
strong
rhythm
and
rhyming
lines,
some
should
have
certain
number
of
lines.
When
we
practice
writing
poems,
we
should
follow
these
rules.
Now
who’d
like
to
share
your
work?
Sample
poems
for
reference:
1.
(A
nursery
rhyme)
Five
Fat
Peas
Five
fat
peas
in
a
pea
pod
pressed
One
grew,
two
grew,
so
did
all
the
rest.
They
grew
and
grew
And
did
not
stop,
Until
one
day
The
pod
went
POP!
2.
(A
haiku
poem)
Trees
Green
every
spring
Bright
orange
in
autumn
Bare
in
winter
3.
(A
translation
of
a
Tang
poem)
Coming
Home
(by
He
Zhizhang)　
I
left
home
young
and
not
till
old
do
I
come
back,
My
accent
is
unchanged,
my
hair
no
longer
black.
The
children
don’t
know
me,
whom
I
meet
on
the
way,
“Where
do
you
come
from,
reverend
sir?”
they
smile
and
say.
Step
Ⅱ
Writing
Task
1:
Talk
with
the
students
about
how
to
write
list
poems.
T:
The
list
poem
(also
called
“catalog
poem”)
consists
of
an
itemization
of
things
or
events.
First
brainstorm
a
list
of
titles
/
topics
and
pick
a
favorite
one.
Then
list
ideas
and
descriptions.
For
example,
if
you
want
to
write
a
poem
about
thunderstorms,
you
might
start
by
writing
down
relevant
words,
and
then
choose
the
most
suitable
ones:
flash,
blowing,
rumble,
night,
deadly
and
rain,
perhaps.
Here’s
an
example
for
you.
Read
and
find
out
what
the
poem
tells
us.
Show
the
following.
A
Day
in
the
Barnyard
Farmers
cutting
grass
Tractors
in
the
fields
Farmers
planting
corn
Cows
eating
grass
Tractors
making
noises
Farmers
picking
weeds
Farmers
fixing
fences
Lawn
mowers
going
back
and
forth.
S:
The
above
poem
shows
us
a
picture
of
farmer’s
life.
T:
There
is
no
rhyme
lines
but
a
list
of
things
that
the
writer
has
seen
in
a
barnyard.
So
it’s
very
easy
to
make
one.
Now
look
at
Exercise
1
in
Writing
on
page
16.
Work
in
groups,
choose
one
topic
and
then
start
your
group
poem.
If
you
write
about
something
that
you
know
a
lot
about
you
will
be
more
likely
to
write
from
your
heart
and
it
will
be
a
very
interesting
story
because
it
has
come
from
your
heart.
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,
That
hinder
the
progress
of
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
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.
Sample
version
3:
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.
Task
2:
Ask
the
students
to
write
a
poem
that
starts
with
“I
feel
happy
when
...”
or
“Slowly”.
T:
Next,
we’ll
go
on
with
two
other
poems
that
start
with
“I
feel
happy
when
...”
or
“Slowly”.
For
the
second
topic,
you
should
make
sure
that
each
pair
of
lines
rhymes.
First
read
the
examples,
then
start
your
poems.
Sample
version
1:
I
feel
happy
when
The
moon
is
round,
Brothers
and
sisters
sitting
around,
Taste
the
moon
cake
and
the
joy
of
life.
I
feel
happy
when
My
work
is
done,
And
weariness
gone.
Everything
goes
smoothly.
I
feel
happy
when
You
sleep
soundly,
With
your
little
hand
round
my
neck.
Peace
and
love
full
of
the
room.
Sample
version
2:
Slowly
you
turn
up
in
my
dream,
Slowly
the
charming
face
fades
in
the
beam,
Slowly
a
car
moves
toward
the
east,
Slowly
ladies
and
gentlemen
joined
the
feast.
Slowly
the
sun
sets
in
and
ends
the
day,
Slowly
you
take
the
sleigh.
Slowly
I
got
up
silently,
Slowly
another
day
begins
carefully.
Step
Ⅲ
Homework
1.
Ask
the
students
to
do
the
exercises
in
Discovering
useful
structures
on
page
13.
2.
Ask
the
students
to
do
Listening
Task
in
the
workbook
on
page
53.
The
Fourth
Period
Listening
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
darkness,
warmth,
enter,
deadline
b.
交际用语
I
think…
I’ve
never…
2.
Ability
goals
能力目标
Enable
the
students
to
make
plans
for
writing
poems.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
talk
about
plans
for
writing
poems.
Teaching
important
&
difficult
points
教学重难点
How
to
talk
about
plans
for
writing
poems.
Teaching
methods
教学方法
Listening
and
discussion.
Teaching
aids
教具准备
A
computer
and
some
pictures.
Teaching
procedures
&
ways
教学过程与方式
Step
Ⅰ
Revision
and
Lead-in
Ask
the
students
to
show
their
work.
T:
Poem
writing
can
be
easy
and
fun.
Sometimes
we
needn’t
think
about
grammar
rules,
rhyme
or
anything.
Just
make
a
list
of
your
ideas
and
thoughts,
that’s
OK.
Now
let’s
see
how
you
have
your
poems
done.
Sample
versions
(to
Exercises
1
and
2):
1.
Our
second
football
match
We
won
in
the
second
match
Because
we
hadn’t
missed
any
chance,
Because
Ben
had
a
good
pass,
Because
we
had
thousands
more
fans
screaming,
Because
we
had
a
good
sleep
the
night
before,
Because
we
had
taken
it
seriously,
Because
we
had
endless
energy.
We
won,
Because
we’d
been
better!
2.
We
would
win
We
would
win
...
If
we
played
against
Team
Tiger
If
our
classmates
came
to
help
If
we
knew
their
style
of
playing
If
we
could
work
better
If
we
missed
no
goal
If
we
never
broke
the
rule
T:
When
we
practice
writing
poems,
remember
the
most
important
is
to
write
about
things
we
are
familiar
with.
Writing
poems
is
also
a
good
way
to
learn
vocabulary.
Next
we’ll
listen
to
some
others
talking
about
poetry.
Step
Ⅱ
Listening
Task
1:
(Workbook:
P48):
Ask
the
students
to
listen
to
the
recording
and
find
the
answers
to
the
exercises
on
page
48.
T:
The
teacher,
Mr
Tanner,
and
three
students,
Wu
Zhe,
Lily
and
Chelsea,
are
talking
about
how
they
feel
about
poems.
Now
listen
and
find
out.
Play
the
recording
three
times
and
then
check
the
answers
with
the
students.
Task
2:
(Textbook:
Exercises
1-2,
P15):
Ask
the
students
to
listen
to
Miss
Jiang,
a
teacher
discussing
about
a
poetry
competition
with
her
class
and
finish
the
exercises
1
and
2
on
page
15.
Check
the
answers
with
the
students.
Task
3:
(Textbook:
Exercise
3,
P15):
Ask
the
students
to
listen
to
and
read
after
the
recording.
Step
ⅢHomework
Ask
the
students
to
do
Exercise
2
on
page
12
in
the
textbook
and
Exercises
1,
2
and
3
on
pages
49
in
the
workbook.
The
Fifth
Period
Language
Study
Teaching
goals
教学目标
1.
Target
language
目标语言
重点词汇和短语
nursery,
rhythm,
recite,
run
out
of
2.
Ability
goals
能力目标
Enable
the
students
to
learn
to
use
the
subjunctive
mood.
3.
Learning
ability
goals
学能目标
Help
the
students
learn
how
to
use
the
subjunctive
mood.
Teaching
important
&
difficult
points
教学重难点
The
subjunctive
mood.
Teaching
methods
教学方法
Task-based
activities.
Teaching
aids
教具准备
A
computer
and
a
projector.
Teaching
procedures
&
ways
教学过程与方式
Step
ⅠGrammar
Focus
Talk
about
“subjunctive
mood”.
T:
During
the
previous
periods,
we
learned
a
lot
about
nursery
rhymes
for
which
we
practiced
a
lot
on
the
“if
I
...”
pattern.
The
“If
I
...”
poem
works
so
well
because
it
allows
you
to
follow
one
of
the
first
rules
of
writing:
Write
about
the
things
you
know.
Write
about
something
that
you
feel
very
strongly
about.
Next
we
are
going
to
talk
about
the
“if”
pattern.
Show
the
following
to
the
students.
虚拟情况
条件句
结果主句
(1)与过去事实相反
If
+主语
+
had
+
过去分词
主语
+
would
(should,
could,
might)
+
have
+
过去分词
(2)与现在事实相反
If
+
主语
+
动词过去式（be
用were）
主语
+
would
(should,
could,
might)
+
动词原形
(3)与将来事实相反
If
+主语+should
/
were
to
主语
+
would
（should,
could,
might）+
动词原形
(4)错综时间条件句（即主从句表示不同时间的动作）
根据句义采用不同时态
Ask
the
students
to
read
the
following
examples
repeatedly.
(1)
If
anything
had
happened,
he
would
have
let
her
know.
I
should
have
talked
to
mother
if
I
had
thought
of
it.
If
I
had
been
less
cautious
I
might
have
been
wiser.
If
it
had
not
been
for
Margaret,
I
might
not
have
understood.
No
doubt
I
could
have
earned
something
if
I
had
really
meant
to.
He
did
everything
for
me
that
my
father
could
have
done
if
he
had
lived.
(2)
If
wishes
were
horses,
beggars
would
ride.
If
I
were
you,
I’d
go
to
night
school.
If
we
were
men,
we’d
be
doing
something
decent
now.
I
tell
you,
you
wouldn’t
be
anywhere
at
all
if
it
weren’t
for
Ruth.
Indeed,
if
there
were
anything
to
tell,
I
would
tell
it
to
you.
If
you
had
your
choice,
where
would
you
go?
Would
you
mind
very
much
if
I
asked
you
to
do
something?
If
he
went,
would
you
go
too?
I
think
it
would
be
much
better
if
you
got
a
job.
Wouldn’t
it
be
better
if
you
made
an
appointment
to
see
him
at
the
office?
(3)
I
thought
if
you
were
to
speak
to
him,
it
would
carry
more
weight.
But
if
she
were
to
lose
her
place
they
would
be
ruined.
I’m
sure
you’d
be
the
first
to
be
sorry
if
anything
was
to
happen
to
him.
If
they
were
to
hear
you
talking,
they’d
think
you
were
a
school
teacher.
I
should
be
most
happy
to
go
down
with
you
if
I
should
not
be
in
the
way.
If
it
should
be
necessary,
I
could
come
at
six.
(4)
If
it
hadn’t
been
for
the
doctor’s
care,
I
should
not
be
speaking
to
you
now.
I
think
we
should
have
been
told
if
there
was
anything
up.
If
you’d
listened
to
me,
you
wouldn’t
be
in
such
trouble
now.
Then
ask
the
students
to
do
the
exercises
in
the
workbook.
T:
As
for
the
subjunctive
mood,
we
usually
have
the
above
structures.
The
only
thing
to
do
is
to
decide
which
pattern
we
should
use.
Now
do
Exercises
2,
3
and
4
on
page
51.
Step
II
Homework
Ask
the
students
to
do
the
task
in
PROJECT.
附
件
1.
虚拟语气
主要用于条件状语从句，其它从句或口语中。
1)
虚拟语气在条件状语从句中
情况
从句动词形式
主句中动词形式
与现在相反
were过去式动词过去式助动词
+
v.
would
/
should
/
could
/
might
+
v.
If
he
were
rich,
he
would
buy
the
house.
If
Mary
found
the
book,
she
would
bring
it
to
you.
We
could
ask
her
if
she
were
here.
与过去事实相反
had
+
pp
would
/
should
/
could
/
might
+
have
+
pp
If
he
had
seen
you
yesterday,
he
would
have
asked
you
about
it.If
you
had
come
earlier,
you
might
have
caught
the
train.
I
should
have
called
you
if
I
had
known
your
telephone
number.
与将来事实相反
should
/
were
to
would
/
should
/
could
/
might
+
v.
If
I
should
fail,
I
would
do
it
again.If
the
sun
were
to
rise
in
the
west,
I
would
not
marry
him.
2)
虚拟语气在主语从句中
句型（1）：
表“做某事是必要的或重要的”(should应该，将要)It
is
necessary
/
natural
/
imperative
/
important
/
proper
/
urgent
that
+
S
+
should
+
v
/
v
/
be
+
ppIt
is
necessary
that
he
take
the
examination.
It
is
proper
that
she
refuse
the
offer.
句型（2）：表“情绪活动方面的主观看法”
(should居然，竟然)It
is
a
pity
/
strange
/
surprising
/
wonderful
/
no
wonder
/
funny
/
a
matter
of
regret
that
+
S+
should
+
v
/
vIt
is
strange
that
she
should
marry
such
a
man.
It
is
a
pity
that
the
boy
should
be
so
proud.
句型（3）：It
is
desired
/
ordered
/
requested
/
suggested
/
proposed
/
arranged
/
has
been
decided
that
+
S
+
should
+
v
/
vIt
is
suggested
that
a
meeting
should
be
held.
It
was
arranged
that
they
leave
the
following
week.It
has
been
decided
that
the
meeting
be
put
off
till
next
Saturday.
3）虚拟语气在宾语从句中
句型（1）：
wish
+
宾语从句（不可能实现的愿望）wish
+
S
+
过去式（现在）wish
+
S
+
had
+
pp（过去）wish
+
S
+
could
/
would
/
should
/
might
+
v（将来）I
wish
I
were
rich.
I
wish
I
had
been
in
Hong
Kong
last
year.
We
wish
he
would
speak
English.
句型（2）：表“建议、要求、坚持、命令”等动词后的宾语从句中
(should将做，该做)S
+
require
/
request
/
recommend
/
propose
/
order
/
command
/
insist
/
suggest
/
demand
/
ask
+
that
+
S
+
should
+
v
/
vThe
officer
ordered
that
all
the
soldiers
get
ready.
They
insisted
that
we
begin
the
work
at
once.
注：1）insist“坚持，坚持主张（认为）”
强调事实或经验，用陈述语气。
I
insisted
that
it
was
an
accident.
2）suggest“暗示，启发”
用陈述语气。The
look
on
his
face
suggested
that
he
was
unhappy.
4）虚拟语气在表语从句或同位语从句中
Suggestion,
plan,
idea,
order,
advice,
requirement,
request,
motion,
proposal,
recommendation
等后的表语从句或同位语从句中用should
+
v
/
vMy
suggestion
is
that
we
visit
Paris.Her
idea
is
that
they
discuss
the
report.
What
do
you
think
of
the
plan
that
our
classes
be
ended
at
the
end
of
this
month?
5）虚拟语气在定语从句中
It
is
/
was
about
/
high
time
(that)
+
S
+
过去式动词
/
should
+
vIt
is
time
we
went
home.
It
is
time
we
should
go.It
is
time
for
us
to
go
home.
6）在as
if
/
though,
even
if
/
though
从句中，或目的状语从句和让步状语从句中
情
况
例
句
as
if
It
seems
as
if
it
were
a
fine
day.He
speaks
as
if
he
were
a
professor.
so
thatin
order
that
We
study
hard
so
that
we
may
work
well.
The
teacher
spoke
slowly
in
order
that
the
students
could
hear
clearly.
whateverwhoeverno
matter
what
no
matter
how
Whatever
be
the
difficulties,
we
must
go
on
with
the
work.
No
matter
what
you
may
say,
I
am
determined
to
do
what
I
think
is
right.
You
mustn’t
be
proud,
however
much
you
may
achieved.
7）其它情况
But
for
=
Without
/
If
it
were
not
for
/
But
that
+
S
+
现在式
v
+
n,
S
+
should
/
could
/
would
/
might
+
vBut
for
your
help
/
Without
your
help,
/
If
it
were
not
for
your
help,
/
But
that
you
help
him,
he
would
fail.
2.
文化背景知识
Narrative,
lyric,
dramatic
As
an
art
form,
poetry
is
thousands
of
years
old.
There
are
three
basic
types
of
poem:
the
narrative
poem,
the
lyric
poem,
and
the
dramatic
poem.
Of
course
any
poem
may
contain
elements
of
all
three,
but
essentially
you
will
find
that
anything
you
read
falls
into
one
of
these
categories.
The
narrative
poem
tells
a
story.
This
might,
for
example,
be
a
rhyming
ballad
or
an
epic
like
Homer’s
Odyssey,
or
it
might
be
a
much
shorter
poem
which
tells
a
tale.
The
lyric
poem
is
often
short,
and
tends
to
be
written
in
the
first
person
about
an
intense
private
experience.
The
dramatic
poem
assumes
a
voice
(often
the
voice
of
someone
who
is
clearly
not
the
poet)
or
voices.
3.
读小诗学英语
If
If
you
can
keep
your
head
when
all
about
you
Are
losing
theirs
and
blaming
it
on
you;
If
you
can
trust
yourself
when
all
men
doubt
you,
But
make
allowance
for
their
doubting
too;
If
you
can
wait
and
not
be
tired
by
waiting,
Or,
being
lied
about,
don’t
deal
in
lies,
Or,
being
hated,
don’t
give
way
to
hating,
And
yet
don’t
look
too
good,
nor
talk
too
wise;
If
you
can
dream-and
not
make
dreams
your
master;
If
you
can
think-and
not
make
thoughts
your
aim;
If
you
can
meet
with
triumph
and
disaster
And
treat
those
two
impostors
just
the
same;
If
you
can
bear
to
hear
the
truth
you’ve
spoken
Twisted
by
knaves
to
make
a
trap
for
fools,
Or
watch
the
things
you
gave
your
life
to
broken,
And
stoop
and
build
‘em
up
with
wornout
tools;
If
you
can
make
one
heap
of
all
your
winnings
And
risk
it
on
one
turn
of
pitch-and-toss,
And
lose,
and
start
again
at
your
beginnings
And
never
breathe
a
word
about
your
loss;
If
you
can
force
your
heart
and
nerve
and
sinew
To
serve
your
turn
long
after
they
are
gone,
And
so
hold
on
when
there
is
nothing
in
you
Except
the
Will
which
says
to
them
“Hold
on!”;
If
you
can
talk
with
crowds
and
keep
your
virtue,
Or
walk
with
Kings-nor
lose
the
common
touch;
If
neither
foes
nor
loving
friends
can
hurt
you;
If
all
men
count
with
you,
but
none
too
much;
If
you
can
fill
the
unforgiving
minute
With
sixty
seconds’
worth
of
distance
run
Yours
is
the
Earth
and
everything
that’s
in
it,
And-which
is
more-you’ll
be
a
Man
my
son!
The
Pride
of
Youth
Proud
Maisie
is
in
the
wood,
Walking
so
early;
Sweet
Robin
sits
on
the
bush,
Singing
so
rarely.
“tell
me,
thou
bonny
bird,
when
shall
I
marry
me?”
“when
six
braw
gentlemen
kirkward
shall
carry
ye.”
“Who
makes
the
bridal
bed,
birdie,
say
truly?”
“The
gray-headed
sexton
That
delves
the
grave
duly.”
“The
glowworm
o’er
grave
and
stone
Shall
light
thee
steady;
The
owl
from
the
steeple
sing,
Welcome,
proud
lady.”
Saying
Goodbye
to
Cambridge
Again
Very
quietly
I
take
my
leave,
As
quietly
as
I
came
here;
Quietly
I
wave
goodbye
To
the
rosy
clouds
in
the
western
sky.
The
golden
willows
by
the
riverside
Are
young
bridges
in
the
setting
sun;
Their
reflections
on
the
shimmering
waves
Always
linger
in
the
depth
of
my
heart.
The
floating
heart
growing
in
the
sludge
Sways
leisurely
under
the
water,
In
the
gentle
waves
of
Cambridge,
I
would
be
a
water
plant
That
pool
under
the
shade
of
elm
trees
Holds
not
water
but
the
rainbow
from
the
sky;
Shattered
to
pieces
among
the
duck
weeds
Is
the
sediment
of
a
rainbow-like
dream.
To
seek
a
dream?
Just
to
pole
a
boat
upstream
To
where
the
green
grass
is
more
verdant;
Or
to
have
the
boat
fully
loaded
with
starlight
And
sing
aloud
in
the
splendor
of
starlight.
But
I
cannot
sing
aloud:
Quietness
is
my
farewell
music;
Even
summer
in
sects
keep
silence
for
me;
Silent
is
Cambridge
tonight!
Very
quietly
I
take
my
leave,
As
quietly
as
I
came
here;
Gently
I
flick
my
sleeves,
Not
even
a
wisp
of
cloud
will
I
bring
away.