1

单元教学设计——人教版高一AM6U2 Poems 设计团队

所在单位

广州市第三中学 指导人及

所在单位

马旭老师

广州市越秀区教师进修学校

设计团队成

员（按发挥

作用大小排

名填写,单独

完成的只填

一名）

姓名 教龄（年） 职称

崔美龄 15 中学英语高级

完成时间 2016/7/10

一、 教学材料

授课年级、教材（名称、版次和页码）、单元名称、主题

授课年级：高一上第一学期

教材名称：Module 6 Unit 2 Poems

版次：人教版 页码：page 9- 16

单元标题：Poems

二、单元教学内容分析

本单元的中心话题是诗歌。文中涉及诗歌的韵律、节奏，并介绍了几种简单

的不同内容和形式的诗歌。本单元引导学生讨论这些内容，目的在于让他们了解诗

歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文

学作品。

Warming up 部分围绕诗歌（poems）这一话题设置了三个问题。前两个问题

引导学生回顾儿时以及学生时代所接触的汉英诗歌，第三个问题引导学生探讨写诗

的目的。

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Pre-reading 部分主要让学生认识诗歌的种类和不同国家诗歌的文化差异。该

部分设置了两个练习，练习 1 让学生交流所喜爱的诗歌；练习 2 就阅读文章设计图

表，让学生从内容和写作风格两个方面认识阅读课文中的诗歌。

Reading 部分介绍了几种简单的英语诗歌。第一段统领全文，阐述写诗的目

的，即叙事或表达情感，由此自然地引导到下文：诗歌的种类。从第二段开始，分

析不同种类的诗歌，并举例说明。儿歌节奏明快、韵律和谐、朗朗上口、不断重

复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏

的诗歌，比较容易创作；五行诗，顾名思义，由五行组成，寥寥数语，言简意赅；

俳句起源于日本，由 17 个音节组成，它虽然非传统的英语诗歌，但为英语国家的

人们所喜爱；中国的唐诗也被英语国家借鉴，许多唐诗被翻译成英文，广为传诵。

Comprehending 部分的重点放在文中的几首诗歌上。练习 1 首先要求学生找

出文章的主题，列举文中介绍的五种诗歌形式，然后用自己的语言讲述文中几首诗

的主题，用心领会诗中的意象，找出两首节奏感强的诗歌，击掌诵读；找出押韵的

两首诗，并圈出押韵的词。练习 2 主要让学生去感悟这几首诗歌所表达的内涵。最

后，练习 3 要求学生欣赏诗歌，找出最喜欢的诗歌，并阐明理由。

Learning about Language 的词汇部分设置了三个练习。练习 1 通过从课文诗歌

中找出押韵的词来帮助学生理解诗歌的韵脚；练习 2 要求学生运用生词完成段落填

空；练习 3 则给予学生自主学习词汇的机会，让学生通过对比分析了解词汇在文中

的含义并自己造句。语法部分共四项练习，首先，学生找出阅读篇章中包含虚拟语

气的诗歌，根据对这一语法项目的认识和了解，完成句子匹配练习，然后用所给词

的适当形式填空，最后根据所给情景写清单诗，并在诗中适当运用虚拟语气。

Using Language 部分综合训练听说读写的能力。听、读和讨论部分把听力和

阅读训练结合起来。通过听来理解诗歌的内容，辨认写诗歌的人的身份、诗歌的节

律，并表达诗歌所激起的联想。然后，让学生边打拍子边朗读，在欣赏中加深对诗

歌的理解。最后，通过翻译诗句巩固理解。听和说部分有三个学生与老师交谈，围

绕诗歌比赛展开。该部分还设置了五个练习，写的部分要求学生模仿诗歌 C 以虚

拟语气句型 If I …开头写清单诗，或以 Slowly 开头写诗。

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Summing Up 部分要求学生就诗歌的类型、节奏、押韵，本单元词语和结构，

以及本单元日常交际用语等方面进行自我评价，判定学习情况；了解还需要进一步

改进的地方。

Learning Tip 部分指出写诗、唱歌是理解和记忆词汇、学习语言的有效方法。

单元教学安排：课时及其内容，划分依据及各节相关性分析

第一课时：Warming Up, Pre-reading & Reading (1)

第二课时：Learning about Language

第三课时：Reading (2), Comprehending, Reading task (Workbook)

第四课时：Using Language & Listening, Speaking and Writing

三、学情分析

高二的学生刚刚经过高一一年的学习，在英语知识和能力方面都有所提高，但

是在英语综合运用能力方面还有待提高，未能掌握适合自己学习风格的学习方法。

教师在本单元中以“诗歌”的话题为主线，以本单元的语言学习为暗线进行教学环

节的设计，要侧重培养学生的综合语言运用能力，尤其要优化学生的学习方式，引

导学生在学习的过程中学会欣赏、分析和归纳理解。同时，在教学中要使学生通过

观察、体验、合作、探究等学习方法，根据每个人不同的学习风格充分发挥自己的

学习潜能，形成有效的学习策略。让学生在话题和内容的学习中体验语言使用、感

知语言结构、尝试运用语言。

四、单元教学目标

在语言能力目标方面，要求学生能够运用本单元和本课所积累的语言素材，在

输入环节进行语篇的理解、在输出环节进行语篇的表达。

在文化意识目标方面，引导学生讨论诗歌内容，目的在于让他们了解诗歌的

一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作

品。

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在学习能力目标方面，要求学生能够灵活运用本单元积累的语言素材进行语篇

输出；要求学生通过小组讨论的合作学习方式形成诗歌。

在思维品质培养方面，要求学生在阅读、合作讨论、个人创作过程中，培养理

解与运用、分析与综合、以及创造等思维品质。

五、教学设计理念

《普通高中英语课程标准》指出：“高中英语课程应根据高中学生认知特点和

学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语

获取信息、处理信息、分析和解决问题的能力，逐步培养学生用英语进行思维和表

达的能力，为学生进一步学习和发展创造必要的条件。”。

在教育顶层设计理念趋向生本、人本的大环境下，教师的理念创新意识尤为重

要。因此，在教学目标的设定环节，教师可以大胆尝试从新课标（预计 2016 年正

式颁发，目前处在征求意见阶段。黄丽燕，2015）要求的“四维”（即语言能力、

文化意识、学习能力和思维品质）方阵设定本单元教学目标，体现全新的教学理

念，突出对学生思维品质的培养，即从低阶到高阶依次是：记忆、理解、运用、分

析、评估和创造。

六、各课时教学设计

第一节

课型：阅读课

（一）教学目标：

在语言能力目标方面，要求学生能够运用本课所积累的语言素材，在输入环节

进行语篇的理解、在输出环节进行语篇的表达。

在文化意识目标方面，引导学生讨论诗歌内容，目的在于让他们了解诗歌的

一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作

品。

在学习能力目标方面，要求学生能够灵活运用本课积累的语言素材进行语篇输

出；要求学生通过小组讨论的合作学习方式形成诗歌。

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在思维品质培养方面，要求学生在阅读、合作讨论、个人创作过程中，培养理

解与运用、分析与综合、以及创造等思维品质。

（二）教学重点：

教学的重点在于培养学生的把握文章主旨和理解文章细节的阅读能力，帮助学

生理清文章中的主要信息及其之间的逻辑关系，让学生在学习语言知识、训练语言

技能、提高语言交能力的同时，加强对学生的品格素养的培养，陶冶学生的情操。

以及提高学生的表达能力。

（三）教学难点：

教学的难点在于阅读材料是几首诗歌，学生需要把握诗歌的细节内容。其次，

由于课堂活动形式多，小组交流、展示多，课堂各环节的时间分配可能较难把握。

并且可能会出现重点不突出，内容杂而不精的问题，教师要及时调整。

（四）教学过程：【以下给出的只是例子，各环节和活动的名称请按实际情况写】

环节一：Leading-in

活动过程：Show the poem written by Wang Zhihuan and a photograph of the writer.

Ask students to read the poem and see if they can remember any poems that they have

learnt, either in Chinese or in English, and then ask them to recite one of them.

设计意图: To activate students and arouse their interest in talking about their own little

poems.

环节二：Warming Up

活动过程：

1. Pair work

Get students to ask their partners the questions, and then ask them to present the result

before the class.

(1) Which poem is written to tell a story?

(2) Which poem is written to express feelings?

(3) Which poem is written to make others laugh?

2. Group work

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Get students to talk about the world-famous poets. The pictures below can be used for

students to talk about, and students can also talk as much as they can.

William Shakespeare George Gordon Byron Li Bai

威廉·莎士比亚 乔治·戈登·拜伦 李白

(1) William Shakespeare: English playwright and poet whose body of works is

considered the greatest in English literature. His plays, many of which were performed at

the Globe Theatre in London, include historical works, such as Richard II, comedies,

including Much Ado about Nothing and As You Like It, and tragedies, such as Hamlet,

Othello, and King Lear. He also composed 154 sonnets. The earliest collected edition of

his plays, the First Folio, contained 36 plays and was published posthumously (1623).

(2) George Gordon Byron: British poet acclaimed as one of the leading figures of the

Romantic Movement. The Byronic hero lonely, rebellious, and brooding first appeared in

Manfred (1817). Among his other works are Childe Harold (1812-1818), The Prisoner of

Chilton (1816), and the epic satire Don Juan (1819-1824). Byron was notorious for his

love affairs and unconventional lifestyle. He died while working to secure Greek

independence from the Turks.

(3) Li Bai: Chinese poet who spent much of his time wandering and composing romantic,

wine-inspired verse.

Conclusion: All these poets are well known to the whole world and do you know any

poems written by them? Can you recite one to the whole class?

设计意图: To lead students to the topic of this unit through a discussion.

环节三：Pre-reading

活动过程：

1. Group work

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Ask students to discuss the questions with their partners in groups of four.

(1) Do you have a favorite poem in Chinese?

(2) Why is it your favorite Chinese poem?

(3) Do you have a favorite poem in English?

(4) Why is it your favorite English poem?

For example:

(1) My favorite poem in Chinese is: 去年今日此门中,人面桃花相映红。

人面不知何处去,桃花依旧笑春风。

---- 崔护 〈〈题都城南庄〉〉

The reason why I like the poem better than any poem is that I like the atmosphere the

poem created for readers: though the people we knew have gone away, the peach

blossoms are still there smiling in the spring wind.

(2) My favorite poem in English is: A Grain of Sand 一粒沙子

---William Blake 威廉.布莱克

To see a world in a grain of sand,

And a heaven in a wild flower,

Hold infinity in the palm of your hand,

And eternity in an hour.

从一粒沙子看到一个世界，

从一朵野花看到一个天堂，

把握在你手心里的就是无限，

永恒也就消融于一个时辰。

The reason why I like the poem better than any poem is that from the poem I have gained

a lot, that is, we can get something valuable from even tiny things and we can achieve

what we want if we can master what we have had now. It’s my power to advance when I

feel depressed.

2. Individual work

Get students to complete this questionnaire individually after reading the following

poems in the Reading passage.

Which poem … A B C D E F G H

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describes a person?

tells a story?

describes an aspect of a person?

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?

Suggested Answers:

Which poem … A B C D E F G H

describes a person? √

tells a story? √

describes an aspect of a person? √ √ √

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? √ √ √

设计意图: To help students learn about the context of the Reading passage.

环节四：Reading (1)

活动名称：Skimming

(1) Ask students if they are curious about some English poems. Do they want to

appreciate some kind of poems? And get the some students to answer this question.

(2) Read through the text, preferably the paragraphs beside the seven poems and then

decide which poem they like best? Give reasons.

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(3) Try to answer the questions about the passage.

① What is the main topic of the reading passage?

② What are the five types of poems the reading passage focus on?

Suggested Answers:

② : The main topic of the reading passage is about some simple forms of English poems.

②: The five kinds of poems that the reading passage talks about are: nursery rhymes, list

poems, the cinquain, haiku and Tang poems.

设计意图: To get a brief understanding of the text.

（五）板书设计

Reading： Poems

新单词 小组评价

（六）单元测试及课堂小测设计

暂无

（七）教学特色与反思【设计者对自己做的教学设计思路进行提炼】

本节课的设计遵循了创造性地使用教材的原则，将阅读与听、说、写的训练结

合起来，使学生的语言技能得到了全面地提高。根据“高效课堂”和“有效教学”的理

念，导入和热身的活动新颖，激发了学生的兴趣。每位同学手中都有一份“任务

单”，使学生明确了活动的要求和目标。阅读过程从整体感知到细节理解，再到对

课文的整体把握，教学设计由浅入深，环环相扣，有利于对学生阅读理解能力的培

养，达到教学重点和难点的突破。在情感教育方面，学生也受到了科学家进行科学

实验的启发，努力开拓创新，培养了品格素养，陶冶了情操。

然而，由于整个课堂教学过程中可能会出现一些不可预见的问题，教师在教

学中还应该加强对课堂的驾驭能力，尤其是学生经过讨论发表见 解、书面表达的

展示等环节，要控制好时间，做好对学生的引导。否则，预设的教学任务就很难按

时完成，也伤害了学生参与课堂活动的积极性。

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（八）专家点评 【交稿时先由指导教师写关于教学设计的点评，交外文学院后，

由导师团队作综合点评】

附录：所设计的教材内容（word 文档） 第二节

课型：语言学习课课。不按学习过程划分，如新授课等】

（一）教学目标：

在语言能力目标方面，要求学生能够运用本课所积累的词汇和语法，在输入环

节掌握对于重点词语以及语法的理解、在输出环节进行口头或者书面的表达。

在文化意识目标方面，要求学生继续关注诗歌的话题，提高自身的个人素质。

在学习能力目标方面，要求学生能够灵活运用本课积累的词汇和语法进行口头

或者书面输出。

在思维品质培养方面，要求学生在合作讨论、个人创作过程中，培养理解与运

用、分析与综合、以及创造等思维品质。

（二）教学重点：

本课时的重点是如何让学生掌握语篇中的重点词汇以及重点语法的运用。

（三）教学难点：

难点是本单元出现的重点语法（虚拟语气）在语境中的运用。

（四）教学过程：【以下给出的只是例子，各环节和活动的名称请按实际情况写】

环节一： Free talk

If you have a special chance to become a poet, what kind of poems will you write to

people? Why?

环节二：Word study

Purpose: To consolidate the words and phrases in the text.

1. Find a word in the poems that rhymes with each of the words below. Then add other

words that rhyme. The first one has been done for you.

(1) dead lead red thread fed said bed

(2) high

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(3) sing

(4) today

(5) lace

(6) true

Suggested Answers:

(2) high sky pie my fly shy lie

(3) sing ring wing thing king fling string

(4) today away say play lay tray may

(5) lace race face case chase place space

(6) true too shoe canoe blue

2. Complete the passage using the words in the box in the correct form.

Suggested Answers: nursery, contradictory, rhymed, forms, pattern, conveyed,

minimum, translations, ran out of, cottage

3. In English we sometimes add –ful to a noun to make an adjective. For example,

wonder becomes wonderful. This means full of wonder. Now make adjectives form these

nouns. Then add four other pairs you know.

(1) beauty __________ (5) dread ____________ (9) __________ ____________

(2) joy ____________ (6) hope ____________ (10) _________ _____________

(3) sorrow _________ (7) peace ___________ (11) __________ ____________

(4) delight __________ (8) power ___________ (12). __________ ____________

Suggested Answers:

(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful

(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful

(11) painful (12) useful

4. Complete the table with the correct nouns, verbs, adjectives or adverbs.

Noun Verb Adjective Adverb

angry

darken

impressive

repetitive

transformational

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translation

warm

enjoy

expressively

inspire

Suggested Answers:

Noun Verb Adjective Adverb

anger anger angry Angrily

dark darken dark darkly

impression impress impressive impressively

repetition repeat repetitive repetitively

transformation transform transformational \

translation translate translated \

warmth warm warm wrmly

enjoyment enjoy enjoyable enjoyably

expression express expressive expressively

inspiration inspire inspirational inspirationally

5. Complete each sentence using the correct word from the table you have just completed.

(1) While you were reciting the poem, I think you moved your body very __________. It

made the performance much more interesting.

(2) As I lay in the _________, the words of a new poem came into my head.

(3) The teacher doesn’t think that the _________ of the Tang poem is very good.

(4) Songs are often easy to remember because they ________ a lot of poetry.

(5) Your talk was so _________ that I want to go and write lots of poetry.

(6) I loved the strong images you used in your poem to convey feelings of _________.

(7) We were very __________ by the students’ performance of their poetry.

(8) We passed the afternoon very _________ reading poetry together under the trees.

(9) Mr. Tanner’s love for poetry has ________ the students’ feelings towards the subject.

(10) Even though it is cold, your poem about summer has made me feel really ________.

Answers:

(1) expressively(2) darkness (3) translation (4) repeat (5) inspirational

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(6) anger (7) impressed (8) enjoyably (9) transformed (10) warm

环节三：Grammar

1. Presentation

Purpose: To review the usage of the subjunctive mood with stuents.

所述情况 从句 主句

与现在事实相反 If+主语+动词过去式

（be 动词用 were）

主语+

would/could/might/should+ 动

词原形

与过去事实相反 If+主语+动词过去完成式 主语+

would/could/might/should+ have

+ 过去分词

与将来事实相反 ① if+主语+动词过去式

② if+主语+were to + 动词

原形

③ if+主语+should+动词

原形

主语+

would/could/might/should+ 动

词原形

此表中需要注意几点：

(1) be 动词在表示与现在事实相反的从句中一般用 were.在非正式情况先，第一、

第三人称后偶尔也用 was. 如：

If he were you, he would go at once.

(2) 主句中的 should 通常用于第一人称，would，could以及 might可以用于各种人

称。

(3) 在表示与将来事实相反的条件句中，只能用 should，而不能用 would, could,

might等。如：If it should rain tomorrow, we would not go camping. (should rain 也可

以用 rained, were to rain 代替)。

(4) 当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为

“错综时间条件句”，动词的形式要分别根据它所表示的不同时间做相应的调整。

如： If you had followed my advice, you would be better now.

14

2. Practice

Purpose: To get students to consolidate the grammar through exercises.

（1） Complete the sentences using the correct forms of the verbs in brackets.

① Miss Jiang explained the homework to the class yesterday. If Alfred (pay) _________

more attention at the time, he (not miss) her instructions.

② I’m sorry, I don’t have a compass. Of course I (lend) it to you if I (have) __________

one.

③ Len doesn’t think he will ever win a poetry competition. If, by chance, he (win)

________, he (spend) _________ the prize on a computer.

④ Luckily, Janet is good at writing in English. If she (not write) _________ well, she

(spend) ______ more time practicing.

⑤ If I (be) ______ you, I (take it easy) ________ and go home early.

⑥ Sue missed the party last night. I’m sure that if she (be) ______ there, she (meet)

______ some really interesting people.

Suggested Answers:

① had paid; would not have missed

② would lend; had

③ won; would spend

④ didn’t write; would spend

⑤ were; would take it easy

⑥ had been; would have met

⑵ Look at the examples. Sentence A tells us the real situation. Sentence B tells us what

would have happened if the situation had been different. Now write a sentence B for each

sentence A below.

A. I go to gym every day. B. If I didn’t go the gym every day, I would put on weight.

B. He didn’t work had. B. If he had worked hard, he would have passed the exam.

① A. Shirley liked to write poems, so she practised every day.

B. _____________________________________________.

15

② A. She didn’t know how to convey her feelings effectively in a poem and her older

brother often laughed at her.

B. _____________________________________________.

③ A. She read many beautiful poems and gradually her writing skills improved.

B. ____________________________________________.

④ A. She was so satisfied with her improvement that she entered a poem in a poetry

competition.

B. ___________________________________________.

⑤ A. The poem she entered did not have an appropriate ending and she did not win the

first prize.

B. ____________________________________________.

⑥ A. However, because she won an encouragement award, she felt very pleased with

herself.

B. ___________________________________________.

Suggested Answers:

① If Shirley hadn’t liked to write poems, she wouldn’t have practised every day.

② If she had known how to convey her feelings effectively in a poem, her brother

wouldn’t have often laughed at her.

③ If she hadn’t read many beautiful poems, her writing wouldn’t have gradually

improved.

④ If she hadn’t been so satisfied with her improvement, she wouldn’t have entered a

poem in a poetry competition.

⑤ If the poem she entered had had an appropriate ending, she would have won the first

prize.

⑥ If she hadn’t won an encouragement award, she wouldn’t have felt pleased with

herself.

环节四：Using Structures

Purpose: To get students to consolidate what we have learned in the class.

Match the beginning of each sentence with the correct ending.

16

1. She would have waited for him

2. Clare would be frightened

3. I would have been on time

4. He would have won the race

5. They would paint their house

A. if she saw a snake

B. if he hadn’t tripped over

C. if they had the money

D. if he had asked

E. if my mother had woken me up

Suggested Answers:

1. D 2. A 3. E 4. B 5. C

（五）板书设计

练习答案 规则总结

（六）单元测试及课堂小测设计

（暂无）

（七）教学特色与反思【设计者对自己做的教学设计思路进行提炼】

本节课的设计遵循了词汇学习以及语法学习过程中的演绎法和归纳法的原则，

使学生的语言技能得到了全面地提高。根据“高效课堂”和“有效教学”的理念，每位

同学都在每一个任务练习中感悟语言，体会语言用法，并且最终能将运用语言。

然而，由于整个课堂教学过程中内容比较多，教师在教学中可能会因为学生

经过讨论发表见解、口头表达的展示等环节而延长了某一个环节的时间，因此需要

在课堂中做好对学生的引导。

（八）专家点评 【交稿时先由指导教师写关于教学设计的点评，交外文学院后，

由导师团队作综合点评】

附录：所设计的教材内容（word 文档） 第三节

课型：Using Language【课型分类基准：按培养目标划分，如阅读课、语法课。按

学习过程划分，如新授课等】

（一）教学目标：

17

在语言能力目标方面，要求学生能够运用本课所积累的词汇和语法，在输入环

节学习如何获取教材所提供的听力文本的信息、获取如何描述一个人的品质的表

达，在输出环节进行口头表达。

在文化意识目标方面，要求学生继续关注诗歌话题，提高自身的个人素质。

在学习能力目标方面，要求学生能够灵活运用本课积累的词汇和语法进行口头

输出，能够真实地运用所学与同学交流诗歌的话题。

在思维品质培养方面，要求学生在合作讨论、个人创作过程中，培养理解与运

用、分析与综合、以及创造等思维品质。

（二）教学重点：

学生能够运用本课所积累的词汇和语法，在输入环节如何获取教材所提供的听

力文本的信息，在输出环节进行口头表达。

（三）教学难点：

学生能够灵活运用本课积累的词汇和语法进行口头输出，能够真实地运用所学

表达与同学交流诗歌的话题。

（四）教学过程：【以下给出的只是例子，各环节和活动的名称请按实际情况写】

环节一：Reading

活动 1

活动名称：查读

活动过程：Read the text carefully and try to get some details from the text. Work in

pairs and try to ask and answer questions from the text. Questions can be like this:

① There are two poems that have a strong rhythm. Which ones are they?

② Which two poems have rhyming lines? Circle the pairs of rhyming words.

③ Which poems give you a clear picture in your mind?

Suggested Answers:

Q1. They are Poem A and Poem B. Each poem has four beats a line. For example: hush,

baby, don’t, word; Pa, buy, don’t, mockingbird; etc.

18

Q2.They are Poems A and B. Poem A’s rhyming pairs: word/mockingbird, sing/ring,

brass/looking-glass, broke/billy-goat, away/ today; Poem B’s rhyming pairs: fire/squire,

high/sky, lead/dead, race/lace, cat/hat, too/true.

Q3. In my opinion, most probably they are Poems F, G, H.

设计意图: To get students to focus on some details in the text.

活动 2

活动名称：听课文，学习语言点

活动过程：

(1) Listen to the tape and follow it in a low voice.

(2) Group work

Students are divided into five groups. Each group is supposed to read through each part,

and then discuss it.

Part 1

①recite v. 背诵

He can recite that poem from memory.

② rhythm n. 韵律；节奏

The exciting rhythms of African drum music make us feel good.

③ repetition n. 重复；循环；复制品；副本

I want no repetition of your bad behavior. 我不希望你重做你干的坏事。

④diamond n. 钻石；菱形

The diamond ring is the most expensive. 钻石戒指是最贵的。

Part 2

① take it easy 从容；不紧张；轻松

Take it easy. Don’t work so hard.

You’ve done quit enough work for today; now take it easy for an hour.

② run out of 用完（材料等）；耗尽（精力等）

Though they are running out of food and drink, the men are cheerful and confident that

they will get out soon.

We are running out of our time.

19

● 拓展：run out 用完

The petrol is running out.

Part 3

① make up of 构成；组成

That country is made up of ten states.

Society is made up of people of widely differing abilities.

② tease vt. 取笑；嘲弄

If you always tease others like that, you'll forfeit the good opinion of your friends.

You must not tease your little sister.

Part 4

① endless adj. 无穷的；无尽的

To finish this project, we need an endless supply of money.

② branch n. 枝；分枝；分部；分店；(学科)分科；部门；支流；支脉

This is a branch of a river.

The company’s head office is in the city, but it has branches all over the country.

Part 5

① translate v. 翻译

He translated the speech from Spanish into English.

Can you translate this letter from German into English?

② transform vt. 使变形；使改观；转变；改造

She transformed the room by painting it.

设计意图：帮助学生理解和掌握本课语言点的意义和用法。

环节二：Post-reading

活动过程：

1. Group work

If you want to write your own poems about feelings, do you know how to accomplish one?

Work in groups of four and discuss it with your partner and try to write one on your own.

2. Individual work

20

Ask students to answer the question below and present their opinions to their classmates.

What do you think of the poems on your book? Do you think them meaningful?

设计意图: To have a deeper understanding of the text.

环节三：Reading task (Workbook)

活动过程：

1. Listening

Get students to close their eyes while they are listening to the tape. Then play the tape

the second time but this time stop the tape after each poem. And give students a minute or

so to write down their feelings or thoughts about the poem.

2. Discussion

In groups, let students share their thoughts and feelings about the poems. Then ask

volunteers to share their thoughts and feelings about one of the poems with the rest of the

class.

3. Reading

Ask students to read the poems as teacher plays the tape. Discuss any words and

phrases that they don’t understand. Then deal with them one by one.

(1) light-hearted adj. 轻松愉快的；随便的；不经心的

It was a light-hearted speech.

(2) consume v. 消耗；消费

He consumed all his fortune.

He consumed four eggs.

4. Further study

In groups of three, discuss and write about the characteristics of each poem. Read pages

10 and 11 again to help. For each poem, students may want to talk about one or more of

th characteristics below.

number of lines, number of syllables, rhythm, rhyme, repetition, certain part of

speech

(1) Poem A (Tang poem) _______________________________

(2) Poem B (adverb poem) ______________________________

(3) Poem C (song) ____________________________________

21

(4) Poem D (cinquain ) _________________________________

(5) Poem E (haiku) ____________________________________

Suggested Answers:

(1) Poem A: Tang Poem

This poem has beautiful imagery that conveys deep feelings. There are many things that

this poem makes the reader think about. For example, it contrasts light-heartedness

(because of the singing birds) and heavy-heartedness (because of the thought of broken

blossoms); it contrasts morning and night, and creation of spring and destruction of the

storm.

(2) Poem B: adverb poem

Number of lines: two set of four lines

Rhythm: regular strong beat (see bolded syllables)

Hungrily the cat consumes the fish;

Hungrily I close my eyes and make a wish;

Hungrily the boy runs to the road’s end;

Hungrily the driver takes the next bend;

Hungrily the young man loves life at sea;

Hungrily the beautiful girl looks at me;

Hungrily the seal dives down into the deep;

Hungrily I fall into bed and sleep.

Rhyme: for pairs of rhyming lines (fish / wish, end/bend, sea/me, deep/ sleep)

Repetition: hungrily is repeated at the beginning of each line regularly

Part of speech: the adverb hungrily starts each line

(3) Poem C: Song

This is a love long.

Rhythm: regular strong beat (see bolded syllables below)

If you were the only girl in the world

and I were the only boy!

Nothing else would matter in the world today

we could go on loving in the same old way!

A garden of Eden just made for two

22

with nothing to mar out joy

I would say such wonderful things to you

there would be such wonderful things to do

If you were the only girl in the world

and I were the only boy!

Rhyme: two pairs of rhyming lines (today / way, you / do)

Repetition: first two lines are repeated at the end of the song

(4) Poem D: Cinquain

Number of lines: five

Part of speech: line 1 --- a noun; line 2 --- two adjectives; line 3 --- three gerunds; line 4

--- a four-word phrase; line 5 --- a noun (see the introduction to the teaching guide for the

Student’s Book for more details).

Topic: sunshine

(5) Poem E: Haiku

Number of lines: three

Number of syllables: 17 (line 1 = five syllables, line 2 = seven syllables, line three = five

syllables)

Meaning: This haiku conveys feelings about the temporary nature of life, the certainty

that we all age (this is one interpretation). It compares the season of autumn (when leaves

are dying) to the autumn of the poet’s life when his face is becoming like his father’s

(this is one interpretation).

设计意图: To take a further look at some other simple forms of poems.

（五）板书设计

新单词部分

（六）单元测试及课堂小测设计 （暂无）

（七）教学特色与反思【设计者对自己做的教学设计思路进行提炼】

本节课的设计遵循了听说课中先听后说，先输入再输出的原则，使学生的语言

技能得到了全面地提高。根据“高效课堂”和“有效教学”的理念，每位同学都在每一

个任务练习中感悟语言，体会语言用法，并且最终能将运用语言。

23

然而，由于整个课堂教学过程中内容比较多，教师在教学中可能会因为学生

经过讨论发表见解、口头表达的展示等环节而延长了某一个环节的时间，因此需要

在课堂中做好对学生的引导。

（八）专家点评 【交稿时先由指导教师写关于教学设计的点评，交外文学院后，

由导师团队作综合点评】

附录：所设计的教材内容（word 文档） 第四节

课型：读写课

（一）教学目标：

在语言能力目标方面，要求学生能够运用本课所积累的词汇和语法，在输入环

节学习如何获取阅读文本的信息，在输出环节进行书面表达。

在文化意识目标方面，要求学生了解诗歌的内容，提高自身的个人素质。

在学习能力目标方面，要求学生能够灵活运用本课积累的词汇和语法进行书面

输出，写一首诗歌。

在思维品质培养方面，要求学生在合作讨论、个人创作过程中，培养理解与运

用、分析与综合、以及创造等思维品质。

（二）教学重点：

学生能够灵活运用本课积累的词汇和语法进行书面输出，写一首诗歌。

（三）教学难点：

教师应鼓励学生表达各自不同的观点，最后能完成诗歌的写作。

（四）教学过程：

环节一： Warming Up.

活动过程：Ask studenst to take a look at the above pictures and discuss the questions

below:

1. Do you like summer? And which part of summer do you like better?

2. What kind of sports do you like to do in summer?

24

3. How will you spend your next summer holiday?

设计意图: To lead students to the topic and arouse their interest in the next new poem.

环节二：Listening.

活动过程：Listen to the poem “I’ve saved the summer”, and discuss in pairs and answer

some questions about it.

Q1 Do you think the speaker in the poem is more likely to be a girlfriend / boyfriend or a

parent?

Q2 Does the poem have arrhythmic pattern?

Q3 Does the poem have rhyming words?

Q4 When you were listening to the poem, did it make you feel something or think about

something? What is it?

Suggested answers:

A1 The speaker in the poem is more likely to be a parent.

A. Yes. (It has two strong beats per line.)

A3 Yes.

A4 Various answers are acceptable.

设计意图：通过问答引导学生更好地理解材料。

环节三：Reading and Appreciating

1. Brainstorming

(1) Ask students to 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 students read the poem to

themselves. Then Listen to the poem again and clap the strong beats.

Suggested Answers:

(1) Circle 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

25

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 you mind can feed.

And for myself I’ve kept your smile

When you were but nineteen,

Till you’ve older you’ll know

What brave young smiles can mean.

I know no answers

To help you on your way

The answer 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.

2. Group work

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 in meaning 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.

26

Suggested Answers:

①. A parent (mother or father) is speaking to a young adult child (son or daughter).

Many of the phrases imply that the speaker is an older person who has experienced

their own journey through life and who is offering love to the young person to help him /

her begin on his / her own journey through life. For example, I’ve saved the summer …

and I’ve saved some sunlight … When the speaker says Till you’ve older … he / she is

implying that he / she is much older than the young person (that is, till you’re older like

me). The parent also says that although he / she does not know the answers to life’s

questions (I know no answers to help you on your way). 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.

设计意图: To get some details and learn the meaning of the poem.

环节四：Listening and discussion

活动过程：完成练习 2 和 3.

Suggested Answers for Exercise 2:

Lucy ; Pitt; Jack; the 24th of the month

Suggested Answers for Exercise 3:

Name How they are inspired to write poetry

Jack By going for a hike in the countryside and then sitting quietly by himself

Lucy By surrounding herself with familiar things in her own house

Pitt Possibly by listening to his favourite music though he has never written

poetry before

Suggested Answers for Exercise 4:

I’m not going to enter a poem this.

I haven’t begun mine yet but I plan to do it this weekend.

How will you inspire yourself this weekend?

27

I intend to go for a hike in the countryside and sit quietly somewhere by myself.

I think I’ll try out his way too some time.

I’ve never tried it with poetry before but I’m going to try it tonight.

And now I’m looking forward to reading all your poems.

设计意图: 1. To get the main information in the listening part.

2. To develop students’ listening ability

3. To know how to become inspired to write poems.

环节五：Speaking task (Workbook)

活动过程：In groups of three, talk about the kind of poem you are going to write /

translate, what it will be about and when you are going to write / translate it. You can use

some of these expressions from the listening text to help you.

Examples of questions Examples of answers

When are you going to do your poetry homework? I’ll have a try at it this weekend.

What kind of poem are you planning to write? I think I’ll try writing some haiku

poems

What are you going to write about? I’m going to try …

What are you going to do yours on? I’m going to see if I can …

Suggested Answers:

Various answers are acceptable.

设计意图: To get the students to do some speaking practice.

环节六：Writing

活动过程：

1. Group work

Write a list poem starting with If I like Poem C on page 10. Write one line each. It

doesn’t have to rhyme. The group can choose one of these lines to start their group poem.

Then share their poems in class.

If I were the ruler of the world, I would …

28

If I had a million dollars, I would …

If I had taken your advice, I would have / wouldn’t have …

2. Individual work

Write a poem that starts with I feel happy when. Then 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 give students some tips for what to do, here are the first four lines of the

two poems. Students write their own poem of eight to ten lines.

I feel happy when … Slowly the moon climbs in the sky,

the sky is blue, Slowly the black-tailed bird lets out a cry,

you smile at me with your sparkling black eyes, Slowly the dog crossed the road,

It’s my birthday. Slowly the old man carries his load.

设计意图: To learn to write students’ own poems.

（五）板书设计

写作词语句型

（六）单元测试及课堂小测设计

（暂无）

（七）教学特色与反思

本节课的设计遵循了读写课中先读后写，先输入再输出的原则，使学生的语言

技能得到了全面地提高。根据“高效课堂”和“有效教学”的理念，每位同学都在每一

个任务练习中感悟语言，体会语言用法，并且最终能将运用语言。

然而，由于整个课堂教学过程中内容比较多，教师在教学中可能会因为学生

经过讨论发表见解、口头表达的展示等环节而延长了时间而导致不能再堂上完成写

作，所以也许可以将最后的完成整篇文章的写作作为课后作业，但是至少要能在课

堂上完成文章大纲的书写。

（八）专家点评

附录：所设计的教材内容（word 文档）