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Unit 5 Poems
Section B Learning about Language
Teaching plan
Subject：English title： Learning About Language Period：1 class
Teaching objectives and core literacy：
Knowledge ability：Consolidate knowledge of attributive clauses
Ability Goal：Be able to use attributive clauses skillfully
Cultural awareness：Cultivate students' interest in learning grammar
Teaching key points and difficult points
Teaching key points：Be skilled at combining simple sentences into complex ones
Difficult points：Cultivate students' interest in learning grammar
Preparation: multimedia, Blackboard, chalk
Teaching Process：
一、Pre-class
1. Greeting
2. Leading-in
Teacher's activities: the teacher leads the students to review the poems in the previous section. The students find the rhymes of each poem and fill in the first form.
1 mockingbird, word, head
2 sad, bad, glad, mad
3 sky, by, fly, eye, why
4 together, weather, feather, whether
5 Teasing, shouting, laughing, singing, running
二、While-class
Student Activities: (1) students browse the words and sentences in activity 2, understand the meaning of each sentence, and finish the activity independently. Then, the students check their answers with their peers. The teacher asks the students to read the sentences and say what they mean.
delicate drama arrange compose literary rhythm sorrow poetry
1. It seems incredible to me that the question of how best to ____books on shelves could cause a lively online discussion.
2. The purpose of____ criticism is to get to the core of the text and discover what message the author is attempting to convey.
3. If you need to handle a ____situation, you should behave wisely.
4. The poet ____quite a few poems featuring the image of cherry blossoms, and describing the joys and ____of life.
5. Blank verse is probably one of the most common and influential forms of English____. It is so close to the natural ____ of English speech and it has no rhyming. In Shakespeare's____, characters from civilians to kings all speak in blank verse, but still in distinctive voices.
答案：arrange; literary; delicate; composed, sorrow; poetry, rhythm, dramas
Students' activities: (2) students discuss the differences between the two groups of words listed in activity 3 in groups. Fill in the blanks with appropriate words according to the context and explain the reasons. By consulting the dictionary, students find out the meaning and usage of these words, analyze the typical situation of using the words, and then check whether the contents are correct. Teacher activity: teacher-student check answers to activity 3. When checking the answers, teachers should ask students not only to provide correct answers, but also to explain the reasons to ensure that students understand the pragmatic characteristics of these words.
recite/repeat/retell
1. Could you____ what you just said
2. Students are required to ____over 60 ancient poems or works of prose they have learnt from their Chinese course.
3. If you have finished reading the story, please try to ____it in your own words.
emotion/mood/spirit
4. Her ____rose at the approach of the summer holidays.
5. We couldn't see any____ in him. He is so calm in spite of what he has experienced.
6. Rainy days always put everyone in a depressed____.
答案：repeat, recite, retell, spirits, emotions, mood
Teacher's activities: The teacher will guide the students to review the Reading and Thinking text (without poetry content) and find at least six sentences with attributive clauses.
Teachers chose three representative attributive clauses as the focal points of the content display, for example：
Some of the first poems (that) a young child learns in English are nursery rhymes.
One of the simplest kinds of poem is the "list poem", which contains a list of things, people, ideas, or descriptions that develop a particular theme.
There are various reasons why people compose poetry.
Students' activities: (3) students complete the second part of the first step of activity 1: use the proper relative pronoun or adverb to connect the two sentences of each topic into a complete sentence. Students and their partners will discuss and complete the second step of activity 1: order the six sentences to form a short passage with meaning and logical coherence.
1. The Crescent Moon is perhaps the most famous collection of children's poems. It is known to people in China.
2. There are also many poems written from a child's perspective. In these poems the poet Tagore shows a sympathetic understanding of children's feelings.
3. The English version of the book contains nearly 50 poems. The focus of the poems is on the parent-child relationship.
4. The initial poems were written from the perspective of a mother. The mother loves her baby at play and at rest, in laughter and in tears.
5. Many people love to read this collection of poems. The reason is that they can feel the warmth of love and enjoy the innocence of childhood.
6. It was written by the Indian poet Tagore. Tagore was the first Asian to win the Nobel Prize in Literature.
答案：1. The Crescent Moon is perhaps the most famous collection of children's poems that is known to people in China. (1)
2. There are also many poems written from a child's perspective in which the poet Tagore shows a sympathetic understanding of children's feelings. (5)
3. The English version of the book contains nearly 50 poems, the focus of which is on the parent-child relationship. (3)
4. The initial poems were written from the perspective of a mother who loves her baby at play and at rest, in laughter and in tears. (4)
5. The reason why many people love to read this collection of poems is that they can feel the warmth of love and enjoy the innocence of childhood. (6)
6. It was written by the Indian poet Tagore who was the first Asian to win the Nobel Prize in Literature. (2)
Teacher's activities: the teacher and the student check the answers and discuss the cohesive features of the text. The students read the whole text, and the teacher asked the questions according to the text for the students to think and answer：
What is the passage about
What have you learnt about the poet and his work
Students read the passage first, understand the main idea of the content, then use attributive clauses to reorganize the content information as needed, finally the class discussion and judge whether these changes make the passage“More concise.””。
三、After-class
Student Activities: (4) students brainstorm in pairs to identify the Chinese poet to be described, and then imitate the text of activity 2 to introduce him/her. Teachers can first provide examples, such as guiding students to analyze the text of activity 2 to introduce which poet, from what aspects of the poet introduced. Teacher activities: teachers invite students to give presentations in class, or use“I describe, you guess” game to increase the interactive and interesting class.
Summary
The teacher summed up the grammar he had learned in class。
六、Homework assignment: Complete Exercise 1 and Exercise 2 on page 90 of this book。

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