范文村Poems（通用15篇）
时间：教案网
e；would meet b.had come；would have metc.come；will meet d.had come；would meet
2.let's say you could go there again，how ______ feel?
a.will you b.should you
c.would you d.do you
3.if you had told me in advance，i ______ him at the airport.
a.would meet b.will meet
c.would have met d.will have met
4.i would have told him the answer had it been possible，but i ______ so busy then.
a.had been b.were
c.was d.would be
5.if it ______ another ten minutes，the game would have been called off.
a.had rained b.would have rained
c.have seen d.rained
6.—why didn't you buy a new car?
—i would have bought one if i ______ enough money.
a.had b.have had
c.would have d.had had
7.he was very busy yesterday；otherwise，he ______ to the meeting.
a.would come b.came
c.would have come d.will come
8.______ any change about the date，please tell me immediately.
a.will there be b.should there be
c.there will be d.there should be
9.a few minutes earlier and we ______ the train.
a.have caught b.had caught
c.could have caught d.were to catch
10.if the watergate incident ______，nixon would not have resigned from the presidency.
a.did not occur b.had not occurred
c.was not occurring d.be circling
11.if i had seen the movie，i ______ you all about it now.
a.would tell b.will tell
c.have told d.would have told
suggested answers：
1～5 bccca 6～10 dcbcb 11.a
step 10 homework
1.finish off the workbook exercises.
2.preview listening and speaking.
step 11 reflection after teaching
________________________________________________________________________
________________________________________________________________________
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Poems 篇9
虚拟语气考点透视与练习（二）在unit 1 art 虚拟语气考点透视与练习（一）中我们已经讲过条件句中虚拟语气的用法及wish 引导的宾语从句中虚拟语气的用法；还有advise等引导的宾语从句等，在这个学案中将不再重复。虚拟语气常考点清单还有如下几点：一、考查as if/ as though，if only 从句中的虚拟语气。以as if 、as though（似乎，仿佛）及if only引出的方式状语从句，如果表示真实情况应该用直陈语气；如果表示非真实情况则应该用虚拟语气, 其谓语动词的虚拟式与wish后面宾语从句中谓语动词的虚拟式相同。the little boy knows so many things as if he was a man.
he acted as usual as though nothing had happened.
1.the boy acted ____ he had never lived in canada before.
a. as though b. even if c. as d. since key：a二、考查it is (high) time that从句中的虚拟语气。
it is (high) time that 后面的从句谓语动词要用过去式或用should加动词原形，但should不可省略。
it is time that the children went to bed.it is high time that the children should go to bed.it is high time that we had our lunch. 该是我们吃午饭的时候了。it is time that he made up his mind. 该是他作出决定的时候了。三、考查would rather宾语从句中的虚拟语气i would rather you could teach me again.the manager would rather that his secretary went to the meeting instead of him .经理宁愿他的秘书代替他去开会。四、考查其它从句中的虚拟语气①. 表语从句、同位语从句中的虚拟语气
在suggestion， proposal， order， plan， idea， advice， decision等需要有内涵的名词后面的表语从句、同位语从句中，要使用虚拟语气。其谓语动词应用：should＋原形动词。另外连接从句的that不能省略。例：my suggestion is that we should go there at once.
what do you think of his proposal that we should put on a play at the english evening?②、it’s necessary/strange/natural/ important/pity/no wonder/impossible + that clause 从句中的动词要用虚拟, 即(should)+动词原形it is strange that he (should) say so.他居然会这样说，真是奇怪。it is a great pity that you (should) think so. 他居然会这样想，真是一件憾事。it is natural that a bird (should) rest in trees. 鸟在树上安歇是很自然的。it is necessary that he be sent to beijing right away.有必要立即派他去北京。③、在it is/was suggested /ordered / demanded / proposed / etc. 结构中要使用虚拟语气。如：
it‘s requested that we （should） keep the stability of the society for the people’s peaceful life.it’s suggested that the plan be carried out.it is ordered that all the troops (should) withdraw three miles away. 根据命令，所有部队撤至三英哩以外。it is arranged that he leave for canada on friday. 照安排，他星期五动身去加拿大。 it is suggested that the english evening be held on saturday. 有人建议，英语晚会周六举行。五、考查情态动词在虚拟语气中的用法在虚拟语气中表示对自己已经发生的情况的惊奇、责备、愧疚或批评等感情色彩时，多使用“情态动词+have done”来表示。如“could+have done”表示“过去本来可能做谋事，而实际上并未做到”；should have done / ought to have done：表示过去本应该做某事而实际上没有做。need not have done：表示过去本来没有必要做某事，但事实上却做了。
my sister met him at the grand theater yesterday afternoon, so he
＿＿＿＿＿ your lecture.
a. couldn’t have attended b. needn’t have attended
c. mustn’t have attended d. shouldn’t have attended
本题选a。巩固练习1. you ___ to the meeting yesterday. what was the reason for your absence? a. had come b. came c. would have come d. should have come2. “ have you visited the science museum?”“ no, but i really wish i ___.” a. had b. did c. have d. will3. here is some money in case you ___ it. a. needs b. need c. needed d. will need4.i ________the trouble if only i _______my parents.a .would have avoided, listen to b .will have avoided, listened to c .would have avoided, had listened to d .shall have avoided, listen to 5. i _______the award, only if i_______the poem more loudly.a .could get, had recited b .would get, had recitedc .would have got, recited d .would have got, had recited
6. it’s high time that we ___ to school.
a. would to b. went c. go d. will go
7. it seems as if it ___ rain.
a. will to b. is going to c. is to d. were going to
8. i’d rather you ___ right away.
a. leave b. left c. will leave d. to leave
9. he is working hard for fear that he ___.
a. fails b. failed c. would fail d. fail
10. it is really strange that the girl ___ so early.
a. has been married b. has married c. be married d. would marry
11. i wish i ___ what to do.
a. knew b. have known c. know d. would know
12. ___, i would take an umbrella with me.
a. had i been you b. i were you c. were i you d. i had been you
13. if i had hurried, i ___ the train.
a. would catch b. could catch c. would have caught d. had caught
14. he insisted that john ___ it.
a. do b. does c. did d. would do
15. it is high time we ___ off.
a. are b. were c. be d. will be
16. he felt as if he ___ more time to study for the test.
a. needs b. were needed c. needed d. need
17. it is important that i ___ with mr. williams immediately.
a. speak b. spoke c. will speak d. to speak
18. james wishes he ___ the football game instead of the film.
a. saw b. see c. had been seen d. had seen
19. i wish ___.
a. he left b. he leaves me alone
c. he be left d. he would leave me alone
20. if i had known that, i ___ so.
a. wouldn’t do b. wouldn’t have done c. won’t do d. have not done keys: 1-5dabdd 6-10 bbbdc 11-15 ac ca b 16-20caddb
Poems 篇10
the fifth period
grammar: the past participle used as adverbial
teaching aims:
1. enable the students to master the usage of the past participle when it is used as adverbial.
2. enable the students to master the transformation between the past participle phrase and the adverbial clause.
teaching important points:
1. how to use the past participle
2. how to tell the difference between the present participle and the past participle.
teaching difficult point:
how to choose the present participle and the past parthciple.
teaching methods:
1. comparision method to get the students to know how to use the participle clearly.
2. discussion method to get the students to master what they've learned.
3. pair work or group work to make the students active in class.
teaching aids:
1. a computer
2. a projector
teaching procedures:
step ii greetings
greet the whole class as usual.
step ii revision and presentation
t: in the third period of unit 4, we learned the past participle used as attributeand adverbial. now look at these sentences. can you tell me which past participle is used as attribute and which is used as adverbial?
(show the following on the screen.)
1. most of the artists invited to the party were from south africa.
2. given more attention, the trees could have grown better.
3. the professor came into the classroom, followed by his students.
4. the first textbooks written for teaching english as a foreign language
came out in the 16th century.
ss: yes, we can.
t: who can tell us in the first sentence what the past participle is sued as?
s1:i know. it is used as attribute, modifying the noun “artists”.
t: yes. ok. li lu, you try, please.
s2: i think it is used as adverbial in the second sentence.
t：good.
s3: it is used as adverbial in the third sentence, too.
t: (to the rest of the class.) is that right?
ss: yes.
t: good. no problem. now, the last sentence. who knows?
s4: let me have a try. i believe it is used as attribute. it modifies “ the first
textbooks”.
t: (ask another student.) do you agree with him/her?
s5: no, i don't think so. i think it is used as adverbial.
t: yeah, now, we have two different opinions. which one is correct? whose opinion do you agree with?
ss: the first answer is correet. it is used as attribute, not adverbial.
t: why?
ss: because it modifies the word, “textbooks”.
t: good. it is used as attribute. i agree with the first student.
step iii explanation
t: we know that the past participle can be used as adverbial. now look at these sentences on the blackboard.
(teacher writes the following on the blackboard.)
1. don't speak until spoken to.
2. given more time, we could do the work much better.
3. destroyed by the earthquake, the house had to be rebuilt.
t: what are these past participle used us?
ss: they are all used as adverbial.
t: yes, you're right. and we know that the past participle used as adverbial can express different adverbials, such as: time, cause, condition, manner and so on. do you know what the past participle in each sentence expresses? who knows?
sa: the past participle in the first sentence expresses time. the second one expresses condition. and the last one expresses cause.
t: very good. now, i'll give you a few minutes to discuss with your partner
about how to replace these past participles by using adverbial clauses.
t: (a few minutes later.) who'd like to try the first sentence?
sb: i'd like to. “don't speak until you're spoken to. ”
t：good. please sit down. what about the second sentence? who knows?
sc: i know. if we were given more time, we could do the work much better.
t: ok. sit down, please. now, the last sentence. who wants to have a try?
s: beeause the house had been destroyed by the earthquake, it had to be rebuilt.
t: good.
(teacher writes the sentences above on the blackboard.)
step vi comparison
t: as we all know, the past participle and the present partieiple can be used as adverbial, for example: (teacher writes the following examples on the
blackboard. )
1. seen from the hill, our school looks more beautiful.
2. seeing from the hill, we can see our beautiful school.
t: look at these two sentences carefully. can you tell us the difference between them?
s: the first sentence uses the past participle as adverbial while the second sentence uses the present participle as adverbial.
t: good. do you know why?
s: because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.
t: very good. when we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. if the subject in the sentence receives the action, we should use the past participle as adverbial; if the subject in the sentence does the action, we should use the present participle as adverbial. do you nderstand?
ss: yes.
step v practice
t: look at the sentences on the screen. join each of the following pairs of
sentences turning one of them into a participle phrase and making other
necessary changes. do it in pairs or groups. example: we were disturbed by the noise and had to finish the meeting early.
→disturbed by the noise, we had to finish the meeting early.
rewrite the sentences, using the past participle.
1. they were surprised at the idea and began to discuss it among themselves.
2. mary was much interested and she agreed to give it a try.
3. i was deeply moved, and thanked them again and again.
4 the two men were delighted and they thought up many other ideas, too.
5. we had been taught by failure and mistakes and have become wiser.
6. i was shocked at the waste of money and decided to leave the company.
7. he was persuaded by his friends to give up smoking and threw his remaining cigarettes away.
suggested answers:
1. surprised at the idea, they began to discuss it among themselves.
2. much interested, mary agreed to give it a try.
3. deeply moved, i thanked them again and again.
4. delighted, the two men thought up many other ideas, too.
5. taught by failure and mistakes, we have become wiser.
6. shocked at the waste of money, i decided to leave the company.
7. persuaded by his friends to give up smoking, he threw his remaining
cigarettes away.
t: ok. now look at the screen. let's do more exercises. you may discuss with
your partner.
(teacher shows the following on the screen.)
choose the best answers:
1. ______some officials, napolean inspected his army.
a. followed
b. followed by
c. being followed
d. having been followed
2.__________ by his teacher, he has made great progress in his lesson.
a. helped b. to help
c. helping d. help
3. the computer center, ________ last year, is very popular among the students in this school.
a. open b. opening
c. having opened d. opened
4. the visitor expressed his satisfaction,___________ that he had enjoyed
his stay here.
a. having added b. to add
c. adding d. added
5.___________ in thought, he almost ran into the car in front of him.
a. losing b. having lost
c. lost d. to lose
6.__________ his telephone number, she had some difficulty getting in touch
with bill.
a. not knowing
b. knowing not
c. not having known
d. having not known
7. if_________ the same treatment again, he is sure to get well.
a. giving b. give
c. given d. being given
8. in 1636, harvard is one of the most famous universities in the united states.
a. being founded
b. it was founded
c. founded
d. founding suggested answers
1. b 2. a 3. d 4. c 5. c 6. a 7. c 8. c
(teacher then asks some students to do them one by one.)
step vi test
t: now let's have a test. complete the following sentences. write your answers on a piece of paper. later, we'll check it together.
(teacher uses the micromedia equipment to show the following on the screen.)
complete the sentences:
1._______ （只要看一次），it can never be forgotten.
2._______ (被认为是这个城市里面最好的)，the factory was given a medal.
3._______ the visitor came in ,________（后面跟着一群年轻人）。
4._______ （在党的领导下），the people have improved their living conditions greatly.
5._______（在她的话的鼓励下），the boy later went up to his teacher and said “sorry”.
6. if_______（加热）to a high temperature, water will change into vapour.
7._______ （从太空中望去），the earth is a water covered globe.
8. the object on the table is a fan ______ （由羽毛制成的）。
suggested answers:
1. once seen
2. regarded as the best in the city
3. followed by a group of young fellows
4. led by the party
5. encouraged by her words
6. heated
7. seen from space
8. made of feathers
(a few minutes later, teacher asks some students to say their answers. if some students make any mistake, the teacher should give the correct answer and give some explanation, too)
step vii summary and homework
t: in this class, we've discussed the use of the past participle. that is, how to use it and its transformation with the adverbial clauses. after class, we should do more practice about this to master them. ok. time is up. so much for this clas. see you tomorrow.
step viii the design of the writing on the blackboard
unit 4 a garden of poems
the fifth period
grammar: the past participle
i. 1. don't speak until spoken to.
don't speak until you are spoken to.
2. given more time, we could do the work much better.
if we were given more time, we could do the work much better.
3. destroyed by the earthquake the house had to be rebuilt.
because the house had been destroyed by the earthquake, the house
had to be rebuilt.
ii. 1. seen from the hill, our school looks more beautiful.
2. seeing from the hill, we can see our beautiful school.
step ix record after teaching
___________________________
___________________________
___________________________
___________________________
Poems 篇11
unit 5 poems about life
一、teacher introduction：wei yan(魏燕)，teaching in class 1 & 2, grade 1，guangzhou nan wu
experimental school
二、textbook edition：oxford english shanghai edition
三、teaching topic：七年级第二学期a册，unit 5 poems about life --- listening
四、teaching period：1 period（40 minutes）
五、analysis of the textbook：
a)the topic of the unit is “poems about life”. the unit is different from teaching students
language knowledge or skills, but focuses on building up the abilities of appreciation and comprehension of poems, the ways of reading a poem, and the features of a poem. the lesson is based on reading lessons and focuses on the way of reading. also, it makes students feel the real emotion from their hearts and is the practice of writing.
b)the students from class 1 and 2 lively and many of them have a passion for speaking and playing. some of them like writing very much. encouraging them to practice and create poems is a task. in addition, helping more students to read fluently and emotionally is necessary.
c)more students will be able to enjoy and learn some abilities of poems by studying the unit.
六、 teaching aim:
1. knowledge aim:
learn to read a poem with rhythm and emotion. find the rhymes of the poem a on p69.
2. ability aim:
a)find out the mistakes and write the correct words while listening.
b)match the pictures and poems while listening.
3. strategies aim:
bring up the students to express their own feelings of lives through reading and writing poems.
4. feeling and attitudes aims:
a. let the students take part in the activities positively and cooperate in a group and learn from each other.
b. according to reading practise, improve the students’ communicating and writing ability.
5. culture aim:
understand western culture by studying english poems.
七、 teaching difficult points and important points:
1. teaching important points:
a) read the poems in the text and understand the features of them.
b) listen to the rhythm of the poems (listening a). understand the feelings from the poems (listening b).
c) try to use the poems to express the feelings.
2. teaching difficult points:
a) understand the feelings from the poems (listening b).
b) try to use the poems to express the feelings.
八、teaching method:
a) the communicative method.
b) task-based approach
c) group work
九、teaching aids:
computer, blackboard, note cards, handout.
十、teaching procedure:
teaching procedureteacher activitiesstudents activitiesteaching aim
warming up –
daily report
(5 minutes)ask students to
read poems that writen by themselves.two or three students
read poems that writen by themselves in the class.arouse the
interests of
students to
read poems and review the rhymes.
task 1: listening a
correcting mistakes
in a poem
(12 minutes) 1. ask students to compare the poems the two students read to the poem of listening a.
2. ask students to find the correct words while listening.
3. ask students some question about typhoon and then let them follow the playback and read the poem aloud with rhythm and emotion in the class.1. listen to the two students to read the poems carefully, and compare it to the poem of listening a in the text.
2. ask students to find out the rules of listening.
3. listen to the poem twice and cross out the mistakes and write the correct words.
4. read the poem aloud with rhythm and emotion in the class.1. lead the students to predict what the mistataks are in the poem.
2. find the mistakes while listening and understand the rhythm in the poem.
task 2: listening b
poems about the
feeling
(8 minutes) 1. ask students to look at the pictures on the handout and guess what feeling is on each face.
2. listen to the poems carefully and match the pictures to each poem.1. look at the pictures and guess what feeling is on each face.
2. listen to the poems once and match the feeling to them.according to the pictures and listening materials, judge the feelings of different people.
task 3: post-listening
(12 minutes)1. ask groups to practise reading and playing the six poems with rhythm and emotion on p70.
2. let groups show the six poems in different
ways. 1. work with groups to read poems in
different ways.
2. show the poems aloud in the class.lead students to learn how to use a poem to express their feelings and improve them to enjoy poems.
task4:summary
(2 minutes)
1. summarize the
listening skills and ask students to understand poems and read them with rhythm and emotion.
do more reading practose and write the poems after class and read them aloud.show students can express their own feelings by poems.
unit 5 poems about life ---- listening
design of writing
on blackboard
listening skills:
1. read poem
2. find rhythm
3. correct the mistakesfeelings:
angry/cross, afraid/scared/frightened, bored, sad, excited, happyreading skills:
rhythm
emotion
body language
Poems 篇12
the third period
teaching aims:
1. review the text to finish some exercises about poems.
2. learn and master the past participle used as adverbial.
3. do some exercises to learn the sentence transformation.
teaching important points:
1. how to get the students to master the usage of the past participle.
2. how to do sentence transformation.
teaching difficult point:
the sentence transformation between a clause and a past participle phrase.
teaching methods:
1. pair work or group work to make every student active in class.
2. discussion method to get the students to make clear what they've learned.
3. showing and explanation methods to have the students get a clear concept about what they learn.
teaching aids.
1. a computer
2. a projector
teaching procedures:
step i greetings and revision
greet the whole class as usual.
t: in this class, i'll check your homework first. in the last period, i told you to make a timeline that shows the centuries when the poets were living and their names, including all the english poets in the text and some of the chinese poets you know. have you finished it? (ss: yes.)now i'll show the answers on the screen. check them, please.
english poets:
shakespeare(1564～1616)
donne(1572～ 1631)
john milton(1608～ 1674)
marvell(1621 ～1678)
pope(1688～ 1744)
johnson(1709~1784)
wordsworth(1770～ 1850)
byron(1788～ 1824)
shelly( 1792～ 1822)
keats(1795～ 1821)
auden(1907～1973)
chinese poets: li bai(701 ～762)
wang wei(701～761)
du fu(712～ 70)
bai juyi(772～846)
guo moruo(1892～1978)
step ii word study
t: please turn to page 29. look at word study, part 1. fill in the blanks with words in the text. have a discussion with your partner and then we'll check the answers.
suggested answers:
1. poem 2. rhyme 3. author 4. stories
5. poets 6. translated (put)
t: as we know, if words or lines of poetry end with the same sound, including
a vowel, we can say they rhyme. who can give us some words that rhyme?
sa: i'll try. “horse”and“mouse”, “school”and“fool”. they all rhyme.
t：that's right. (show the screen.) now look at the screen. there are two groups of words on the screen. please read them and match the words that rhyme.
match the words:
a: 1. curious 2. image 3.glory
4. absence 5. romantic 6. atmosphere
7. special 8. embrace
b: a. audience b. public c. serious
d. message e. fear f. social
g. base h. story
t: (a few minutes later.) have you finished?
ss: yes.
t: who will give us the answers?
sb: they are: l. c;2 d;3 h;4 a;5 b;6 e;7f;8 g. am i right?
t: sc, do you agree with him?
so: yes, he is right.
step iii grammar
(teacher shows the two sentences on the screen.)
the past participle used as adverbial:
1. once published, his work became famous for the absence of rhyme at
the end of each line.
2. no matter how well translated, something of the spirit of the original work is lost.
t: look at the two sentences on the screen. who can tell us their chinese meanings?
sd the first sentence means:一经出版，他的作品就因不押韵而著名。
the second means: 即使翻译得再好，一经翻译，原作的一些精华就没有了。
t: can you think of another way to express these ideas?
se : i'll try. the first sentence can be expressed as: once it (= his work) was published, his work became famous for the absence of rhyme at the end of each line. the second: no matter how well it (= the original work) is translated, something of the spirit of the original work is lost.
t: quite right. from the sentences we've discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. are you clear about that?
ss: yes.
t: now turn to page 30. please look at ex.1.complete each sentence by using the past participle of the right verb.before doing that，who will tell the meanings of the words in the box?
sf：i'll try. “build”means“建设”。“frighten”means“使惊恐”；“bite”means “咬”；“follow”means“跟随”；“shoot” means“开枪”；“see”means“看见”；
“give”means“给”，“examine”means “检查”and“suppose”means“认为”.
t：very well.now have a discussion in pairs and give us their proper forms.
while doing this，talk about the meaning o{each sentence.ok?
(students have a discussion and teacher goes among the class and answers the questions the students ask.)
suggested answers：
1.frightened
2.given
3.followed
4.examined
5. built
6.seen
7.bitten
8.shot
9. supposed
step ⅳ practice
(teacher shows the sentences on the screen.)
1.the castle, burned down in 1943，was never built.
2.if left alone on a deserted island，what would you do to survive?
t：look at t山two sentences on the screen.each of the sentences has a past participle.have a discussion about them and decide their functions.
(after a few minutes’ discussion.)
sa：in the first sentence the past participle phrase“burned down in 1943”is used as attribute.modifying the noun “castle”.the meaning f the whole sentence is：1943年被夷为平地的那座城堡.再也没有重建。
sb：in the second sentence。“1eft alone on a deserted island”is used as adverbial，
expressing condition.
t：what is the meaning of it?
sb：如果你流落到一个荒凉的岛上，为了生存下去。你会怎么办呢?
t：good.now，look at the sentences on the screen and the function of each past participle phrase.you can do it in pairs or groups.
tell the function of the past participle in the following sentences：
1.the room，connected to the rest of the house by a long passage，was completely empty.
2.connected to the rest of the house by a long passage，the room seems very quiet。
3.folded in his pocket，the letter wasn't found until twenty years later.
4. he was walking around with the letter folded in his pocket.
(a few minutes later.)
t：are you prepared? (ss：yes。) please tell us the function of each past participle and the meaning of each sentence.
sc：in the first sentence，it is used as attribute.the meaning of the sentence is：这个由一条长长的走廊和房子里的其他地方相连的屋子里面空无一物。
sd：in the second sentence, the past participle phrase is used as adverbial.
expressing the cause.the sentence means：因为这个屋子是由一条长长的走廊和别的地方相连接的，所以它很安静。
suggested answers：
3.adverbial.因为这封信是折叠起来放在他的口袋里的.所以直到二十年后才被发现。4.attribute.他到处转悠口袋里装着一封折叠起来的信。
step v consolidation
t: look at the example on page 30. here are two sentences. they both have the same meaning, but their adverbials are expressed in the different ways. study the example and then rewrite the sentences on page 31, using a clause to substitute the past participle phrase.
suggested answers:
1. when he was asked what had happened, he told us about it.
2. as he was well known for his expert advice, he received many invitations to give lectures.
3. if we were given more time, we would be able to do the work much better.
4. once it was translated into chinese, the book became very popular among
chinese teenagers.
5. as she was deeply interested in medicine, she decided to become a doctor.
6. though she was left alone at home, sam did not feel afraid at all.
step vi summary and homework
t: in this class, we've talked about rhyme and the use of the past participle. the past participle of the verb can be used as adverbial and attribute, such as, “one…”;“the castle …”. we also know that the past participle can be expressed with a clause, such as“united…”(teacher writes the sentences on the blackboard. ) today's homework: join each pair of sentences to form one sentence, using the past participle. that's all for today. class is over.
join the two sentences in each group.
1. mary was shocked at what jack had said.
she didn't know what to say at first.
2. the mirror was broken.
the mirror was lying on the ground.
3. l went into the dark room. 1 was followed by my best friend.
4: the park is the most beautiful place in the city.
it was destroyed by the storm last sunday.
5. the dog barked at us.
the dog was tied to a pole by the door.
6. they were sad to see a sea of flowers.
the flowers were covered by the heavy snow.
7. the scientist is well known for his knowledge.
the scientist is able to help the workers to get out of their difficulty.
8. the coins were collected by my cousin.
the coins were made in tang dynasty.
step vii the design of the writing on the blackboard
unit 4 a garden of poems the third period
grammar: the past participle used as adverbial1.
1. once published, his work became famous for the absence of rhyme at the
end of each line.
no matter how well translated, something of the spirit of the original work
is lost.
2. the castle, burned down in 1943, was never built.
if left alone on a deserted island, what would you do to survive?
3. united, we stand ；divided, we fall.
if we are united, we will fall；if we are divided, we will fall.
step viii record after teaching
___________________________
___________________________
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Poems 篇13
module 6 book viii
the tang poems
introduction
教 学
目 标1. get ss to learn about the tang poems, including the image, mood, rhyme, rhythm, subject, effect of a poem.
2. get ss to learn to talk about a poem.
重 点analyse and talk about a poem.
教 学
过 程step1. warm up
1. do you like chinese ancient poems?
2. what poems are the most famous in ancient china?
3. who can you first think of on mentioning the tang poems?
4. can you give some examples of their poems?
step 2. show some pictures of the three famous tang poets, and get the ss to guess who they are.
step3. read the poem a tranquil night and answer the questions
•who wrote the poem?
•what’s the topic/subject of the poem?
•what’s the mood of the poem?
•what images can you find in it?
•what’s the rhyming stile of the poem?
step4. match the words of factors of tang poems and their meanings.
step5. listen to a poem and answer the questions.
1. what’s the poem about?
2. how is the friend to travel?
step6. read the poem farewell to a friend by li bai and finish the following task.
1. try to translate it into chinese.
2. choose correct answers
3. fill in the blanks
step7. appreciation
a collection of english translation of tang poems
Poems 篇14
the fourth period
teaching aims:
1. learn the following words and expressions:
change…to; get through, extraordinary; avoid; fall into, stupidity; by the light of
2. learn the text to know about the relation between poems and songs.
3. read english poems and know something about them.
4. train the students to enjoy english poems.
teaching important points:
1. the usages of the useful words and expressions listed above.
2. how to enjoy english poems.
teaching difficult point:
how to enjoy english poems.
teaching methods:
1. analysing method to get the students to further understand what they've learned.
2. practice method to get the students to master what they've learned.
3. discussion method to make every student active in the class activities.
teaching aids:
1. a computer
2. a tape recorder
3. a projector
teaching procedures:
step i greetings and revision
greet the whole class as usual.
t: in the last period, i told you to join some pairs of sentences, using the past
participle. now, who'll give us the answers?
(one student, one sentence.)
sa: 1. shocked at what jack had said, mary didn't know what to say at first.
sb: 2. the broken mirror was lying on the ground.
sc: 3. i went into the dark room, followed by my best friend.
sd: 4. the park destroyed by the storm last sunday is the most beautiful place in the city.
se: 5. the dog tied to a pole by the door barked at us.
sf: 6. they were sad to see a sea of flowers covered by the heavy snow.
sg: 7. well known for his knowledge, the scientist is able to help the workers to
get out of their difficulty.
sh: 8. the coins collected by my cousin were made in tang dynasty.
(teacher and students learn the new words of this period together.)
step ii reading and comprehension
t: do you like singing?
ss: yes, we do.
t: do you like poems?
ss: yes, we do.
t: why do you like them? do you think that poems and songs have anything in common?
ss:…
t: now let's read a passage about songs and poems. you'll find the answers to the questions above. please read it fast and find the answers to the questions on the screen. please write the answers on a piece of paper and i'll collect the first five pieces.
(teacher shows the screen.)
answer the following questions:
1. how does the writer feel when he is listening to music and to the song words?
2. what kind of feeling has he when the writer locks the door and reads poems aloud?
(a few minutes later.)
t: those who finish your answers, hand them in, please.
(teacher collects the first five students' answers. then say the following. )
t: sa, please give us the answer to the first question.
sa : when he is listening to music and to the song words, he feels that it was written for him.
t: the second question?
sb: when he locks the door and reads the poems aloud, he is given a strong feeling at first. when he has some practice later and falls into the rhythm, the rhyme and the sounds of the words, it is a very special experience.
t: are they right?
ss: yes, they are right. t: very good. now read the text again, and discuss the questions on the screen.
(teacher shows the screen.)
read the text carefully and find the answers to the following questions.
l. why is the question why read and sometimes even write poetry not difficult to answer if we change the word poetry to songs?
2. why are there songs that the writer sings in his head between classes and he wants to sing when the school bell rings by the end of the day?
3. what song words does the writer like?
4. does the writer like long poems?
5. what does the writer read when he has had a bad day at school?
6. do you have the same feeling as the writer? do you agree with him?
(teacher goes into the class and joins the students in the discussion.)
t: (after the students' discussion.) now give us your answers, please. one student, one question. volunteers?
sa: 1. i'll try the first question. because the writer thinks that poems and songs are the same and he sings when he feels good.
sb: 2. the second question: because between classes and when the school bell rings by the end of the day, he'll have a free time of his own. he can do what he wants to do, so he feels good and wants to sing.
sc:3. he likes song words about love and friendship and he especially likes to sing his favourite songs in english.
sd:4. at first, he didn't like poetry. then an e-pal of his gave him some suggestions about poems. now he likes long poems very much.
se:5. when he has had a bad day at school, he reads keats' poems.
sf:6. i agree with the author and i have the same feeling as he does, but i like short poems most.
t: very good. now can you answer my question why do you like poems?
sg: yes. because poems can make people happy and forget all the unhappy things.
t: do you think that poems and songs have anything in common?
sh: yes. i think so. they have the same good points.
t: (show the screen.) now look at the screen. there are some useful words and expressions on it. please read them and learn them by heart.
useful words and expressions:
1.change… to: he changed the date to sep. 11.
2.get through: i got through the book in one evening .
he got through the final exams.
3.extraordinary: i had an extraordinary dream last night.
4.avoid: the man tried to avoid answering him.
5.fall into: they have fallen into poverty.
6.stupidity: i'm ashamed of my stupidity.
7.by the light of: sometimes we go on working after dark by the light of our tractors.
step iii listening and reading aloud
(teacher plays the tape for the students to listen to. then students read the pas sage loud. )
step iv exercise
t: please turn to page 31. here is a poem by robert frost. listen to the tape and
read it aloud. find the words that rhyme and then discuss with your classmates
what it means.
(teacher plays the tape and then goes into the students and helps them to correct the mistakes in pronunciation and intonation, and then joins in their discussion.)
t: have you finished it? please tell us the words that rhyme.
s1: i'll try. “crow” rhymes with“snow”and“heart”rhymes with“part”.
t: are there any?
s2: yes. “me” and“ tree” rhymes “mood”and “rued” rhyme.
t: are they right?
ss: yes, they are right.
t: who will tell us its meaning?
s3: i think the whole poem is a sentence. it is like this: the way a crow shook the dust of snow from a hemlock tree down on me has given my heart a change of mood and saved some part of a day i had rued. am i right?
t：yes, you are right.
s4: it means that a crow in a hemlock tree shook down some snow on me and this gave me a release from my unhappy mood.
t: quite right.
step v checkpoint
t: open your books at page 32. look at checkpoint 4. here are three sentences. please change their adverbial clause in each sentence into a past participle phrase. have a discussion with your partner and after a while we'll check the answers.
suggested answers:
1. translated into chinese, the book became very popular in china.
2. given more time, we would he able to do the work much better.
3. left alone at home, sam did not feel afraid at all.
(when the students give the answers, teacher writes them on the blackboard.)
step vi summary and homework
t: in this class, we've learned a passage about songs and poems. from it we know that songs and poems can make us feel better. we've also learned some useful words and expressions. they are：change… to…, get through, (teacher writes them on the
blackboard) today's homework：read the poem on page 32, and try to find its meaning. if you have some difficulty in understanding it, you can follow the advice of the text. if you fall into the rhythm, the ryhme and the sounds of the words, you'll get in a really special experience. exercise 2 is about writing. read the instructions and try to write an essay. besides, tips are a help for you to enjoy poems. do as it says, and i'm sure you'll become a poemlover. that's all for today. class is over.
suggested answers to ex. 2:
a review of the poem“twinkle, twinkle little star”. this poem is about the stars in the sky. when i read the poem, it seems that a clear picture is shown before me. in the dark sky of night, there are thousands of little stars that twinkle in the sky. they are far away from me, perhaps thousands of millions of miles away. i want very much to go further and see clearly what they are like. but i can't. i can only see them like diamonds in my story books. when i read the poem, i feel very happy and comfortable. nature is beautiful and mysterious whether in the day or at night. there are many, many things like stars in the sky waiting for us to discover.
step vii the design of the writing on the blackboard
unit 4 a garden of poems
the fourth period
useful words and expressions:
change…to, get through, extraordinary,
avoid, fall into, stupidity, by the light of
the past participle used as adverbial:
translated into chinese (= aa soon as it was
translated into chinese), the book became very
popular in china. given more time (= if we were given
more time), we would be able to do the work much better.
left alone at home (= although he was left alone at home),
sam did not feel afraid at all.
step viii record after teaching
________________________
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Poems 篇15
XX届高考英语顶尖学案：大纲版
unit 4 a garden of poems 诗的花园
核心词汇
1.they have no ____________ (打算)of getting married at present.
2.we must make up an excuse for our ____________ (缺席).
3.there is an ____________ (气氛)of peace and calm in the country，quite different from that of a big city.
4.to my knowledge，there is no such _____________(习语)in english.
5.there was a prize for the best ____________(论文)on shakespeare in the city.
6.the doctor strongly ____________(建议)that he should take a holiday.
7.this text is long and difficult，so i can’t ____________(背诵) it.
8.he likes collecting stamps and has a ____________(收藏) of thousands of stamps.
9.用 translate 的适当形式填空：
(1)the story was first written in english and later ________ into chinese.
(2)do you do a lot of ____________ in your language classes?
10.he is such a warmhearted man that he contributes a great deal of money to the hope project.he has made great ____________ to the development of the hope project.(contribute)
1.intention 2.absence 3.atmosphere 4.idiom 5.essay 6.recommended 7.recite 8.collection 9.(1)translated (2)translation 10.contributions
高频短语
1._____________ 把……结合成一整体；装配
2._____________召唤；使人想起；调动(力量、人员等)； 提出(议案等)；(给……)打电话
3.________________突出；显眼；远远超过某人(物)
4.______________ 照亮；使放光彩；点上(烟等)吸起来
5._______________ 出现；形成；产生
6.________________ 使某人来到；要求将某物取来或送到
7.________________ 为……作贡献(或捐款)；
有助于……；
向……投稿
8.________________ 通过；穿过
9.________________ 陷入；落入；可分成
10.________________ 从……开始
1.put... together 2.call up 3.stand out 4.light up 5.come into being 6.send for 7.contribute to 8.get through 9.fall into 10.start with
重点句式
1.____________，his work became famous for the absence of rhyme at the end of each line.
他的作品一出版就因为在每一行诗的结尾没有韵脚而闻名。
2._____________________the english romantic poets.
英国浪漫主义诗人深受中国人的喜爱。
3.besides，____________ well a poem is translated，something of the spirit of the original
work is lost.除此之外，无论一首诗翻译得多好，原作中的某些精华也会消失。
4.that question ____________________ if we change the word poetry to songs.
如果我们把“诗”这个字眼换成歌曲，那个问题就不难回答了。
1.once published 2.greatly loved in china are 3.no matter how 4.is not difficult to answer
知识详解
1.absence n. 不在；缺席；缺乏；没有
【教材原句】(p28)once published，his work became famous for the absence of rhyme at the end of each line.
他的作品一出版就因为在每一行诗的结尾没有韵脚而闻名。
思维拓展
①(牛津p6)the decision was made in my absence/while i was not there.这个决定是我不在的时候作出的。
②(牛津p6)we did not receive any news during his long absence.我们在他长期离开的时候没有得到一点消息。
③john has been absent from school/work for three days now.
约翰到现在已经旷课/旷工3天了。
1.完成句子
(1)然而，在缺乏母语环境的情况下学习作为外语的英语相当困难。
however，learning english as a foreign language is very difficult _____________ a native language environment.
答案：in the absence of
即境活用
(2)the reason why he ____________ (缺席) his best friend’s birthday party was that he had to look after his sick mother.
答案：was absent from
2.intention n. 意图，目的，打算
【教材原句】(p25)practise expressing intention
练习表达意图
①(牛津p1063)he left england with the intention of travelling in africa.他离开英格兰，打算去非洲旅行。
②i have no intention of helping him after what he said to me.
听了他对我说的话，我再也不想帮他了。
思维拓展
③as far as i know，the book is intended for children.
据我所知，这本书是为儿童写的。
即境活用
2.完成句子
(1)她去巴黎是想学习法语。
she went to paris ___________________ learning french.
答案：with the intention of
(2)这本词典是给中学生用的。
this dictionary ____________ middle school students.
答案：is intended for
3.recommend vt. 推荐；推举；劝告；忠告
【教材原句】(p32)ask your teacher to recommend poems to you.让你的老师推荐给你一些诗歌。
(1)推荐，推举
①therefore i recommend myself to you without hesitation.
因此，我毫不犹豫地向你推荐我自己。
②(牛津p1658)i recommend the book to all my students.
我向我所有的学生推荐这本书。
(2)建议
③(XX年高考浙江卷)the doctor recommended that you shouldn’t swim after eating a large meal.
医生建议你不应该在饱餐之后游泳。
④(牛津p1658)it is strongly recommended that the machines should be checked every year.
建议每年一定把机器检修一遍。
⑤(牛津p1659)he recommended reading the book before seeing the movie.他建议先看这本书，再去看这部电影。
3.(XX年高考福建卷)teachers recommend parents ______their children under 12 to ride bicycles to school for safety.
a.not allow b.do not allow
c.mustn’t allow d.couldn’t allow
即境活用
解析：选a。句意：为了安全起见，老师建议家长不要让12岁以下的孩子骑自行车上学。本题考查虚拟语气用法。recommend，suggest，insist，order，request，advise 等表“建议、命令、要求”等意思的动词，后接宾语从句时，宾语从句的谓语动词常用“should＋动词原
形”，should 可以省略。
4.contribute vt.& vi. 捐助；捐献；贡献；投稿
【教材原句】(p32)collect your favourite poems in a notebook and ask your friends to contribute to it.
把你喜爱的诗歌收集在笔记本里并让你的朋友来投稿。
(1)vt.捐款，捐助
①he contributed a lot of money to the hope project.
他捐很多钱给希望工程。
(2)vt.&vi.投稿
②he contributes regularly to that magazine.
他定期给那家杂志投稿。
(3)vt.提供(时间，精力等)；提出
③the volunteers contribute huge amounts of their own time to the project.志愿者把自己大量的时间花在了这个计划上。
(4)vi.对……有贡献，有助于……
④a proper amount of exercise contributes to good health.
适度的运动有益健康。
思维拓展
⑤the invention made a major contribution to road safety.
这项发明对道路安全做出了卓越贡献。
【温馨提示】 contribute 和 contribution 后面的 to 都是介词。
【高效记忆】
⑥many people contributed money to the hope project，which contributed to many children returning to school.a writer wrote a story about this and contributed it to a newspaper.
好多人给希望工程捐钱，使许多孩子可以重返校园。一位作家写了一篇关于此事的故事并把它投到报社。
4.take care during the holidays！drinking too much can____________heart disease and cause high blood pressure.
a.contribute to b.relate to
c.attend to d.devote to
即境活用
解析：选a。考查动词短语辨析。contribute to导致；引起；relate to与……有关；attend to注意听；专心；招待；devote...to致力于。句意：假期要注意！饮酒太多会引起心脏病和导致高血压。故a项正确。
5.call up
【教材原句】(p27)poetry also calls up all the colours，feelings，experiences and curious images of a dream world.
诗歌还能唤起梦幻世界的一切色彩、感情、经历和各种奇特的意象。
(1)使人想起，使回忆起
①that picture calls up memories of a holiday i had as a child.
那张照片使我回忆起儿时假期的情景。
(2)打电话
②i tried to call you up last night，but no one answered the phone.我昨晚曾打电话给你，但没人接。
(3)召集，征召……入伍
③when the war broke out, they were at once called up.
战争一爆发，他们立即就被征召入伍了。
思维拓展
④(朗文p271)the game was called off due to heavy rain.
比赛因下大雨被取消。
⑤he is not fit for the job because it calls for patience.
他不适合这项工作，因为这项工作需要耐心。
【高效记忆】
5.as i grew up in a small town at the foot of a mountain，the visit to the village________scenes of my childhood.
a.called up b.called for
c.called on d.called in
解析：选a。此题考查call的相关词组的区别。句意：因为我在一个山脚的小山村长大，对这个小村子的访问使我想起了我童年的情形。call up表示“使人想起”。
即境活用
6.your letter________the days________we worked together on the farms fifteen years ago.
a.calls up；which b.calls in；when
c.calls up；when d.calls in; that
解析：选c。句意为：“你的来信使我回忆起XX年前我们一起在农场工作的日子”。
6.stand out 显眼，突出，杰出
【教材原句】(p27)poems by du fu，li bai and wang wei among others stand out in the halls of glory.
杜甫、李白、王维以及其他诗人的诗词兀立在荣光宝殿之上。
①(朗文p)we want the picture on the cover of the newspaper to stand out.
我们想要报纸封面的照片醒目突出。
②(牛津p1962)she is the sort of person who stands out in a crowd.她是那种在人群中很显眼的人。
思维拓展
③(朗文p)they will not stand by and let you take away their homes.
他们不会袖手旁观，听任你们夺走他们的家园。
7.though many actresses applied for the role in the film，only lucy________and realized her dream.
a.gave out b.went out
c.stood out d.came out
解析：选c。考查动词短语辨析。结合上下文的意思，应该选stand out(突出，显眼，出色)。give out分发，用尽；go out出去，倒塌；come out出现，真相大白。
即境活用
8.our country will________in the world for its great achievements in economy，sports，space，technology and so on.
a.stand up b.stand out
c.rise up d.rise out
解析：选b。stand out表示“突出”；stand up
意为“起立，经得起”；rise up意为“起义，反抗”。
句型梳理
1.【教材原句】 (p28)once published，his work became famous for the absence of rhyme at the end of each line.
他的作品一出版就因为在每一行诗的结尾没有韵脚而闻名。
【句法分析】 此处once published 为状语从句，是once it was published 的省略形式。
当状语从句的主语和主句的主语一致时，或当从句的主语是it (谓语含有be)时，常可以省去从句的主语和谓语的一部分。
状语从句主要有以下六种省略形式：
(1)从属连词＋形容词
①i’ll buy a computer if (it is) necessary.
若有必要，我就买一台电脑。
(2)从属连词＋名词
②while (he was) yet a youth，he gained many prizes.
他年轻时就获得过许多奖。
(3)从属连词＋介词短语
③he looked everywhere as if(he was) in search of something.他到处打量好像在寻找什么东西。
(4)从属连词＋现在分词
④while (i was) walking along the street，i heard my name called.当我正在沿着大街走路时，听见有人叫我的名字。
(5)从属连词＋过去分词
⑤unless (it is) repaired，the machine is of no use.
这台机器若不修便没用了。
(6)连词(as if，as though)＋不定式
⑥he opened his lips as if (he were) to speak.
他张了张嘴好像要说话。
9.(XX年高考浙江卷)the experiment shows that proper amounts of exercise，if____________regularly，can improve our health.
a.being carried out b.carrying out
c.carried out d.to carry out
即境活用
解析：选c。句意：试验表明，如果有规律地进行适量的锻炼，就能够提高身体健康状况。首先，if carried out＝if it is carried out ，依句意可知it ＝proper amounts of exercise，与 carry out 构成动宾关系，所以用过去分词表被动含义。而 being carried out 意为：正在被开展；carrying out 与 to carry out 表主动含义，所以c项正确。
2.【教材原句】 (p28)greatly loved in china are the english romantic poets.
在中国深受喜爱的是英国的浪漫主义诗人。
【句法分析】 为表示强调和保持句子平衡，此句采用了倒装句式，将表语置于句首，其结构为“表语＋连系动词＋主语”。
(1)形容词＋连系动词＋主语
①present at the meeting were professor white，professor smith and many other guests.
到会的有怀特教授、史密斯教授以及许多其他客人。
(2)过去分词＋连系动词＋主语
②gone are the days when they could do what they liked to the chinese people.
他们能够对中国人民为所欲为的日子一去不复返了。
(3)介词短语＋be＋主语
③among the goods are christmas trees，flowers，candles，turkeys and toys.
货品中有圣诞树、花卉、蜡烛、火鸡和玩具。
10.(XX年高考陕西卷)john opened the door.there____________he had never seen before.
a.a girl did stand b.a girl stood
c.did a girl stand d.stood a girl
解析：选d。句意：约翰打开门，那里站着一个他从未见过的姑娘。本题考查倒装句型。当 there，here，away，down 等副词置于句首且主语为名词时，要用完全倒装形式。所以d选项正确。
即境活用
11.(XX年高考江西卷)not until he left his home______to know how important the family was for him.
a.did he begin b.had he begun
c.he began d.he had begun
解析：选a。句意：直到离开家他才开始了解家对他来说多么重要。本题考查倒装句。 not until 置于句首，主句要部分倒装，排除c、d两项；又根据句意得知 begin 需用过去时，但发生在 leave 之后，故排除b项。
3.【教材原句】 (p31)given more time，we would be able to do the work much better.
如果给更多的时间，我们工作会做得更好。
【句法分析】 given more time＝if we were given more time，句子的主语we和give之间是被动关系。此处为过去分词作状语。
①given enough care，the tree would not die.
如果给予足够的照顾，小树就不会死亡。
②given more time，i’ll catch up with you.
如果有更多的时间，我会赶上你们的。
③driven by a greater demand for vegetables，farmers have built more green houses.由于受到更大的蔬菜量需求的推动，农民修建了更多的温室。
12.(XX年高考陕西卷)__________from the top of the tower，the south foot of the mountain is a sea of trees.
a.seen b.seeing
c.having seen d.to see
即境活用
解析：选a。句意：从塔顶往下看，南边的山脚下是一片树的海洋。本题考查分词作状语。分词作状语，其逻辑主语与句子主语一致。主语 the south foot of the mountain 与 see 在逻辑上为被动关系，四个选项中只有a项表被动。
13.(XX年高考四川卷)________many times，he finally understood it.
a.told b.telling
c.having told d.having been told
解析：选d。考查非谓语动词。句意：他被告知了好多次，最后他终于懂了。句子主语是he，he与动词tell 之间存在被动关系，而且动作有先后顺序。