2023学年完整版Unit2Poems设计

Unit2Poems教学设计TeachinggoalswordsandphrasesPoem,poetry,recite,aspect,convey,nursery,rhyme,diamond,cottage,balloon,sparrow,tease,salty,endless,translate,nurseryrhyme,takeiteasy,runoutof,makeupofsentencesWhichpoemisaboutthingsthatdon’tmakesense?Poetsusemanydifferentformsofpoemstoexpressthemselves.Ihadn’ttakenmyeyeofftheball.Wehadn’ttakeniteasy.Thepoemismadeupoffivelines.AlotofTangpoetryhasbeentranslatedintoEnglish.ThetranslationshaveafreeformthatEnglishpeopleliketocopy.3.EnableSstotalkaboutdifferenttypesofpoems:nurseryrhymes;listpoems;cinquain;haiku;Tangpoems4.EnableSstotalkaboutdifferentpurposesofwritingpoems.5.Understandthemainthemeofeachpoem.6.EnableSstochantsomeoftheirfavoritepoems.Sstodistinguishdifferenttypesofpoems.importantpointsaboutfivemaintypesofpoems.themainpurposeofwritingthepoems.TeachingdifficultpointsFindtherhythmofeachpoem.Chantthepoem.Understandthemainpurposeofwritingthepoems.TeachingPeriodsOneperiodTeachingmethodsSkimmingandscanning.Asking-and–answeringactivityDiscussionChantTeachingaidsMultimediaTeachingprocedures&waysStep1.GreetingsStep2.PresentationAskSstothinkbackandtrytorememberpoemsfromtheirearlychildhood,eitherinChineseorinEnglish.Talkaboutsomefamouspoetsbothhomeandabroad,eitherancientonesormodernones.Brainstorming:Whatwillyouthinkofwhenwetalkabouttheword“poem”?Step3.WarmingupReadthequestionsinthispart,remindingSswhattheynoticeabouttheabovepoems..theyhaveastrongbeat,ortheyhaverhyme,ortheyplaywithwordsandsounds,orperhapssomeofthemarefunnybecausetheymakenosense.)TellSsthattherearemanyreasonswhypeoplewritepoetry.GivetheexamplesontheBb.AskSswhytheythinkthepoetswrotethepoemstheyhavejustrecited..Writetheirsuggestionsontheboard.GiveSsatimelimitofafewminutes.Dividetheclassintogroupsoffourtodiscussthepurposeofwritingpoems.Askonepersonfromeachgrouptoreadtheirgroup’slistandaddtheirsuggestionstothelistontheboard.(Suggestedreasons:tocreatecertainfeelingsorimagesinthereader;toshareafeelingorexperience;todescribesomethingindetailorgiveanimpression;togetthereadertothinkaboutanidea;toexpressapointofview;tomakethereaderexperiencethesight,sounds,smells,feelandtastesofsomething;tocreateamood,toplaywithwordstheirsounds,rhymeandrhythm.)Iftimepermits,insmallgroupsorasaclass,discussthekindsoftopicsthatpoetswriteabout.(people,animals,nature,landscapes,thesea,theseasons,stories,death,war,youthandoldage,feelingandexperiences,emotionslikelove,hate,sadness,regretanddesire,etc.)Step4.Pre-readingPeoplefromdifferentcountrieswritedifferentkindsofpoems.GetSstodiscussthequestionsonPage9withtheirpartners:DoyouhaveafavoritepoeminChinese?Why?DoyouhaveafavoritepoeminEnglish?Why?Astoexercise2,giveSspracticeinanimportantreadingskill:scanningatext,thatis,lookingthroughatextquicklytofindspecificinformation.Readthetableinexercise2withtheSs.Tellthemthattheyaregoingtolookfortheinformationinthetable,justinthepoemsthemselves,notintheotherpartsofthetext.Theyaretolookonlyforthosepiecesofinformationandnotreadeveryword.Doanexamplewiththem.Suggestedanswerstoexercise2:WhichpoemABCDEFGHdescribesaperson?√tellsastory?√describesanaspectofaseason?√√√isaboutsport?√isaboutthingsthatdon’tmakesense?√isrecitedtoababy?√describesariverscene?√hasrhymingwordsattheendoflines?√√repeatswordsorphrases?√√√Step5.ReadingScanningGettheSstoreadthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.TeachergivesSsacoupleofminutestolookthroughthewholepassage.Tellthemtoreadthetextsilentlyandthenasksomedetailedquestionsaboutthetextontheslideshow.TeachershouldencourageSstoexpresstheirideas.Q1.Whydopeoplewritepoetry?Q2.Howmanyformsofpoemsarementionedinthepassage?Whatarethey?Q3.Whatdoes“nurseryrhyme”mean?Whydotheydelightsmallchildren?Q4.What’sthecharacteristicof“listpoems”?Whatabout“cinquain”?Q5.WhydoEnglishPeoplelike“Haiku”?Q6.AreyoufamiliarwithTangPoems?Doyouknowthetitleofthelastpoeminthetext?FirstreadingGetSstoreadthetextcarefully,findingtheonesentencethatsumsuptheparagraphofeachpart..Underlinethetopicsentence.SecondreadingTellSsthattheyaregoingtolookattherhythmoftwoofthepoems.Makesuretheyknowwhatrhythmis.ReadthelimerickaloudandhaveSslistenforthestrongbeats.Thenhavethemclapthestrongbeatsasyouread.Markthestrongbeatsonthelimerickontheboard.TherewasanoldmanwithabeardWhosaid“itisjustasIfeared”.“FourinsectsandthenTwobirdsandahenHaveallmadeahomeinmybeard”.NowreadthepoemA&B.Askthemtomarkthestrongbeatsonthetwopoemsthathaveastrongrhythm.Checktheiranswers.Thenplaythetapeandgetthemtoclaptothestrongbeatsinthosetwopoems.ThirdreadingJustasanyscenecanserveasthesubjectofapainting,soanypartofdailylifecanprovidematerialforapoem..Ofcourse,thechoicethattheartistorpoetmakesrelatestohisorherpurpose.Poetryisusuallyshortandcompact,soitshouldbereadseveraltimes,preferablyaloud,toappreciateitsmeaning.Readthelastpoem(PoemH),andanswerthefollowingquestions:Q1.Whatpartsofthepoemsuggestthatthewomanlovesherhusband?Q2.Howdoyouunderstandthesentence”Shouldthejourneyerreturn,thisstonewouldutterspeech.”?Explainthesentenceinyourownwords.Q3.Whatpicturedoyouhaveinyourmindwhenyoureadtheabovesentences?Q4.DoyouknowtheChinesetitleofthispoem?DoyouknowtheChineseversionofthepoem?Step6.Makeashortsummaryofthisperiod.HomeworkSurfsomewebsitestofindoutmoreinformationaboutpoets.Reviewthecontentofthereadingpassage.FinishtheexercisesonPage12&13.Period2Reading,Comprehending&LearningaboutlanguageTeachinggoalsTargetlanguageImportantwordsandphrasesjoy,anger,sorrow,thread,appropriate,ending,compass2.AbilitygoalsEnableStudentstodeepentheirunderstandingofthereadingpassageandlearnsomeusefulwordsandexpressions.Learntousewordsandexpressionsintheirrightform.3.LearningabilityEnableSstounderstandtherhymeandrhythminEnglishpoems.TeachingimportantpointsUnderstandthepassageandanswerthequestionsaboutit.Learntheusefulwordsandexpressionsinthepassage.TeachingdifficultpointsDiscussthepoemsandunderstandtheirdeepmeaning.FindtherhymeandrhythminEnglishpoemsandtrytocreatethembystudentsthemselves.TeachingmethodsDiscussion,asking-and-answeringactivity,practice,task-basedactivityTeachingaidsMultimediaTeachingprocedures&waysStep1.GreetingStep2.ComprehendingTask1.GroupworkAskstudentstoreadthepassagetogetherandthendiscussingroupwhichpoemtheylikebestandgivereasons.Afterdiscussion,asksomeonetopresenthis/herideatotheclass.Task2.AskandanswerAnswerthequestionsaboutthepassageonPage11–12.Step3.ExplanationOtherstrytoconveycertainemotions.“convey”heremeanscommunicate(anidea,meaning,etc.).

Ican’tconveyhowangryIfeel.“emotion”meansstrongfeelingLoveandhatredarebasicemotions.Hisvoicewasshakingwithemotion.Theydelightsmallchildrenbecausetheyhavestrongrhythmandrhyme.“delight”meansmakesb.pleasedgreatly.Thegiftofthechilddelightedhisparents.Iamdelightedtohelpyou.“rhythm”meansameasuredflowofwordsandphrasesinversedeterminedbyvariousrelationsofsyllables.theexcitingrhythmsofAfricandrummusic“rhyme”meansidentityforsoundbetweenwordsortheendingsofwords,esp.inverse.Shakespearesometimeswroteinrhyme.Hemadeupfunnyrhymestomakeuslaugh.Wewouldhavewonifwehadn’ttakeniteasy.“takeiteasy”meanstoproceedgentlyorcarefully;torelaxandavoidoverwork.You’vedonequiteenoughworkfortoday;nowtakeiteasyforanhour.Wewouldhavewonifwehadn’trunoutofenergy.“runout(ofsth.)”meanstouseup;tocometoanend.Thepetrolisrunningout.Wearerunningoutofouttime.=Ourtimeisrunningout.apoemmadeupoffivelines“makesth.up”meanstoputtogether;tocompoundWhatarethequalitiesthatmakeuphischaracter?Societyismadeupofpeopleofwidelydifferingabilities.Step4.LearningaboutlanguageChecktheexerciseon13.Task1.DiscoveringusefulwordsandexpressionsAsksomestudentstolistthewordstheyfindtorhymeswiththewordsintheexercise.Theteachermaymakesomeadditionifnecessary.Sampleanswers:2highskypiemyflyshylie3singringwingthingkingflingstring4todayawaysayplaylaytraymay5laceracefacecasechaseplacepace6truetoonewflewfewshoecanoeAskstudentstotrytocreatemorelistsbythemselves.Completethepassageusingthecorrectwords.Askstudentstofinishthepassageandexplainwhytheformofthewordsmustbechanged.Task2.DiscoveringusefulstructuresRewritethepoemaboutwinningthematchandthereasons.Rewritethepoemabouttheattempttowinthecompetition.Offerstudentssometimetodiscussaboutitandpresentsomesamplesforthemtofollowiftheyfinditdifficulttogetthrough.Matchthesentences.Explainsomerulesofsubjunctivemoodifnecessary.Completethesentencesusingthecorrectformsoftheverbs.Step5.Usingwordsandexpressions(Workbook)Task1.Makeadjectivesfromnounsbyaddingsuffix“ful”andthenexplainthemeaningofthenewadjectives.Encouragestudentstothinkofmoreexamplesthathavethesameform.Task2.Completethetablewiththecorrectwords.NounVerbAdjectiveAdverbTask3.Completethesentencesusingthecorrectwordfromthetable.Task4.Matchthephrasesappropriatelyandencouragestudentstocreatemoreoftheirownwordpictures.Step6.Makeashortsummaryofthisperiod.HomeworkRememberimportantlanguagepoints.WriteasimpleEnglishpoembyusingrhymeandrhythm.Preview“Learningaboutlanguage”.Period3LearningaboutLanguageTeachinggoalsTargetlanguageImportantwordsAppropriate,ending,compassImportantsentencesIfshehadstueideharder,shewouldhavepassedtheexam.Ifshehadbeenthere,shewouldhavemetsomereallyinterestingpeople.2.Abilitygoalsa.EnableSstograspthewaysofwritingpoems.b.EnableSstousesubjunctivemoodcorrectly.3.LearningabilityTeachSshowtowritesomepoemsandhowtousesubjunctivemoodcorrectly.Teachingimportantpointsthewayofwritingpoems.SubjunctiveMoodTeachingdifficultpointsUsingsubjunctivemoodcorrectlyindifferentsituations.TeachingmethodsTask-basedlearninginstructionspracticeTeachingaidsMultimediaTeachingprocedures&waysStep1.GreetingsStep2.WarmingupTask1:FreetalkwhydoyouenjoylearningEnglish?T:I’mgladtoseeyouagainandI’mhappybecausewecanenjoyEnglishtogether.DoyouenjoylearningEnglish?S:Yes.BecauseEnglishisaverybeautifullanguage.S2:BecausewecanenjoyalotoffunnystoriesifweknowEnglish.S3:BecausewecancommunicatewithforeignersinEnglish.S4:BecausewecanintroduceChinatoforeignersifweknowEnglish.S5……T:Welldone.Ifwedidwellinsomeway,peoplewouldknowus.Nowlet’stalkaboutsomefamouspersons.(YaoMing,LiuXiang,MadameCurie,YuanLongping,ChineseWomenFootballTeam)Step3.PresentationTask2:GrouptalkTrytotalkaboutthefamouspersons.Q1:WhyisYaoMingfamous?S1:Becauseheplayedbasketballverywell.S2:…..Q2:WhycouldLiuXingsucceed?S1:Becausehetrainedveryhard.S2:……..Q3:WhydidChineseWomenFootballTeamlosethegame?S1:Becausetheyweretired…Q4:Completethesentence:Theywouldwinifthey………S1:Theywouldwiniftheyhadagoodrest.S2:……T:Justnowwetalkedalotaboutsomepersons.Ifweputthesesentencestogether,theyformedakindofpoemlistpoems..Task3:Turntopage13,anddoexercises1and2.Step4.GrammarTask4:Presentsomesentencesontheblackboard,andaskSstotellthedifferenceamongthem.IfIknewit,Iwouldtellyou.IfIhadknownityesterday,Iwouldhavetoldyou.IfIhadknownit,Iwouldhavetoldyou.IfIhadfinishedmyhomework,Iwouldhavegonetobed.IfIhadknownhistelephonenumber,Iwouldhavemadeaphonetohim.S1:Inthesesentences,theyusedifferenttenses.S2:Theydescribedifferentsituations.S3:…………T:Yeah.Wecandrawaconclusionasfollows:VerbformsIf–clauseThemainsentenceThepresentsituationVedwould/could/should/might+VThepastsituationhadVedwould/could/should/might+haveVedTask5:Comparesomespecialsentencesanddrawaconclusion.A.HadInotseenitwithmyowneyes,Iwouldnothavebelievedit.Wereitnottoraintomorrow,wewouldhaveapicnic.Shoulditraintomorrow,wewouldhaveapicnic.Conclusion:connectsubjunctivemoodwithinversion.B.Iftheweatherhadbeenfiner,thecropswouldbegrowingstillbetter.Ifyouhadfollowedtheteacher’sadvice,youwouldn’tbeinhospital.Conclusion:Thesituationsintheclauseandthemainsentencearedifferent.C.IfonlyIknewhisname!Ifonlywehadfollowedyouradvice!IfonlyIcouldseehimagain!Conclusion:Weshouldusedifferentformsofverbsaccordingtothedifferentsituationsinthepattern:Ifonly.D.Withoutsunlight,people’slifewouldbedifferentfromtoday.Butforyourhelp,Iwouldn’thavefinishedthework.Conclusion:Iftherearesomespecialprepositionsjustlikewithout,butforinthesentences,wesometimesshouldusesubjunctivemood.Step5.PracticeTask6:Doexercises3and4onpage13.Task7:PresentsomepicturesandaskSstomakeupsomesentenceswithsubjunctivemood.Picture1:Arocket•IfIwereadesigner,Iwoulddesignaspaceship.•IfIwerecleverenough,Iwouldhavedesignedaspaceship.Picture2:theuniverse.:•IfIwereanastronaut,Iwouldtravelintospace.•IfIhadbeentospace,Iwouldhaveknownwhatwerethereinspace.Picture3:alotofmoney.:•IfIhadalotofmoney,Iwouldrunabigcompany.•IfIhadearnedalotofmoney,IwouldhavebuiltalotofhousesforthepoorPicture4:thefarmerandthesnake.:•Ifthefarmerhadn’tseenthesnake,hewouldn’thaveputitinthearms.•Ifhehadn’tputitinthearms,thesnakewouldn’thavebittenhim.•Ifthesnakehadn’tbittenhim,hewouldn’thavediedTask8:Dosomeexercisesonscreen.Step6:summaryandhomeworkDoexercises1-4onpage50and51.Period4ReadingandWritingTeachinggoalsTargetlanguagea.keywordsandphrases:pattern,rhythmic,rhyme,rhythm,sunlight,darkness,warmth,underlined,loadb.keysentences:I’mnotgoingtodo….Iplantodo…I’lldo….Iamlookingforwardtodo…..IfIweretheruleroftheworld,Iwoulddo….IfIhadamilliondollars,Iwoulddo….Ifeelhappywhen….Slowlythemoonclimbsinthesky….Abilitygoalsa.Enablethestudentstounderstandtherhymeandrhythmofthepoemandgraspthemainidea.b.Enablethestudentscangettheinformationfromthelongpassagebylistening.c.Enablethestudentscanexpresstheirfeelingsbywritingpoems.3.Learningabilitygoals:a.Enablethestudentstoknowhowtogetthekeywordstounderstandthepoem.b.Enablethestudentscanfindwheretherhymeandtherhythmofthepoemare.c.Helpthestudentslearnhowtogetsomeskillsinlistening.d.Enablethestudentstolearntopresentenoughreasonstosupporttheiropinions.e..Helpthestudentslearntowritepoemsusingthetargetlanguageaccordingtothewritingsteps.importantpointsa.Helpthestudentstounderstandwhattherhymeandrhythmare.b.Trainthestudentstogetthekeywordsbyreadingthequestionbeforelistening.c.Teachthestudentstowriteaccordingtothewritingsteps.difficultpointsHowtohelpthestudentscanfindwheretherhymeandtherhythmofthepoemare.Howtohelpthestudentstomakeupdialogues,usingthetargetlanguage.Howtohelpthestudentstowritethepoemtoexpresstheirfeelings.methodsCooperativelearningandTask-basedlearningaidsArecorder,computer,slideandblackboardprocedure&ways:Step1GreetingsandrevisionTeachergreetsthewholeclassandchecksthehomework.Teacherasksthewholeclasstoenjoyapoem(showingitonthescreenbycomputer)Therewasanoldwomantheysay;Whowouldeatanappleaday;Whenaskedshereplied;It’sgoodformyinside;ForIamneverillanyway.Teacheraskssomequestions:Question1:Doyouthinkpoemisfunny?Whatismainideaofthepoem?(Totellusanappleisgoodforourhealth)Question2:Couldyoufindtherhymeofthelastwordineachline?(sayTask2.RhythmEnjoyasongLittleStarsTeacherasksthestudentstolistentoandfollowit.Afterthat,teacherasksthemtofindtherhymingwordsandsharethem.Thistimeteachertellsstudentsthepoemnotonlyhasrhyme,butalsohastherhythmsothatpeoplecansingitaswellasreadit.Step2pre-readingTeachertellsthestudentstheywilllearnanewpoemwhichisalsoasongwrittenbyRodMcKuenandasksthestudentstolistentothepoemtofeelandthinkabout.Task1.SpeakingShowsomequestionsonthescreenbeforestudentslisten.youthinkthespeakerinthepoemismoreliketobeagirlfriend/boyfriendoraparent?thepoemhavearhythmicpattern?thepoemhaverhymingwords?Afterlisteningtothepoem,thestudentshavesomeminutestospeakandsharetheiropinions.Openquestion:Whenyouwerelisteningtothepoem,diditmakeyoufeelsomethingorthinkaboutsomething?Whatdiditmakeyoufeelorthinkabout?Thisquestionhasnostandardanswers,thestudentscandiscussandexpresswhattheythinkfreely.Step3While-readingTeacherasksthestudentsopentheirbooksandturntopage14.Task1Readthetextfollowingthetape.Teacherasksstudentstofollowthepoemsintheirbookswhilelisteningtothetapeagainandasksthemtoreadaloudinpairs.Task2Findthewordsthatrhymeandcirclethem.Teacherasksstudentstofindandcircletherhymingwordsandlistthemontheblackboardtoshare.Task3ClapthestrongbeatsoftherhythmTeacherwritesthefirstfourlinesontheboard,andasksstudentstolistenforthestrongbeats.Teacherplaysthefirstfourlinesofthetapemorethanonetimeuntilthestudentsareconfidentofhearingthestrongbeatsandtaptheirtablesintimetothestrongbeats.Teacheraskssomestudentstounderlinethestrongbeatsontheboardandtheteacherwilltellthemthecorrectanswersbyoral.Afterdoingtheexample,thewholeclasswillbedividedintosmallgroupsandeachgroupchoosesoneparagraphoftherestpoemtounderlinethestrongbeatsandreadsthemaloud.Someminuteslater,teacherwillcheckitinclass.Step4.Post–readingTeachersetsexercises3(onpage15)onthescreenandasksstudentstodiscussthepoem’smeaninginmoredetail.Afterthat,teacherwilltelleachgrouptopresentthegroup’sviewstotheclass.Question1:Whoisthespeakerinthepoemandwhoishe/shespeakingto?Givereasonstosupportyouranswer.Question2:Whichofthefollowingistheclosesttothespeaker’smessage?Giveareasonforyourchoice.A.Ifit’scold,I’llwarmyou;ifit’sdark,I’llgiveyoulight;ifyou’rehungry,I’llfeedyou;ifyouwantlove,I’llgiveittoyou.B.Althoughthefuturemaybedifficultforyou,wheneveryouneedwarmthandlove,rememberI’llhavesometogiveyou.C.Whileyou’reawayI’llrememberyoursmileandI’llloveyoualways.Whenyoureturn,Ihopeyouwillloveme.Suggestedanswers.Answer1:Apartner(motherorfather)speakingtoayoungadultchild(sonordaughter)Manyofthephrasesimplythatthespeakerisanolderpersonwhohasexperiencedtheirownjourneythroughlifeandwhoisofferinglovetotheyoungpersontohelphim/herbeginhis/herjourneythroughlife.Forexample,I’vesavedthesummer…andI’vesavedsomesunlight….whenthespeakersaysTillyou’reolder….Weknowthatthespeakerisprobablyaparentbecausehe/sheisofferingthechildunconditionallove(Butifyou’veaneedforlove,I’llgiveyoualIown.).weknowthatson/daughterisayoungadultbecausethespeakerreferstothetimewhenyouwerebutnineteen.Answer2:Bisthebestanswer.Step5WritingthegrammarStudentsworkingroups.WritealistpoemstartingwithIfIlikepoemConpageonelineeach.Itdoesn’thavetorhyme.Eachgroupcanchooseoneoftheselinestostarttheirgrouppoem.Thensharethesepoemsinclass.Sentencespattern:IfIweretheruleroftheworld,Iwould….IfIhadamilliondollars,Iwould…IfIhadtakenyouradvice,Iwouldhave/wouldn’thave…Task2WriteapoemTeacherasksstudentstowriteapoemthatstartswithIfeelhappywhen.Thelinesdonothavetorhyme.OrwriteapoemthatstartswithSlowly.StarteachlinewithSlowlyandmakeeachpairoflinesrhyme.Toshowthestudentswhattodo,teacherlistthefirstfourlinesofthetwopoems.Nowteacherasksstudentstowriteownpoemofeighttotenlines.Eg:AIfeelhappywhen…Theskyisblue,Yousmileatmewithyoursparkingblackeyes,It’smybirthday.EgBSlowlythemoonclimbsinthesky,Slowlytheblack-tailedbirdletsoutacry,Slowlythedogcrossestheroad,Slowlytheoldmancarrieshisload.Iftimepermitting,theteacherasksstudentstofinishtheirpoemsandshareinclass.Ifnot,thetask2ofwritingcanbeashomework.Step6SummaryInthisperiod,allthestudentsrevisethekeypointsofapoemRhymeandrhythm.AndtheyalsoenjoyabeautifulpoemI’vesavedthesummer.Studentscanunderstandthedeepmeaninginthepoemandtheparents’lovetothechildren.It’sgoodtohelpstudentshowtoappreciatepoems.Meanwhile,Listeningisimportant.Studentsenhancetheirlisteningskillsbyaconversationaboutthepoemscompetition.Intheendpart,writingexerciseshelpsstudentsreviewthegrammarandgivethemchancestoexpresstheirthoughtsbypoem.(Teachermakesalistofsomeimportantpointsontheblackboard.)Stop7HomeworkFinishtheirpoemsafterclass.Rereadthepoem“I’vesavedtheSummer”andappreciatethebeautyofthepoem.MakemoresentenceswithIfIhaddone…..,Iwould….Period5SummaryTeachinggoalslanguageAllusefulwordsandstructuresinthisunit.2.Abilitygoalsa.Helpstudentsmastertheusageofthewordsandexpressionsintheunit.b.TranslatesomesentencesonPage51.c.EnablestudentstosummarizewhattheylearnedbyansweringthequestionsinSummingup(P16)andCheckingYourself(P54).3.LearningabilitygoalsHelpstudentslearnhowtosummarizewhattheyhavelearnedinthisunit.TeachingimportantanddifficultpointsHowtoreviewandconcludewhatstudentslearned.TeachingmethodsLetstudentsdotheexercises,andthencollecttheiranswers.Askthemtoconcludetherulesandthengivethemsomeexplanation.TeachingaidsAprojectorandarecorderTeachingprocedures&waysStep1RevisionCheckthehomeworkleftbefore.Asksomestudentstopresentthepoemsthattheyhavewritten.Teachercangivethemsomeremarksifnecessary.Step2Exon50Thispartisaconsolidationofthewordsandexpressionslearnedinthisunit.1.Letstudentsfinishpart1andpart2(5minutes)T:Nowpleaseopenyourbooksandturntopage49.Let’susewordsandexpressions.Makeadjectivesfromthenounsandcompletethetablewiththecorrectnouns,verbs,adjectivesoradverbs.2.Givethestudents3minutestofinishpart3onnextpage.T:Trytocompleteeachsentenceusingthecorrectwordfr