Unit 5 Poems Period 2 Reading and Thinking—Language focus教学设计-2025-2026学年高中英语人教版选择性必修第三册

Teaching and Learning Design Book3 Unit5 Poems Period 2 Teaching and learning contents: Reading and thinking—Language Focus and Thinking Quality Development Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to improve language competence; 2) Comprehend the text better to reconstruct the text and improve thinking quality. Teaching and learning important points: 1) Language focus and better reading comprehension; 2) Text reconstruction and thinking quality improvement. Teaching and learning difficult points: New language items learning, text reconstruction and thinking quality improvement. Teaching and learning procedure: Step 1 Review Activity 1 Review Check the answers to the reading comprehension exercises in the reference book to review the main content of the text to improve the students’ reading comprehension of the text. Step 2 Language Focus (In this step, the teacher explains some of the new and important language items in the context by offering some examples so that the students could comprehend the text better, and also focus on how to use the language items in specific language situations created by the teacher or doing some exercises such as sentence making and blank-filling exercises to help the students to grasp their usages.) Activity 2 Learning about the new language items Learn about the following new language items. Read and comprehend the poems. 1. There are various reasons why people compose poetry. 人们写诗有各种各样的原因。 句式结构：why 引导定语从句 1)That’s why...那就是为什么……(why引导表语从句表示结果) 2)That’s because...那是因为……(because引导表语从句表示原因) 3)The reason why...is/was that...……的原因是……(表语从句常用that引导，而不用because) e.g. You have a full preparation before this event, which is the most important reason why you show up here. 你在这次活动之前有充分的准备，这是你出现在这里的最重要原因。 That was why I just played in the shallow part of the sea. 这就是为什么我只是在海的浅水区玩耍。 The reason why you should show up is that you have made full preparations for this event. 你应该出席的原因是你已经为这次活动做了充分的准备。 注意：先行词是the reason时，定语从句的引导词需根据定语从句缺少的成分而定，如果缺少状语,用why；如果缺少主语或宾语，则用that/which。 e.g. There are several reasons which account for my preference. 有几个原因可以解释我的偏好。 The reason that/which he explained to me was that he won the first prize in the English Speech Contest. 2. Others try to convey certain feelings such as joy and sorrow. 还有的诗歌则试图传达特定的情感，如喜悦和悲伤。 sorrow n.悲伤；悲痛；伤心事 vi. 感到悲伤 sorrowful adj. 悲伤的；悲哀的 sorrowfully adv. 悲伤地 to one’s sorrow使某人悲伤的是 drown one’s sorrows借酒浇愁 in sorrow悲伤地 sorrow at/over/for sth. 对某事感到悲伤 share happiness and sorrow同甘共苦 mix joy with sorrow 悲喜交加 e.g. Worse still, his father, who was in deep sorrow, lost his job at the same time. 更糟糕的是，他的父亲深陷悲痛之中，同时也失去了工作。 To his sorrow, none of them were in favour of him. In those days, I felt very sorrowful because I thought neither of my parents cared about me. He expressed his sorrow at/over/for the news of his friend’s accident. 听到朋友出事的消息，他表示哀伤。 3. The distinctive characteristics of poetry often include economical use of words, descriptive and vivid language, integrated imagery, literary devices such as similes and metaphors, and arrangement of words lines, rhymes, and rhythm. 诗歌的显著特点通常包括；用词简洁；语言描述生动、形象；具备整合的意象；使用明喻和暗喻等文学手法；词、行、韵、节奏等编排有序。 4. The language of these rhymes, like Poem A, is to the point but has a storyline. 这些童谣的语言恰到好处，却含有故事情节，如诗歌A。 to the point 简明恰当的；简洁中肯的 beside / off the point 不切正题，无关紧要 come/get straight to the point 直奔主题/开门见山 be on the point of (doing) sth. 即将……之时，正要……之时 make a point of doing sth. (因重要或必要)保证做某事，必定做某事 e.g. Her comments were brief and to the point. Mark received low marks for his essay, as much of it was off the point. I’ll come straight to the point: what you are doing has disturbed us. I was on the point of leaving when you telephoned. 5. The poems may not make sense and even seem contradictory, but they are easy to learn and recite. 这些童谣也许没有道理，甚至自相矛盾，但是很容易学习和背诵。 1) they are easy to learn 为“主语+be +adj.+不定式”句型。用于该句型的形容词多为表示主语的性质、特征的词。常见的此类形容词有easy, difficult, hard, important, impossible, interesting, pleasant, nice, comfortable, dangerous, heavy等。构成不定式的动词和句子的主语存在逻辑上的动宾关系，但不定式通常用主动形式表示被动意义。不定式有时会带上自己的逻辑主语，并用for引出。若构成不定式的动词为不及物动词，其后要加上相应的介词。 e.g. Good novels are interesting to read. The chair is comfortable to sit on. The question is hard for me to answer. Secondly, being polite and friendly, I am easy to get along with and enjoy working together with others. 其次，我有礼貌，很友好，很容易与他人相处，也很喜欢与他人一起工作。 The bike seemed too heavy and difficult to control. 这辆自行车似乎太重，难以控制。 In summer, fresh air is comfortable to breathe and natural scenery is pleasant to enjoy. 在夏季，人们可以舒服地呼吸新鲜空气，愉悦地享受自然风光。 2) make sense 解释得通，有道理；是明智的，是合乎情理 make sense of理解，弄懂 common sense常识 in a sense在某种意义上 talk sense 说正经话  e.g. She doesn’t talk much, but what she says makes sense. It makes sense to save money while you can. It doesn’t make any sense to do this. The poem seems hard to understand. Can you make sense of it? 6. Another simple form of poem that amateurs can easily write is the cinquain, which is made up of five lines. (对于)业余诗人(而言)容易创作的另一种简单诗歌形式是五行诗，它是由五个诗行构成。 be made up of (=be composed/comprised of=consist of)　 由……组成(或构成) be made of 由……制成(从制成品中能看出原材料) be made from 由……制成(从制成品中一般看不出或很难看出原材料) be made into 被制成…… make up编造；化妆；和好 make up for 弥补 make out 理解；辨认；开具(发票等) e.g. Life is made up of not only sunshine but also hard times. We should be brave in front of difficulties. 生活不仅由阳光组成,也由艰难的时光组成。我们应该在困难面前勇敢。 You are not telling the truth. You are just making up a story. A life worth living should be made up of continuous efforts and progress. →A life worth living should be composed/comprised of continuous efforts and progress. →A life worth living should consist of continuous efforts and progress. The medical team made up of three doctors and seven nurses was sent to the earthquake-stricken area. The medical team consisting of three doctors and seven nurses was sent to the earthquake-stricken area. 7. With these, you can convey a strong picture or a certain mood in just a few words. 通过这些诗行，你可以用短短几句话就传达出一幅动人的画面或某种心情。 mood n.情绪;心情;语气 moody adj.喜怒无常的 in a good/bad mood心情好/不好 put sb. in a better mood使某人心情更好 be/feel in the/no mood for... 有/没……的心情 be/feel in the/no mood to do sth. 有/没做某事的心情 e.g. Depressed, she felt in no mood to do anything but weep in her room. 她很沮丧，除了在房间里哭泣，什么也不想做。 I was moody, depressed, lonely, and I didn’t smile much. Jane was in such a good mood that she almost jumped up, tears of happiness filling her eyes. 简心情如此好，以至她几乎要跳起来,眼里噙满了喜悦的泪水。 8. respectively adv. 各自地；各个地；分别地；顺序为；依次为 respective adj. 各自的，分别的 e.g. Julie and Mark, are 17 and 19 respectively. 朱莉和马克，年龄分别为17岁和19岁。 They are each recognized specialists in their respective fields. 他们在各自的领域都被视为专家。 9. delicate adj. 脆弱的；虚弱的；精致的；熟练的；娇美的；柔和的；鲜美的；清香的；微妙的 delicacy n. 精美，娇嫩，雅致；微妙；棘手；周到；佳肴 e.g. The eye is one of the most delicate organs of the body. 眼睛是人体最娇贵的器官之一。 Although the coral looks hard, it is very delicate. 珊瑚虽然看上去坚固，实际上非常易碎。 She handled the situation with great sensitivity and delicacy. 她慎重而周到地处理了这个情况。 I need to talk to you about a matter of some delicacy. 我需要与你谈个有点棘手的问题。 10. transform vt. 使改变外观或性质，使改观；使改变形态 transform…(from…) into… 把……(从……)变成 transformation n. (彻底的)变化，改观，转变，改革 transformation from…to/into… 从……到……的变化 e.g. Many kinds of energy can be transformed into electricity. The event that happened when I was in university would transform my life. 11. comprehension n. 理解力；充分了解；（听力或阅读）理解测试 comprehend vt. vi. 理解，领悟 e.g. His behaviour was completely beyond comprehension. 他的举止完全令人费解。 She had no comprehension of what was involved. 她不明白所涉及的事情。 She could not comprehend how someone would risk people’s lives in that way. 她不明白怎么会有人竟拿人们的生命那样去冒险。 He stood staring at the dead body, unable to comprehend. 他站在那里，盯着那具尸体，弄不明白是怎么回事。 Step 3 Post Reading—Thinking quality improvement and text reconstruction Activity 3 Thinking quality improvement and text reconstruction 1. Read the poems aloud and comprehend them better. 2. Read more poems in English and try to comprehend and appreciate them. And try to write an English poem in any form. 3. Reconstruct the text by retelling the text, using some of the language items above. Step 4 Evaluation and summary Activity 4 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your learning performance? (Good/Fairly good/Moderate/Just so so/Poor) 3. How do you understand the distinctive characteristics of different forms of poetry? (Good/Fairly good/Moderate/Just so so/Poor) Activity 5 Summary (The teacher) Summarize the usages of the main language items of this period briefly and encourage the students to compose their own poems in English. Homework: 1. Arrange notes after class to consolidate the new language items. 2. Complete the vocabulary exercises in the workbook. 3. Complete the vocabulary exercises in the reference book. 学科网（北京）股份有限公司 $