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Unit 4 Exploring poetry
Reading (II)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the usage of the following words and expressions: imply, grasp, detect, contradictory, interpret, patience, set aside, reward, logical;
2. use the above words and expressions in new situations;
3. understand different forms of compound adjectives;
4. identify the lines in the lecture transcript that rhyme and create lines with rhyme.
II. Key competence focus
1. Understand the above-mentioned new words and expressions and be able to use them.
2. Imitate the lines with rhyme in the lecture transcript.
III. Predicted area of difficulty
1. Use the new words and expressions correctly.
2. Create lines with rhyme.
IV. Teaching procedures
Step 1 Review
1. T asks Ss to review the tips of understanding a poem.
【設計意圖：回歸課本，回憶文章。通過對文章內容的理解引領學生到詞匯上面來。】
Step 2 Word study
1. imply
(1) T asks Ss to explain the word imply in their own words and give them the explanation in the dictionary.
(2) T encourages Ss to do the translation exercises to consolidate.
(3) T asks Ss to think about the noun and adjective forms of imply and Ss fill in the blanks with appropriate forms.
2. grasp
(1) T asks Ss to explain grasp in the sentence using their own words and give them the explanation in the dictionary.
(2) T asks Ss to do the translation.
(3) T gives Ss more examples to show grasp in other contexts and asks Ss to understand and match the meanings.
(4) T shows example of grasp used as verb. Ss try to guess the meanings and express in their own words.
3. detect
(1) T asks Ss to list some words with the same meaning as detect and show them the definition in the dictionary.
(2) T asks Ss to do the translation exercises to consolidate.
(3) Ss work in pairs to think about adjective and noun forms of detect.
(4) Ss fill in the blanks using appropriate forms.
4. contradictory
(1) T asks Ss to express the meaning of contradictory in their own words and show them the definition in the dictionary.
(2) T asks Ss to translate two sentences.
(3) Ss consult the dictionary to find out the verb and noun forms of contradictory and fill in the blanks to consolidate.
5. interpret
(1) T asks Ss to explain the word interpret in their own words and show them the definition in the dictionary.
(2) T asks Ss to do the translation.
(3) T gives one more example, showing different meaning of interpret and Ss try to guess the meaning and translate the sentence.
(4) Ss think about the noun forms of interpret and do the translation.
6. patience
(1) T asks Ss to explain the meaning of patience in the text.
(2) T asks Ss to think about more collations like have patience.
(3) T asks Ss to translate the sentences.
(4) Ss work in groups to find out the noun, adjective and antonym forms of patience.
(5) Ss try to complete the sentences with proper forms of the word.
7. set aside
(1) T explains the meaning of set aside in the sentence.
(2) T gives Ss one sentence to translate.
(3) Ss guess the meaning of set aside in another sentence and explain in their own words.
(4) T shows many phrases related to set. Ss guess the meaning and match the phrases with the explanations.
8. reward
(1) Ss paraphrase the meaning of reward in the sentence.
(2) Ss do translation exercises.
(3) T gives more examples to show other meanings of reward and asks Ss to do the translation.
9. logical
(1) T explains the meaning of logical in the sentence.
(2) Ss do the translation to consolidate.
(3) Ss work together to think about the noun, adverb and antonym forms of logical.
(4) Ss fill in the blanks with words above.
【設計意圖：通過老師講解、學生講解、學生小組討論、學生查字典分享、鞏固練習等活動讓學生了解這些重要詞匯的用法且學會靈活運用到語境中。】
Step 3 Consolidation
1. T gives a summary of vocabulary.
2. T asks Ss to finish B1.
【設計意圖：通過回顧學過的單詞鞏固，用鞏固練習給學生提供更為豐富的語境。】
Step 4 Compound adjectives
1. T shows Ss some compound adjectives in the text and guide Ss to find out how these words are formed.
2. T asks Ss to work in groups to find out more similar examples by brainstorming or turning to dictionaries for help.
3. T asks Ss to share their findings.
【設計意圖：學生通過觀察及小組活動掌握關于復合形容詞的構成，并通過討論或查字典掌握更多類似的詞語，擴充詞匯量。】
Step 5 Mini writing
1. T explains the definition of rhyme and its functions.
2. Ss try to find out lines that rhyme in the text.
3. Ss appreciate and share the sentences they have found.
4. Ss imitate the above sentence to create their own lines that rhyme.
6. T shows his/her version.
【設計意圖：通過欣賞和理解文中運用的押韻，并親自實踐押韻的創作，學生理解體會詩歌的韻律美。】
V. Homework
Polish up your own writing.
1

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