一 : The Garden
How vainly men themselves amaze
To win the palm, the oak, or bays,
And their uncessant labours see
Crowned from some single herb or tree,
Whose short and narrow vergèd shade
Does prudently their toils upbraid,
While all flow'rs and all trees do close
To weave the garlands of repose.
Fair Quiet, have I found thee here,
And Innocence, thy sister dear!
Mistaken long, I sought you then
In busy companies of men.
Your sacred plants, if here below,
Only among the plants will grow.
Society is all but rude,
To this delicious solitude.
No white nor red was ever seen
So am'rous as this lovely green.
Fond lovers, cruel as their flame,
Cut in these trees their mistress' name.
Little, alas, they know, or heed,
How far these beauties hers exceed!
Fair trees! Wheres'e'er your barks I wound,
No name shall but your own be found.
When we have run our passion's heat,
Love hither makes his best retreat.
The gods, that mortal beauty chase,
Still in a tree did end their race.
Apollo hunted Daphne so,
Only that she might laurel grow.
And Pan did after Syrinx speed,
Not as a nymph, but for a reed.
What wondrous life is this I lead!
Ripe apples drop about my head;
The luscious clusters of the vine
Upon my mouth do crush their wine;
The nectarene, and curious peach,
Into my hands themselves do reach;
Stumbling on melons, as I pass,
Ensnared with flowers, I fall on grass.
Meanwhile the mind, from pleasure less,
Withdraws into its happiness:
The mind, that ocean where each kind
Does straight its own resemblance find,
Yet it creates, transcending these,
Far other worlds, and other seas,
Annihilating all that's made
To a green thought in a green shade.
Here at the fountain's sliding foot,
Or at some fruit-tree's mossy root,
Casting the body's vest aside,
My soul into the boughs does glide:
There like a bird it sits, and sings,
Then whets, and combs its silver wings;
And, till prepared for longer flight,
Waves in its plumes the various light.
Such was the happy garden-state,
While man there walked without a mate:
After a place so pure, and sweet,
What other help could yet be meet!
But 'twas beyond a mortal's share
To wander solitary there:
Two paradises 'twere in one
To live in paradise alone.
How well the skilful gardener drew
Of flowers and herbs this dial new,
Where from above the milder sun
Does through a fragrant zodiac run;
And, as it works, the industrious bee
Computes its time as well as we.
How could such sweet and whilesome hours
Be reckoned but with herbs and flowers!
※本文作者：佚名※二 : A garden of poems（The First Period）
unit 4 a garden of poems
i. brief statements based on the unit
do you like poetry? have you read a limerick? the whole contents of unit 4 are about poetry. four separate parts consist of this unit. first, the simple questions bring the students back to the poems, songs and rhymes they have learned. by reciting them, the students will be struck by the words and colorful meaning of some poems. then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. this will greatly raise the students' interests about poems. they will be sure to want further information about english poems. the text“english poetry”describes the advantages of reading poems. plenty of detailed information about the history and development of english poems is also given in the text. the comparison of english and chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. the text sings high praise for the two great translators --lu xun and guo moruo. however, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. this means that we should read original works instead of translated ones as many as possible. plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. the third part is mainly about past participle used as attribute and adverbial. through different kinds of exercises the students can master this part well. at the end of this unit,
a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. a simple and practical way to enjoy the poems is shown to us. this will encourage more students to join in the learning and appreciating poetry. the students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.
ii． teaching goals
1. talk about english poetry.
2. practice expressing intention and decision.3. learn about the past participle (3) used as adverbial.
4. write about a poem.
iii. teaching time: five periods
iv. background information
1. shakespeare
for any englishman, there can never be any discussion as to who is the world's greatest poet and greatest dramatist. only one name can possibly suggest itself to him: that of william shakespeare. every englishman has some knowledge, however slight, of the work of our greatest writer. all of us use words, phrases and quotations from shakespeare's writings that have become part of the common property of english-speaking people. most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of hamlet and complained that it was full of well-know proverbs and quotations!
shakespeare, more perhaps than any other writer, made full use of the great resources of the english language. most of us use about five thousand words in our normal employment of english; shakespeare in his works used about twenty-five thousand! there is probably no better way for a foreigner (or an englishman) to appreciate the richness and variety of the english language than by studying the various ways in which shakespeare used it. such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of english usage, and the meaning of many words, have changed since shakespeare's day.
it is paradoxical that we should know comparatively little about the life of the greatest english author. we know that shakespeare was born in 1564 in stratford-on-avon and he died there in 1616. he almost certainly attended the grammar school in the town, but of this we cannot be sure. we know he was married there in 1582 to anne hathaway and that he had three children, a boy and two girls. we know that he spent much of his life in london writing his masterpieces. but this is almost all that we do know.
however, what is important about shakespeare's life is not its incidental details but his products, the plays and the poems. for many years scholars have been trying to add a few facts about shakespeare's life to the small number we already possess and for an equally long time critics have been theorising about the plays. sometimes, indeed, it seems that the poetry of shakespeare will disappear beneath the great mass of comment that has been written upon it.
fortunately this is not likely to happen. shakespeare's poetry and shakespeare's people ( macbeth, othello, hamlet, falstaff and the others) have long delighted not just the english but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
2. about shakespeare's plays
william shakespeare ( 1564 ～ 1616), english dramatist and poet, is regarded by many people as the greatest english writer of all time. he wrote his first play when he was twenty-six years old. within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. of all his plays,“hamlet” is perhaps the best known. his plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. many of the words first used by him, and many of his expressions have become everyday usage in english speech and writing.
of shakespeare's plays have come down to us. their probable chronological order is arranged as follows： the first period(1590～1600)
1590--henry vi, part i.
henry vi, part ii.
1591--henry vi, part iii.
1592--richard iii.
the comedy of errors.
1593--titus andronicus.
the taming of the shrew.
1594--the two gentlemen of verona.
love's labour's lost.
romeo and juliet.
1595--richard ii
a mid-summer night's dream.
1596--king john.
the merchant of venice.
1597--henry iv, part i.
henry iv, part ii.
1598--much ado about nothing.
henry v.
the merry wives of windsor.
1599--julius caesar.
as you like it.
1600--twelfth night.
the second period( 1601～ 1608) :
1601-- hamlet.
1602--troilus and cressida.
all's well that ends well.
1604--measure for measure.
othello.
1605--king lear.
macbeth.
1606--antony and cleopatra.
1607--coriolanus.
timon of athens.
1608--pericles.
the third period(1609～1612) :
1609--cymbeline.
1610---the winter's tale.
1612--the tempest.
henry viii.
the first period
teaching aims:
1. talking about poems to raise the students' interest in poems.
2. listening to improve the students' listening ability.3. making up dialogues to improve the students' speaking ability.
teaching important points:
1. how to get the students to grasp the main idea of a passage by listening.
2. how to improve the students' speaking ability.
teaching difficult point:
how to direct the students to grasp the detailed information to finish the listening task.
teaching methods:
1. pair work or group work to make every student join in the class activities.
2. discussion to make every student express himself freely.
teaching aids:
1. a tape recorder
2. a computer
3. a projector
teaching procedures:
step i greetings and revision
t: good morning, everyone!
ss: good morning, mrs/mr × !
t: sit down, please. have you finished your homework?
ss: yes.
t: please take out your exercise-books. let's check your homework. wu dong, …
(teacher checks the students' homework. then the teacher and students learn the new words of this period together. )
step ii warming up
t: do you like poetry, sa?
sa: yes, i do. i like it very much.
t: why do you like it?
sa: i learn a great deal from poetry. when i was a small child, my mother taught
me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。and she explained the meaning of it. i know from a little child that grain comes from pains and we should not waste whatever we eat.
t: how about you, sb ?
sb: i don't like poetry very much, because i had a bad memory when i was a small child. i like to make something.
t： what english poems, song words or rhymes have you read? can you recite any?
sc：i've read some english poems when i was in junior middle school. and it is
like this:
i love the sun
i love the sun,
i love the spring,
i love the birds,
that gaily sing.
i love my school,
i love my play,
and i love all,
that is nice and gay.
sd: i remember i've read a poem about the names of the months. it is:
thirty days have september.
april, june and november,
all the rest have thirty-one,
excepting february alone,
and that has twenty-eight days clear,
and twenty nine in each leap year.
t: very good. now turn to page 25. do the third part. do you know“打油诗”?
in english limerick is like“打油诗”in chinese. it is a special, funny poem and is written just to make people laugh. read the two limericks and enjoy them.
(students read the poems together and at last two students are asked to read them.)
t: what is the pattern of each poem? “pattern” means “格调”.
se: it's funny. it is written just to make others laugh, i think.
t: now, please answer the last question on page 25.
sf :to talk about poets and poetry, we often use the words ：“good, bad,
interesting, funny, dull, meaningful, meaningless, etc”.
sa: we will also use“ moving, instructive, encouraging, make me happy, sad, etc”.
t: what phrases do you think will be useful when you express your intentions
and reach decisions?
sh :when we want to express our intentions, we often say: i'm going to…; i
intend/mean/plan to… ; i will…; i feel like (doing sth. )…; i'd like to… ; i'm ready to…; i would rather not…etc.
si：when we want to reach decisions, we often use: in my opinion, we should…;
what's your opinion? i think/believe/suppose we should…;i don't think it's
necessary to…; we must decide…; i hope we can reach/come to/arrive at/ take/make a decision, etc.
step iii listening
t： now let's do listening. please turn to page 25 and read the instructions first. (students begin to read the instructions. some minutes later, teacher says the following. )
t: do you know what you should do after you listen to the tape?
ss: yes.
t： now i'll play the tape. when i play it for the first time, do ex. 1, please.
when i play it for the second time, do ex. 2. if you have anything you don't
hear clearly, please let me know. at the end of listening, i'll play the tape once more and give you enough time to check your answers. then check your answers with your partner. i'll ask one or two students to give us their answers at last. do you understand what i've said?
ss: yes.
step iv speaking
t: let's do speaking. please open your books on page 26. there are four circles on this page. each circle lists some information about poems. they are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. ask your partner what kind of poetry he or she might want to read. choose a word from each circle and explain why you want to read a poem like that or not. work in groups or pairs. have a discussion and make up a dialogue to express what you want to say. the useful expressions on the screen might be helpful to you.
(teacher shows the screen.)
useful expressions
i'm interested to…but…
i think it will be too difficult to…
i think i might want to…
i think it will be boring…
i want to…
i'm very interested in…so…
i'd like to…
i'm not very interested in…so…
i've never heard of…so…
i hope to find…
i've never read any…so…
i don't know much about…
but…
t :( after a few minutes. ) have you finished?
ss: yes. t: now who will tell us your opinions? volunteers?
sa: and sb : (standing up. )we'll try. …
sample dialogue: sa--a; sb--b
a: what kind of poetry do you like to read?
b: i like to read poems about nature.
a: why are you interested to read such poems? b: when i read this kind of poem, it seems that i was in a different world. the things described in the poem seems to be real ones. they seem to be around me. i feel them and enjoy them.
a: what kind of poems are you not interested in?
b: i'm not interested in poems about pets. we have a lot of important things to do and i think i have no time to have pets. what about you?
a: i'm interested in poems about humour, because it can bring happiness to us. all the unhappy things are gone with the laughter.
t: very good. who else will do this?
sc and sd : we'll try. …
sample dialogue:
sc-a; sd--b
a: i know that you can recite plenty of poems. can you tell me what kind of poems you like?
b: i like the poems by li bai, especially the ones to describe nature.
a: for what reason do you like them?
b: when i read them, i feel comfortable. a poem of his is a beautiful picture hanging before us. i would go into the picture as i read them.
a: what kind of poems are you not interested in?
b: poems about broken hearts. they make me sad. what's your opinion?
a: i like the poems about the sea and i don't like the noes about death and broken hearts.
b: just like me!
step v summary and homework
t: in this period, our topic is about poems. we have talked a lot about
poems. what kind of poems do you like? this is an interesting topic. after class, go on with you topics and discussion. you can use the expressions we just mentioned on the screen. do you remember them? ok. please tell us. (students repeat the expressions and teacher writes them on the blackboard. ) that's all for today. class is over
step v the design of the writing on the blackboard
unit 4 a garden of poems the first period
useful expressions:
i'm interested to…but…
i think i might want to…
i want to…
i'd like to…
i've never heard of…so…
i've never read any…so…
i think it will be too difficult to…
i think it will be boring…
i'm very interested in…so…
i'm not very interested in… so…
i hope to find…
i don't know much about…but……
step vii record after teaching
____________________________________
____________________________________
____________________________________
三 : A garden of poems（The Second Period）
the second period四 : A garden of poems（The Fifth Period）
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
___________________________
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