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2. Rhetoric expressions in the poem and the emotion they convey;
3. The poet’s feelings about the four seasons.
III. Focus of the lesson and predicted areas of difficulty:
1. Rhyming of the poem;
2. The poet’s feelings hidden between lines.
IV. Teaching procedures:
Step One : Pre-reading (about 2 mins)
Purpose of design: lead the students to think about the four seasons before reading the poem, stimulating their underlying memories about the seasons.
(enjoy a video about the four seasons)
Question: What is the video about?
T: What is the video about?
S: The seasons.
T: How many seasons are there in a year?
S: Four.
T: Among the four, which one do you like best?
T: What are the four seasons like in a poet’s eyes? We can find the answer in a poem.
What is the title of the poem?
S: Seasons of the year.
Step Two : While-reading (about 38 mins)
Part 1: Rhyming of the poem
Purpose of design: help the students enjoy the rhyming of the poem and read with rhyming, getting to know the importance of rhyming in a poem.
(Read the poem to the students.)
T: What does the poem sound like?
S: Music.
T: Why does it sound like music?
Activity 1: Lead the students to find out all the rhyming words and read them.
Activity 2: Read the poem with music and feel the beauty of rhyming words.
Activity 3: Choose some words to make a poem rhyme.
song again along long grain rain
The seasons——Robert Stevenson