选修六Unit2 Poems Period 5

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选修 6Unit 2 Poems

★Warming up
围绕诗歌这一话题设置了三个练习。前两个练习引导学生回顾儿时所接触的诗歌；第三个练习引导学生探讨写诗的目的。
★Pre-reading
主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。该部分设置了两个练习，第一个练习让学生交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让写诗从内容和写作风格两个方面认识阅读课文中的诗歌。
eg.You don't want to convey the impression that there's anything illegal going on.
(2)formal to take or carry something from one place to another synonym transport:传送、传输
本单元学习表达与过去事实相反的假设。
3.词汇及短语
必会：conveyconcrete flexible minimum branch eventually transform bare
appropriate exchange sponsor
take it easy run out of make up of in particular try out let out
eg.nursery education/teacher/school/rhyme
3.rhyme
(1) [countable]a short poem or song, especially for children, using words that rhyme诗、韵文
eg.nursery rhyme
学习策略目标
1.认知策略：总结语言材料中有关倒装的句子并在活动中加以观察思考，总结归纳用法，最终结合语境使用。

Unit 2 Poems(新人教版选修6)

To seek a dream? Just to pole a boat upstream To where the green grass is more verdant; Or to have the boat fully loaded with starlight And sing
aloud in the splendour of starlight.
Their reflections2 on the shimmering3 waves Always linger in the depth of my heart. The floating heart growing in the sludge Sways leisurely under the water;
to them, or we will lose interest and direction of our life,
which may cause some of us to fail in our work or study, and even make us lose hope for our life.
【参考答案】Yes, I like them very much. When I read the poem, it seems that a clear picture is shown before me. I can feel the poets’ deep feelings about nation, nature and people. I like William Shakespeare and his poem The Sonnets.
一片云彩。
诗歌改写
诗歌既是语言的精华，也蕴含着丰富的哲理，对读者有

选修6unit2 笔记

该州长被查出挪用了公款。
用法归纳
It is appropriate (for sb.) to do sth. 对于某人来说做某事是合适的
It is appropriate (that) ……是合适的（应该的）
It would not be appropriate for me to discuss that now.
These are clothes appropriate for school wear.
特别提示 Байду номын сангаас
It is appropriate that … 句型中，从句谓语动词用“should do”，should可以省略。
即时活用
The dress is not ________ for the formal party. You’d better find another one.
He hasn’t got any proper friends.
suitable意味着适合某种情况。
This book is suitable for children.
fit指某人或某物在目的上、用途上适合。
The coat doesn’t fit me.
appropriate指适合于特殊的人及场合、身份、地位等。
Take it easy. We'll take care of everything.
别着急。一切由我们照料。
It's an important decision for you, so take your time to think it over.
对你来说, 这是一个十分重要的决定, 仔细考虑一下吧。

英语：unit 2《poems》教案-writing(新人教版选修6)

（四）On teaching procedures
Teaching steps
Teacher’s activity
Students’activity
Designing purpose
1. Lead-in
Show the students two Read the two poems and Get the students to poems try to discover the features. discover the features themselves so that it will be easier for them to write.
designed according to this subject. In this unit, different forms of poems are introduced. The students are
required to learn about the features of different forms of poems as well as try to write simple poems and appreciate beautiful literature works. Lessons arrangement Period 1: Warming up & Reading Period 2: Language Points Period 3: Word study &Using language Period 4: Listening Period 5: Grammar teaching Period 6: Writing 2.The function of this lessonin the unit

Unit 2 Poems 新人教版选修6

新课标人教版 Unit 2 Poems 诗歌核心词汇1．A great many people expressed their ____________(伤心)when they learned of the victims of the Yushu earthquake.2．We had many difficulties at first，but ____________(最后)we succeeded. 3．We should make a ____________(灵活的)plan in case of any unexpected changes.4. Supporting such a large family is a heavy ____________(负担)for him.5．I think it isn’t ____________ (适当的)for you to attend the party in such a casual coat.6．It’s not surprising that young people nowadays follow new ____________(模式)of living.7．Never will I forget the ideas and thoughts we ____________(交换)at college. 8．You have helped me so much that no words can ____________(传达)my thanks. 9．用translate的适当形式填空(1)The disabled lady decided on a career as a ____________and has ____________ hundreds of books from English into Chinese so far.(2)Her ____________ of some great works is popular among young people.10．用end的适当形式填空(1)—How did the story ____________？—Just like most romantic stories，it had a happy ____________.The prince killed the monster and saved the princess in the ____________ and they lived happily ever after.(2)I can’t put up with his ____________complaints any more.1. sorrow2.eventually3.flexible4.load5.appropriate6.patterns7.exchanged8.convey9.(1)translator；translated (2)translation 10.(1)end；ending；end (2)endless高频短语1．________________ 有意义2．________________ 熬夜，不睡觉；挺立3．________________ 轻松；不紧张；从容4．________________ 用完5．________________ (多用于被动结构)构成6．________________ 转化成，改造为7．________________ 尤其；特别8．________________ 去远足9．________________ 测试；试验10．________________ 发出；放走1.make sense2.stay up3.take it easy4.run out of5.make up of6.transform into7.in particular8.go for a hike9.try out 10.let out重点句式1．There are __________________________people write poems.人们写诗有许多原因。

新人教版选修6_Unit_2__Poems

Slowly the old man carries his load . （回归课本P16）观察思考 These backpacks are designed to carry the
heavy loads.
这些背包是为携带重物设计的。 We loaded the car in ten minutes. 我们十分钟就装好了车。 She loaded the camera with film.
她在照相机里装了胶卷。
归纳总结 load n. 负担,负荷物；v.装载,加重,把„„装入。 take a load off one’s mind打消某人的顾虑 loads of很多的
load up装载货物（于）
load sb./sth.with sth.用„„装载„„ load sth.into/onto sb./sth.把„„装入（到）„„
时，引导定语从句的关系词有下列三种形式：
①用in which引导；②用that引导；③省略关系词。
导练互动
重点单词
1.convey
Others try to convey certain emotions. (回归课本P10) 观察思考 The police asked the driver to convey the
10. look back 回顾；回想
Ⅲ.典型句式运用
1.There are various reasons why people write poetry.人们写诗的原因是多种多样的。考点提炼 the reason why... 干„„的理由，后接句子；the reason for...和它同义，后接名词或动名词。句型that’s why...和that’s because...的区

人教新课标选修6 Unit2 Poems[教案]

Unit 2 PoemsⅡ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题，从学生初次接触诗歌，一直谈到诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。

旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上，进行简单的诗歌创作。

1.1 Warming Up部分要求学生回顾所学诗歌，启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。

1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由；然后通过快速阅读Reading部分内容填写列表，区分诗歌种类。

1.3 Reading部分是一篇介绍诗歌基础知识的文章。

文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。

1.4 Comprehending 部分根据阅读内容设置了三个习题。

第一个习题要求学生通过读文章、听录音感受诗歌特色，判断自己所喜欢的诗歌类型并说出理由；第二个习题就文章总体内容提出了五个问题，帮助学生进一步了解不同类型诗歌的不同特点；第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。

1.5 Learning about Language分words and expressions和structures两部分。

第一部分设置了两个练习：第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词；第2个练习要求用所给词汇的正确形式填空。

第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。

1.6 Using Language共设置了三个任务：第一项任务通过一首小诗展开听力、口语、阅读训练，加深学生对诗歌韵律知识的理解；第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习，练习“意愿（intentions）”的表达。

第三项任务要求学生运用所学诗歌知识，根据所给提示进行模仿习作训练。

人教版高中英语选修6《Unit 2 Poems》教案2篇

人教版高中英语选修6《Unit 2 Poem s》教案2篇Teaching plan of unit 2 Poems编订：JinTai College人教版高中英语选修6《Unit 2 Poems》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 2 Poems》教案2、篇章2：人教版高中英语选修6《Unit 2 Poems》教案篇章1:人教版高中英语选修6《Unit 2 Poems》教案教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1.了解教学大纲关于语法填空的命题特点。

2.能够根据语法填空的命题特点自己编语法填空的题目3.掌握语法填空的解题方法与技巧过程与方法（Process and Methods）让每一位同学都能参与到课堂教学与活动中来，以小组或结对的形式进行相互学习和讨论。

情感态度与价值观（Feeling, Attitudes and Values）学习应对语法填空是与课文相结合，让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解题特点，从而更加理解英语诗歌的特色，更加懂得如何阅读和欣赏英语诗歌。

教学重难点教学重点（Important Points）：1.让学生了解语法填空的命题特点2.掌握语法填空的解题方法与技巧教学难点（Difficult Points）：语法填空中词性的转换教学过程（Teachers’ Activities）Step I: Lead-in① Review the new words and expressions of this unit by them together, and then do Task 1---speak out the other forms according to the giv en words② Listen to the song Jingle Bells and try tofill a word into each blank.Step II : Pre-practising1.Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge?② Have you figur ed out the characteristics of the item?2.ExplainingIn this item there are 10 blanks for you to fill in with less than one proper word① some blanks with a given word while otherswith none② fill in the blanks with the proper form of the given word according to its grammatical and logical meaning.③ choose a preposition, pronoun, conjunction or an article to fill in the blank without any given word.3.DiscussionHow can we finish the items step by step with our grammar knowledge?① ___________________________________________.② _ __________________________________________.③ ___________________________________________.Step III : While-practising1.Making an item of grammatical blank-filling based on the para graph of the text.① more than 5 blanks.② some blanks with given word.③ others with none.2.exchange the item you made for your partner to complete it .3.The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students’ anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1.Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10, Nanfang New Class篇章2:人教版高中英语选修6《Unit 2 Poems》教案【按住Ctrl键点此返回目录】教学准备教学目标Teaching goals1.Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems toexpress themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2.Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3.Learning abilityEnable Ss to distinguish different types of poems 教学重难点Teaching important points1.Talk about five main types of poems.2.Understand the main purpose of writing the poems.Teaching difficult points1.Find the rhythm of each poem.2.Chant the poem.3.Understand the main purpose of writing the poems.教学过程Teaching procedures to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.）If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.（ people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age,feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.）Step 4.Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in animportant reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not readevery word. Do an example with them.Suggested answers to exercise 2:Step 5.ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1.Why do people write poetry?Q2.How many forms of poems are mentioned in the passage? What are they?Q3.What does “nursery rhyme” mean? Why do they delight small children?Q4.What’s the characteristic of “list poems”? What about “cinquain”?Q5.Why do English People like “Haiku”?Q6.Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t ma tter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats asyou read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should beread several times, preferably aloud, to appreciateits meaning. Read the last poem （Poem H）, and answer the following questions:Q1.What parts of the poem suggest that the woman loves her husband?Q2.How do you understand the sentence” Shouldthe journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3.What picture do you have in your mind when you read the above sentences?Q4.Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6.Make a short summary of this period.课后习题Homework1.Surf some websites to find out more information about poets.2.Review the content of the reading passage.3.Finish the exercises on Page 12& 13.-------- Designed By JinTai College ---------。

高中英语选修6《Unit 2 Poems》教案人教版

高中英语选修6《Unit 2 Poems》教案人教版高中英语选修6《Unit 2 Poems》教案人教版猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。

其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。

下面和本文库一起看看有关高中英语选修6《Unit 2 Poems》教案人教版。

人教版高中英语选修6《Unit 2 Poems》教案1教学准备教学目标Teaching goals1. Target languagea. Important words and phrasesPoem， poetry， recite， aspect， convey， nursery， rhyme， diamond，cottage， balloon， sparrow， tease， salty， endless， translate， nursery rhyme， take it easy， run out of， make up ofb. Important sentencesWhich poem is about things that don’t make sensePoets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes；list poems； cinquain，； haiku； Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems教学重难点Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.教学过程Teaching procedures … waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood， either in Chinese or in English.Talk about some famous poets both home and abroad， either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word ＂poem＂Step 3. Warming upRead the questions in this part， reminding Ss what they notice about the above poems.（e.g. they have a strong beat， or they have rhyme， or they play with words and sounds， or perhaps some of them are funny because they make no sense.）Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. （Suggested reasons: to create certain feelings or images in the reader； to share a feeling or experience； to describe something in detail or give an impression； to get the reader to think about an idea；to express a point of view； to make the reader experience the sight，sounds， smells， feel and tastes of something； to create a mood， to play with words--- their sounds， rhyme and rhythm.）If time permits， in small groups or as a class， discuss the kinds of topics that poets write about.（ people， animals， nature， landscapes，the sea， the seasons， stories， death， war， youth and old age， feeling and experiences， emotions like love， hate， sadness， regret and desire，etc.）Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese Why Do you have a favorite poem in English WhyAs to exercise 2， give Ss practice in an important reading skill: scanning a text， that is， looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table， just in the poems themselves， not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.Suggested answers to exercise 2:Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetryQ2. How many forms of poems are mentioned in the passage What are they Q3. What does ＂nursery rhyme＂mean Why do they delight small childrenQ4. What’s the characteristic of ＂list poems＂What about ＂cinquain＂Q5. Why do English People like ＂Haiku＂Q6. Are you familiar with Tang Poems Do you know the title of the last poem in the textListeningBefore Ss read the text， have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or ＂music＂ of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word. First readingGet Ss to read the text carefully， finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said ＂it is just as I feared＂.＂Four insects and thenTwo birds and a henHave all made a home in my beard＂.Now read the poem A … B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting， so any part of daily life can provide material for a poem.. Of course， the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact， so it should be read several times， preferably aloud， to appreciate its meaning. Read the last poem （Poem H）， and answer the following questions:Q1. What parts of the poem suggest that the woman loves her husband Q2. How do you understand the sentence＂ Should the journeyer return，this stone would utter speech.＂ Explain the sentence in your own words. Q3. What picture do you have in your mind when you read the above sentencesQ4. Do you know the Chinese title of this poem Do you know the Chinese version of the poemStep 6. Make a short summary of this period.课后习题Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12… 13.人教版高中英语选修6《Unit 2 Poems》教案2教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1. 了解教学大纲关于语法填空的命题特点。

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Period 5 Reading and Writing错误!教案内容分析Theteachingmaterialsofthisperiodcontaintwoparts.ThefirstpartisthereadingpassageonPage14w iththetitleofI'veSavedtheSummer，whichisapoemtellingaparentspeakingtoayoungadultchild.Theolderpersonhasexperiencedhis/herow njourneythroughlifeandisofferinglovetotheyoungpersontohelphim/herbeginonhis/herownjourneyth roughlife.ThesecondpartistheWritingTaskonPage54，whichasksthestudentstowriteapoem.三维目标设计Knowledgeandskills1．Toenablethe studentstolistentothe“music”ofthepoem，toknowhowitmakesthemfeelandwhatitmakesthemthinkabout.2．Togetthestudentstolearnthefollowingusefulnewwords andphrases：appropriate，exchange，sponsor，darkness，tryout，letout.3．Togetthestudentstolearnthefollowingusefulstructure：IfI＋pasttense...，Iwould...4．Tohelpthestudentslearnhowtowriteapoemstartingwith“IfI．..”．5．Tofosterthestudents'abilityinskimmingandlookingupinformationinreferencebooksandimpr ovethestudents'readingability.ProcessandmethodsReadingforspecificinformation，summarizing，discussingandpracticing.Emotion，attitudeandvalue1．Tostimulatethestudents'lovetopoetry.2．Toinspirethestudentstowritepoemsoftheirown.教案重、难点1．Theunderstandingofthereadingpassage.2．Theuseofthesubjunctivemoodinpoemwriting.3．Teachingthestudentshowtowriteapoemoftheirown.错误!Step1RevisionChecktheanswerstothegrammarexercisesonPage13andexplainthedifficultones.Step2Pre－readingListentothepoem“I've saved the summer”andanswerthesequestions：1．Doyouthinkthespeakerinthepoemismorelikelytobeagirlfriend/boyfriendoraparent?2．Doesthepoemhavearhythmicpattern?3．Doesthepoemhaverhymingwords?4．Whenyouwerelisteningtothepoem，diditmakeyoufeelsomethingorthinkaboutsomething? Whatdiditmakeyoufeelorthinkabout?Suggestedanswers：1．Students'answersmayvary.2．Yes(ithastwostrongbeatsperline>．3．Yes.4．Students'answersmayvary.Step3Reading1．Circlethewordsthatrhyme.Whatisunusualabouttherhymingwordsinthelastfourlines?2．Trybeatingorclappingthestrongbeatsoftherhythmasyoureadthepoemtoyourse lf.Nowlistent othepoemagainandclapthestrongbeats.Suggestedanswers：1．Circledwords：you，new；need，feed；nineteen，mean；way，day；own，own.Therhymingwordsinthelastfourlinesareunusualbecausetheyarethesamewordalthoughtheyeach haveadifferentmeaning.2．Thestrongbeatsoftherhythmaremarkedbelow：I've saved the sum merAndI give itallto youTo hold onwinter morn ingsWhen thesnowis new.I've saved some sun lightIf you shouldever needA place awayfrom dark nessWhere yourmindcan feed.And for myselfI've kept yoursmileWhen you werebutnine teenTill you'reolder you'll notknowWhat brave youngsmilescan mean.I knowno ans wersTo help youonyour wayThe ans werslie some whereAtthe bott omofthe day.Butif you've aneedfor loveI'll give youallI ownItmight hel p youdownthe roadTill you'vefoundyour own.Step4DiscussionInsmallgroupsdiscussthesequestions：1．Whoisthespeakerinthepoemandwhoishe/shespeakingto? Givereasonstosupportyouranswer.2．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：1．Aparent(motherorfather>speakingtoayoungadultchild(sonordaughter>．Weknowthatthespeakerisprobablya parentbecausehe/sheisofferingthechildunconditionallove( Butifyou'veaneedforlove，I'llgiveyouallIown>．Weknowthattheson/daughterisayoungadultbecausethespeakerreferstothetime whenyouwerebutnineteen.2．BStep5LanguagestudyShowthestudentsthefollowinglanguagepointsinaslideshow.1．appropriate(P13>【原句再现】Matchthebeginningofeachsentencewiththeappropriateending.把每个句子的开头与其合适的结尾连在一起。

【观察探究】(1>Jeansarenotappropriateforaformalparty.牛仔裤不适合正式的晚会。

(2>Fivemilliondollarshasbeenappropriatedforresearchintothedisease.拨款5000000美元用于研究这种疾病。

(3>Hewasaccusedofappropriatingclubfunds.他被指控挪用俱乐部的资金。

【归纳总结】appropriateadj.恰当的，合适的；vt.拨(款等>做某种特殊用途；vt.挪用，窃用【即景活用】翻译下列句子：(1>我认为这是一个提出我晋升问题合适的时刻了。

(2>政府已为建设医院拨出了一大笔钱。

(3>这个部长被发现挪用了政府用款。

Suggestedanswers：(1>Ithinkthisisanappropriatemomenttoraisethequestionofmypromotion.(2>Thegovernmenthasa ppropriatedalargesumofmoneyforbuildinghospitals.(3>Theministerwasfoundtohaveappropriatedgovernmentmoney.2．exchange，sponsor(P13>【原句再现】Iftherehadnotbeenanexchangeprogram，hewouldnothavefoundasponsortohelphimstudyabroad.如果没有交流工程的话，他就不可能给自己找到一个出国学习的赞助人。