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Unit 7 Lesson 20 Life Is a Journey（第一课时）
Lesson Focus
Reading to appreciate and understand a poem
Talking about life and writing a poem
Warm-up
Exercise 1
Purpose: to help students discuss life, using the metaphor of life as a journey
Have students consider what's involved in taking a journey. Ask“What kind of feelings do you have about taking a journey ”Prompt them to consider positive as well as negative feelings. Elicit I feel excited (nervous, happy, confused, curious...). Say“Imagine you are climbing a mountain on your journey. What are you thinking about when you are climbing ”Elicit ideas. Prompt students, as needed. Examples: I am really tired. This is so beautiful. I want to go home. I am having the best time. I feel lonely and scared...
Direct students to the words related to Life. Say“Let's read the words”. Read the words aloud and have students repeat. Then say“Look at the words and think about their meaning. Which words are positive and make you feel good and which words are negative and make you feel bad ”Make a chart on the board with three columns. Label two columns Positive and Negative and label the third column Don't Know . Give students a few moments to write each word in one of the columns. Monitor, offering help as needed. You may wish to have students work in pairs.
Ask students to tell you which words they think are positive and which are negative. Write them on the board. Use examples to give the meaning of words, as needed. Answers may vary, but will likely include the following: Positive words: choice, enjoy, future, happiness, hope, success Negative words: despair, difficulties, failure, work hard Don't know: ups and downs (Some may also include future here)
Say“Life is often compared to a journey”.Then ask“In which ways is life a journey ”Have a student read the Example. Then ask students to discuss their ideas with a partner.
Go over their answers, asking volunteers to share their ideas with the class.
Reading
Exercise 2
Purpose: to help students choose a suitable title of a poem
Direct students to the poem. Read the title of the poem aloud or ask a student to read it. Ask“What do you think the poem will be about ” Elicit an appropriate response. Example: It will be about learning new things in life. It will be about good and bad things in life ….
Note that some poems include rhyming words but other poems do not. Ask“Does this poem rhyme ”Elicit that it does not. Tell students that writers often share their feelings through poems and that poems can help us consider our own feelings. Ask students to read this poem and think about the main idea of the poem. Give them a few moments to read and then have them choose their answer. You may want them to discuss their answer with a partner first.
Go over their answers as a class. Have them discuss the reasons for their choices.
Answer
a
Exercise 3
Purpose: to discuss how to appreciate a poem and help students complete a table based on their understanding of a poem
Direct students to the poem. Ask“What can you tell me about the poem ”Encourage students to point out things they notice when they look at the poem. If needed, prompt them to notice such things as the title, the name of the writer (poet), and the four parts of the poem with three or four lines in each part. You may skip this step if you feel students are ready to do the exercise.
Direct students to the Reading Help box. Ask them to read the first statement about the poet's name and note the word Anonymous below the title of the poem. Say the word Anonymous and have students repeat.
Then direct them back to Reading Help and the second statement which describes verses and stanzas. Ask them to look at the poem. Ask“Can you see the verses in this poem How many verses are there ”Elicit responses.
Then direct students to the final statement in Reading Help. Read about the use of metaphors in poems. Write a metaphor on the board. Example: A classroom is a garden. Explain the metaphor. (Students are the plants that develop and grow with a little help. )
Give students time to look at the table on page 81. Say "Look at the poem again. Complete the table about the poem". Have students work in pairs, if needed. Monitor as students complete the table, offering assistance as needed.
Go over the answers, asking individual students to say them aloud. Encourage students to answer in complete sentences.
Exercise 4
Purpose: to help students choose the summary for each verse of a poem
Ask students to remind you how many verses there are in the poem on page 80. Ask“Why do you think we have verses in poems ”Elicit answers. (Each verse might express a different idea, like a paragraph in a story. )
Direct students to the poem and have them read each verse. Then have them choose the summary for each verse and write 1-4. Moni-tor, offering help as needed. If students need support, have them work in pairs.
Go over the answers. Have individual students read the answers aloud.
Answers
a) 3, b) 2, c) 4, d) 1
Exercise 5
Purpose: to help students answer questions about a poem
Direct students to the questions. Review the summary for each verse with students (from Exercise 4). Then say“Read the verses of the poem again and answer each question”. Note that there are four verses and four questions.
Give students a few moments to read the verses and then to answer each question. Monitor as students write the answers, offering assistance as needed. If students need support, have them work in pairs.
Go over the answers, asking individual students to say them aloud. Encourage students to answer in complete sentences. Challenge them to express their ideas clearly.
Answers
Answers will vary but should include the following:
1. The path of a journey goes left and right and there are good things and bad things in life.
2. b)
3. c)
4. We should enjoy life and never give up.
Expansion: Practise Some More!
Imagine that your friend is having a bad day.
You want him/her to think about happy thoughts. What good things can you ask him/ her to think about Write on the board: Enjoy life. Think about .... Give an example to complete the sentence: Think about eating ice cream on a sunny day! Have students think of something happy. Have them write their messages on a blank piece of paper. Share the ideas in class. (Have them provide illustrations along with their statements, if wanted, and display their work in class. )

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