《Say It in Five》Stories and Poems PPT課件
第一部分內容：Learning aims:
1.Let students master useful phrases of this lesson.
2.Try to write a five-line poem.
Useful phrases：
1. a five-line poem
2. in the nineteenth century
3. a single topic
4. a set number of
5. another two poems
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Say It in FivePPT，第二部分內容：Talk about:
1. What are five-line poems about?
They are always about a single topic.
2. What does a five-line poem follow?
It has five lines. Each line has a set number of words. The first line has one word. The second line has two words. The third, or middle line has three words. The fourth line has four words. The last line has one word.
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Say It in FivePPT，第三部分內容：Five-line poems
Line1 : In one word, state the topic of your poem. Use a noun.（名詞）
Line2 : Describe your topic in two words. Use a noun and an adjective（形容詞）, or two adjectives.
Line3 : Choose three words that tell what your topic can do.
Line4 : Express a thought or a feeling about your topic in four words. You can use any kind of words here.
Line5 : Say something about your topic using one word.
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Say It in FivePPT，第四部分內容：Language Points:
1. create v. 創(chuàng)造，創(chuàng)作； creation n. 創(chuàng)作，作品
Ba Jin created a lot of works in his life.
This poem pattern was created by the poet in last century.
2. single adj.
1) 單個的，只有一個的
There is a single table in the room.
2) 單身的，未婚的
He remains single all his life
3. a number of “許多” 加名詞復數做主語，謂語動詞用復數。
A number of children are flying kites in the park.
the number of “……的數量”，加名詞復數做主語，謂語動詞用單數。
The number of the students in our class is 60.
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Say It in FivePPT，第五部分內容：Practice:
Fill in the blanks with proper prepositions:
1.Look _____ the poem _____ the right.
2.This kind ____poem was created ____an American poet
_______ the nineteenth century.
3.Each line has a set number _____ words.
4.Let’s look at another two poems _______ examples.
5.Express a thought or a feeling ________ your topic ____ four words.
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Say It in FivePPT，第六部分內容：Homework
Finish off the exercises of this lesson.
Preview the Lesson21.
Try to write a five-line poem.
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