33（九年级）Unit 7 Section A（3a-3c） （教案1）

skybamboo

Unit 7 Teenagers should be allowed to choose their own clothes.
Section A（3a-3c）

Teaching Aims	Language goals    To perceive and learn the target structure in a poem. Key words and phrases    tiny, cry, field, hug, lift, badly, talk back, awful, teen, regret, poem. Key sentences    1. I should not to be told what to do!    2. I regret talking back, not listening to mum.    3. Mom knows best, and for me she wanted only the best.
Teaching Difficulties	1. Learn the language items or expressions in the poem. 2. Learn to appreciate a poem.
Teaching Aids	A tape recorder ,CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Lead in
The T can encourage Ss to talk about their family rules using the target structure.The T can use these prompts: What do you think of these family rules? Agree or disagree? Necessary or unnecessary? Who makes these rules for you? Your father or your mother? Why do you think they made these rules? The T can play a video about the relationship of mother and kid. After watching the video, the Ss can exchange their feelings. The T can use the following questions to elicit Ss’ response. Have you ever had the same experiences as the girl in the video? Have you ever quarreled with your mom? Do you think you and your mother understand each other?
Step 2 Presentation & Reading
Before-reading   The T can ask Ss to talk about the title and the structure of 3a and have a discussion. The T can use these prompts: What kind of text are we going to read? What do you think the poem is about? Do you remember what your mother do when you cried as a baby? Do you listen to your mother and behave well? Do you argue with your mother or talk back to her? Do you regret anything you have done to your parents? Then the T can introduce some features of the poem and teach Ss how to appreciate a poem. 3a  While-reading The T make Ss read the passage quickly. Then think about and answer the following questions: Who do you think wrote the poem? How old was the writer in the poem? What did he write about? Why did he write the poem? Then ask Ss to finish the task in 3a in pairs and invite some Ss to share their answers. Answers: The title means that a mother always knows what is best for her child, even though the child may disagree with the mother.       3b  While-reading The activity is to encourage Ss to understand and respond to the poem they have read. The T can ask Ss to read the questions first. Then Ss read the passage again carefully and finish the task in 3b. Then the T can invite some Ss to share answers with the class. Answers: When the writer was a baby and a small child, the mom did these: sang to him and stayed by his side when he cried gave him food and warm arms to sleep in when he was tired and hungry kept him safe when he was running through the field hugged him and lifted him up when he fell He felt that he was growing up and he did not want to be treated       like a small child anymore. He was upset because he felt that he was old enough to be    independent and should not be told what to do. He loves his mom and is thankful for what she has done for him. 3b     The T can make Ss read the poem again and perceive the rhythm. And consolidate Ss’ understanding of the poem by providing more questions for them. Why did the mother sing to the crying baby? How do you think a baby feels when he sleeps in his mother's warm    arms? What might happen when a two-year-old child runs through a field? Why did the mom give the child a hug when he fell? How did the boy feel when he was not allowed to eat ice-cream? Why did the boy say“I am not a baby”? What did the writer regret when he grew up? 3c The T can point out to Ss that the aim of this activity is to give Ss practice in using the target language in everyday conversations. The T may conduct the activity as a group activity and have Ss share their stories in groups of four or five. The T can use the following prompts to lead Ss. How old were you at that time? What did you want to do? What did your mom / dad say? Did you talk back to them? Why did you say that at that time? What did you do at last? How do you feel about it now?
Step 3Language points learning
field作名词，此处意为“田野；场地”，还可意为“领域”。常用短语：in the field of 在......方面，在......领域。 make sure确保；核实 hug作名词，give sb. a hug意为“给某人一个拥抱”。 hug还可作动词，意为“拥抱；搂抱”。其过去式和过去分词都是hugged；现在分词为hugging。 badly作副词，在此处意为“严重地”。 badly还可意为“差”，反义词为well“好”。        do badly in... 在......方面做得差。 regret作动词，意为“感到遗憾；懊悔”。其后通常接名词、代词、从句、动词-ing形式或动词不定式作宾语。 regret还可作名词，意为“懊悔；后悔”。 regret doing sth. 表示“后悔做了某事”（已做）。 regret to do sth. 表示“很遗憾去做某事”（未做）。	The language points are for reference only.
Step 4  Summary & Homework	The homework can vary with the specific conditions.
Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework:     Read and recite the passage in 3a. Do the exercises in students’ book.
Teaching Reflection	In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students' thinking space, help the development of creative thinking ability, but also help students master the language in use. Reading aloud is very important in poetry teaching. Teachers should let students experience the rhythm of poetry while reading aloud, so as to experience the feelings and artistic conception and enjoy the beauty of the poem.