牛津译林版（2019）必修一《Unit 2 Let’s talk teens》Welcome to the unit优秀教案设计

牛津译林版（2019）必修一《Unit 2 Let’s talk teens》Welcome to the unit优秀教案设计

Welcome to the unit

教学目标

By the end of this section, students will be able to:

1. read the poem aloud rhythmically and recognize rhyming words in it;

2. describe and appreciate the mother bird’s love for her chick;

3. share Chinese poems about the same theme and compare them to the poem in this section;

4. share their comprehension and stories of parent-child relationships.

教学重难点

To understand and appreciate the poem;

To express their comprehension of parental love.

教学过程

步 骤 教学活动 设计意图 互动时间&模式 Lead-in Step 1 Have students describe the illustration on Page 15.

What can you see in the picture? Can you see your mother?

(A mother bird is feeding her chick. Yes, the mother bird reminds me of my mom because it is the nature of all mothers, both animals and humans, to look after their children.) 利用相关图片，导入主题，创设互动情境，拉近沟通距离，引起学习兴趣。 5’

Individual Work Appreciation Step 2 Have students read the poem aloud before and after discussing the poem, and ask them to answer the following questions. Lead students to feel the rhythm and recognize the rhyme in it.

Before discussion: Let's read this poem aloud together.

How many parts can you divide the poem into? What is the main idea of each part?

(The poem consists of three parts. Part 1 from Line 1 to Line 4 is about how the mother bird brings her chick up when it is young; Part 2 from Line 5 to Line 8 describes the mother bird feels worried about her chick leaving her after it grows up; Part 3 from Line 9 to Line 11 shows the mother bird will let her chick live independently despite her concern and reluctance.)

After discussion: Let’s read this poem aloud again. While reading, try to pay attention to its rhythm and rhyme. Rhythm means a strong regular repeated pattern of sounds and a rhyme is a word which has the same last sound as another word, such as, “care” is a rhyme for “there”. Could you find out other rhymes?

(“Rest” is a rhyme for “nest”; “away” for “day”; “alone” for “grown”; “eye” and “sky” for “fly”.) 激活学生已有的背景语言知识，引导学生感知英语诗歌的节奏与韵律，理解诗歌的主旨。