Reading 1: Poems about pets优秀教学实录

Lesson plan of 7B Unit 8 “Poems about pets”

Type of lesson: Reading 1 新城开明中学

庄洁

I. Teaching aims and learning objectives:

By the end of this lesson, students will be able to 1. understand the rhyme lanes, stress and tones of poems;

2. read poems about pets’ habits and behaviour; 3. talk about pets by using new words. II. Teaching contents:

1. The features of poems;

2. The meanings about two poems 3. Effective ways to read poems. III. Teaching focus and predicted areas of difficulty:

1. Experience the beauty of rhymes, stress and tones in poems; 2. Read poems with emotions by group presentation; 3. Choose proper words to talk about pets. IV. Teaching procedures:

Step One : Lead-in

Design purpose: It’s designed to lead in the topic about animals by watching a video on

the abilities of a pet dog and practise some important new words.

Q: What can dogs do in the video?

T: What can dogs do in the video?

S: do wonderful tricks

T: What tricks can they do?

S: catch a ball

T: What else can it catch in the picture?

S: catch a stick (stick/sticks) T: Dogs can do a lot of tricks. If they are angry with each other, what will they do? S: They will fight with each other, bark or bite.

(practise some new words: fight with sb / bark-barked/ bite-baited) T: If the dog always bites sth, what will they make for its owner?

S: They will make some trouble.

Step Two : Pre-reading

Design purpose: This step is to introduce some features of poems which paves the way

for the following learning.

T: Even dogs can make some trouble sometimes. They are still very cute.

Will you choose dogs as your pets? S: Yes. T: Last night I searched sth about my favourite pet, and I found a poem about it. Do you know which pet is my favourite?

S: No. T: You can find it in the poem. S: It’s cats because it can catch that big rat. T: “Rat” is in the second second sentence. In poems, we call it a line (诗行). T: How many lines in this poem? S: Four. T: We put the four lines together and call it

a verse

(诗节).

T: So how many verses are there in this poem? S: Only one. T: What are other features do poems have? Read more poems and find more features about them.

Step Three: While-reading

Design purpose: To deal with the passage quickly by reading its form and read it carefully by

using some reading skills in poems like reading forms, structure, words in poems.

1.

Fast reading T: Open your books and turn to page 94. Read the form of this book quickly and fill in the table. S: Read and find.

2.

Detailed reading (1)

The first poem T: Each poem is very long. I cut a part of the first poem.

I change some words in this two sentences. Which one is better? A or B?

S: A is better.

T: Why A is better? S: Wide rhymes with hide. T: Can you find more rhymes in the first poem? S: Read the first poem carefully and find more rhymes. T: Rhymes are very important for reading poems. Read after the tape and enjoy the beauty of this poem. S: Read after the tape with emotions. T: In the reading, I find different people have different feelings.

So when we read the first poem, what feelings should we have? S: Love the pet. T: Can you give me some facts? S: Read and find some facts about the writer’s love for his pet.

( the cleverest, wonderful, never bark...) T：In your eyes, what do you think of the dog? S: friendly, clever T: Please try to use some verbs to tell me why it is clever and friendly. S: Read the poem in details and find some verbs. （He doesn’t just run after a ball.）

T: What does the word “just” mean?

What is meaning behind this sentence?

Which one do you choose?

A. He doesn’t run after a ball and do other things. B. He can run after a ball and do other things. S: B. T: Reading is very important for a poem. Let’s have a reading competition.

To make your reading more beautiful, How should we do? S：Read emotionally; read in different tones. T: Your group will get more points if you finished the following three steps. S: Prepare and enjoy reading. (2)

The second poem T: There is another pet on our books, what is it?

S: Goldfish. T: Did the writer love keeping a goldfish?

S: Of course. T: I make a little change. What is the change?

S: It’s “it” not “she”. T: Is “it” better? Why? S: No, she is better. It’s used in personification (拟人).

T: Read and find more words using personification.

S: She doesn’t need a bed.

T: She doesn’t bark or she doesn’t miaow. So what do you think it? S: It’s very quiet.

T: If the writer says she is quiet instead of bark or miaow. which one is better?

S: She doesn’t bark or she doesn’t miaow. T: Sometimes, in writing a poem, we also need to use some contrast

(烘托) in writing a poem.

Can you find any other adjectives about goldfish? S: Yes. Wonderful, gentle T：How to read these adjectives? Who can have a try? S: Stress some words. T: From the two verses we learned, are they the same?

Where is the difference?

S: No, the fourth and the fifth one are different. T: So it is a skill and we call them repeating and parallel structure.

Step Four: Post-reading

Design purpose: After learning so many skills, some exercises are designed to practise these

skills and out-put what they have learnt in this lesson.

Exercise 1: Re-write the poem T: There are so many skills in poems. Last night, I also write a poem about pets too.

But it reads not well. Can you use the skills to help me re-write it? S: Discuss the skills and re-write this poem.

T: Do you like the ducks in this poem? S: yes. Exercise 2: pair work

T: xxx, what is your favorite pet? S: My favorite pet is....? T: Talk it with your partner and share it with us. S: Do the pair work. T: Everybody has your favorite pet. Do you know how to look after your pet? S: Discuss in groups then make a report. Exercise 3: emotional themes

T: We can look after our pets well. Pets are our friends.

So please look after them well to make our life wonderful and meaningful.

Step Five: Homework

1.

Read and enjoy the beauty of these two poems. 2.

Finish a piece of exercise paper after class.

教学反思: 本节课为诗歌体裁阅读课的第一课时，由于文体的特殊性，本节课设计全部围绕“读”展开：

1.

首先，借助导入的视频来操练本节课比较困难的四会词汇，同时也引出了文本中的主人公“狗”。通过视频，对宠物“狗”的认知产生视觉效应，有利于理解诗歌传递的内容。

2.

通过阅读诗歌的“形式”，“韵律”，“用词”，“结构”四个方面，学生对诗歌体裁阅读技巧的训练。

3.

通过对诗歌朗读方式的训练，再结合多种阅读技巧，可以加强学生对诗歌体裁的认知和提升他们鉴赏诗歌的水平。

4.

在小组活动中，应加强学生活动与体裁-诗歌内容的联系，以至于达到巩固的效果。