英语牛津译林版Reading教学设计

 Unit 8 Poems about pets   Reading 2

Teaching objectives

To know some skills to write a poem.

To be able to rewrite poems.

To be able to read poems, enjoy the beauty in them and sometimes even sing them.

To feel the feelings and the beauty that poets have conveyed in the poems.

Teaching difficulties:

To use skills to write poems of students’ own and feel the beauty in the poems.

Teaching aids:

Multimedia, pads and electronic white board

Teaching procedures:

Step1 Lead-in  

Watch a video and find out what the children think of the poem.

{

T: Today we’ll learn more about poems. What is the poem like in your eyes?

T: Do you think it is beautiful. Do you like poems?

S:Yes.

T Let’s watch a video and find out what the children think of the poem?

T:(After watching the video) What do you think of the poems? Do these children like the poems?

S: Yes.

T: In these children’s eyes, (Lead students to fill in the blanks.)

It is a ________ (pretty) way of saying something.

It has different _________ (meanings).

It is like ________ (music).

(This part aims at letting students know there is music in poems, arousing their interest in poems and lead to the next part)

}

Step 2 Presentation

Sing the song Twinkle, twinkle, little star.

{

T: It is like music. So sometimes we can sing the poems. Let’s listen to a piece of music called Twinkle, twinkle, little star.

(Encourage students to sing along with it so as to recall the children’s song)

Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high,

Like a diamond(钻石) in the sky.

Twinkle, twinkle, little star,            

How I wonder what you are.

When the blazing(闪耀的) sun is gone,

When he nothing shines upon,

Then you show your little light,

Twinkle, twinkle, all the night.

Twinkle, twinkle, little star,

How I wonder what you are.

(This part aims at join the part above and the one below together.)

}

Step 3 Production

Read and think about what makes the song different.

1).Rhymes

2).Rhetoric

3).Repeat

{

T: Almost all of us can sing the song. Why is the song so special? What makes the song so different?

1)  Rhymes

T: (Give one hint to help students to think about it.) Star rhymes with are.We have more rhymes here like?

S: High rhymes with sky; star rhymes with are; gone rhymes with upon; light rhymes with night; star rhymes with are.

2)  Rhetoric(Metaphor)

T: We can find that the rhymes make the song easy to sing. The second one! We can find a sentence,”Like a diamond(钻石) in the sky.” Can you find something special in the sentence? What makes the sentence different?

S: 运用了比喻的修辞手法

T: Yes, in English, we say it uses metaphor, a kind of rhetoric. It can make a song very interesting and lively.(Lead students to say its features)

3)  Repeat

T: The third quality of the song. “Twinkle, twinkle, little star,How I wonder what you are.” has come out one, two, three, three times. So here is the use of repeat. This also makes the song easy to sing and remember. (Lead students to say its features)

T: What makes a song easy to sing?(After discussion)

1. Rhymes
2. Rhetoric
3. Repeat

(This part aims at helping students to know the three qualities above.)

}

Step 4 Practice

What makes the poems beautiful?

Tip 1 Rhymes

Read the first poem in the book.

Practice 1 Read the poem.

Practice 2 Watch, fill and sing.

Practice 3 Fill in the poems in rhyme.

Practice 4 Fill in the poems in rhyme.

Tip 2 Personification (Rhetoric)

Read the parts of the two poems in the book.

Practice 5 Discuss and finish writing the poem.

Tip 3 Repeat

Practice 6 Read the poem emotionally.

Practice 7 Read the poem emotionally.

Practice 8 Rewrite the poem with rhymes, rhetoric and repeat

{

T: What makes a poem beautiful and easy to read? Maybe the answer is the same. Let’s find it out after reading more poems.

Tip 1 Rhymes (Read the first poem in the book.)

T: Read the following poem in the book.

My dog is the cleverest animal of all.

He doesn’t just run after a ball.

With eyes open wide,

He hunts when I hide.

He does wonderful tricks,

Builds me camps out of sticks.

He’d never bark or bite,

And he doesn’t like to fight.

My dog is my best friend,

And I’ll look after him till the end.

 (After reading, ask one student to read the poem and then all the students to read it together emotionally.)

T: What makes the poem easy to read?

S: Rhymes

T: Yes. All rhymes with ball; (Lead students to say the rhyming words together.) wide rhymes with hide; tricks rhymes with sticks; bite rhymes with fight; friend rhymes with end.

The first tip for writing a good poem is rhyme

Practice 1 Read the poem.

T: Practice reading the following poem with your partner.(Ask students to read it emotionally)

Snow snow on the ground,

Children are sledding down down down.

With arms open wide,

Why not go for another sled ride?

T: Pick two students to read the poems for us.

(Two students read it for others)

Practice 2 Watch, fill and sing.

T: After reading, let’s watch a short video, try to fill in the blanks and then sing the short poem.(the following poem)

The snow fell softly all the ___________,(night)

And now the fields and trees are ___________.(white)

It covered all our roof and ____________,(ground)

while I was sleeping safe and ___________. (sound)

(The poem is short and easy to sing. So encourage students to sing along with the video.)

(After singing together, pick one students to fill in the blanks.)

T: Who can sing this for us?

(Encourage students to practice it with their partners before picking three pairs to sing it for us. In this way, I can arouse students’ interest in poems.)

T: Well done! This time, can we sing together?

(Students sing together. )

T: Very Good! Clap for yourselves.

Practice 3 Fill in the poems in rhyme.

T: Have another practice to check whether you have learned about rhymes. Choose the right words to fill in the blank of the following practice in your paper.

Rain, rain, go away.

Come again another ______ (week, day).

Little children want to ______ (play, fly).

(Have a student fill in the blank and another read it emotionally.)

(Ask students to pay attention to the rhymes.)

Practice 4 Fill in the poems in rhyme.

T: Write down your own words to fill in the blanks.(the following poem)

A white mouse is in my h_______.

It wants to live on l_______.

Drop it into s_______.

The story is going to e_______.

(Give a picture to help students fill.)

Tip 2 Personification (Rhetoric)

Read the parts of the two poems in the book. (the following two parts)

T: Underlined words. We use she and he to talk about pets, the goldfish and the dog. Here we use personification.(Lead students to say the information together.)

T: Why do we use personification here?

S: To make it lively and interesting.

T: Yeah,to make the poem lively and interesting, to show that my pet is very cute.

T: Sometimes we use another kind of rhetoric.

(Lead students to think about what we use a diamond to talk about and use “she and he” to talk about in the poems that we have talked about. )

Practice 5 Discussion: Rhetoric in the poem

T: Use rhetoric to finish writing the poem. (the following poem)

The wind touches my face gently like _________.

Flowers and grass ___________ and waits for the coming rain!

Doors are open and __________ everyone it's time to go home!

(Some students write excellent poems. Give them some feedback and advice on the improvement of their poems. This part aims at have students think carefully about how to write a beautiful poem with rhetoric.)

Tip 3 Repeat

T: Read the poem aloud about the goldfish in the book. (the following poem)

My goldfish is a wonderful pet.

She doesn’t need a bed.

She isn’t any trouble.

She doesn’t bark,

She doesn’t miaow,

Just bubbles,

Bubbles,

Bubbles.

My goldfish is a wonderful pet.

She doesn’t need a bed.

She isn’t any trouble.

We don’t have to feed her much,

She doesn’t need a gentle touch,

Just bubbles,

Bubbles,

bubbles.

(Remind students to read with your emotions. Read together.)

T: (After reading together) The quality used here is repeat

Practice 6 Read the poem (the following poem)

Snow snow on the ground,

Children are sledding down down down.

With arms open wide,

Why not go for another sled ride?

//Snow snow on the ground,

The sun has set past the ground.

Streetlights light up the city bright,

Hot chocolate is needed in such a perfect night!

(Ask students to read it by themselves, then listen to it,and read it again for the others with your own understanding. At last, all the students read it together.)

(This part aims at making students pay attention to the feelings in the poem.)

Practice 7 Read the poem.(the following poem.)

If wind had colors,

the world would be more beautiful .

If wind had colors,

spring should be green.

If wind had colors,

summer should be light blue.

If wind had colors,

autumn should be golden.

If wind had colors,

winter should be light yellow.

If wind had colors......

(Read it in groups to understand the quality of the poem.)

Practice 8 Rewrite the poem.(the following poem.)

If wind had colors,

 ______ would ___________________.

If wind had colors,

______ would ___________________.

(rain，rivers...)

......

(This part aims at helping students master the three qualities and testing how much they have learned about poems. Also, interpret some poems in a funny way and give students some advice)

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Conclusion

We can always find some feelings in poems.

(Talk about the students’ feelings in their poems.)

Enjoy two more poems to understand the feelings in these poems.

(This part aims at finding the feelings and beauty in poems. )

Remember: Life is more than just what you see before your eyes, there are also poems and beauty. Enjoy our life in a poetic way!

Blackboard design

Unit 8 Reading 2 Poems about pets

What makes poems beautiful?

Tip 1 Rhymes

Tip 2 Rhetoric

Tip 3 Repeat