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Mom Knows Best教案
文本分析
本文主题语境紧密围绕“人与社会”展开，涉及“和谐的家庭关系”内容。
【What】
本节课是一节诗歌鉴赏课，这是初中阶段教材中第一次出现诗歌的体裁。内容是关于婴幼儿、青少年、成年这三个不同时期作者对妈妈爱的理解以及情感的变化。作者在这首小诗中，回忆了从小到大，与母亲之间相处的点滴细节。幼年时，对妈妈的亲密依赖，妈妈的爱给整夜哭泣的“我”暖心的安慰，让“我”安心地在妈妈温暖的臂弯里入睡；少年时，“我”把妈妈的关爱当作束缚，无理地闹脾气并和妈妈顶嘴，想要获得个人权利；成年后，终于明白“我”一直误解了妈妈对自己的关心，由衷感悟：始终还是妈妈最了解自己，她只想给孩子最好的。
【Why】
作者企图通过描绘孩子成长过程中与母亲的互动交流，利用细节的刻画引发读者的深思，潜移默化地对青少年进行情感教育，让学生学会理解父母对子女的关爱和教导。简单的插图，浅显的文字勾勒出在孩子们成长过程中妈妈们无私的爱和付出：Mom sang to me，stayed by my side；（妈妈依偎在我身旁，唱歌送我入梦乡。） Mom gave me food and warm arms to sleep in；（妈妈给我食物和休憩的温暖怀抱。）Mom made sure I was safe and kept me from danger；（她确保我的安全，让我远离危险。）Mom gave me a hug and lifted me up（她给我拥抱，扶我站好。）…… 初中生正处于叛逆期，最容易和父母产生矛盾，发生口角，这首小诗中的细节描写，贴近学生生活，在阅读中孩子的心会变得柔软，体会到妈妈对自己温暖的爱，同时，朗朗上口的诗句，会让孩子们喜欢阅读，阅读的兴趣慢慢地生成。
【How】
Mom Knows Best 这首诗分为三个部分：enjoy and need mom’s love, misunderstand mom’s love 以及understand mom’s love。前两部分以when I... mom ... 的一组排比句组成，以作者成长年龄为明线，对母亲的情感态度为暗线，从a baby, a child, a teen到an adult来展示在孩子成长的每个阶段妈妈对孩子的爱和作者对于妈妈的关爱从小时候的温暖舒适享受，到青少年时的生气不理解，再到成年后的后悔幡然领悟的情感变化。
诗歌不仅呈现了新的词汇，再现了本单元要求学习和掌握的should be allowed to do sth.的句型，还需要通过带领学生朗读等方式，给学生在语音、语调、意群停顿等方面给予引导和帮助。本首诗属于无韵脚诗（blank verse），通过 when I...,mom...,but I...,should be allowed to ...,she said...等排比句式增强诗歌的节奏感。诗歌语言优美，语句朗朗上口，节奏舒缓感人，音律非常美，适合朗读吟诵。让学生能在朗读中体会英文诗歌的节奏和韵律，从而体会其中的感情和意境，得到美的享受。
学情分析
本节课内容比较贴近学生的生活，母爱一直是人类永恒的话题，亦是学生们非常熟悉的情感，很容易引起学生的共鸣。因此学生们对本节课的学习会有较高的兴趣，加之学习内容难度不大，学生有较强的表达欲望和诉求，在此之前，学生也已经掌握了观点的变化方式和句型，可以较为熟练的表达自己的观点和抒发自己的情感，参与活动的积极性和学习的高效性也相应地提高了。考虑到学生初次学习英文诗歌，对诗歌的理解较为困难，因此课堂以一首学生耳熟能详的赞扬母爱的中文诗歌《游子吟》导入，便于学生迁移理解，辅以灵活多样的教学设计和丰富的活动设计，鼓励学生加强语言实践，渗透学法指导并引导学生理解父母对子女的关爱和教育。
教学目标
本节课结束后，学生能够：
1.正确理解并运用下列词汇：tiny, cry, field, hug, lift, badly, awful, regret, poem, talk back and so on；
2.了解诗歌的体裁特征，语言结构和韵律特点；
3. 有感情地朗读诗歌，欣赏诗歌的语言美；
4. 通过诗歌的表层信息，提取诗人的心理和情感变化，理解诗歌的内涵，体验诗歌的意境美；
5.运用提取的语言结构，初步尝试简单的诗歌创作，迁移创作一个诗节，能够对与他人间的互动细节进行描写，将情感寄托在语言结构和朗读分享中，感恩父母。
教学重难点
教学重点：
了解诗歌的体裁特征，语言结构和韵律特点；
有感情地朗读诗歌，欣赏诗歌的语言美和意境美。
教学难点：
初步尝试简单的诗歌创作。
教学过程
Step 1: Lead-in
T shows a Chinese poem: Song of the parting son (《游子吟》).
T: Do you know this poem Can you recite it in Chinese
What’s the meaning of this poem
Let students feel the beauty of a poem. And feel the love of a mother.
T asks students to analyze the features of a poem.
T: What is a poem
What features does it have (line, stanza, repetition, rhyme and so on)
【设计意图】：
教师通过一首学生耳熟能详的歌颂伟大无私的母爱的古诗《游子吟》导入，吸引学生的兴趣，激发学生的表达欲。通过分析该首诗歌的语言结构，为下面学习英文诗歌做铺垫，降低学生的学习难度。同时学生能够感受诗歌的语言美，也能够通过该诗歌感受到母亲的爱，导入本课情感主题。
Step 2: Pre-reading
Activity 1: Predict
T asks students to look through the passage quickly and then decide what kind of text the passage is.
T asks students to pay attention to the title and the picture.
T: Who are they (the poet and him mom)
What does the title “Mom Knows Best” mean
【设计意图】：
教师通过让学生快速浏览文章来获取文章的体裁，有了前面对诗歌语言结构的铺垫，学生不难得到这是一首诗歌。再通过让学生观察文中呈现的图片信息和诗歌的标题含义来预测文章的主要内容。
Step 3: While-reading
Activity 1: Read for the structure (Skimming)
T asks students to circle the stages of the poet’s life.
The poem is written in the order of time.
T asks students to find out the number of the stanzas in the poem according to the words about the stages and the line spacing.
(T: How many stanzas are there in the poem )
T asks students to divide the poem into several parts according to the context.
(T: How many parts are there in the poem )
【设计意图】：
学生通过略读能够获取诗歌的写作顺序，诗歌的诗节划分，以及诗歌可分为几个部分，潜移默化地学习并掌握skimming的阅读策略。
Activity 2: Read for the main ideas (Skimming)
T asks students to match each part with the main idea.
Part 1: Enjoy and need mom’s love
Part 2: Misunderstand mom’s love
Part 3: Understand mom’s love
【设计意图】：
通过三个部分的大意匹配，学生能够了解到诗人对于母亲的爱随着时间推移的有三个过程：需要&享受——误解——理解。为下面的细读以及理解诗人的情感变化做铺垫。
Activity 3: Read for the language (Stanza 1)
T asks students to read the first part (stanza 1) and fill in the blanks.
Stages What I did What mom did
a tiny baby
two
T analyzes the language in the first part. parallel sentences (排比句)
T: Why does the poet use parallel sentences
Activity 4: Read for the affection (Stanza 1)
T asks how the poet felt about his mom.
(love, be thankful for …, depend on…)
Activity 5: Read for the meaning (Stanza 1)
T: What did mom know
Mom knew what I need.
Activity 6: Read for the language (Stanza 2&3)
T asks students to read the second part (stanza 2&3) and fill in the blanks.
Stages What I did What mom said My response
seven
nine
a teen
T analyzes the language in the second part. repetition (重复)
T: Why does the poet use repetition
T asks some students try to imitate the words.
Activity 7: Read for the affection (Stanza 2&3)
T asks how the poet felt about his mom.
(annoyed, angry, impatient)
Activity 8: Read for the meaning (Stanza 2&3)
T: What did mom know
Mom knew what is bad for me.
Activity 9: Read for the language (Stanza 4)
T asks students to read the third part (stanza 4) and fill in the blanks.
Stages What I did The result
seven
nine
a teen
an adult
Mom is right.
Activity 10: Read for the affection (Stanza 4)
T asks how the poet feels now.
(regretful, grateful)
Activity 11: Read for the meaning (Stanza 4)
T: What does mom know
Mom knows what is the best for me.
T: Why did the poet write the poem
He understood mom’s love even though she always disagreed with him.
And he wanted to thank mom.
【设计意图】：
通过scanning以及careful reading，分别就三个部分帮助学生抓取语言细节，体会排比句和重复手法在诗歌中蕴含的强烈情感，并让学生进行模仿朗读，体会作者不同年龄段的心理变化，更好地理解文章内容。
Activity 12: Read for the features
T helps students summarize the features of the poem.
Step 4: Post-reading
T asks students to work in groups. Talk about the stories between you and your father/friend/…and take some notes down in the table.
Time What you did What they did/said Your response Your feeling
Write a poem to someone who is really important to you.
T asks students to evaluate their poems with the following evaluation criterion.
【设计意图】：
引导学生进行超越语篇，联系实际生活的写作任务，用所学语言结构创新仿写诗歌。根据新语境，整合相关语言表达，完成写作任务，并通过评价量化表进行生生互评，取长补短，优化迁移创新。
Step 5: Homework
Must do:
Beautify the poem you wrote today.
Do something small for your moms.
Choose to do:
Try to translate (翻译) the poem Mom Knows Best into a Chinese poem.
Blackboard

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