Goforit!”【摘要】根據(jù)美育的原則,本文用人教版書《英語》教材“Goforit!”中本的國風(fēng)美”等。（1992本文以人教版書《英語》教材“Goforit!”（戴軍熔，2020（，2021下面以“GoforitU73aMomKnowsBest為例，簡要分MomKnowsBest是初中英語課本中為數(shù)不多的英文詩歌之一，它使用了許1匯，如韻腳音-ing,-ly,-ed/d,-ck;再如排比句型“WhenIwas…ButI….”,“Ishouldbe….”具體劃分如下：warmarms,hug,ice-cream,scarymovies,scarydreams等，以及由此構(gòu)成的溫情且觸動人心的親子意象世Q1:Whatdidmomdowhenthewriterwasindifferentages?Q2:Howmanystanzasinthispoem?PleasesummarizethemainideaofeachQ3:Canyoudescribethewriter’sfeelingstohisMomMomusedtoknowMomdidn'tknowMomdoesknow1：mom'smom'smom'slovemom'slovemom'slove（2BAronRalston一位美國登山家，在猶他州的峽谷探險時遭遇52Aron斷臂經(jīng)歷。教師首先讓學(xué)生關(guān)注文中動詞的使用如wascaught,fellon,used,cutoff,bandagedhimself,climbeddown，體會主人公面臨的絕境及絕境下的勇氣與決4“understand”，引導(dǎo)學(xué)生進行深度思考，深刻感受人物的外Q1:Howtounderstandthetitle“HeLostHisArmButIsStillClimbing?”Q2:Howtounderstandthetitleofthebook?Q3:Howtounderstand“findourselves?”Q4:Howtounderstandthe“Spirit?”ClimbingQ1climbingwithhisleftarm3：climbingQ2：BetweenaRockandaHardPlaceahardplaceadifficultsituation.Asituationthatyoucan'tgetoutof是無Q3：學(xué)生們將"findourselves"Awareness著實讓人驚喜，F(xiàn)indingourselvesmeansbeingawarethatwearefacingsuchaplacethatisbetweenarockandahardplace.教師引導(dǎo)學(xué)生概括：①Findingourselvesmeansbeingbraveto②FindingourselvesmeansbeingincontrolofourownQ4:Spirit的理解（NeverNevergiveKeepAlwaysbe4：Spirit，2020U92BSadbutBeautiful為契機，教師通過讓學(xué)生在聆聽音樂和閱讀文本中不斷3SadbutBeautiful是作者聽完二胡作品《二泉映月》后有感而發(fā)寫的一篇記Pre-reading環(huán)節(jié)，首先讓學(xué)生用心欣賞樂曲，然后詢問學(xué)生感受。Q1:Doyouknowthenameofthemusic?Q2:Whoplayedthemusic?Q3:DoyouknowanythingaboutAbing?Q4:Whatdoyouwantto5：其次，在細節(jié)閱讀第一段過程中，教師利用魚骨圖（6）直觀形象Q1:HowdidwriterfeelabouttheQ2:Canyoufindsomesupportingdetailstoshowwriter’sfeelings?Q3:Canyoudescribewriter’sfeelingswithtwokeywords?butbeautiful6：在細節(jié)閱讀第二段過程中，教師讓學(xué)生閱讀并回答：Whatisthemainideaofparagraph2?讓學(xué)生得出第二段大意是圍繞“Abinglivedahardlife.”展開。7：positive,