Unit7教学设计2023-2024学年沪教牛津版英语七年级下册

2023年增城区中新中学初中英语学科单元整体教学设计 年级 七年级下 单元 Unit 7 Poems 备课组成员 徐长科 刘志容 黄超琼 张秀珍 陈女媚 与本教学内容相关的课标要求 《义务课标2022年版》在新课程理念的第四条中明确提出要践行英语学习活动观。 1. 语言能力：通过阅读诗歌，了解英文诗歌的特点和结构。 2.文化意识 ：了解诗歌在英美文化中的重要地位，初步知晓中英文诗歌的异同。 3.思维品质：通过阅读大量与生活息息相关的诗歌，培养学生积极向上的生活态度，领略中英文诗歌的优美意境。 4.学习能力：比较中文诗歌和英文诗歌的异同；学会缩写词，提高记笔记的效率。 单元整体 目标 1.学习理解:（1）阅读描写普通人生活和工作的诗歌，了解诗歌与其他体裁的区别，掌握诗歌的基础知识；（2）通过阅读诗歌，了解英文诗歌的特点和结构。 2.应用实践：仿照示例完成一首诗，介绍班级学生的特点，将有关诗歌的基础知识运用于写作中。 3.迁移创新：通过阅读诗歌，了解英文诗歌的特点和结构；通过集体朗诵，加强团队合作，体会作者的写作意图，有感情地再现作者所表达的意境。 单元教材 分析 本单元以“诗歌”为话题。 学生在阅读(Reading) 板块阅读两首介绍普通人工作和生活的诗歌，了解诗歌和其他体裁的区别，学会分析诗歌的特点及体会作者所抒发的情感;在听力(Listening)板块中听4首短诗，从语音、语调及诗歌的关键词判断朗诵者的情感;在语法(Grammar) 板块学习祈使句和感叹句的功能和用法;在口语(Speaking)板块的语音(Talk time)部分学习双音节词和多音节词重音的一般规则，然后在会话(Speak up)部分通过小组活动，朗诵一首诗歌，体会诗歌所表达的情感，并培养团队合作精神;在写作(Writing)板块，根据已有诗节和示例，综合运用所学的诗歌知识，完成一首诗歌;在补充阅读(More practice)板块阅读描写环卫工人和警察工作情况的诗歌并回答问题;在学习技能(Study skills) 板块了解常见的英文缩写词，并利用缩写词提高记笔记的效率。在文化角(Culture corner)板块通过中文古诗的英译来了解中英文诗歌的异同。 单元重、难点 单元重点： 了解阅读篇章的主旨大意和事实信息，学习和巩固核心词汇。学会并掌握should和had better的用法。能针对所听的语段的内容，记录简单的信息。学费用蛛网图完成一份活动报告。 单元难点: 在阅读中根据上下文语境猜测词义。运用找读策略，加深对主篇阅读章的理解。能正确使用should和have better。使用蛛网图，构思演讲稿内容，完成演讲稿撰写并进行演讲。 课时安排 第一课时：Unit 7 Reading 第二课时：Unit 7 Listening and speaking 第三课时：Unit 7 Grammar 第四课时：Unit 7 Writing 第五课时：Unit 7 More practice 课时教学设计 第一课时 课型 Reading 教学目标 1.学习理解: 通过阅读和欣赏诗歌，让学生感受诗歌的美、情感和生活中的爱。 2.应用实践：教学生了解和使用诗歌中的对比和重复两种写作手法。 3.迁移创新：引导学生认识到伟大可以源于平凡，鼓励学生与人为善、热爱并积极面对生活。 教学内容 分析 1. What(主题和内容) 本节课的内容是《Unit 7 Poems》中的Reading & Vocabulary部分。学生将通过学习和阅读两首诗歌"My Dad"和"The old newspaper seller"来欣赏诗歌的美，体会诗歌的情感，并感受生活中的爱。 2.Why(主题和方法) 学生将学习如何通过对比和重复的写作技巧来揭示主题和刻画人物。此外，学生还将学习一些与诗歌相关的词汇，如verse, line, rhymes, writing, skill等，并通过模仿朗读和练习来加深对诗歌情感色彩的理解。 3.How(文体和语言) 通过阅读和欣赏诗歌，让学生感受诗歌的美、情感和生活中的爱。教学生了解和使用诗歌中的对比和重复两种写作手法。 学情分析 学生目前处于初中英语学习的起始阶段，对英语诗歌可能不太熟悉。学生可能对于理解诗歌的抽象意象和情感表达有一定的难度。同时，学生可能对新学的词汇和表达方式感到陌生。但是，通过有趣的诗歌内容和生动的情感描述，学生可以激发对英语学习的兴趣，并提高语言表达和理解能力。 教学重难点 教学重点： 1.诗歌的理解和欣赏：帮助学生理解诗歌的内容和主题，感受诗歌的情感和美。 2.词汇和表达方式的学习：引导学生学习和掌握与诗歌相关的词汇和表达方式。 3.写作技巧的认识：通过对比和重复的写作技巧来理解如何刻画人物和揭示主题。 教学难点： 1.诗歌意象和情感的理解：诗歌中的抽象意象和深层情感可能难以被学生完全理解。 2.诗歌的朗读和表达：学生可能不习惯用英语朗读诗歌，并准确表达诗歌中的情感色彩。 教学策略 导入法：通过引导问题和背景介绍，激发学生对诗歌主题的兴趣。 任务驱动法：通过朗读、讨论和模仿练习等任务，促进学生的主动学习和参与。 合作学习法：鼓励学生分组合作，共同探讨诗歌的意义和表达技巧。 情感体验法：通过模仿诗歌中的情感，帮助学生更好地理解和表达诗歌内容。 教学环节 教与学活动（师生活动） 设计意图 Teaching procedures Teacher’s activities Students’ activities Teaching aims Evaluation Step 1Introduction to Poetry Introduce the course theme, and briefly introduce the characteristics and charm of poetry. Follow the teacher to read poetry, pay attention to imitate the pronunciation and intonation. To engage students' interest in poetry. To provide a basic understanding of the characteristics and appeal of poems. Assess students' initial reactions and participation in the discussion. Step 2 Reading Poems Aloud Read the poems "My Dad" and "The old newspaper seller", and emphasize the elements of verse, line, rhymes, etc. Group members discuss the theme, characters and emotions of the poem, and prepare to introduce the poem to other students. To practice pronunciation and intonation in the context of poetry. To familiarize students with poetic elements such as verse, line, and rhymes. Listen to students' readings and provide feedback on their pronunciation and expressiveness. Step 3Exploring Writing Techniques Explain and show how the subject of the poem can be revealed through contrasting and repetitive writing techniques Group exercises are using contrasting and repetitive writing skills to create short lines. To understand the use of comparison and repetition to convey themes in poetry. Check for understanding through questions and ask students to identify examples of these techniques in the poems. Step 4Comprehension and Interpretation Guide the students to understand the content of the poem, and guide them to discover the deep meaning in the poem. Share your understanding and personal feelings of the poem, and try to retell the poem in your own words. To deepen students' understanding of the poems' content and underlying messages. Assess students' responses to comprehension questions and their ability to interpret the poems' deeper meanings Step 5Discussion and Reflection Guide students to discuss poetry themes, roles and emotions through questions. Complete your homework, read the poem "Helping hands" after the recording, and organize your class notes. To encourage students to express their thoughts on the themes, characters, and emotions in the poems Evaluate students' participation in the discussion and the depth of their reflections. Homework Imitation the recording to read the poem "Helping hands", carefully experience the emotional color in the poem. Organize class notes and complete the relevant exercises in the plan. Teaching process Introduction to Poetry → Reading Poems Aloud → Exploring Writing Techniques → Comprehension and Interpretation →Discussion and Reflection →Homework. Blackboard design 1. Poem Appreciation - Beauty of poems - Emotions in poetry - Love in life 2. REVISION - verse - line - rhymes - writing skill 3. Poems to Explore: a. "My Dad" - Everyday life - Contrast: Boring vs. Hardworking b. "The old newspaper seller" - Smiling through hardship - Message: Spread smiles & love 4. Writing Techniques: - Comparison - Repetition 5. Discussion Points: - Main idea of each poem - Opinions on characters - Personal feelings Homework: - Read "Helping hands" with emotion - Organize notes & complete exercises 第二课时 课型 Listening and speaking 教学目标 1. 学习理解:能掌握相关的生词和句型；能够在朗读中把诗歌要表达的情感通过语音、语调表达出来。 2.应用实践：提升听力的预测技能和捕捉信息的能力；能准确转述所听诗歌的内容。 3.迁移创新：激发学生读懂并能体会诗歌作者深层的情感表达；鼓励学生学会倾听他人和自我表述；提升学生独立学习的能力和合作能力 教学内容 分析 1.What (主题和内容) 主要内容：本单元的主话题为“Poems”，是模块 4 主题“Colourful life” 的第一 部分。本单元听、说、读、写部分都围绕“诗歌”这个话题展开。阅读部分，学生初步了解诗歌，学习了两首介绍普通人工作和生活的诗歌。基于阅读课的学习，听力课进一步介绍了四首不同的小诗，分别表达四种不同的情感，帮助学生更好了解通过诗歌表达情感，引导学生学习有关诗歌的有用表达，从而为说的部分做准备。本听说课的设计除了培养学生的听填信息的能力外，还巧妙地与广州中考听说考试结合，设计了听选信息，信息转述，帮助学生在训练听说能力的同时，更好地与中考听说考试接轨。 2.Why (主题和方法) 基于阅读课的学习，听力课进一步介绍了四首不同的小诗，分别表达四种不同的情感，帮助学生更好了解通过诗歌表达情感，引导学生学习有关诗歌的有用表达，从而为说的部分做准备。 3.How (文体和语言) 本听说课的设计除了培养学生的听填信息的能力外，还巧妙地与广州中考听说考试结合，设计了听选信息，信息转述，帮助学生在训练听说能力的同时，更好地与中考听说考试接轨。 学情分析 本单元的话题是诗歌，通过诗歌表达情感。主题是人与自我，与学生的生活学习密切相关，学生每天都在表达自己的情感，他们对该话题熟悉并感兴趣，因此能很快融入课堂学习；但初一学生的听力预测能力需要训练；诗歌对学生来说也是一个新的文学体裁，在模仿运用上有一定难度。在转述的展示中，学生的语音语调、情感表达、语言组织能力和表达准确性是要突破的重难点。 教学重难点 重点：提升听力预测技能和捕捉表示情感的关键词的能力；体会诗歌作者所要表达的情感。 难点：听懂诗歌作者所要表达的情感；通过朗读表现出作者所要表达的情感。 教学策略 任务型教学法、情境教学法 Steps Teacher’s activities Student’s activities Step aims Step 1 Warming up & Leading in (2 minutes) 1. Greet Ss. 2. 2.Ask Ss to review the two poems Learned in Reading. 3. Lead learning goals. 1. Recall the two poems they learned in Reading, and understand the functions of poems. 2. Get to know the learning goals in this class. Arouse Ss ’ interest in the topic and review what they have learned in Reading. Step 2 Before listening 1. Ask Ss to view the pictures on P 93, and ask them to match the words with faces. 2. Introduce different 1. View the pictures and match the words with faces. 2. 2. Use different expressions to show feelings. 1. Enable Ss ’ ability to view the pictures. 2. Help Ss use the expressions of “ ... is/ feels/ looks +adj.” to expressions to describe feelings. describe feelings. Step 3 While-listening 1st Listening 1. Introduce listening strategy -- read the questions and find the key words. 2. Listen and choose the correct answer. 2nd Listening 1. Introduce listening strategy-- predict the missing words according to the content. 2. Listen and fill in the blanks. 1st Listening 1. Use listening strategy to find the key words of the questions. 2. Listen to the tape and choose the correct answer. 2nd Listening 1. Use listening strategy to predict the missing words. 2. Listen and check the answers. 1.Practice the listening skills and check the predictions. 2.Improve the accuracy. Step 4 Post-listening Retell the content 1. Introduce the main points that should be paid attention to when retelling, including the main information, person, tense, and emotion etc. 2. Show an example on how to retell the content to the Ss. 3. Ask Ss to retell the content of each poem to their parents. 1. Get to know the main points that should be paid attention to when retelling. 2. Watch a video about an example on how to retell the content. 3. Retell the content to their parents. 1. Enable students to master the necessary skill in retelling . 2. Get full preparation for the speaking part. Step 5 Consolidation 1. Introduce some tips for listening, including: 1) predication; 2) fast note taking. 3) retelling to improve speaking ability. 2. Show a poem -- I think I can to introduce a tip for recitation. 3. Encourage Ss to keep trying and believe in themselves, based on the poem-- I believe I can(emotional education) 1. Get to know the tips for listening. 2.Read a poem and get to know the tip for recitation. 3.Understand the emotion of the poem and believe in themselves 1. Enable Ss to use tips for listening. 2.Enable Ss to use the tip for recitation. 3. Enable Ss to believe in themselves and never give up. Step 6 Summary & Homework 1.Summarize what we have learned. Show emotion and moral teaching. 2.Assign homework for the Ss.1) Imitate the tones of the recording material. 2) Read a poem with emotion and share it with classmates. 1.Know what they have learned during the class. 1.Review what the Ss have learned in class. 2.Help Ss go over the topic and consolidate what they have learned. 3 学科网（北京）股份有限公司 第三课时 课型 Grammar 教学目标 1.学习理解:祈使句的肯定式或否定式及礼貌用法；有what和how构成的两种感叹句结构 2.应用实践：能正确使用祈使句和感叹句 3.迁移创新：运用祈使句礼貌地表达建议和要求；运用感叹句 学会合理地表达情感。 教学内容 分析 1.What本单元围绕“诗歌”的话题展开，学生通过学习诗歌，了解诗歌的基础知识、学会表达情感。 2.Why本课学生学会使用祈使句的肯定式和否定式来表达命令或建议；学生学会用what和how的构成的感叹句来表达强烈的情感。 3.How学生朗读教材第 94 页的例句，分析这些句子使用的场合。 教师要求学生思考这些例句在句法上的共同点，并告知学生这些句子称为祈使句，可以用来提出建议或要求。教师呈现一些陈述句，要求学生尝试用感叹句句式进行改写，以表达更加强烈的感情。 学生观察教师如何把这些句子用 how 和 what 开头的句子进行改写，并尝试总结感叹句的结构方法。 学情分析 七年级学生英语基础大多数处于中等水平，英语学习兴趣不高。希望通过本课的学习，在课堂上多采用视频，图片，小组比赛，小组合作等各样的活动，激发学生学习英语的兴趣，让学生学会更多的知识。 教学重难点 将陈述句改成感叹句 教学策略 通过设计一系列围绕相关主题的活动，让学生主动复习总结，总结语言的规律并能运用规律举一反三，帮助学生很好地完成任务，以达成教学目标。 教学环节 学生主体活动 教师活动 设计意图 Step1: Lead-in 1.Ss listen to the rules in the classroom 1. Enable students to do a warming-up activity. 1.To warm up Step2: The imperatives 2.According to Miss Li,follow the instructions and learn the rules together 1. There are Positive and negative imperatives 4. Play a game 5.Finish the exercise. 2.Help Ss learn the rules together 3.Help ss to work out the rule. There are Positive and negative imperatives 2. Play a game.Lead the Ss What should we say in these situation? 3. Check the answers with Ss 2. Cultivate Ss’ ability of concluding 3. Cultivate SS’ ability of summarizing 4.Train ss’ability in mastering the uses of imperatives . Step3: Exclamation . 6 Enjoy the wonderful things and say some exclamation sentences ! 7.Work out the rule 6. Lead Ss say some exclamation sentences 7.Lead the SS finish Work out the rule 5. To develop ss’ understanding. Step4: show time: Which group is the best? 8. Choose a leader to present their work. 9. Encourage ss to show their work. 6. Train ability of speaking and using the grammar. Step 5 Homework Read the sentences which we have learnt about the imperatives and exclamations Teaching Procedures Review→Exercises→ Show time 第四课时 课型 Writing 教学目标 1.学习理解:学生了解诗歌的结构以及表达方式。 2.应用实践：学生模仿范例，用诗歌介绍班级的4名同学，补全诗歌。 3.迁移创新：阅读诗歌，通过对诗歌的结构和表达方式，创设情境，帮助学生运用诗歌的方式表达对同学的赞美之情，帮助学生初步习得诗歌的创作能力。 教学内容 分析 本文是一篇说明文，学生以“英语周”的这个话题来展示各个活动，把各种活动进行归纳总结，通过小组讨论，最后把各小组的成果进行展示。 1.what 本文作为单元话题“Poems”下的写作部分，学生了解诗歌的结构以及表达方式，学生模仿范例，用诗歌介绍班级的4名同学，补全诗歌，使学生感受诗歌之美。 2.why 阅读诗歌，用诗歌描述同学，通过诗歌敢于表述自己的对学生的赞美之情。 3.How 阅读诗歌，通过对诗歌的结构和表达方式，创设情境，帮助学生运用诗歌的方式表达对同学的赞美之情，帮助学生初步习得诗歌的创作能力。 学情分析 七年级大多数学生的语言能力和英语学习兴趣较高，课堂氛围较活跃。从情感层面来看，学生正值青少年，是人生观、价值观形成的重要时期，热爱生活，与同学之间的情感是最真挚的，因此学生对运用诗歌表达对同学、朋友的描述这个话题非常感兴趣，也有真实表达的需要；从语言层面来看，大多数学生英语基础较扎实，但由于学生已有知识储备的局限性，不能详细、生动、全面地描述问题，分析原因。因此，这节课就要结合所学内容和学生实际水平能力合理设置教学内容，努力创设真实的生活情境，帮助学生运用目标语言表达观点。 教学重难点 教学重点： 掌握英语诗的一些写作技巧。 教学难点: 写一段4行的诗节，来描述你的同班同学 教学策略 情境教学法、任务型教学法、归纳法。 Teaching procedures Teacher’s activities Students’ activities Teaching aims Evaluation Step 1 Lead-in Show a poem. Students read the poem and share their favourite poems. Let students know what they are going to learn in this lesson. Observe if the students understand today's learning tasks. Step 2 Pre -writing 1.Guide students to observe the structures of the poems and ask them to answer the questions . Read the poems,observe and try to tell the structures of the poems. To know about the general structure of the poems. Observe the students' abilities of analysis. 2.Lead the students to describe the people in the pictures. Look at the pictures and describe people as the example, including the appearance,hobbies,personality,special points. To get the words and phrases on how to describe a person in order to prepare for write a poem. Observe if the students can use the words and phrases learned before to describe a person. Step 3 While -reading 1.Guide students to read the poem and ask them to answer the questions . Read the poem and answer the questions, and analyze the writing skill. To master how to write a poem by analyzing the structures of the poems,specially in using tense,linking words,repetition,exaggeration, rhyme. According to the students' answers,give tips and guidance. 2.Lead the students to complete the verse. Complete the verse about describing a person. To check if the students can understand the writing skills of writing a poem. Observe the students' abilities to generalize and give evaluation . Step 4 Post- reading Ask Students to write a poem about “My best friends”. Write a poem on “My best friends”. To observe if students can write a poem on their own correctly . Observe if the students can use what they have learned . Step 5 Summary Ask students what they have learnt from the passage. Think and answer the questions. Summarize what they have learnt from the passage. Observe if the students can sum up and evaluate the effect of learning. Homework 1.Improve your poem about your best friends.（B层） 2.Write another poem about one of your classmates（A层） Teaching process Lead in → Pre-writing → While-writing → Post-writing →Summary →Homework. Blackboard design Unit 4 Poems Writing How to write a poem ： 1.Linking words 2.Repetition 3.Exaggeration 4.Rhyme 第五课时 课型 More practice 教学目标 1. 学习理解：阅读一首关于环卫工人及警察的诗，描述我们的干净的环境与安全的氛围是环卫工人及警察为我们创造的，以及后面一首关于妈妈的一首诗，表达最爱自己及自己最爱的一个人，最伟大的母爱。 2.应用实践：阅读了两首诗后，同学们能通过对文本的解读，创设情境，帮助学生巩固运用提取关键信息和概括总结的能力，能理解内容、掌握大意。 3.迁移创新：剖析人物、体会情感；总结修辞、赏析 语言；理解母爱、关爱母亲。 教学内容 分析 主题语境和语篇类型： 本单元的主题语境是“人与社会”主题下的“Poems”话题。本节阅读课是单元主题“Poems”下的主阅读篇章“Helping hands & When I think about my mum”本篇章是以一首诗的形式呈现的。 文本内容分析： What：本文作为单元话题“Poems”下的主阅读篇章，呈现了不同的职业的不同身份的人对社会作出的贡献，涉及不同的职业的不同身份等方面，这与不少学生在实际生活中可能遇到的问题十分类似，能够引起学生的共鸣。 Why: 阅读一首关于环卫工人及警察的诗，描述我们的干净的环境与安全的氛围是环卫工人及警察为我们创造的，以及后面一首关于妈妈的一首诗，表达最爱自己及自己最爱的一个人，最伟大的母爱。同学们学习本课后要懂得表述自己的感想且应时时怀有一颗感恩的心。 How: 阅读了两首诗后，同学们能通过对文本的解读，创设情境，帮助学生巩固运用提取关键信息和概括总结的能力，能理解内容、掌握大意；剖析人物、体会情感；总结修辞、赏析 语言；理解母爱、关爱母亲。 学情分析 七年级大多数学生的语言能力较薄和英语学习兴趣不算浓厚，课堂氛围一般活跃。从情感层面来看，学生正值青少年，是人生观、价值观形成的重要时期，内心还是比较纯真、懂事、感恩父母及为他们保驾护航的人的。因此学生对这个话题较感兴趣；从语言层面来看，大多数学生英语基础一般，学生们对诗的结构与诗的更深层的意思的理解不够到位，由于学生已有知识储备的局限性，不能详细、生动、全面地描述及分析诗的内容。因此，这节课就要结合所学内容和学生实际水平能力合理设置教学内容，努力创设真实的生活情境，帮助学生运用目标语言表达观点。 教学重难点 教学重点：获取两首诗的信息，梳理并概括诗的结构 教学难点：能剖析人物、总结修辞、赏析语言。 教学策略 情境教学法、任务型教学法、归纳法。 Teaching procedures Teacher’s activities Students’ activities Teaching aims Evaluation Step 1 Lead-in 1.Check the Students’ homework and then get the Ss to think the protagonist of the two poems is ordinary people or great people。 2.Divide the Ss into several groups and read the poems one by one, and choose the best group Students share their homework and think the protagonist of the two poems is ordinary people or great people。 2.Read the poems one by one. Let students know what they are going to learn in this lesson. Observe if the students understand today's learning tasks. Step 2 Pre -reading Guide students to read the poem and answer the questions on P100 according to the pictures,title, introduction. Ask students to find out the main idea of each poem. Read the introduction, the title , the pictures and then answer the questions. Find out the main idea of each poem. 1.To get general idea of the passage. 2.Find out the main idea of each poem. 1.Observe the students' responses and evaluate their predictions. 2.Get the main idea of each poem. Step 3 While -reading 1.Ask students to talk about who is the most important person in his or her life. And then give them an examlpe--mum. 2.Tell the Ss different people love their mums for different reasons. Show some students ’ short poems about their mums. Lead the Ss to answer what the writers think of their mums. Lead the Ss to use some words to describe their mums. 1.talk about who is the most important person in his or her life. 2.Answer what the writers think of their mums. 1.To get the main idea of each short poem by skimming. 1.Observe if the students can quickly get the general idea of each poem . Guide students to listen and appreciate a poem written by Alabi. Ask students to read for the details of the poem. Listen and appreciate a poem written by Alabi. Read for the details of the poem and appreciate the poem. 2.To master the details of the poem by scanning. According to the students' performance,give tips and guidance. 5.Lead students to appreciate the wonderful words and expressions and get the Ss to find out some rhyming words. 5.Appreciate the wonderful words and expressions and find out some rhyming words. To check if the students can understand the poem depply. Observe the students' abilities. Step 4 Post- reading Ask Students to think about “If your mother often worries about you, what will you do to reduce her worry.” Students think about the question and show their opinions. To observe if students can describe their opinion clearly and politely. Observe if the students can compare and analyse their thoughts. Step 5 Summary Ask students what they have learnt from the lesson. Make a summary of how to appreciate a poem. First, read the poem and understand the poet’s emotions. Second, analyze the rhetorical devices of the poem. Third, appreciate the wonderful expressions in the poem. Finally, have some deep thinking and share it with friends. Try these methods after class. Summarize what they have learnt from the lesson. Observe if the students can sum up and evaluate the effect of learning. Homework 1.Improve your writing according to what you have learned in this lesson.（B层） 2.Write a poem to your mum as a gift for Mother’s Day.（A层） Teaching process Lead in → Pre-reading → While-reading → Post-reading →Summary →Homework. Blackboard design Unit 7 Poems More practice: Helping hands & When I think about my mum $$