Unit 14 Grade 7 Section B 教学设计 人教版九年级英语全册

课程名称Unit14IremembermeetingallofyouinGrade7.SectionB(1a-2e)主备教师董庆万年级九学科英语学时2课型新授课复习课练习课讲评课实验课其他_______________一、学习目标与要求课程标准本课以《英语课程标准》中的核心理念为依据，即能就简单的话题提供信息，表达简单的观点和意见，参与讨论；能理解故事情节；能根据不同的阅读目的运用简单的阅读策略获取信息；能根据话题进行情景对话；能在口头表达中进行适当的自我修正；在口语活动中语音语调自然，语气恰当。素养目标语言能力Withtheteacher’shelp,studentswillgettounderstandthemeaningsofthenewwordsandusefulexpressionsinthisperiodwhilereading,andtrytousethemcorrectlyafterreading.文化意识Cultivatestudents’

expectationofthefuture思维品质Sharepastmemoriesandexperiences学习能力improve

their

reading,speakingskills.2.Towriteagraduationspeechandlearntobethankfultosb.二、学习内容分析本课1a-2e

是一个完整的听说与阅读活动，以演讲的方式呈现了一名老师或校长对即将毕业学生的寄语与激励。演讲内容包括从老师的角度看待初中生的三年生活，有对学生的肯定和赞扬，还有对学生未来的祝福。2a引导学生谈论初中的教训和收获，是SectionB第一课时1e的拓展和延伸，也是阅读前的热身活动。2b引导学生关注文体和写作目的，理解细节问题，分析篇章结构，欣赏和积累语言，使学生体会教师对成长的学生所抱有的喜悦和自豪之情，以及对学生在未来人生道路上的希望和期望，句句都是肺腑之言，真切感人，打动人心。三、学情分析经过初中三年的学习，学生已经能够运用基本的策略来进行阅读；在SectionA

的学习中，学生围绕本单元的话题：“schooldays”进行了一些谈论，在分享回忆和经历、展望未来的过程中，复习巩固了初中阶段的重点语法项目（比如时态），阅读和赏析了回忆初中校园生活的诗歌等，这些都为本演讲稿的阅读奠定了知识、技能和情感基础。四、学习重、难点Keypoints:1.Masterthenewwordsandtargetlanguage2.Developstudents’

readingandwritingskillsDifficultpoints1.

Tolearnhowtosharememories

and

talkabouthopesoffuture.2.

Developstudents’

comprehensiveskill

and

writingskill教、学方法与策略选择Task-basedteaching,autonomiclearning,cooperativelearning本课主要是听说和阅读课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，先是带领学生复习上一节课所学的重要短语,然后利用图片导入本节课，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。另外也善用新课标中的教学评一体化对学生的写作进行评价，达到生生互评、师生互评。教学资源准备PPT，课本，练习册，作文本教学过程环节教学流程设计意图评价重点Step1Free-talkStep2Pre-listeningStep3.While-listeningStep4.Post-listeningAsktheclass:What’sthedate?Thensay:TheEntranceExaminationsofSeniorHighSchooliscoming,we’llgoourseprateways,whatareyougoingtodointhefuture?Ask:Howmanyjobscanyoucatch?AfterthisBrainstormWhatotherjobsdoyouknow?ListentothequestionsIaskandtalkabouttheirplansforthefutureSssaythejobstheyknowasmanyaspossible.Atthesametimelearnthenewwords:degreeandmanager.Listenandtelltheirhopesinthefuture.Activity1.Talkaboutwhattheyhopetodointhefuturewithsomestudents.Workinpairstomakeaconversationlikethis:A:Whatdoyouhope/expect/want/wouldliketodointhefuture?Whatareyoulookingforwardto?B:Ihope/expect/want/wouldliketo...Iamlookingforwardto...andbecome...Activity2.Pair-workGettheSstomakeaconversationtotalkabouttheirfuture.T:Youhaveyourownbeautifuldreams.Whatdotheyhopetodointhefuture?S1:InPicture1,theboywantstobeadoctorActivity3.Showpicturesin1candtalkaboutthem.LettheSssaytheirdreams.S1:InPicture1,theboywantstobeadoctor.S2:InPicture2,thegirl...S3:...Listenandcheckthehopestheyhear.Thentelltheanswerandtrytogivethereason.Activity1.Playthetapeandletthemchecktherighthopestheyhear.Checklikethis:Howmanyhopesdidyouhear？Whatarethey?WhydidyouchoosePicturex?Activity2.Gettheclasslistenagainandfillinthechart.Activity1.HavetheSsopenthebookandlookatthelisteningmaterial.Readafterthetape.Activity2.GettheSstosumuptheconversationintheirownwords.Activity3.Showtheclasssomepicturesoftheirsaboutthelastthreeyears.AndaskHowdoyoufeelaboutthem?Howhaveyouchangedsinceyoustartedjuniorhighschool?Activity4.WritingGettheclasstowriteashortspeechaboutgraduation通过谈论中考后的打算，谈及职业，同时引入职业类名词。头脑风暴激起学生对其它职业的回忆，为下一步谈论未来做铺垫。听的目的重在让学生获取每位同学的未来打算，落实到具体。听后跟读目的是让学生细致感知听力内容，同时模仿自然地语音语调，说地道的英语。写作是语言的输出，在前面一系列的听、说、读等输入活动后，最后做到语言综合输出，达到水到渠成的目的。同时进行了感恩教育谈论未来用核心句型谈论未来的打算，练习多种动词表未来的使用。谈论图片里人物的未来希望，做预听。听主要抓关键词，即每位同学的hope.模仿自然地语音语调，说地道的英语。做到语言综合输出，达到水到渠成的目的。Step5:Step1.Warming-up(Beforereading)Leadstudentstolookbackat

their

juniorhighschoollifeandshare

their

feelings.Revisethetargetphrasesinthisunit.IntroducethetopicofthelettertoSs.环节教学流程设计意图评价重点Step6WhilereadingStep7.ReadingfordetailsWhilereading）Step8.Retellthespeech(Afterreading)Step9.Discussion(Afterreading)Step10.Homework 1.

Fastreading:Readquicklythroughthetexttoseewhatkindofwritingitis,astory,aspeechoranotice?

Whowroteit?Andwhoisitfor?2.

Skimming:Readthepassageagainandmatchthemainideaofeachpart.ReadPara.1andanswer:Whatwerethe

students

likeinGrade7?Howhavethestudentschanged?Afterthat,encouragethestudentstoinfer:Doestheteacherortheprinciplelikethestudentsfromthefirstparagraph?

Whichsentencesmakesyouthinkso?

Howdoestheprinciplefeelaboutthestudents?ReadPara.2andanswer:Whoshouldthestudentsthankandwhy?Meanwhiletheteacherhasasummarybysaying:Neverfailtobethankfultothepeoplearoundyou.ReadPara.3

and

answer:Whatwillseniorhighbelike?How

shouldthestudentsdeal

with

thefuture?Thespeechisdividedthreeparts.

Ask

students

toretellit,helpingthembyshowingthemsomekeywordsofeachpart.Accordingtothethreeparts,encouragethestudentstotalkaboutthemselves；1.Enjoylookingbackat:

Howhaveyouchangedinthepastthreeyears?Whathaveyoulearnedinjuniorhighschool?

2.Enjoythanking:

Whoshouldyouthankmostandwhy?3.Enjoylookingforwardto:

Whatwouldyouliketodointhefuture?Writeaboutwhatyouhavegotteninthejuniorhighschoolandyourplaninthefuture.

Writeaboutwhatyouhavegotteninthejuniorhighschoolandyourplaninthefuture.

Practiceskimmingforspecificinformation让学生充当小老师组内修改写作，在发现别人问题的同时，思考到自己写作中出现的问题。同时对中考作文的评分标准有直观的认识。Practiceskimmingforspecificinformation使学生达成输出写作任务的目标。八、板书设计1.Unit14Irememberallofyouingrade7(SectionB2a—2e)1.Youarefullofenergyandthirstyforknowledge.2.Noneofyodiditalone.3.Neverfailtobethankfultothepeoplearoundyou.4.Choosewiselyandberesponsibleforyourdecisionsandactions.九、目标检测I.选择方框中的词或短语，并用其正确形式填空。

separatefrombethirstyforceremonygentlemanbethankfultoaheadofberesponsibleforsetoutalongwith

1.Theclosing__________ofthesportsmeetingwasheldonthe30thofSeptember.2.Agroupof____________weretalkingbythewindowwhenIenteredthehall.3.Therearemanyothersportsforyou___________ping-pongandbasketball.4.Earlyinthemorning,they_______forCha