Unit14 I remember meeting all of you in Grade 7.第二课时教学设计及课时作业
The Second Period (Section A 3a---4c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
①Share past memories and experiences; ②Look ahead to the future.
(2)Key Vocabulary:
Ss can master the following new words and phrases: s overcome, graduate, caring, ours, senior, text, level, look back at, get together, make a mess, keep one’s cool, senior high school, go by, at the end of, look forward to
(3)Target Language:
Looking back at these past three years I remember many things.
I’m trying to keep my cool.
Our team won the school basketball competition.
I’ve become much better at speaking English.
I think that I’ll have to study much harder for exams.
I’m going to join the school volleyball team.
I remember being a volunteer.
I’m looking forward to going to senior high school.
(4)Structure:
Review of key structures.
2. Ability Objects
① Be able to master and use the key vocabulary and target language.
②To read the poem, learn and master how to talk about the past memories and experiences at junior high school.
③Learn to grasp and use some key structures learned.
3. Moral Objects
Look back at the good memories at junior high school and help students learn how to get the knowledge, how to behave yourself and how to get along with others.
Teaching Key Points：
⑴ Learn to understand the poem, learn and master how to talk about the past memories and experiences at junior high school.
⑵ Be able to master and use the key vocabulary and target language.
Teaching Difficult Points：
⑴Master and practice some key structures learned.
⑵To understand the poem, practice talking about the past memories and experiences at junior high school with target language.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Gaming teaching Method.
Teaching Aids：
The mind map about junior high school, a chart, PPT
Teaching Procedures：
Step 1 Review（About 6 minutes）
T: Boys and girls, now we are at the end of Junior High School. What do you remember doing What are you looking forward to Now, please read through the questions in 4b and write down your answers individually.
Call different students to answer the questions and others compare your answers with theirs.
Step 2 Lead-in （About 5 minutes）
Present the mind map about the past memories and experiences from junior high school and say:
T: Boys and girls, I think we must have some memories and experiences from junior high school. Look at the mind map. Here are some memories about our school days. Which is the thing that impressed you the most Please say something special you remember doing and share with us.
Call several students to share their special memories with the class by the sentences “I remember doing…” and other key structures learned.
Step 3 Reading (About 14 minutes)
Lead-in:
T: Do you remember any special things in the past three years What things have you experienced at junior high school Next, we’ll read a passage and find out the things the writer experienced the same as yours.
While-reading:
First, have students to read the questions in 3a, and then ask them to listen to the passage carefully and think over the answers to these questions.
Call some students to answer the questions according to the listening. Then explain the type and main subject of this writing to them.
Have students read the poem carefully and find out the things the writer experienced, then fill in the following chart.
The things the writer experienced. The writer’s Feelings Did you experience them Your Feelings
1. 2. 3. …
Then call a student to report the answers and check the answers with other students.
Have students read the instruction in 3b and give an example about the rhyme in the poem using “things” and “rings”. Then ask them read the poem again and write the words that rhyme with the words in the chart. Call different students to say their answers and check them in class. Then ask them to listen to the poem again and understand the rhyme of this poem.
Then help students sum up some key language points and explain some phrases and the key structures.(look back at, get together, prepare for, make a mess, keep one’s cool, senior high school)
After-reading:
Have students read the things in 3c and check their notes in the chart. Then let them choose the things they experienced at junior high school and say how they felt. While working, move around and give them some help if necessary.
Invite more students to share their answers with other students and compare their feelings with the writer’s.
Step 4 Grammar Focus (About 5 minutes)
Have the students read and remember the sentences in Grammar Focus by themselves, and then ask different students to summarize the structures one by one. Teacher gives some explanations about the different usages of the tenses of verb. Then have students make sentences to talk about their memories and experiences from junior high school using these key structures. Then call some students in different levels to report their sentences in class and praise the students who don’t have any mistakes.
Step 5 Practice（About 5 minutes）
T: Our junior high school days are over, but the memories and experiences from junior high school are unforgettable. Someone wrote some sentences to introduce these memories. Please read the sentences and make a paragraph in the right order.
Have students look through the sentences in 4a and understand their meanings. Remind them of the turns of things. Then ask them to number the sentences to make a paragraph. Move around and give them some help if they need.
Call two students to say their answers and check them in class.
Step 6 Writing (About 6 minutes)
T: Different people have different experiences and memories. Please read the passage in 4a and write your memories at junior high school.
Have students write their own passage according to the chart above. Move around the classroom and give them some support if they have any difficulties.
Invite three students at different levels to share their memories with other students.
Step 7 Summary（About 3 minutes）
Today we have learned a poem about junior high school days and it gives us many beautiful memories. From those, we learned how to get the knowledge, how to behave yourself and how to get along with others.
Ask students to sum up the important phrases and the key sentence they learned. Then have them practice the important language points.
Step 8 Homework（About 1 minutes）
Do a class survey of the Unforgettable Experience at Junior High School. Then write a passage according to your own survey result.
Blackboard Design：
Unit14 I remember meeting all of you in Grade 7.
Section A 3a-4c
things ---rings year --- fear class ---pass
land ---understand school ---cool flowers ---ours
look back at
get together
prepare for
make a mess
keep one’s cool
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. The young man finally managed to o _______(战胜) his fear of flying.
2. Miss Green is a kind and c_______(体贴人的) teacher.
3. We must come up with ways to raise our English l (水平).
4. Their new car is similar to o _______(我们的).
5. It’s not always easy for a kid to keep your c (冷静) under stressful situations.
Ⅱ. 选择填空。
1. I many new friends since I started junior high school.
A. make B. made C. will make D. have made
2. In the end, she injury to get the Olympic gold medal.
A. beat B. won C. overcame D. made
3. The naughty kids made a in the room. Their toys were here and there.
A. noise B. mistake C. surprise D. mess
4. Time was , but he never forgot many things of childhood.
A. going by B. coming by C. looking by D. dropping by
5. ________ the help of my English teacher, my English pronunciation has improved a lot.
A. For B. With C. Under D. Without
Ⅲ. 用所给词的适当形式。
1. Children had fun _______(play) at New Year’s party.
2. When you meet some difficulties, you should try _____(keep) your cool.
3. Miss Yang is a kind and (care) teacher, so we all like her.
4. He is looking forward to ________ (hear) from his mother.
5. She ____(become) much better at speaking English since she joined the English club.
第二课时作业设计答案
Ⅰ. 1. stuck 2. down 3. shut 4. intelligent 5. dialogue
Ⅱ.1-5DBCCA
Ⅲ. 1. to come 2. to watch 3. makes 4. talking 5. clearly
教学反思
本节课教学思路明晰，任务设计符合学生特点，贴近学生生活，有趣且实用。教学活动紧紧围绕谈论学校生活的记忆和经历的话题创设情境，并结合学生的实际，由浅入深展开多种形式的教学活动，学生能够学以致用，收效很好。课堂教学运用“初中生活”的思维导图帮助学生谈论他们初中三年经历过的美好回忆，以及对一些记忆深刻事件的不同情感。既巧妙导入阅读内容，又与后面诗歌阅读遥相呼应，帮助学生更好完成阅读任务，进一步练习巩固“remember doing”等关键结构。整节课学生学习积极主动，热情投入，充分调动学生学习英语的积极性。活动过程中，注意引导学生感知体会同学之间、师生之间的珍贵情感，把思想教育融入语言知识学习之中。Unit14 I remember meeting all of you in Grade 7.第三课时教学设计及课时作业
The Third Period (Section B 1a---1e)
Teaching Aims
1. Knowledge Objects：
(1)Function:
①Share past memories and experiences;
②Look ahead to the future.
(2)Key Vocabulary:
Ss can master the following new words and phrases: degree, manager, believe in, accept the invitation
(3)Target Language:
What do you hope to do in the future
I hope to get a business degree and become a manager.
Mrs. Chen believes in all of them and tells them to “go for it”.
(4)Structure:
Review of key structures.
2. Ability Objects
① Enable students to talk about the past memories and look ahead to the future.
② Learn and master the target language and train students’ ability of listening and speaking.
3. Moral Objects
Through talking about the coming high school life, help students bring up students' good habits of studying and educate them to establish great dreams.
Teaching Key Points：
Enable students to talk about the past memories and look ahead to the future with the target language and improve students’ ability of listening and speaking.
Teaching Difficult Points：
Learn how to talk about the past memories and look ahead to the future with the target language and train students’ ability of listening and speaking.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Communicative Approach.
Teaching Aids：
Some pictures, PPT
Teaching Procedures：
Step 1 Review（About 6 minutes）
Greet the class as usual.
T: Look back on the past three years, you have experienced many things that brought us some unforgettable memories. Some things made us happy, excited and proud, but other things might make us sad, tired and worried. Next, what happened in junior high school that made you have these feelings Please write down your memories or experiences.
Have students read through the instruction in Self Check 1 and then ask them to write down the things that made them have different feelings individually.
Invite different students share the experiences that made them have different feelings with others.
Step 2 Presentation（About 6 minutes）
T: How fast the time went by! You’ll be in senior high school. Do you know something about senior high school
S1: I know a little about senior high school. I hear the life in senior high school will harder and we’ll have many difficult tasks.
T: Yes, but the life in senior high school will be exciting, too. What are you looking forward to doing in the future
S1: I’d like to join the English club to improve my spoken English.
S2: I like singing. I hope to get into a music school.
S3: I hope to be an astronaut and I’m looking forward to going into space.
…
T: You’re great. Next, please discuss your plans for the future in groups and list them in the chart in 1a.
Have the students discuss in groups and write about what they want to do in the future in 1a. Then ask each group to report their future plans in class.
Step 3 Practice（About 6 minutes）
Have two students read the sample conversation in 1b. Then ask students to make up their own conversations to talk about what they hope to do in the future.
Call several pairs to act out their conversations in front of the class.
Show Picture 1 in 1c and talk with a student.
T: Look at the Picture 1. What does the boy hope to do in the future
S4: I think he hopes to be a doctor.
T: well done. What about the people in other pictures Please talk about them with your partner.
Have students practice in pairs and call different pairs to talk about other pictures.
Step 4 Listen and check（About 5 minutes）
T: Next, we will listen to a class discussion. Mrs. Chen and her students are talking about s what they hope to do in the future. Please listen carefully and check (√) the hopes you hear.
Play the tape the first time and ask students just to listen to it carefully and try to get the main idea. Then play the recording again and have them check (√) the hopes they hear.
Call a student to report the answers and check the answers with students.
Step 5 Listen and complete（About 6 minutes）
T: Now we will listen to the class discussion again. Please listen carefully and complete the passage.
Have students look through the passage in the box of 1d and ask them to guess the answers according to the pictures in 1c.
Play the recording twice and ask students to complete the sentences. Then play the tape again and show the answers so that students can check the spelling and other details of their answers.
Say congratulations to the students who had a good guess before listening.
Step 6 Making a speech（About 7 minutes）
T: The life in junior high school is soon over. To celebrate the end of junior high school, we’ll have the graduation ceremony. I think you must have lots of words to say. Please prepare a speech for your graduation. In your speech, you can tell us the memories in junior high school and your future plan.
First, have students look through the questions in the box of 1d and ask them to answer the questions with their own experiences and the hopes for future. Then write down their speeches. As the students work, walk around the room offering help as needed.
Ask each student to present his/her speech in his/her group. Each group chooses the best speech to present in class.
Step 7 Practice（About 5 minutes）
T: Different people have different experiences. Please read the passage in Self Check 2 and help complete the speech.
Have the students look through the passage in Self Check 2 and get the main idea. Then let them fill in the blanks with the correct forms of the verbs individually. Remind them of the correct tenses of verbs. Move around the classroom and give them some explanations if they have any difficulties.
Call different students to say their answers and check them with students. Then invite two students to retell the passage.
Step 8 Summary（About 3 minutes）
In this class, we've learned to talk about the past memories and plans for the future with the target language. And we've also reviewed some key structures of verbs. As a student of junior high school, we should bring up students' good habits of studying and establish great dreams.
Step 9 Homework（About 1 minutes）
Our school will have a graduation ceremony next week. As a representative of the students, you are asked to make a speech on stage. Please write a speech draft for the coming graduation ceremony.
Blackboard Design：
Unit14 I remember meeting all of you in Grade 7.
Section B 1a-1e
What do you hope to do in the future
I hope to get a business degree and become a manager.
I would like/want…
I’m looking forward to…
Mrs. Chen believes in all of them and tells them to “go for it”.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. The girl studied hard and got a law d (学位) in the end.
2. It has been three years since he g________(毕业) from Beijing University.
3. We held a party to c________(庆祝) our success last night.
4. She is still angry and refuses to a________(接受) my apology.
5. The m ________(经理) of the hotel is from France.
Ⅱ.单项选择。
1. Alice was given some advice on how to improve her listening skills, and she gladly Miss Green’s.
A. refused B. collected C. received D. accepted
2. Though he has read the book three times, he hopes it again.
A. reads B. to read C. reading D. not to read
3. Alice likes singing and she wants to be a singer__________.
A. in a word B. in fact C. in a way D. in the future
4. —I’ll have a math exam tomorrow. I’m a little bit nervous.
— yourself. You’re the best in our class.
A. Believe B. Believe in C. Help D. Help out
Ⅲ.用所给词的适当形式。
1. I remember ___________(take) out the rubbish, but it’s still there.
2. We hope_________(work) with you together again.
3. The boy is looking forward to (have) a good time after the exam.
4. Without any help, his father (manager) to repair the car all by himself
5. She used to (read) English in the morning, but now she reads it every night.
第三课时作业答案
Ⅰ. 1. degree 2. graduated 3. celebrate 4. accept 5. manager
Ⅱ. 1-5DBDB
Ⅲ. 1. taking 2. to work 3. having 4. managed 5. read
教学反思
本节课是一节听说课，训练重点是围绕对学校生活的回忆和对未来生活的展望进行听力和口语练习，训练单元语言功能项目。课堂设计将教材重新整合，从听、说、读、写四个方面对学生展开训练。活动设计强调以“学以致用”，每个任务活动都以学生为活动的主体，通过创设真实可信，贴近学生生活，趣味性强的会话情景，有效激发学生参与活动的积极性。听力训练重视听力策略的培养，根据侧重点不同，注意引导学生捕捉关键信息，找出正确图片和补全信息，提高了学生的听力技巧。同时以听力练习为基础，对学生进行口语和写的训练，听说相互促进的同时，引导学生写一篇毕业演讲稿。口语、听力和写作练习相辅相成，相互促进。教学过程中给学生充分展现自我的机会，积极鼓励他们的进步，激发学生参与活动的积极性，进一步增强学生学好英语的信心。Unit14 I remember meeting all of you in Grade 7.第四课时教学设计及课时作业
The Fourth Period (Section B 2a---3b)
Teaching Aims
1. Knowledge Objects：
(1)Function:
①Share past memories and experiences;
②Look ahead to the future.
(2)Key Vocabulary:
Ss can master the following new words and phrases: gentleman, graduation, ceremony, congratulate, thirsty, thankful, task, ahead, responsible, separate, wing, graduation ceremony, first of all, be thirsty for, deal with, be proud of, be thankful to sb., ahead of, along with, be responsible for, set out, separate from
(3)Target Language:
First of all, I’d like to congratulate all the students who are here today.
You were all so full of energy and thirsty for knowledge.
You’ve all grown up so much and I’m so proud of you.
Never fail to be thankful to the people around you.
I don’t need to tell you that life in senior high school will be harder and that you have many difficult tasks ahead of you.
But along with difficulties, there will also be many exciting things waiting for you.
Although you have to go your separate ways now, I hope that in a few years’ time, you’ll come back to visit our school.
(4)Structure:
Review of key structures.
2. Ability Objects
⑴ Enable the students to understand the main idea of the passage and learn to talk about the past memories and look ahead to the future in the speech.
⑵ Learn and master the target language and develop students’ ability of reading and writing.
3. Moral Objects
Remember the important people in your lives who helped you and learn to be thankful to the people around you.
Teaching Key Points：
⑴ Learn and master some important phrases and key sentences and know about how to write a speech.
⑵ Enable the students to understand the main idea of the passage correctly and learn to talk about the past memories and look ahead to the future in the speech.
Teaching Difficult Points：
Learn to talk about the past memories and look ahead to the future in the speech.
Learn and master the target language and develop students’ ability of reading and writing.
Teaching Methods：
The Task-based Language Teaching Method, The Cooperative Learning Method, The Gaming Teaching Method
Teaching Aids：
The pictures about the graduation ceremony, recorder, PPT
Teaching Procedures：
Step 1 Warming up and lead in（About 2 minutes）
Have students listen to the song Graduation ( Vitamin C) together.
Have a free talk with students.
T: What a beautiful song! Boys and girls! Do you like the song called Graduation
Ss: Yes. It sounds nice.
T: What does the song remind you of while hearing it
S1: It reminds us of my friendly classmates, caring teachers and beautiful schoolyard.
S2: It reminds us of the past memories at junior high school.
…
T: Yes! Looking back on the past three years, you may remember many things about our school life. Some people remember making some good friends; some remember learning many useful things and some may think of their mistakes they have made. But I think all the memories and experiences from junior high school are unforgettable. Do you think so
Ss: Yes.
T: So what is the most important thing you have learned in junior high school Next, please think it over and discuss the question with your partner.
Have students discuss the question in 2a in pairs, and then invite some students to report their discussion results.
Step 2 Pre-reading
Show the picture of 2b and talk about it with students.
T: Look at the picture. Do you think where they may be What are they doing
S3: I think they may be in the school hall and they are attending the graduation ceremony.
T: You’re great! They are all graduates from junior high school like you. What should we say to them
Ss: We should congratulate them.
T: Yes, I should also congratulate you. Today we’ll learn a passage about graduates. Do you guess what kind of text the passage is Next, let’s read it and find out the answer.
Have students listen to the passage in 2b and find the new words and key phrases, and then let them try to guess their meanings. Then present the new word on the screen and use pictures or explanations to teach the new words and key phrases.
Step 4 While-reading（About 6 minutes）
Have students read through the questions in 2b and the reading strategies “Identifying text type and purpose”. Then tell them we can quickly read through a text to see what kind of writing it is, who wrote it and why it was written.
Ask them to read the passage quickly and find what kind of writing it is, who wrote it and why it was written. Then call different students to answer each question in 2b.
Check the answers with the class.
Have students look at the following statements in the chart. Then let them read the passage in 2b as quickly as possible to get a general idea and circle “True” or “False”.
1. The writer thinks all the students were a little difficult to deal with in Grade 7.
2. The writer hopes the students remember to be thankful to the people who helped and supported them.
3. The writer thinks the life in senior high school will be easier than now.
4. The writer thinks the students should learn from mistakes and never give up.
5. The writer thinks the students don’t have the ability to make their own choices.
Ask different students to say their answers and check the answers with the class.
Have students look through the questions in 2c. Then ask them to scan the passage and find out the answers to the questions.
Ask different students to answer each question in 2c. Check the answers with the class.
Have students read the article again and find out key phrases and sentences. Ask some students to explain the important or difficult points to the class.
Step 5 After-reading
Have students read the words in the box of 2d and say their meanings, and then ask them to read the following five sentences and choose the suitable word for each sentence.
Then call students to fill in the blanks with the correct forms using each word they chose.
Call different students to say their answers.
Step 6 Pair work
T: In the speech, the writer used many good sentences to encourage the graduates. Please underline the sentences you like and tell your partner what they mean and why you like them.
First, have students underline the sentences they like in the passage and explain the meanings of each sentence to their partners and say why they like the sentences. As students work, move around the room offering some language support.
Then, call some students to say the sentences they like and list them.
Finally, ask some students to tell the class what the sentences mean and why they like the sentences.
Step 7 Speaking and writing
T: Some memories and experiences from junior high school are unforgettable. For you, it may be a person or an event that changed your life. Please think of a person or an event that you’ll never forget and make some notes about them.
Let students look through the questions in the box of 3a and think them over. In groups, ask each student to introduce the person or the event that changed their life to other group members.
Then have them make some notes about the person or event according to their own answers to these questions.
Step 8 Writing practice
Have students read the instructions in 3b and know about how to describe the person or event they’ll never forget.
Then have students write a passage of three paragraphs using the notes in 3a. The teacher walks around and gives them some help if they need.
Ask each student to read his or her own passage in groups and all the members help correct any mistakes. Each group chooses a good passage to present in class.
Have students write down their passages in the exercise books.
Step 7 Summary
In this class, we've learned a speech on a graduation ceremony. It tells us to remember the important people in our lives who helped us. We should learn to be thankful to the people around you.
Ask two students to sum up the key phrases and sentence patterns. Ask them to make their own sentences correctly using these phrases.
Step10 Homework
Write a speech about a teacher who has helped you. Say why you enjoyed his/her classes, how he/she has helped you and how his/her help changed your life.
Blackboard Design：
Unit14 I remember meeting all of you in Grade 7.
Section B 2a-3b
Reading strategies: Identifying text type and purpose The sentences you like:
What kind of writing: a speech 1.
Who wrote it: a head teacher 2.
Who is it for: graduates …
graduation ceremony, first of all,
be thirsty for, deal with, be proud of,
be thankful to sb., ahead of, along with,
be responsible for, set out, separate from
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. The young man was really t______(渴望的) for knowledge.
2. We c______(祝贺) him on his great discovery.
3. It was his t______(任务) to wake everyone up in the morning.
4. Joan ran a______(在前面) to take photos as we crossed the bridge.
5. The plane's w______(翼) are very long.
Ⅱ. 选择填空。
1. We can do a lot to stay healthy. ______, we should eat a balanced(平衡的) diet.
A. At a time B. In fact C. First of all D. All together
2. Parents enjoy any progress their children have made and will feel _______ them.
A. thankful to B. responsible for C. proud of D. worried about
3. The busy and hard work the parents from their children.
A. receives B. separates C. learns D. stops
4. Tom, along with three other boys, seen playing football a moment ago.
A. is B. was C. are D. were
5. Captain Alison will________ at eight o’clock, so we shall have plenty of time.
A. set out B. stay up C. set up D. look out
Ⅲ. 用所给词的适当形式。
1. I saw little or nothing of him after (graduate).
2. I was (thank) to see they'd all arrived safely.
3. Jim along with his parents (go) the Great Wall twice.
4. He never failed (write) to his mother every week..
5. I send you my warmest (congratulate) on your success.
第四课时作业设计答案
Ⅰ. 1. thirsty 2. congratulate 3. task 4. ahead 5. wings
Ⅱ. 1-6 CCBBA
Ⅲ. 1. graduation 2. thankful3. has been 4. to write 5. congratulations
教学反思
本节课思路清晰，衔接自然，体现了师生互动，教师主导，学生主体的教学观念。教学活动一环紧扣一环，活动任务由易到难，便于学生掌握。新课以歌曲“Graduation”热身，导入毕业典礼演讲的阅读，具有铺垫作用。精心设计任务活动，进一步体现学生在课堂上的主体地位；难度不同的学生活动设计，给各个层次的学生提供了表现和发挥自己的平台。合理使用阅读策略，帮助学生理解短文类型和题材。运用skim、scan等阅读方法帮助学生理解文章的重要短语，引导学生快速阅读找到演讲的主要观点，快速高效地理解课文。同时了解并掌握演讲稿的写作方法，学会描述改变自己的人或事件，逐步提高学生英语综合表达能力。Unit14 I remember meeting all of you in Grade 7.第一课时教学设计及课时作业
The First Period (Section A 1a---2d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Share past memories and experiences; Look ahead to the future.
(2)Key Vocabulary:
Ss can master the following new words and phrases: survey, standard, row, keyboard, instruction, double, shall, win a prize, do a survey, help sb. with sth., remember doing sth., in a row, take a break, be patient with, no matter, put in effort
(3)Target Language:
Do you have any special memories
I remember meeting all of you in Grade 7.
At junior high school, I remember being a volunteer.
Peter did homework carefully to meet the standards of a strict teacher.
I remember scoring two goals in a row during a soccer competition.
I have learned to play the keyboard in music class.
Because of her, I put in more effort and my exam scores doubled.
(4)Structure:
Review of key structures.
2. Ability Objects
①Enable the Ss to talk about the past memories and experiences at junior high school.
②Master and practice some key structures like “remember doing” and the Past Tense and the Present Perfect Tense.
③To listen and speak about the things they remember doing at junior high school and train the students’ listening and speaking skills.
3. Moral Objects
Look back at the past memories and let students to be thankful to their teachers and cherish the friendship between each other.
Teaching Key Points：
Enable the Ss to talk about the things they remember doing at junior high school and train the students’ listening and speaking skills.
Master and practice some key structures like “remember doing” and the Past Tense and the Present Perfect Tense.
Teaching Difficult Points：
Master and practice some key structures like “remember doing” and the Past Tense and the Present Perfect Tense.
Enable the students to talk about the things they remember doing at junior high school and train students’ listening ability and communicative competence.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Communicative Approach.
Teaching Aids：
The pictures about school life, PPT
Teaching Procedures：
Step 1 Leading-in（About 8 minutes）
Greet the class as usual.
Play the song Yesterday once more and present some pictures about school life on the screen. And have a free talk with the students.
T: Boys and girls, what do you think of this song
Ss: It sounds beautiful.
T: Yes. Every time we listen to it, it reminds us of the past memories. Next please look at the pictures. What do you think of after listening to the song and looking at the pictures
S1: The song and pictures make me think of our school life at junior high school.
T: Do you have a good time at junior high school
Ss: Yes. We have fun during the three years.
T: Me, too. I remember meeting all of you in Grade 7. And I also remember you doing some interesting things. Do you have any special memories at junior high school
S1: Yes. I remember you helping me with English in Grade 7.
S2: I remember winning a prize in the English speech contest.
S3: I remember performing at the school art festival.
S4: I remember scoring six goals during the school soccer games.
…
T: You’re great! At junior high school, everyone has any special memories and experiences. Please look at the pictures in 1a. Junior high school days are over and the students are talking about their past memories. Next, work in pairs to discuss the memories they had.
T: Look at the picture on the left in 1a. What’s its meaning
S5: The girl won a prize.
T: What about the picture on the right
S6: The girl is telling a story to the children. I think she may be a volunteer.
T: You are right. Please read the conversation in 1a and practice in pairs according to the pictures.
Have students work in pairs, and then ask two pairs to act out their conversations in class.
Sample conversation:
A: Well, Junior high school days are over. Do you have any special memories
B: I remember winning a prize.
Step 2 Presentation（About 6 minutes）
T: What special memories do you have at junior high school Please read through the things in 1a and check the things you remember doing at junior high school.
Have students work alone and then call several students to report their answers.
T: Do you remember your first English lesson Do you remember a friend helping you out You must have many special memories. Please add some more to the list in 1a and then talk about then in pairs using the things you remember doing.
First, give them an example with a student like this.
T: Do you have any special memories at junior high school
S1: I remember being a volunteer.
Invite several pairs to act out their conversations in class.
Step 3 Listening practice（About 4 minutes）
T: Now, we will hear some students talking about the past memories they had. Listen carefully and match the memory with the person. Write the correct letter in front of each person while listening.
First, have students read the sentences and understand the meaning of each sentence.
Play the recorder and ask students to listen to the tape carefully and the memory with the person. Then listen again and check the answers in class.
Call different pairs to talk about these memories.
Step 4 Pair work（About 4 minutes）
T: What do you think you can get when you experience your school days during junior high school Please list some special memories and experiences from junior high school. Then share your lists with your partner.
Invite two students to read the example about memories and experiences in 1c. Then have students write down their own memories and experiences from junior high school in the chart. As students work, move around the classroom and give them some language support.
Ask students to share their lists with their partners, and then invite several students to report their special memories and experiences.
Step 5 Listening practice（About 6 minutes）
T: Next you will hear Lisa, Brain and Luke talking about their special memories and future dream. What special memories do they have at junior high school What are they going to do after they graduate Please listen to the tape carefully and finish 2a and 2b.
First, have students read the sentences in 2a and understand their meanings. Play the recording and ask the students to check (√) the facts they hear. Play the tape again and check the answer in class.
Have the students read the questions in 2b and play the recording for the third time and find out the answers. Then match each question with the name of the person.
Play the recording for the fourth time and check the answers with students.
Step 6 Group work（About 5 minutes）
Present the conversations on the screen and ask students to complete them according to the Chinese.
1. A: Do you remember Mr. Hunt B: Of course. He’s a great P.E teacher. He gave us really clear instructions so that (我们进行运动时将很安全). A: Yes. I remember he asked me to take a break from running (当我弄伤膝盖时). 2. A: Luke, do you have any special memories B: My best memory is when That’s Life played at school. A: Why is it special B: I remember we wrote to the band about (梦想听到他们表演) and they offered to come.
Have students read the sample conversations in 2c and then ask students to make up conversations in groups using the information in 2a and 2b. As students work, move around the classroom offering help as needed.
Call several students to role-play their conversations in groups.
Step 7 Expansion and extension（About 8 minutes）
Role-play the conversation
First, have students to role-play the conversation in 2d in groups, and then ask them to discuss the following questions with their partners.
①Who will Clara miss the most after junior high school
②Why does she miss Mr. Brown
③How did Ms. Griffin encourage Judy in English class
④What will Clara and Judy do to thank their teacher
Have students read the conversation and answer the questions. Then have them find out the key sentences and discuss how to talk about past memories and experiences in groups. As students work, the teacher walks around and gives them some help if they need.
Explain the key sentences and some key new phrases “be patient with, no matter, put in effort” and help students understand the language points. Remind them of the usage of “no matter how” and “whenever”.
Call several pairs to act out the conversations in front of class.
Step 8 Summary（About 3minutes）
Guide Ss to summarize some key sentences and key phrases they learnt in this class.
Ask students to sum up the key structure “remember doing” and the usages of the Past Tense and the Present Perfect Tense. Then have them practice talking about the past memories and experiences at junior high school with the target language.
Step 9 Homework（About 1 minutes）
Write a passage and try to talk about the special memories you have remembered about your junior higher school.
Blackboard Design：
Unit14 I remember meeting all of you in Grade 7.
Section A 1a-2d
Do you have any special memories
I remember meeting all of you in Grade 7. remember doing
At junior high school, I remember being a volunteer. (remember to do)
I remember scoring two goals in a row during a soccer competition.
win a prize, do a survey, help sb. with sth.,
Peter did homework carefully to meet the standards of a strict teacher.
I have learned to play the keyboard in music class.
take a break, be patient with, no matter, put in effort
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. We did a s______(调查) of what movies students like watching.
2. The trees were planted in neat r______(排).
3. Some experts have predicted that house prices will d_____(加倍)in three years.
4. The people in this city have a high s______(水平) of living.
5. When the teacher give us an i______(指令) in P.E class, we must obey it.
Ⅱ. 短语互译。
1. 获奖 2. 特殊的记忆 3. 做调查 4.记得做过某事
5. 连续几次地 6. help sb. with sth. 7. take a break
8. no matter how 9. be patient with 10. play the keyboard
Ⅲ.单项选择。
1. I remember_________(lock) the door, but when I got home, the door was open.
A. lock B. locking C. locked D. to lock
2. — _______ a volunteer is great.
— I think so. Some of us want_______ volunteers for the coming Olympics.
A. Being; to do B. To be; being C. Being; to be D. Doing; to do
3. — How long Robert ______to play the piano
—Since 2011.
A. did; learn B. does; learn C. was; learning D. has; learned
4. If you put in more into your study, you’ll get better grades.
A. money B. information C. effort D. encouragement
5. Always read the before you start taking the medicine.
A. instructions B. descriptions C. suggestions D. expressions
第一课时作业设计答案：
Ⅰ. 1. survey 2. rows 3. double 4. standard 5. instruction
Ⅱ. 1. win a prize 2. special memories 3. do a survey 4. remember doing sth. 5. in a row 6. 在某方面帮助某人 7. 休息 8. 无论怎样 9. 对……有耐心 10. 弹电子琴
Ⅲ. 1-5BCDCA
教学反思
“兴趣是最好的老师”，巧妙选用贴近生活的图片和歌曲，激发学生学习兴趣，是本节课一大亮点。课堂上，一首深情的《昨日重现》激荡起学生心中对初中三年生活的回忆；一幅幅贴近生活的图片，把往日生活情景再现在眼前，学生感同身受，大大激发了学生的学习兴趣，积极参与课堂活动。教师通过设计各种任务活动，带动学生使用句型“remember doing…”自由发言，随意找同学交谈，回忆初中生活里与老师、与同学之间发生的，印象深刻的事情，训练单元重要功能语言目标同时，也增进师生、生生之间的情谊。
课堂活动以学生为主体，教师适时引导，采用小组竞赛，分享昔日美好记忆，角色表演等形式帮助学生谈论他们熟知感兴趣的话题，并积极评价学生的课堂表现，让学生在“自主”学习和“合作”学习中体验学习的喜悦和成就感。Unit14 I remember meeting all of you in Grade 7.
教材分析、教学设想、重要知识点及语法解析
单元教材分析
本单元以“学校生活(School days)”为核心话题，围绕本单元语言交际功能项目“分享往事和回忆（Share past memories and experiences）和展望未来（Look ahead to the future）”，逐步展开各项听、说、读、写活动。通过一系列任务活动，既对初中生活的进行了回顾, 也对高中生活的进行展望，同时又对一些英语知识和“remember doing“等关键结构进行总结和巩固。在一系列的听说读写活动之后，学生逐步掌握本单元语言交际功能项目，能够自由谈论三年的初中学习情况和主要成长历程，从而激励学生在以后的学习中更加努力，争取更好成绩。同时，通过追忆往昔，教育学生珍惜师生、同学之间的情谊，从中获得学习动力，为自己创设和谐的生活环境，在今后的学习生活中学会求知，学会做事，学会共处，学会做人。
Section A：是基本认知部分。主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。教材通过对初中三年生活的回顾，导入本单元语言功能项目“分享往事和回忆（Share past memories and experiences）和展望未来（Look ahead to the future）”，并复习“remember doing”等关键结构，然后通过听力、口语和阅读训练逐步落实这些语言功能项目。
活动1a介绍有关初中生活的重要词汇，引出“remember doing”结构，谈论他们初中阶段的一些特殊回忆和经历。让学生朗读1a中的这些事件，选出自己经历过的一些事，并补充一些自己的特殊经历。教师带动学生使用句型“remember doing…”自由发言，随意找同学交谈，回忆初中生活里与老师、与同学之间发生的，印象深刻的，或有趣，或伤心甚至生气的事情，增进师生、生生之间的情谊，彼此感恩，理解，宽容。
活动1b提供理解目标语言在对话中运用的听力训练。听力内容是几个同学分享初中阶段的一些往事和回忆。首先让学生读1b中回忆初中阶段一些事件，弄清每个句子的意思和结构。然后放第一遍录音，学生仔细听，复习学过的一些关键句型；放第二遍录音时，学生根据听到的内容把人物和回忆的事件正确配对。
活动1c提供运用目标语言的示范性口语练习。重点练习使用“remember doing…”结构和现在完成时来回忆初中生活里一些往事和经历。
首先，让两个学生起来朗读1c中的初中生活里两件往事，体会“remember doing…”结构和现在完成时的用法；然后让学生在1b的表格中列出自己初中生活里一些往事和经历，并和同伴一起分享。最后找几个同学运用“remember doing…”结构和现在完成时结构向大家介绍或谈论自己特殊的经历。
活动2a提供的是谈论语言功能项目的听力练习。听力内容是几个同学谈论他们初中阶段的一些特殊记忆。先上学生阅读2a表格中的几个句子，了解他们可能经历的一些事件。然后听对话，让学生根据对话的内容选出听到的具体事件。
活动2b提供的是谈论语言功能项目和主要话题的听力理解练习。让学生先阅读2b表格中的四个问题，并猜测是谁做的这些事情。然后要求学生再听录音，把每个问题和人的名字正确配对，并体会如何谈论自己初中阶段的一些特殊记忆和经历。
活动2c提供的是使用目标语言进行的示范性口语练习。找学生朗读示例对话，帮助学生根据2a、2b中听到的内容，练习使用一些学过的关键结构，把对话补充完整。然后仿照2c示例，让学生根据2a和2b提供的信息和同伴一起谈论自己初中阶段的一些特殊记忆和经历。找几对学生角色表演他们编写的对话，检查学生对目标语言的掌握情况。
2d提供的是使用目标语言谈论学校生活，训练单元语言功能项目的角色练习。通过谈论“初中生活中记忆最深的老师”，帮助学生进一步复习巩固所学语言功能项目。
3a提供的是练习语言功能项目的阅读理解练习。先让学生阅读诗歌，找出“remember doing…”和其他重要结构的句子，然后让学生大声朗读诗歌，理解它的主要意思，回答3a的三个问题，体会目标语言和关键结构的用法。
3b提供的是针对诗歌语言和韵律的读、说和写的练习。要求学生阅读诗歌，品味诗歌含义和韵味，找出与3b中所给词押韵的词。
3c提供的是针对语言功能项目的读、说和写的练习。这是对短文内容的深入理解。要求学生阅读诗歌内容，说说作者对3c中所经历的事件感觉怎么样。然后让学生针对这些事件，看看自己曾经经历过哪些，并说说自己感受如何。比较自己和诗歌作者对这些事件的感受，看看是否不同。
Grammar focus对以前学过的一些关键结构进行总结和复习。要求学生朗读每个问题和答句，说出它们所属的语法结构，并简单总结其主要用法。帮助学生在日常交际中能够准确使用一般过去时、used to结构、现在完成时、一般将来时和现在进行时等去谈论自己熟悉的校园生活，回忆初中生活里一些往事和经历，并对未来美好生活进行展望。
4a是针对单元话题和语言功能项目的写的练习。要求学生阅读4a 中的描述校园生活的每个句子，弄清这些句子分别回忆了什么往事和经历，然后根据句子叙述的事件之间的关系，把这些句子按正确顺序排列组成一篇短文。
4b提供的是针对单元话题和语言功能项目的写的练习。要求学生阅读4b的七个问题，根据自己初中生活里一些回忆和经历以及对未来的打算，回答这些问题，帮助学生进一步练习语言功能项目。
Section B部分：是对前一部分知识的扩展和延伸，进一步强化语言功能项目的训练。本部分注重学生的个人表达能力的训练，重点谈论学生对未来高中生活的渴望和向往，进一步练习单元话题和语言功能项目。
活动1a介绍有关未来愿望的新词汇，谈论学生未来想要做的事情。先让学生阅读方框里的示例短语，然后用短语写出自己的理想和愿望。
活动1b提供的是针对语言功能项目的口语练习。要求学生朗读1b的对话，了解怎样去谈论未来的愿望，然后两人一组编写对话谈论自己未来的理想。找几组学生展示他们的对话。
1c提供的是在口语中理解和运用目标语言的听力练习。让学生看1c的图片，弄清图片中每个人的未来愿望，然后听一些同学的班级讨论，在图上选出听到的愿望。
1d提供的是针对目标语言在对话中运用的听和写练习。首先让学生阅读1d中的表格中的短文，猜测每空的答案；然后要求学生再听录音，根据听到的班级讨论，了解每个同学的未来愿望，补全短文，进一步强化语言功能项目的训练。
活动1e是针对语言功能项目，运用目标语言进行的说和写的练习。这是对上面听力活动的总结和延伸，帮助学生在听力输入的基础上进行语言输出练习。要求学生阅读1e的几个问题，然后根据对这问题的回答，从自己进入初中以来的变化、别人对你的帮助、父母给你的建议、毕业后的打算和理想等方面准备一篇毕业演讲，并在小组里进行演讲。然后每组选一个同学角在班级演讲。帮助学生进一步理解和使用目标语言，训练语言功能项目。
活动2a是针对语言功能项目的说的练习。要求学生和同伴讨论在初中阶段自己学会的最重要事情，为下面阅读部分做好铺垫。
活动2b是针对语言功能项目的阅读理解练习。首先让学生阅读短文，识别判断短文的体裁；然后阅读短文，理解短文内容，判断短文的作者和写作目的，然后回答2b的三个问题，进一步巩固语言功能项目。
活动2c针对语言功能项目的阅读理解和写的练习。先让学生阅读2c中的问题，然后让学生再次阅读短文，回答这些问题，进一步理解短文。
活动2d提供的是针对语言功能项目的阅读和写的练习。要求学生先读出2d表格中短语并解释它们的含义，然后让学生阅读2c方框中的五个句子，根据句子的意思从所给的短语中选择合适短语并用其正确形式完成句子，帮助学生进一步训练语言功能项目。最后找不同的学生汇报自己答案。
活动2e是针对语言功能项目的说和写的训练。这是阅读活动的延伸，帮助学生训练口语和书面表达能力。要求学生在短文中划出自己喜欢的句子，并向同伴解释其含义，说明自己为什么喜欢这些句子。找几个学生汇报他们喜欢的句子以及原因。
活动3a是针对功能语言项目的说和写的训练。让学生选择自己初中阶段难以忘记的人或事，并说出这个人或事在某种程度上是怎样改变你的生活的。首先让学生选择出自己难忘的人还是事件，然后阅读表格里的不同问题，根据自己的经历回答这些问题，并做好记录。找几个同学汇报他们记录的情况。
活动3b是运用目标语言围绕功能语言项目进行写和说的练习。首先让学生阅读3b的写作提纲，按提纲要求描述某个人或某件事，表达你对这个人或事的感受，以及这个人或事是怎样改变你的生活的。然后让学生根据3a的记录信息，完成这篇短文，介绍这个人或事件对你的特殊影响和改变。找几个不同程度的学生分享他们的习作。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1是针对单元语言功能项目的说和写的练习。要求学生阅读表格中描述每种情感的词语，然后介绍初中阶段发生的什么事使你产生这样的情感，并填写在表格里。
2是针对单元语言功能项目和重要语法结构的写的练习。要求学生阅读一篇有关初中生活经历的短文，理解短文意思，用所给动词的正确形式填空，补全短文。帮助学生进一步巩固关键语法结构和单元语言功能项目。
单元语言知识
词汇 Section A：单词：survey, standard, row, keyboard, instruction, double, shall, overcome, graduate, caring, ours, senior, text, level 短语：win a prize获奖；do a survey做调查；help sb. with sth.在某方面帮助某人；remember doing sth.记得做过某事；in a row连续几次地；take a break休息；be patient with对……有耐心；no matter无论，不管；put in effort付出努力；look back at回首（往事），会议，回顾；get together聚会，聚集；make a mess弄得一团糟（一塌糊涂）；keep one’s cool沉住气，保持冷静；senior high school高中；go by（时间）逝去，过去；at the end of在……末尾；look forward to盼望，期待
Section B：单词：degree, manager, gentleman, graduation, ceremony, congratulate, thirsty, thankful, task, ahead, responsible, separate, wing 短语：believe in信任，信赖；accept the invitation接受邀请；graduation ceremony毕业典礼；first of all首先；be thirsty for渴望，渴求deal with处理；be proud of以……感到骄傲；be thankful to sb.对某人心存感激；ahead of在……前面；along with连同，出……以外还；be responsible for对……有责任，负责任；set out出发，启程；separate from分离
Self Check：
语法 Review of key structures. What happened in Grade 7 that was special Our team won the school basketball competition. How have you changed since you started junior high school I’ve become much better at speaking English. How do you think things will be different in senior high school I think that I’ll have to study much harder for exams. What are your plans for next year I’m going to join the school volleyball team. What do you remember about Grade 8 I remember being a volunteer. What did you use to do that you don’t do now I used to take dance lessons, but I don’t anymore. What are you looking forward to I’m looking forward to going to senior high school.
功能用语和话题 功能用语：“分享往事和回忆（Share past memories and experiences）和展望未来（Look ahead to the future）” 话题：“学校生活(School days)” I think that I’ll have to study much harder for exams. I’m going to join the school volleyball team. I remember being a volunteer. I’m looking forward to going to senior high school.
单元教学设想
本单元以“学校生活(School days)”为核心话题，复习巩固一些学过英语知识和“remember doing”等关键结构，练习运用这些结构谈论三年的初中生活的美好回忆和经历，并运用将来时，hope to do和 look forward to等结构对未来说进行展望。
本单元教学内容与学生的实际生活密切相关，谈论的话题很容易激发学生学习兴趣。教师可以设置贴近学生生活的活动任务，运用各种教学媒介巧设情景，引导他们进行合作探究学习，完成各项活动任务。使学生能够掌握“remember doing”等关键结构和一些英语知识，自由谈论三年的初中学习情况和主要成长历程，训练单元语言功能项目。教育学生珍惜师生、同学之间的情谊，在今后的生活中学会求知，学会共处，学会做人。
思路一：本单元的功能与话题部分内容，与学生实际生活紧密联系，我们主要采用对话、表演、游戏、竞赛的学习策略，借助多媒体课件，如播放符合学生毕业主题的优美歌曲，让学生更加留恋初中的生活，增进同学之间的友情，不忘老师的辛勤教育。通过对一系列图片的展示，可以给学生营造良好的学习氛围，帮助学生建立立体可感的视听形象。以“畅谈初中生活”为话题的采访，让学生在具体的语境中体味目标语言的真实性。帮助学生运用“remember doing”等关键结构谈论他们初中三年的学习生活中的美好记忆和主要成长经历，训练单元语言功能项目。
思路二：在进行阅读教学时，突出学生的主体作用，要求学生提前预习教材内容，找出重要的短语和句型并复习语法内容，提出自己在学习中存在的问题；回忆自己初中生活中印象深刻的事件；展望一年后的自己。学会运用阅读策略把握短文题材和题材，运用listen、guess、skim、scan等各种阅读技巧理解短文内容，掌握主要短语和各种关键结构，学习演讲稿的写作方法。同时通过分组练习，讨论和交流，学会谈论和描述改变自己的人或事件，逐步提高学生英语综合表达能力。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1 (Section A: 1a-2d)
Period2 (Section A:3a-4c)
Period3 (Section B:1a-1e, self check)
Period4 (Section B2a-3b)
单元知识详解
1. At junior high school, I remember doing a school survey.在初中时，我记得做过学校调查。 (P105)
【用法】⑴remember doing sth.是固定结构，意为“记得做过某事”，表示的动作发生在记得之前。如：I remember reading about the earthquake in the newspaper.我记得在报纸上看到过关于这次地震的消息。这里remember是及物动词，意为“记得；记起；想起”。其后面除可以接动名词外，还可以接名词、代词、动词不定式、that从句或以疑问词引导的动词不定式及从句作宾语。如：Do you remember her telephone number 你记得她的电话号码吗 I remember that I wrote to him. 我记得给他写过信了。Do you remember how to spell the word 你记得怎样拼写这个词吗
【拓展】①remember to do sth.意为“记得去做某事”，表示在记得时事情还没做。如：I’ll remember to ring Bill. 我会记得给比尔打电话的。②remember也可作不及物动词，意为“记得；记起”。如：She was from Canada, if I remember correctly. 她是加拿大人，如果我没记错的话。③常用短语：remember sb. to sb. else意为“请代某人向某人致意”。如：Remember me to your family.请代我问候你的家人。
⑵do a survey是固定短语，意为“做调查”。表示“对……调查”时，后面一般接介词 of；
表示“关于……的调查”，其后则接介词 on 或 about。如：We often do a survey of the students. 我们经常对学生做调查。Our teachers are doing a survey about getting up early.我们的老师正在作一个关于早起的调查。
【拓展】①survey是可数名词，意为“调查”。表示“进行调查”等时，survey常和 carry out, do, make, take等动词搭配。如：Let's make a survey of air pollution next week. 我们下周去做一个空气污染的调查吧。②表示“根据……调查”时，通常与介词 according to 搭配。如：According to the latest surveys, many Britons suffer from heart disease. 据最近调查显示，许多英国人患心脏病。③survey也用作动词，意为“测量；调查”。如：They surveyed the damage caused by the fire.他们调查了火灾造成的损失。
2. Peter did homework carefully to meet the standards of a strict teacher. 为了符合严格老师的标准，皮特认真地做作业。(P105)
【用法】本句中to meet the standards是动词不定式作状语。meet the standards意为“符合标准”。standard用作名词，意为“标准；水平”。如：All new cars must meet the standard for air pollution control.所有的新车都必须符合治理空气污染的标准。
【拓展】①常用短语：up to standard意为“合格；达到标准”。如：Their work is not up to standard. 他们的工作成绩不够标准。②standard用作形容词，意为“标准的；合乎标准的；规范的”，在句中多用作定语。如：He speaks with standard pronunciation. 他讲话发音标准。
3. I remember scoring two goals in a row during a soccer competition. 我记得在足球比赛期间连续踢进两球。(P105)
【用法】这里in a row是固定短语，意为“连续不断地”。如：They have won five championships in a row.他们已经5次蝉联冠军。这里row用作名词，意为“一排；一行；一列”。
【拓展】①in a row也可表示“成一排”。如：We sat in a row at the back of the room.我们在房间后面坐成一排。②row作名词还可意为“划船”。如：They asked me to go for a row with them.他们邀请我和他们一道去划船。③row用作动词，意为“划船”。如：Grace rowed the boat out to sea again.格瑞斯又划船出海了。
4. Because of her, I put in more effort and my exam scores doubled.由于她，我付出了更多的努力，我的考试成绩翻了一倍。(P106)
【用法】⑴这里是“put in effort”结构，意为“付出努力”。这里effort是不可数名词，意为“努力”，表示泛指一般性的努力。如：His success depends on effort and ability. 他的成功取决于他的努力和能力。
【拓展】①effort用作可数名词，意为“努力”，表示一次次具体的努力或尝试，尤其与all, these等修饰语连用时。其后可接动词不定式作其定语。如：All his efforts were wasted.他所有的努力都白费了。His effort to finish his work in one day failed. 他要在一天内完成其工作的努力失败了。②effort用作可数名词，还意为“努力的成果；作品”。如：That's a good effort.那事干得不错。③effort常用短语：make an effort/ efforts 尽心，努力；make good / great efforts 做出很大努力；make every effort 尽一切努力；make no effort不努力；spare no efforts不遗余力；with(an)effort艰难地，努力地；without effort轻而易举地。
⑵这里double是不及物动词，意为“加倍；是……的两倍”。如：The child birthrate in that area has doubled. 该地区的婴儿出生率已经增加了一倍。double也用作及物动词，表示“是……的两倍；兼任”。后面接名词或代词作宾语。如：The baby doubled its weight in a year.那婴儿一年中体重增加了一倍。She doubled the parts of mother and daughter.她同时担任母亲和女儿两个角色。
【拓展】①double作动词，还可意为“对折；折叠”。She doubled the sheet of the paper and put it away.她把这张纸折起来放到一边。②double还可用作形容词，意为“双人的；成双的”。其所修饰的名词一般为单数。如：We bought a double bed. 我们买了一张双人床。③double作名词，意为“两倍；双份”或“酷似的人或物”。如：His pay is the double of mine. 他的薪资是我的两倍。She is my double. 她长的极像我。
5. Looking back at these past three years I remember many things. 回顾过去这三年，我记起了许多事情。 （P107）
【用法】“Looking back at…”是现在分词短语作时间状语。look back at是固定短语，相当于look back on，意为“回首（往事）；回忆；回顾”。如：They often look back at the days they spent together. 他们常回顾他们在一起度过的日子。
【拓展】①look back at还可意为“回头看”。如：When I’m looking back at her, she’s smiling happily. 回头看她的时候，她正在开心地微笑。②look back还可表示“停滞；畏缩；倒退”，通常用于否定句中。如：From this time on, he never looked back. 从此以后，他便不断进步。
6. I’m trying to keep my cool.我正尽力保持冷静。（P107）
【用法】keep one's cool是固定短语，意为“沉住气；保持冷静”。其反义短语是lose one’s cool，意为“失去冷静”。其中cool是名词，意为“冷静”。如：When you argue, you should try to keep your cool. 当你在争辩时，你应该尽力保持冷静。
【拓展】①cool用作形容词，意为“凉快的；凉爽的”。如：It's late summer; soon the days will be cooler.夏末了，很快天气就将更凉爽。②cool作形容词，也意为“冷静的；镇定的”。如：He has a cool head. 他头脑冷静。③cool作形容词，还可意为“令人愉快的；棒的；酷 ”。如：You look pretty cool with that new haircut.你那个新发型看起来非常酷。
7. I can’t believe how fast the time went by! 我不能相信时间过得这么快！（P108）
【用法】这里go by是动词短语，意为“逝去；过去”。如：I forgot many things of childhood as time went by. 随时光流逝我忘记很多童年时代的事情。
【拓展】①go by也可意为“顺便走访”。如：She was in when I went by yesterday. 我昨天顺便去看她时，她正好在家。②go by还可意为“判断；凭……而判断”。如：You can't always go by appearance.你不能老是以貌取人。
8. I hope to get a business degree and become a manager. 我希望获得一个商学学位，成为一个经理。（P109）
【用法】⑴本句是“hope to do sth”的结构，意为“希望做某事”，表示一种可以实现的愿望。hope是动词，意为“希望；愿望”，后常跟动词不定式或that从句。如：I hope to study aboard after I leave school. 我希望毕业后去国外学习。I hope you will enjoy yourself at the party.希望你在晚会上玩得痛快。
【拓展】①表示“希望某人做某事”时，不能用hope sb. to do sth.，要用wish sb. to do sth.或在hope后面加从句表示这个意思。如：The girl hopes her mother will come home early.=The girl wishes her mother to come home early.那个女孩希望她的母亲早一点回家。②动词hope后可以加so或not，用于简略回答。如：---Do you think Andrew realizes this problem ---I hope so./I hope not. ---你认为安德鲁认识到这个问题了吗？---我希望他认识到了。/我希望他没有认识到。
⑵这里degree是可数名词，意为“学位”。表示“某学科的学位”时，常与介词in连用。如：To do this job, you must have a degree in English.从事这个工作你必须具有英语专业的大学学位。
【拓展】①degree用作可数名词，意为“度”，可以指角度，也可表示温度的“度数”。如：Every circle has 360 degrees.每个圆都有360度。Water freezes at zero degrees Centigrade. 水在摄氏零度结冰。②degree用作名词，也可意为“程度”，可用不定冠词a修饰。如：She shows a high degree of skill in her work.她在工作中表现出高超的技巧。The students have different degrees of ability.这些学生具有不同程度的能力。
9. Mrs. Chen believes in all of them and tells them to “go for it”.陈老师信任他们所有的人，告诉他们全力以赴。（P109）
【用法】这里believe in是动词短语，意为“信任；信赖”，指因可靠、有能力、品质好等原因而信任某人或某事。这里believe是不及物动词。如：I believe in my good friend, Tom.我信任我的好朋友汤姆。I believe in his good character. 我相信他品德良好。
【拓展】believe in其它用法：①表示“信奉；信仰(宗教或神等)”。如：He believes in God. 他信仰上帝。②表示“相信……的存在”。如：Do you believe in fairies 你相信真有仙女吗 ③表示“相信……的真实性”。如：Do you believe in everything the man says 你相信那个人说的每句话 ④believe in doing sth.相信做某事有好处。如：He believes in getting plenty of exercise. 他相信多做运动必有好处。⑤believe是及物动词，意为“相信；认为”，其后常跟名词、代词或从句作宾语。如：I could hardly believe my eyes．我几乎不能相信自己的眼睛。We all believe that you can do the job well.我们都相信你能干好这项工作。
10. Thank you for coming today to attend the graduation ceremony at No. 3 Junior High School.谢谢你们今天来参加第三中学的毕业典礼。（P110）
【用法】attend是动词，意为“参加；出席”。其宾语通常是meeting, party, show, wedding, class, lecture, school, church等具有“活动”意义的名词。如：Did you attend the meeting yesterday 你昨天去开会了吗
【拓展】⑴attend作动词，意为“治疗；护理；照顾”，可用作及物或不及物动词，用作不及动词时其后通常接介词 on。如：When I was away, nobody attended my grandma in the hospital. 我不在的时候,就没有人在医院照顾奶奶。Who will attend on the patient 谁来护理病人 ⑵attend常接 to构成固定短语，主要用法有：①表示“注意听”。如：If you don’t attend to your teacher, you’ll never learn anything. 你要是不注意听老师讲，你就会什么也学不到。②意为“处理；办理”。如：I’ll attend to the matter. 这事我来处理。③意为“照顾；照看”。如：If you go out, who will attend to the baby 你要是出去，谁来照顾婴儿 ④意为“接待；招待”。如：I’m too busy. I can’t attend to you now. 我很忙，现在不能接待你。⑤意为“专心；关心”。如：Parents must attend to the education of their children. 父母必须要关心子女的教育。⑥意为“治疗；医治”。如：His injury was attended to by a young doctor. 他的伤由一位年轻医生医治。
11. First of all, I’d like to congratulate all the students who are here today. 首先，我想祝贺今天所有在场的同学。（P110）
【用法】⑴First of all意为“首先”，说明顺序，指时间上或一系列行动的开始。如：First of all，let's read the new words．首先，让我们读生词。
【拓展】常用含all短语：①above all意为“最重要的是；尤其是”，强调要引起特别注意。如：We must work，and above all we must believe in ourselves.我们必须工作，尤其重要的是我们必须树立信心。②after all意为“毕竟；终究；到底”，表示让步。如：He is certain to come. After all, he's already accepted the invitation.他肯定来，他毕竟已接受了邀请。③in all意为“总共；总计”。如：There are thirty in all in the party who will travel to Lanzhou.赴兰州的旅游团总共有30人。
⑵congratulate是动词，意为“祝贺”，要用被祝贺的人作直接宾语，以介词on或upon引出祝贺的原因。通常用于 congratulate sb on /upon sth.结构中，意为“因为某事而祝贺某人”。如：I congratulate you on your success.我祝贺你的成功。We congratulated Maria on passing the exam.我们祝贺玛丽亚通过了考试。
【拓展】①congratulate有时接反身代词作宾语。如：You can congratulate yourself on having done a good job. 你的工作干得出色，你应该感到自豪。②congratulate和celebrate辨析：两个词都有“庆贺”的意思。celebrate只能以事或物作宾语；而congratulate后面只能以“被庆贺的人”作宾语。例如：We celebrated his birthday by a banquet.我们举行宴会庆祝他的生日。We congratulated her on having passed the examinations.我们祝贺她通过了考试。③其名词是congratulation，用来表示祝贺或恭喜，通常用复形式，其后常用介词on。如：It’s your birthday today Congratulations. 今天是你的生日 祝贺你! Congratulations on your new job！ 祝贺你有了新的工作。
12. You were all so full of energy and thirsty for knowledge. 你们都充满活力，渴求知识。（P110）
【用法】⑴be full of 意为“充满；装满”，相当于be filled with，但前者表示状态，后者表示动作的过程。如：The bottle is full of water. =The bottle is filled with water. 瓶子里装满了水。这里full是形容词，意为“满的”，可用作表语或定语。其反义词是empty。
【拓展】full作形容词，还意为“饱的”。其反义词是hungry。如：I can’t eat any more. I’m full.我不能再吃了。我饱了。
⑵这里thirsty是形容词，意为“渴望的；渴求的”，在句中多用作表语，常与介词for连用构成固定短语be thirsty for，意为“渴望；渴求”。如：He is thirsty for fame.他渴望成名。Everyone is thirsty for success.每个人都渴望获得成功。
【拓展】thirsty作形容词，还意为“口渴的”。修饰人时，在句中常用作表语；修饰物时，意为“干旱的”或“令人口渴的”，在句中通常用作定语。如：I feel thirsty when it's very hot. 天热时我感到口渴。They watered the thirsty fields.他们给干旱的土地浇水。
13. You’ve all grown up so much and I’m so proud of you. 你们都长大了，我为你们感到骄傲。（P110）
【用法】be proud of是固定短语，意为“为……感到自豪”。这里proud是形容词，意为“自豪的；得意的”，作表语时后常接of短语、动词不定式或that从句。如：My family is proud of my success.我的家里人很为我骄傲。We are proud for you to win the championship.我们为你赢得冠军而骄傲。We are very proud that a pupil from our school has won the prize. 我们学校的一个小学生得了奖,我们感到很自豪。
【拓展】①take pride in相当于be proud of，也意为“为……感到自豪”，往往强调一时的行为，动作性较强。其中in是介词，后面接名词、代词或动词的-ing形式作宾语。eg: I take great pride in your success.我对你的成功感到自豪。②proud作形容词，也意为“骄傲的；妄自尊大的”，含贬义。常用短语：be proud about意为“自己觉得了不起；盛气凌人”。如：He is proud about his success.他为自己的成功沾沾自喜。
14. Never fail to be thankful to the people around you.别忘记感激你周围的人们。（P110）
【用法】fail to do sth.意为“忘记，忽视或未能做某事”。这里fail意为“不能；没有；忘记”等。如：He failed to pass the exam. 他考试没有及格。Don’t fail to ring me up. 别忘记给我打电话。
【拓展】①fail意为“失败”，通常是不及物动词。表示在某一方面失败，通常和介词 in连用。如：He failed in the examination.他考试没及格。Mr. Brown failed in getting a job.布朗先生没有找到工作。②表示“(考试)不及格”，fail 可用作及物或不及物动词。如：He failed (in) his driving test. 他驾驶考试没及格。
⑵这里be thankful to sb.是固定结构，意为“对某人心存感激”。thankful是形容词，意为“感激的；感谢的”。如：I am very thankful to the man who helped me.我很感激那个帮助我的人。
【拓展】①be thankful to someone for意为“因某事感谢某人”。如：I am thankful to my parents for paying for my education.我感谢我的父母出钱让我受教育。②grateful和thankful辨析：grateful属于一般用语，指因对方的好意而表示“感谢”；thankful主要指因天意、命运或客观因素所带来的好意而怀有感激之情，也可用于因别人帮忙而感激。如：I’m very grateful (to you) for all your help. 非常感谢你的一切帮助。
15. I don’t need to tell you that life in senior high school will be harder and that you have many difficult tasks ahead of you.我不需要告诉你高中生活将会更难，而且在你们面前有许多困难的任务。（P110）
【用法】本句是两个that引导的宾语从句。ahead of意为“在……前面”。如：She was running ahead of me. 她跑在我的前方。ahead是副词，意为“在前面；向前面”，指空间、时间、位置超前，也可指关系“超过”或“比……强”。主要用作状语，有时也用作后置定语或表语。如：Bob looked straight ahead.鲍勃直视前方。（状语）She didn't know the way ahead.她不认得前面的路。（定语）My watch is ahead by a couple of minutes. 我的表快了两三分钟。（表语）
【拓展】⑴ahead of主要用法：①表示时间或空间，意为“在……之前”，表示具体的或比喻的空间时，也可用in front of。如：They arrived a few hours ahead of us. 他们比我们先到几个小时。Ahead of us is a river. 我们前面是一条河。A new life lay ahead of /in front of him. 新的生活展现在他面前。②表示能力、水平、地位或先进性等方面“比……强或高”(主要用作表语)。如：He’s ahead of me in English. 他的英语比我强。③用于 ahead of time，意为“提前”或“提早”。如：The train has left five minutes ahead of time. 火车提前5分钟离开了。⑵go ahead的用法：①表示同意或允许，意为“说吧；做吧”。如：A: Can I borrow your dictionary 你可以用你的词典吗 B: Yes, go ahead.可以。②表示继续做某事，意为“继续……吧”。如：Go ahead, we are all listening. 继续讲吧，我们都在听呢!
16. But along with difficulties, there will also be many exciting things waiting for you.但是随同这些困难一起，也将会有许多令人兴奋的事情在等着你。（P110）
【用法】本句是There be句型的将来时。along with是介词短语，意为“连同；随同……一起”。如：Mother sent me some money along with her letter. 母亲随信给我寄来了一些钱。
【拓展】①along with表示“与……一起”，连接两个主语时谓语动词应和前一个主语保持一致。如：Mr. Smith along with his two sons is leaving for Paris tomorrow. 斯密斯先生和他两个儿子明天将去巴黎。②along with还意为“除……之外”。如：Along with this, you can add your own views. 除了这些，你可以加上你自己的观点。
17. Choose wisely and be responsible for your decisions and actions.明智地选择，对你的决定和行动负责。（P110）
【用法】be responsible for sth是固定短语，意为“对……有责任；负责任”。通常表示对某物（事）负责。如：He still felt responsible for her death. 他依然觉得对她的死负有责任。The cold weather is responsible for his absence.冷空气对他的缺席有一定的责任。responsible是形容词，意为“有责任心的”。She is a responsible teacher. 她是一个负责任的老师。
【拓展】be responsible to意为“对……负责任”，后者后面接人，表示对某人负责。He is responsible to me for this matter. 这件事他对我负责。
18. Although you have to go your separate ways now, I hope that in a few years’ time, you’ll come back to visit our school.虽然你们现在不得不各奔东西，但是我希望几年时间之后，你们回来参观我们的学校。（P110）
【用法】separate是形容词，意为“单独的；分离的；各自的”。如：I want to listen to your separate opinions.我想听你们每个人自己的看法。This word has three separate meanings. 这个单词有三种不同的意思。
【拓展】separate用作动词，意为“分割；分离”，表示把原来在一起或靠近的事物分隔开来，分开后的部分具有相对的独立性。它常与介词from连用。如：We'd better separate the good ones from the bad ones.我们最好把好的和坏的分开。This patient should be separated from the others. 这个病人应该隔离。
【辨析】separate 和divide
separate指“把原来在一起的人或物分开”。divide 意为“分割；分开”，强调把一个整体按等量或一定比例分开。它常与into连用。如：Separate those two boys who are fighting, will you (你) 把那两个打架的孩子拉开，好吗 We divided our class into five groups.我们把我们班分成5个小组。
19. As you set out on your new journey, you shouldn’t forget where you came from.在你开始新的旅程时，你不应该忘记你来自哪儿。（P110）
【用法】这里set out on sth.表示“开始进行新的或重要的事情”。set out意为“出发；启程；动身”。常用现在进行时表示按计划安排或打算将要发生的动作。He is setting out tomorrow on his journey to Beijing．他明天将动身去北京。
【拓展】set out其他用法：①意为“着手；开始”。如：They are setting out on a new experiment．他们正着手进行一项新的试验。②意为“安排；陈列”。如：The goods are set out in the shop window．商品陈列在商店的橱窗里。③意为“陈述；说明”。如：He set out his ideas simply in English．他用英文简单地表达了他的想法。
单元语法解析
一般过去时和现在完成时的区别
1. 构成形式不同
⑴现在完成时构成形式为：主语+have (has) +动词的过去分词+其它。
⑵一般过去时构成形式为：主语+动词的过去式+其它。
例如：Maria has never read any Chinese stories. 玛利亚从未读过中国故事。Jack’s mother took him to school every day when he was in primary school.杰克在小学时他妈妈每天送他上学。
2. 基本用法不同
⑴一般过去时是一种过去时态，表示过去的事实，侧重于表示过去的动作，与现在无关。
例如：Yesterday I went to the zoo.昨天我去了动物园。（仅说明昨天去了动物园，与现在无关）
⑵现在完成时是与现在有关的时态，属现在时态的范畴，表示过去动作与现在的关系，强调过去的动作对现在的影响或产生的结果。例如：Li Lei has read the book. 李磊已看过那本书。（说明李磊了解那本书的内容）
现在完成时还可以表示动作从过去某个时候开始一直延续到现在，强调动作的延续性它常与for及since引导的一段时间状语连用。例如：He has lived here for ten years. 他已在这儿住了10年了。
3. 连用的时间状语不同
⑴一般过去时则常与ago, yesterday, last, in 2000, just now等连用。例如：Father bought that watch ten years ago.爸爸10年前买了那块手表。
⑵与现在完成时连用的时间状语除了上面所说明的由since和for引导的一段时间外还有already, yet, still ,just, so far, in the last(past), before, ever, never等。现在完成时态不可与yesterday, last week, two days ago等之类的表示具体的过去时间的状语连用。
例如：Have you ever picked flowers in the park 你曾在公园里摘过花吗？ I have never seen the film before. 我以前没有看过这部影片。
⑶在when引导的特殊疑问句中不可用现在完成时，而只可用一般过去时。例如：When did you see the movie 你什么时候看的这部电影？
4. 注意
1. 非延续性动词的用法
像come, go, leave, arrive, join, die, begin, finish, open, close, buy, borrow, get up等是非延续性动词，它们的完成时不能与表示一段时间状语连用；如果句中有表示一段时间的状语，需将非延续性动词改为延续性动词形式。
例如：(误) He has come to Jinan for two weeks.
(正) He has been in Jinan for two weeks.
常用非延续性动词变成延续性动词的结构有：come to sp.= be in sp.；go to sp. = be in sp.；leave = be away (from)；join = be in = be a member of/be a ......member；die = be dead；begin = be on；buy = have；borrow = keep；open = be open；close = be closed；get up = be up；finish = be over等。
2.常用固定句式：It is / has been + 段时间 + since 从句. (用一般过去时）
例如：It is /has been two years since he joined the army.他自从参军以来已经两年了。
