Unit 14 I remember meeting all of you in Grade 7 Section A3a-3c教学设计 （表格式）人教版英语九年级全册

Unit 14 I remember meeting all of you in Grade 7.Section A(3a-3c)教学设计
教学目标
By the end of this class,students will be able to: 1.describe the memories and experience of the junior high; 2.read the poem with emotion and know the rhyme of the poem; 3.write about your memories and experience in a poem style; 4.cherish every moment with your classmates and teachers at school; 5.develop your aesthetic taste for poetry.
教学内容
教学重点： 1.To enable students try to share their memories in junior high; 2.To enable students feel the rhythm and stress of a poem and read it with emotion; 3.To lead students write about their memories and experience in a poem style. 教学难点： 1.To lead students write about their memories and experience in a poem style. 2.To develop the students'aesthetic taste for poetry.
教学过程
Step 1.Lead-in 1.The teacher greets the students. 2.The teacher shares the sentence“Memories are the only things that don't change when everything else does.” 设计意图：通过“一切都在变，只有记忆从未改变。”带学生走入情境，唤起学生对往昔的回 顾。 Step 2.Pre-reading 1.The teacher talk about her memories of the junior high by showing some photos. 2.The teacher ask the students about their memories in the past three years. Who do you remember about junior high school Why (S:I remember...because ...) What school activities can you remember (S:I remember the sports day.) 设计意图：教师展示轮播的照片胶卷，回顾自己陪伴学生三年的点点滴滴，唤起学生对初中 生活的回忆，激活学生的已知。 Step 3.While-reading 1.Fast reading Ss read quickly to answer the questions: (1)What kind of writing is it (2)What is the main subject of this writing (3)Who do you think the writer is 2.Careful reading (1)Ss read carefully to divide the passage into 2 parts. (2)Ss finish the main idea of each part. (3)Ss read stanza 1-6 carefully to find out the memories of the writer's junior high life. (4)The teacher asks the students about their feelings about some of these memories. (5)Ss discuss in groups to conclude the writer's feelings about these memories. (6)Check the answers together. (7)The teacher asks students to find other things that the writer misses. (The writer misses the school trees,flowers and their kind and caring teachers.) 3.Further thinking (1)The teacher asks Ss'opinions on the writer (What do you think of the writer ) (2)The teacher leads students to think why the poem is so beautiful (What makes the poem so beautiful ) (3)Ss find out and circle the rhymes of each stanza. (4)Ss read the poem with emotions. 设计意图：通过快速阅读，仔细阅读，一步一步了解诗歌的内容，分析作者的人物性格，以 及探讨诗歌美的原因。引导学生回顾初中三年美好回忆的同时，领略诗歌的艺术，并带领学 生带有感情的朗读诗歌，将学生的感情推入高潮，为下一步的诗歌创作打下伏笔。
Step 4.Post-reading 1.Ss work in groups to write their own poem and try to have some rhymes. 2.The teacher gives an example by sharing her own poem with the Ss. 3.Ss write their poem in a group and then show their poem to the class. 4.The teacher makes a summary of today's class. 5.The teacher tells Ss to try their best in their future life and cherish the moment they have because “You will never know the value ofa moment until it becomes a memory.” . 设计意图：小组合作创作诗歌，将对诗歌的理解运用于实践，并进行输出交流，再一次欣赏 诗歌之美，同时让学生感受到时光匆匆，要珍惜当下的时光，珍惜友谊，珍惜师生情。 Step 5.Homework For all: 1.Find a piece of music for the poem and read the poem to your family. 2.Write at least 2 stanzas to the person you want to thank most during your junior high. For optional: Fill in a word to rhyme the poem. My home is a house near a wood, I would live in a street ifI The village is so quiet,oh,dear! Ido wish that someone lived Please let me live in a town, to see all the traffic going All the streets are bright, with wonderful colors at 设计意图：根据学生水平差异设计分层作业，让学生配乐进行诗朗诵，培养学生对诗歌的赏 析能力，渗透美育。仿写诗歌感谢自己初中三年最想感谢的人，既是课堂的巩固延伸，又培 养了学生懂感恩的传统美德。选做作业是一个半开放性的作业，可以让学生进一步巩固如歌 让诗歌“押韵”,培养学生的诗歌创作能力。