【核心素养目标】Unit 14 I remember meeting all of you in Grade 7. Section B (2a-2e)表格式教案

课题 Unit 14 I remember meeting all of you in Grade 7. Section B (2a-2e) 班级 备课教师
课型 阅读课 课时 5
核心素养与思政渗透 本课时的话题围绕“展望未来”展开，在“毕业演讲”的情境下，引导学生继续学习使用引导学生巩固宾语从句、一般将来时、现在进行时、一般过去时、现在完成时等语法结构，并运用判断文体和写作目的等阅读策略对文本进行解读，引导学生在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，激发其英语学习兴趣，引导学生怀抱感恩之心，珍惜初中生活的点滴，加深对高中、未来生活的憧憬，树立远大的人生目标，并立志以实际行动助力梦想的成功。
课标分析 新课标要求九年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在“毕业演讲”的语境中，正确理解和掌握课文中的新词汇，增加词汇量；灵活使用多种语法结构，通过读、说、写等方式，判断文体和写作目的，理解文章主题，梳理文章内容；
文化意识 能够怀抱感恩之心，珍惜初中生活点滴，加深对高中、未来生活的憧憬，树立远大的人生目标，并立志以实际行动助力梦想的成功；
思维品质 能够在老师的帮助下，通过思维导图、推理判断等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读毕业典礼上的演讲稿，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，增强阅读理解能力。
教材内容分析 本课是一节阅读课，2a-2e活动是一个完整的阅读活动，以演讲的方式讲述了一名老师或校长对即将毕业学生的寄语和激励。演讲内容包括从老师的角度看待初中生的三年生活，有对学生们的肯定和赞扬，还有对学生未来的祝福。活动2a引导学生谈论初中三年的教训和收获，是上一课时内容的拓展延伸，也是阅读前的热身活动；活动2b引导学生关注文体和写作目的；活动2c和2d引导学生理解细节问题，分析篇章结构，欣赏和积累语言，使学生体会教师对成长中的学生所抱有的喜悦和自豪之情，以及对其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。
重点 掌握本课文中所涉及到的与所谈论话题相关的新词汇和表达；阅读策略的训练；
难点 对老师或校长演讲内容的理解和迁移运用。
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A部分的学习中，学生围绕本单元的话题“school days”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（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理解奠定了知识、技能和情感基础。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Observe the pictures and learn some new words of this lesson. Enjoy the video and have a free talk about the meaning of “graduation”. Sa: It means happiness to me because I will be free. Talk about their experiences simply in class. Step 2. Reading. Predicting. Observe the pictures and try to get some information. Sa: They are graduates. Sb: They are attending their graduation ceremony. Sc: They are happy, excited and hopeful. Fast reading. Read the passage quickly and choose the right answers to identify the text type and purpose. Sa: A speech. Sb: A teacher or a headmaster. Sc: Students. Sd: Three parts. Se: Secondly. Careful reading. Read Para. 1 and answer the questions to catch some detailed information. Sa: At No. 3 Junior High School. Sb: They are full of energy and thirsty for knowledge and some were a little difficult to deal with. Sc: They are talented young adults who are full of hope for the future and have grown up so much. Have a discussion with partners about the road to grow up. Read Para. 2 and try to find out the answers to the questions. Sa: The important people in our lives--parents, teachers and friends. Sb: Because they they helped and supported us. We should consider what they have done for us and what they mean to us. Sc: We should thank all the people who stand by us. Show their thanks and tell the reasons in groups and then in class. Read Para. 3 and think: What will the road to our future be like (including positive things and negative things in Senior) Sa: The key is to learn from our mistakes and never give up. We should choose wisely and be responsible for our decisions and actions. Sb: He/She hopes that we can come back to visit our school and never forget where we came from. Step 3. Post-reading. plete the mind-map and try to retell the whole passage based on it. Beautiful expressions. Read the speech again and underline the sentences they like in the passage. And share them with their classmates. Work on 2d. Fill in the blanks with the correct forms of the words in the box. Then check the answers. Step 4. Conclusion. Have a summary of what they’ve learned this lesson. T: Let's take the time machine to recall our past 3 years. Present some pictures about what Ss have learned. Play a video about graduation and create the situation. T: What does “graduation” mean to you T: However, there were many memories in our heart. Share something happened that made you have these feelings. T: If a person say “本次列车已到站，你们远走高飞，我原路返回” to you, who do you think he/she is Play another video about saying goodbye to teachers. Guide Ss to make predictions by asking questions about the picture. T: Who are they T: What are they doing T: How are they Ask Ss to read the text quickly and ask some questions and provide some choices. T: What kind of text is this T: Who do you think wrote it T: Who is it for T: How many parts can it be divided T: Can you add a linking word for Para2. Let Ss read the first paragraph carefully and ask some questions. T: Where's the graduation ceremony T: What were the students like in Grade 7 T: How have the students changed Let Ss read the second paragraph carefully and provide some questions. T: Who used to help us T: Why should we thank them Let Ss discuss with partners about what the headmaster or the teacher wants to tell the graduates. T: Who do you want to thank the most Why Share your stories. T: Does the road end Guide Ss read the third paragraph carefully by asking questions. T: How do we deal with those negative things T: What is the headmaster's hope Provide the structure of the mind-map and guide Ss to finish it. Ask Ss to underline the good sentences and share them with group members. Guide Ss to read the instruction and the sentences first. Make sure they can understand the meaning and make predictions about the part of speech. 三年时光很短暂，毕业之际，值得回忆的事情太多太多。通过图片、视频资料的呈现和自由谈论，自然导入本课话题，给学生一个释放自我感情的机会，在回顾总结三年中最重要的事件与时刻的过程中运用、巩固本单元目标语言，为接下来的阅读做好准备。同时渗透情感教育，如珍惜时光、感恩老师等。 利用图片，预测文章主旨大意，渗透读前预测的阅读策略，引导学生掌握正确的阅读方法。 通过快速浏览，总体阅读文章，引导学生整体阅读，使用略读和寻读的阅读策略辨别文章体裁、写作目的，通过逻辑连接词来关注文章结构，从而初步了解文章主旨，学习作者是如何进行布局谋篇的，为细读文章做准备。 引导学生从泛读文章过渡到细读文章。第一段渗透了教师对成长中的学生饱含的喜悦和自豪之情，通过三个问题引导学生对文本进行较深层次的解读，体味作者的感情。 在第二段中，教师寄语学生要学会感恩，通过阅读引导学生感恩身边对自己有过帮助和支持的人。设计的问题和读后的分享活动贴近学生的生活，能激起学生的表达欲望，产生与作者意图上的共鸣。 在第三段，作者寄语学生在未来的人生道路上该怎么走，句句都是肺腑之言，真切感人，打动人心。通过阅读和回答，引导学生对即将到来的高中生活做好充分的心理准备，勇敢地面对困难和挑战，学会从错误中吸取教训。 在阅读后，利用思维导图引导学生再次整体阅读，系统梳理演讲稿内容和重点词汇，达成知识和能力目标，促进逻辑性思维品质的发展。 阅读是解读文本的过程，是与作者进行“对话”的过程，是语言赏析的过程，也是积累地道原因的过程。此环节的设计有利于学生语言知识的积累，且在与同伴的交流过程中尝试表达语言中蕴含的魅力。 引导学生在新的语境中，尝试运用文中的重点短语，实现知识的内化迁移。
课 时 达 标 检 测
Ⅰ.根据句意及汉语提示填写单词。 1．I ______(祝贺) him on his good exam results yesterday. 2．Our first ______(任务) is to collect some information. 3．They're very happy to have ______(单独的) rooms now. 4．I like the insect which has two beautiful ______(翅膀)． 5．I am ______(口渴的)．Could you give me some water Ⅱ.用方框中所给单词或短语的适当形式填空。 be full of，give up，last，make mistake，be proud of
6．______，could I ask all of you to keep this information secret 7．—Mom，I was the first to reach the top of the mountain. —Good job，Jack！I ______ you. 8．David Beckham decided to ______ playing football match forever because he is not energetic enough. 9．People who are afraid of ______ will never succeed. 10．The subject may ______ interests to you，but I don't like it at all. Ⅲ.词语运用。 阅读短文，从方框中选择适当的词并用其正确形式填空，使短文通顺、意思完整。每空限填一词，每词限用一次。方框中有两个词是多余的。 refuse　possible　look　can　more　article hear　next　serious　arrive　as　joke
Before graduation，many classmates were busy __11__ for jobs.So was I．It was very difficult to find a job in the big city.I had been __12__ for many times until I found a want ad for an editor.“If you could find __13__ than 10 wrong words in the newspaper，you can work __14__ an editor，” the ad said.I loved literature(文学) and had written several little __15__ for the newspaper.So I decided to have a try.It was the final date when I saw the newspaper.I told one of my roommates the news happily.After he __16__ the news，he smiled and said “Today is April Fool's Day.It may just be an April Fool's __17__．A fool may take it __18__．” I was very disappointed after hearing that，but I still wanted to have a try.It took me the whole morning to find 12 wrong words in the newspaper.I __19__ at the editorial department in the afternoon and got the job immediately. Later I knew I was the only applicant(申请者)．I got a lesson from the experience：Something others said was __20__ may be not impossible.As long as you believe it，you may make impossible possible.
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 14 I remember meeting all of you in Grade 7. Section B (2a-2e)
作 业 设 计
Level A Write a speech to those students who are going to start their Grade 7 in your junior high school, including your advice/suggestions.
Level B Rewrite the speech in 2b in the third person.
教 学 反 思
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