【核心素养目标】Unit 14 I remember meeting all of you in Grade 7. Section A (3a-3c) 表格式教案

课题 Unit 14 I remember meeting all of you in Grade 7. Section A (3a-3c) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 本课时继续围绕“在校时光”的话题展开，在语篇创设的情境下，以诗歌的形式引导学生学习有关初中生活回忆的表达，正确区分和准确使用一般将来时、现在进行时、一般过去时、现在完成时等语法结构，抒发对初中生活的回忆和不舍。通过阅读这篇诗歌，激发学生对语言学习的持续兴趣，在语言学习中发展思维，在思维发展中推进语言学习。同时，引导学生珍惜初中学段的点滴，感恩过去所有，加深对高中、未来生活的憧憬，树立远大的人生目标。
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，能根据读到的关键词对人物、地点、事件等进行推断；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；有自信自强的良好品格，做到内化于心、外化于行；能发现语篇中事件的发展和变化，辨识信息之间的相关性，把握语篇的整体意义；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 能够在谈论在校时光的情境中，正确使用所学词汇和多种语法结构，以读、说、写等方式理解和表达对初中生活的回忆和不舍；通过预测、略读、寻读等技能的运用，提高学生的阅读理解能力；
文化意识 能够珍惜初中学段的点滴，感恩过去所有，加深对高中、未来生活的憧憬，树立远大的人生目标；
思维品质 能够在老师的引导下，通过自主、合作、探究学习，提取、整理、概括语篇中关于对初中生活的回忆和恋恋不舍等方面的关键信息，并能推断语篇的深层含义，做出正确的价值判断，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关对初中生活的回忆和不舍的诗歌，保持英语学习兴趣；通过部分阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能在学习活动中积极思考、主动探究，并与他人合作，共同完成学习任务。
教材内容分析 本课是一节阅读课，3a-3c是一个完整的阅读任务链。阅读语篇以诗歌的形式讲述了一名初中毕业生的回忆，表达了自己对初中生活的恋恋不舍。本部分词语优美，内容朴实，情深意切。教师可以帮助学生通过寻读、略读等方法掌握语篇信息，完成练习。
重点 复习初中阶段比较重要的语法内容，如现在完成时和一般过去时的用法；
难点 Remember doing sth.用法；如何理解和欣赏诗歌体裁文章。
学情分析 作为九年级的学生，虽然在第七单元接触了一次诗歌，但在整个学英语的过程中接触诗歌的机会并不多，仍然是新鲜感多于熟悉感。这就要求教师在引入的时候以及在教学过程中，要多从学生的角度思考，利用其新鲜感激发其求知欲望，带领其他们充分体会诗歌的语言美、韵味美，同时针对“talk about the past”这一语言目标，根据九年级学生的认知与情感发展特点，引导他们回忆美好过去并展望未来。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Listen to the song and think about the questions. Have a free talk with T about the unforgettable people and activities in junior high. Sa: Teachers and classmates. Sb: Having a military training. Sc: Taking part in the school sports meeting. Step 2. Reading. Fast reading. Listen to the recording, read the passage fast and analyze the text type. Ss: A poem. Look through the poem and analyze the structure. Sa: Eight. Sb: I remember. Sc: She remembers many things about school life. Sd: The writer's memories of school over the last three years. Se: A student who is just about to graduate. Read the poem again and try to sum up the main ideas of the two parts. Careful reading. Read the first part and try to find out the school activities the writer mentions. Sa: Because these things bring her many unforgettable feelings. Read Stanza 1-6 carefully and try to describe the writer’s feelings. Read the second part and find out the answers. Sa: She can't keep her cool. She wants to cry. Sb: The school trees, flowers and their kind and caring teachers. Work in groups and have a discussion. Then share their ideas. Ss: Warm-hearted/ kind/ ... Try to talk about their opinions in class. Step 3. Post-reading. Ss: Yes! Sa: True feelings. Sb: Rhymes. Listen to the tape again and find out the rhyme with the words circled. Work in groups and share their own experiences and feelings. Sa: I remember... I took part in/have learned... I felt... Step 4. Conclusion. Try to have a summary about what they have learnt this lesson. Play an English song about graduation. T: What’s your feeling when hearing the song T: What does this song remind you of T: Memories are the only things that don't change when everything else does. T: Who do you remember about your school life in junior high T: Maybe after reading this passage, you will have a very specific impression. Play the recording. T: What kind of writing is this (A four-lined poem.) Emphasize the Capital letter of each line. T: How many stanzas are there T: What is the title of it T: What does the writer remember？ T: What is the main subject of this writing T: Who do you think the writer is Guide Ss to divide the poem into two parts. T: What are the writer's memories about her life in junior high Guide Ss to draw a mind-map about the memories. T: Why are these things unforgettable for the writer T: What are her feelings T: Are those the only things she misses Provide some questions for Ss to read in lines. T: How does the writer feel about leaving the school T: What will the writer miss T: What do you think of the writer T: What can you learn from the poem (You will never know the value of a moment until it becomes a memory.) T: Is the poem beautiful T: What makes the poem beautiful Explain what is rhyme and guide Ss to find out the rhymes in the poem. Let Ss share some experiences and feelings at different times in the past three years. Invite some Ss to report their feelings. 通过一首关于毕业的英文歌曲导入话题，创设温馨感伤的课堂氛围，拉近学生与文本的距离，激发学生的学习兴趣。 通过与学生自由谈论，联系其生活实际，重点回忆印象最深刻的人或事，与上一课时进行有效衔接，了解学情的同时，为下一步文本的阅读做好铺垫。 对于诗歌，需要用心去体会和感受，所以先放录音，让学生体会正确的诗歌朗读方法。 引导学生略读文章，发现文章体裁，分析诗歌章节、题目、主旨、作者身份和各部分大意，为下一步细读文章做准备。 通过思维导图和回答问题的形式，引导学生梳理语篇线索，帮助学生理解具体细节，更好地理解诗歌内容，进入文本读懂文字，在语言的实践活动中提升思维品质的逻辑性和目标语言的内化，提高从阅读文本中获取信息的能力。 引导学生在解读诗歌的过程中理解生词含义，将词汇教学渗透在语境之中进行，使学生能够充分理解和准确运用新词汇。 渗透情感教育，引导学生体会回忆的珍贵。 通过在此聆听和模仿朗读，体会英语不同的韵律美，并找出每一段的韵脚。 通过小组合作、交流分享，内化所学语言，灵活迁移至自身实际进行输出表达，促进创新性思维品质的提升。 情感教育，引导学生懂得成长的意义。
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Ⅰ.根据句意及汉语或首字母提示填写单词。 1．You have to ______(克服) your shortcomings. 2．What a ______(混乱) your room is! Please clean it up. 3．Her son g______ from Harvard last year. 4．No matter what happens，do remember to keep your c______． 5．I'll try to be a loving and c______ person in my life. Ⅱ.用方框中所给单词的适当形式填空。 6．Their school is very beautiful；______ is even more beautiful. 7．Helen is a ______ woman and she is always considering others more than herself. 8．Luke worked as a manager after she ______ from university. 9．I'll never forget the ______ of the school art festival. 10．Jessica is a ______ girl with two big eyes. Ⅲ.完形填空。 When he was 12 years old，the boy did something he only later realized probably hurt his teacher.He was，after all，a(n) _11_ at that time.When he was older and wiser，he wanted to _12_ this teacher and say sorry.__13__ the teacher seemed to have disappeared. In the past thirteen years，the boy，Larry Israelson，__14__ turned to the Internet，typing the teacher's name into search boxes.He found __15__．But he never stopped searching.Last month—by now nearly 42 years after the event happened—__16__ succeeded. Excited，he started reading a news report I had written in a magazine about a program that helps kids.He studied a photo and found his teacher，who was a volunteer.He then emailed me and asked me to introduce him to the teacher，James Atteberry. I got in touch __17__ Atteberry. He agreed to talk to his student.Soon，I received a letter.I immediately sent it to Atteberry. As Atteberry read the __18__，he was brought back to 1973，when he was a history teacher.In the letter，Larry said，“I am truly __19__ for leaving your Seventh Grade class during the 1972—1973 school year.I don't have many memories from school，but at the top of my exercise book you wrote ‘You will go far in life.’__20__ my school life，I was proud to be your student.” When it comes to apologies，no one gets a pass.Everyone needs to receive one，and everyone needs to give one. ( )11.A.kid B．Teacher C．old man D．famous person ( )12.A.refuse B．Believe C．find D．leave ( )13.A.Since B．But C．Because D．So ( )14.A.never B．Hardly C．seldom D．often ( )15.A.everything B．Something C．nothing D．anything ( )16.A.you B．They C．she D．he ( )17.A.for B．With C．about D．to ( )18.A.report B．Story C．book D．letter ( )19.A.sorry B．Happy C．proud D．excited ( )20.A.Looking forward to B．Looking back at C. Talking back to D．Catching up with
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 14 I remember meeting all of you in Grade 7. (Section A 3a-3c)
作 业 设 计
Level A List your plan for next year and what you are looking forward to in senior high school.
Level B Try to write your own poem titled “I remember” about your junior high.
教 学 反 思
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