【核心素养目标】Unit 14 I remember meeting all of you in Grade 7. Section A (1a-2d) 表格式教案

课题 Unit 14 I remember meeting all of you in Grade 7. Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“在校时光”的话题展开，引导学生在毕业典礼等语境下，复习巩固和正确区分使用宾语从句、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，通过回顾初中生活，谈论难忘的事情、经历和老师等内容，激发英语学习的兴趣，促进学生在语言学习中发展思维，在思维发展中学习语言，并引导其学会珍惜初中学段美好时光，并形成感恩过去、感恩老师的意识。
课标分析 新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；具有国家认同感和文化自信，有正确的价值观和积极向上的情感态度；有自信自强的良好品格，做到内化于心、外化于行；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；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在“毕业典礼”等情境中，正确使用与话题有关的词汇，准确运用宾语从句、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，以听说等方式理解和谈论与在校时光相关的话题；能够通过听前预测、听中记录、听后复述和创编等途径，促进听说能力的提升；
文化意识 能够学会珍惜初中学段美好时光，并形成感恩过去、感恩老师的意识；
思维品质 能够在听说活动中准确获取并表达有关在校时光方面的信息，并联系自身表达个人观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
学习能力 通过回忆初中在校时光，激发对英语学习的兴趣；通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析 本课时为本单元第一课时，是一节听说课。1a-1c是一个听说任务链，呈现了本单元的核心话题及动词remember加动词-ing的用法，导入本单元话题之一——回顾过去时光；2a-2c也是一个完整的听说练习，听力对话内容除了回忆和体验初中生活外，还引入对未来生活的讨论；2d示范对话集中呈现了2a-2c听说任务部分所使用的语言，涵盖了A部分的重点时态及从句的用法，语言更加丰富，为学生提供了示范，旨在培养学生综合使用语言的能力。
重点 复习初中阶段比较重要的语言内容，如现在完成时和一般过去时的用法等；
难点 掌握并灵活运用于学校生活经历相关的表达；remember doing sth.用法；
学情分析 初中生活即将结束，回忆三年来生活的点滴，有许多难忘的人和事，学生会很自然地运用一般过去时进行描述，由于话题贴近生活，学生会带有浓厚的学习兴趣和强烈的表达欲望。但在描述过程中会遇到一些困难，需要老师的精心设计和耐心指导，为学生多创设展示交流的机会和平台。
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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 talk about their feelings. Ss: Sad./ Happy./ Thankful./... Look at the pictures and learn some phrases about memories in junior high. Sa: Taking online lessons. Sb: Being volunteers. Sc: Winning a prize. Share their special memories with the teacher and classmates. Step 2. Pre-listeningⅠ. Observe the picture in 1a and learn about the situation. Sa: Graduation party. Sb: Special memories. Read the phrases and make sure they can understand the meaning. Write more things they remember. Then share their memories with their partners. Step 3. While-listeningⅠ. Read the names and memories, try to understand the new words, like standard. Listen and match the memories with the students. Sa: Mary remembers losing a schoolbag. Listen again and fill in the chart. Then retell the conversation according to it. Sb: Peter used to be scared of Mr. Brown. ... Step 4. Post-listeningⅠ. Repeat after the flash. Read the examples and learn the new expressions, like in a row, keyboard, etc. List some memories and experiences from junior high school. Share their lists with their partners. Sa: What do you remember doing Sb: I remember winning a basketball competition. Sa: What have you learned during the three years Sb: I have learned a foreign language. Step 5. ListeningⅡ. Sa: I remember...Mr. Li is a ... teacher. He gave me... Miss Smith’s classes were ... Read the sentences in 2a and 2b first to find out the key words before listening. Listen to the conversation and finish 2a and 2b. Check their answers. Step 6. Post-listeningⅡ. Read the short passage and try to complete it based on the conversation. Step 7. Role-play. Read the conversation in 2d and fill in the chart. Read again and answer the questions. Q1. What are they talking about Q2. What will they do to thank their missed teachers Try to role-play the conversation in pairs. Step 8. Writing. Two minutes later, share their messages in pairs. Step 9. Conclusion. Have a summary with the help of T. Play an English song. T: What’s your feeling when you’re about to graduate T: What do the memories remind you of T: When you think of junior high school, what memories come into your mind first Present some pictures. T: Junior high school days are over. Do you have any special memories T: What kind of party do you think it is T: What are they talking about Ask Ss to check the things they remember doing at junior high school and add more to the list. Guide Ss to read the instruction and make sure they can understand the meaning. Play the recording. For the first time, let Ss finish 1b. Check the answers. Provide a chart for Ss to listen again and complete. Play the flash and let Ss imitate the pronunciation and intonation. Guide Ss to read and understand the instruction in 1c. T: A memory is what you remember whether you have done it. T: An experience is something that has actually happened to you. Invite some pairs to show their conversations. T: How time flies! Do you have any memories of your teachers or classes Play the recording. For the first time, let Ss check the facts they hear. For the second time, let Ss match the questions with the names. Ask Ss to fill in the blanks and retell the conversation. T: Anything happened in your school life can be your special memory no matter it is good or bad. T: The two girls are Judy and Clara. They are talking about their teachers happily. Are they talking about Mr. Hunt Let’s read the dialog in 2d. T: Teachers always play an important role in your school life. They can be your special memories. Let Ss watch the flash and imitate the pronunciation and intonation. T: You are Clara or Judy, send the thank-you messages to the teachers who helped you a lot. Provide the structure and let Ss finish the messages. Play another English song — Auld Lang Syne. 通过一首温暖人心的英文歌曲，导入本课话题，激发学生学习兴趣。 创设真实情境，通过师生问答和自由谈论，打开学生思路，引发学生共鸣，联系实际生活的多个短语的渗透，有效解决学生下一步谈论学校生活经历时可能会遇到的表达上和思维上的障碍。 引导学生观察主题图，明确对话情境，并通过预测熟悉话题，为下面的听力活动做好内容和词汇上的准备。 通过听力匹配和完成表格的方式引导学生获取关键信息，输入本课功能句型，达成知识目标。听第二遍时，更加注重细节。 跟读模仿，进行语音语调的学习。 利用信息罗列和交流分享，锻炼学生的口头表达能力，并巩固其对本课内容的认识，促进思维品质的提升。 通过两组听力任务的完成，引导学生由大意向细节的信息获取，巩固目标语言，渗透听力技能教学，促进语言能力和学习能力的提升。 渗透情感教育，使学生在回顾过去校园时光的同时学会珍惜所有，感恩过去。 通过表格信息罗列方式引导学生关注细节性的语言点知识，在语言内化和能力提升中兼顾基础知识的落实。通过角色扮演的形式引导学生关注语音语调、肢体语言等。 通过给曾帮助过你的老师编辑感谢信息，将所学知识进行内化、迁移、运用，促进思维品质的发展、合作精神的增强和写作能力的提高。 情感教育，在“友谊地久天长”的歌声中回忆过去，感恩过去，畅想未来！
课 时 达 标 检 测
单项选择。 ( )1. I remember ________ all of you in Grade 8. A. meet B. meeting C. met D. meets ( )2. Let’s go to the park to _____ about environmental protection. A. be a survey B. do a survey C. meet a survey D. play a survey ( )3. We all like Ms. Li because she is always patient _____ us in the math class. A. in B. on C. at D. with ( )4. —Shall we ________ each of them a card and wish them happy new year —Good idea. A. get B. to get C. getting D. got 根据汉语提示用正确形式填空。 5. Maybe you can try the new ______ (方法) 6. We need to ______ (加倍) food supply this month. 7. He didn’t hear the __________ (指示) given by his teacher which made her angry. 8. Could you tell me how many trees there are in a ____ (一排) on one side of the street 9. I think we should do a ______ (调查) before we start this project. 10. What ________ (标准) should we use this time 根据汉语提示用正确形式填空。 做完作业后，你最好休息一下。 You’d better after finishing your homework. 教练要我们站成一排，准备训练。 The coach asked us and get ready to practice. 他只是个孩子，你应该对他耐心点。 He is just a child, so you must him.
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板 书 设 计
Unit 14 I remember meeting all of you in Grade 7. (Section A 1a-2d)
作 业 设 计
Level A Write a short passage about one of your best memories and unforgettable experiences in junior high school. The photo(s) can be added.
Level B Write a letter to the one you will miss the most.
教 学 反 思
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