Unit 14 I remember meeting all of you in Grade 7. Section A(2a-2d)教学设计（表格式）人教版九年级全册

Unit 14 I remember meeting all of you in Grade 7.
Section A(2a-2d)教学设计
I. Analysis of Teaching Content
The teaching content comes from the People's Education Edition textbook, focusing on "recalling junior high school life and showing gratitude to teachers", covering parts 2a - 2d. Exercises 2a and 2b are listening tasks, involving information about campus life experiences and teacher - student relationships. Exercises 2c and 2d are role - play dialogues, enabling students to talk about memories of and gratitude to teachers in a situational context. Through these contents, students can enhance their listening and speaking skills, and learn vocabulary and expressions for describing experiences and evaluating people.
II. Analysis of Student Situation
The students are junior high school students who have accumulated a certain foundation in English. They are familiar with and interested in topics related to campus life. However, they still need more training in accurately using relevant vocabulary and grammar to describe past experiences and expressing emotions in - depth.
III. Teaching Objectives
(I) Language Competence
Students should be able to master and use key vocabulary such as "P.E.", "memory", "instruction", "patient", "guide", "encourage", and phrases like "take a break from", "work out" proficiently.
They can accurately use sentence patterns like "Someone was advised to...", "Because of...", and clearly describe junior high school life experiences and evaluate teachers in the past tense.
Improve listening comprehension ability, and accurately capture key information about campus life and teacher - student relationships in listening materials.
(II) Cultural Awareness
Deeply understand the cultural connotation of being grateful to teachers, and recognize the commonalities in respecting and being grateful to teachers in different cultures.
Learn about the differences in teacher - student relationships between Chinese and Western cultures to broaden cultural horizons.
(III) Thinking Quality
Cultivate logical thinking through recollection and communication, and be able to organize language systematically to express opinions.
Develop critical thinking and objectively analyze the influence of teachers on one's growth.
(IV) Learning Ability
Learn to use listening skills such as prediction and key - word catching to improve listening efficiency.
Participate actively in group cooperation to enhance teamwork and communication skills.
IV. Teaching Key and Difficult Points
(I) Teaching Key Points
Master key vocabulary, phrases and sentence patterns, and be able to use them flexibly in practical situations.
Improve listening and speaking skills, and be able to understand and express relevant topics accurately.
(II) Teaching Difficult Points
Use the learned knowledge naturally and accurately to express in - depth gratitude to teachers.
Cultivate students' ability of in - depth thinking and comprehensive language application.
V. Teaching Methods and Learning Methods
(I) Teaching Methods
Task - based teaching method
Situational teaching method
Multimedia - assisted teaching method
(II) Learning Methods
Autonomous learning method
Group cooperative learning method
Role - playing method
VI. Teaching Procedures
Steps Teacher's Activities Students' Activities
Introduction Play an exciting video of junior high school campus life, including classroom interactions, club activities, sports meetings, etc. After playing, show some campus photos and ask, “What wonderful memories do these pictures and video bring back to you Which teachers left the deepest impression on you ” Watch the video and photos carefully, actively recall junior high school life, and raise hands eagerly to share their wonderful memories and impressive teachers.
Knowledge Presentation 1. Use PPT to display key vocabulary from 2a and 2b, such as “P.E.”, “memory”, “instruction”, etc., and explain the meanings with vivid pictures and real - life examples.2. Present key phrases, such as “take a break from”, “look back at”, etc., and help students understand the usage through making sentences and situational dialogues.3. Explain key sentence patterns in detail, such as “Someone was advised to...”, “Who told someone to...”, etc., analyze the sentence structure and give examples in different situations. 1. Focus on watching PPT, listen to the explanations carefully and take notes.2. Read vocabulary, phrases and sentences after the teacher, imitating the correct pronunciation and intonation.3. Think about the examples, actively participate in classroom interactions, and try to make sentences with the learned vocabulary and sentence patterns.
Listening Training 1. Before playing the listening material of 2a, guide students to read the requirements of the questions, predict the possible content they will hear, and remind them to pay attention to key words.2. Play the listening and let students tick the facts they hear. After playing, organize students to check the answers, invite students to share their judgment basis, and the teacher gives comments and explanations.3. Before playing the listening material of 2b, explain that the task is to match questions with people, and ask students to take notes of key information while listening.4. Play the listening again to complete the answer - checking. Give detailed explanations for students' doubts, and emphasize the key vocabulary and expressions in the listening. 1. Listen to the listening carefully, tick or take notes of information according to the requirements of the questions.2. Communicate answers with deskmates, actively speak up and share their thinking and judgment reasons.3. Listen to the teacher's explanations carefully, understand the key content of the listening material, and learn listening skills.
Group Activity (2c) 1. Divide students into groups of 3 - 4 people. Make the task clear: Use the information from 2a and 2b to have role - play dialogues and discuss memories and opinions about Mr. Hunt and other people.2. Walk around each group, observe students' dialogue situations, provide language support and guidance in a timely manner. Encourage students to use newly - learned vocabulary and sentence patterns, and praise outstanding groups and individuals. 1. Members in the group negotiate and assign roles, and start dialogue practice.2. Actively use the learned knowledge, communicate around the topic, and share their unique memories and feelings about relevant people.3. Listen to the speeches of group members, learn from and complement each other, and complete the dialogue task together.
Dialogue Practice (2d) 1. Invite two groups of students to come to the stage, play the roles of Judy and Clara respectively, and read and perform the dialogue in 2d.2. Organize the whole class to evaluate the performance, and give feedback from aspects such as pronunciation, intonation, fluency of expression and emotional performance.3. Explain the key expressions and cultural connotations in the dialogue in - depth, such as “be patient with”, “guide sb. to do sth.”, etc., and guide students to understand how to express gratitude to teachers.4. Let students work in pairs, imitate the dialogue in 2d, create new dialogues according to their own experiences, and discuss the teachers they will miss the most. 1. Students who perform on the stage are fully engaged in the roles, read the dialogue clearly and fluently, and show good oral expression ability.2. Other students watch the performance carefully, actively participate in the evaluation, and put forward pertinent opinions and suggestions.3. Listen to the teacher's explanations carefully, take notes, and understand the usage and cultural significance of key expressions.4. Work in pairs to create dialogues, communicate actively, and use the learned knowledge to express their feelings towards teachers.
Expansion and Extension 1. Raise the question “If you could send a message to your favorite teacher, what would you say ” Guide students to think and write a paragraph.2. Invite several students to share what they have written, give encouragement and comments, and guide other students to learn excellent expressions. 1. Think about the question carefully, organize language, and write down what they want to say to their favorite teachers, expressing gratitude and best wishes.2. Share what they have written actively, listen to others' expressions, and learn different ways of expressing emotions.
Class Summary 1. Review the key vocabulary, phrases and sentence patterns learned in this class with students, such as “memory”, “encourage”, “take a break from”, “Because of...”, etc.2. Summarize the expressions and skills related to recalling junior high school life and showing gratitude to teachers in listening and speaking practice.3. Emphasize the importance of being grateful to teachers, and encourage students to express their gratitude to teachers with practical actions in life. 1. Listen to the review carefully and reinforce key knowledge following the teacher.2. Reflect on their own gains and deficiencies in this class, and make clear the direction of efforts after class.
Homework Assignment 1. Recite the key vocabulary, phrases and the dialogue in 2d of this class.2. Write a short essay of 80 - 100 words titled “My Favorite Teacher”, describing the teacher's characteristics, influence on oneself, and one's gratitude.3. Contact one of the junior high school teachers, express your gratitude by phone or in person, and record the communication plete the tasks of reciting, writing and communicating carefully according to the requirements of the homework, consolidate the learned knowledge, and deepen the gratitude to teachers.
VII. Teaching Reflection
Through this teaching, most students actively participated in classroom activities, mastered key vocabulary and expressions, and improved their listening and speaking abilities to a certain extent. However, during group activities, the level of participation was not balanced, and some students were not confident enough in their expressions. In the expansion and extension link, the depth of students' emotional expressions and the accuracy of language need to be improved.
In future teaching, more guidance should be given to group activities, individual differences should be paid attention to, and more targeted exercises should be designed to enhance students' comprehensive language application ability.