人教版九年级Unit 14 I remember meeting all of you in Grade 7.-Section A 3a—3c-ppt课件-(含教案+视频+素材)-部级优课-(编号：908da).zip

第 1 页 共 4 页 亲爱的同学们，今天完成三个大任务，请你来挑战！亲爱的同学们，今天完成三个大任务，请你来挑战！ 1. Groupwork: Share your unforgettable memories. 2. 粗略扫描：粗略扫描： (1)What kind of writing is it? _ (2)How many stanzas(节) are there? _ (3) Whats the title?_ 3. Read fast, then answer the questions: (1)What is the main subject of this poem? _ (2)Who do you think the writer is? _ 4. Detail reading. Read part 1-6 carefully and underline the activities and circle the feelings (1)What things does the writer remember? (2)What is the writers feeling ? 第 2 页 共 4 页 5. Read part 7-8, then fill in the blanks. _ 1. I cant believe _. 2.Im trying to_. 3. Its difficult not_. 4.Ill miss_. 第 3 页 共 4 页 6. Read and feel the rhyme. Looking back at these past three years I remember many things Trying to be on time for morning readings Running when the lunch bell rings (1)品味思考：这里把最后的品味思考：这里把最后的 rings 改成改成 goes 恰当吗？为什么？恰当吗？为什么？ (2)Try to find more rhyme words. 在下图中圈出押韵的词。在下图中圈出押韵的词。 year_ class_ land_ school_flowers_ （3）朗读诗歌）朗读诗歌 要求：语调自然，语音、节奏正确，情绪饱满、声音洪亮、表情及肢体语言丰富要求：语调自然，语音、节奏正确，情绪饱满、声音洪亮、表情及肢体语言丰富 第 4 页 共 4 页 7.Groupwork: Write a small poem. (诗歌诗歌I remember是很好的参考哦！可参考是很好的参考哦！可参考 PPT 与黑板内容与黑板内容） Talk about our pa st school l ife. Read a beautiful passage. Write a poem . vegetables 2002spider 30 What do they mean?GuessingGuessing LookLook backback atat thosethose 3 3 yearsyearsI I rememberremember I I usedused toto bebe a a shyshy girlgirlI I rememberremember I I tooktook partpart in in a a singingsinging competioncompetionI I rememberremember wewe helpedhelped eacheach otherother withwith homeworkhomeworkPreparingPreparing forfor artart festivalfestival withwith teachersteachers togethertogetherWhatWhat wonderfulwonderful memoriesmemories theythey areareAndAnd wonwon thethe secondsecond prizeprize AppreciationAppreciation The happy moment The sad moment The unforgettable teachers/classmates . 1.What kind of writing is it? 2.How many stanzas(节节) are there? 3.What is the title of it? SkimmingSkimming A poem. 8. I remember. What may the writer remember? PredictionPrediction having a sports show doing morning exercises eating lunch with classmates having a singing competition reading the textbook before classes . 1.What is the main subject of this poem? 2.Who do you think the writer is? The writers memories of school over the last three years. A student who is just about to graduate. FeelFeel & UnderstandUnderstand Underline some key words. FeelFeel & UnderstandUnderstand Part(1-6) 1.What things does the writer remember? 2. What is the writers feeling ? running to dining hall training for sports day going to New Years parties preparing for art festivals making some friends helping with homework morning readings starting day one learning English hungry tired,proud excited happy happy good,helpful hard,difficult shy,nervous challenging memories& experiences study school activities friendship Read Part 7-8, then fill in the blanks. leaving feelings 1. I cant believe _. 2.Im trying to_. 3. Its difficult not_. 4.Ill miss_ _. its been three years keep my cool to cry the school trees and flowers our kind and caring teachers FeelFeel & UnderstandUnderstand quickly excited ReadRead andand feelfeel thethe rhymerhyme Looking back at these past three years I remember/ many things Trying to be on time for morning readings Running /when the lunch bell rings goes /iz/ /riz/ things rings rhymes with EnjoyEnjoy &taste&taste Can you find more rhyme words? year class land fear pass understandrhymes with school flowers cool ours Looking back at these past three years I remember many things Trying to be on time for morning readings Running when the lunch bell rings I remember the excitement Of the school sports day each year The many long hours of training Pride of overcoming fear I remember starting day one The shyest in my whole class Never speaking to anyone And thinking I would not pass DigDig intointo thethe poempoem Then slowly I made some new friends To remember forever Helping each other with homework Getting better together Preparing for art festivals And making a great big mess Having fun at New Years parties Wishing everyone the best DigDig intointo thethe poempoem EnjoyEnjoy &taste&taste And now / its time to graduate We will leave /our lovely school I cant believe/ its been three years Im trying to keep my cool But its difficult /not to cry Ill miss/ the school trees and flowers And our kind and caring teachers Wonderful memories / of ours EnjoyEnjoy &taste&taste I remember BeBe anan actoractor ! ! sports day school trip New Years Party English festival Time to be a poet CreateCreate a a poempoem Open the boxes of memories . forever/together/years/shares/ memories/difficulties/flowers/teachers/ flies/lies/criesshyness/happiness quickly/happily/clearly/ Useful rhyme words OR app ： I remember keep ones cool make a mess Looking back at overcome I cant believe. Trying to Ill miss. wonderful memories of . graduate Useful language： Treasure Box ShareShare youryour poempoem graduate from, yesterday is history, tomorrow is a mystery, today is a gift! WeWe dontdont readread andand writewrite poetrypoetry becausebecause itsits cute.cute. WeWe readread andand writewrite poetrypoetry becausebecause wewe areare membersmembers ofof humanhuman andand thethe humanhuman racerace is is filledfilled withwith passion.passion. -John-John KeatingKeating 1.Scan the QR code and watch a micro lesson: English Poetry Appreciation 2.Read more English poems: Exploring Further Pocket Poetry The Poetry App What have you learnt in my class? “I remember” 教学反思教学反思 1 一、教材分析一、教材分析 本堂课设计的指导依据说明：核心素养理念下关注英语语言学习对学生素质发展的价值，面向全 体学生，关注个体差异，课堂设计应重视语言学习实践性、应用性。 在教材中地位：本单元是初中学段的最后一个单元，对师生而言，具有特殊情感意义。 本单元中心话题：“分享过去的回忆与经历、展望未来”。 单元的教学目标：复习巩固初中学段的一些重要语法项目（复习宾语从句、一般将来时、现在进 行时、一般过去时、现在完成时） ，同时回顾总结初中三年美好时光，Section A 通过谈论初中毕 业生的在校时光，在语言上让学生回顾加深对几种时态、句式及固定搭配的理解运用，在情感上 2 让学生珍惜初中学段美好时光。Section B 展望未来。 本课的中心话题：校园生活回忆与经历； 教学内容：3a-3c 是一个完整的阅读活动，以诗歌的形式讲述了一名即将毕业的初中生的回忆，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。本部分新词汇：look back at,overcome,make a mess,graduate,keep ones cool,caring,ours，学生通过寻读、略读等方法掌握 语篇信息，完成练习。 本节课在单元的地位和作用：这是诗歌赏析读写课，在新目标教材中属于“稀少”体裁，九年级学 生在 Unit 7 中接触过无韵脚诗歌“Mom knows best”,对诗歌基本知识有所感知，本课中第一次接触 有韵脚诗“I remember”，本首诗歌从学生的生活经验和兴趣点出发，可操作性强，在听学读吟多种 活动中，对学生语言素养有着很好的促进作用，学生既可学到语言知识，又可使思维和想象力、 审美情趣和艺术感受、协作和创新精神等综合素质得到发展，用目标语言在任务型学习中达到真 正的交流。 整体设计思路：学生对自己初中三年校园生活这一话题应该是很感兴趣、有话可说的，根据新课 标所提倡的以生为本理念和任务型教学法，我将对本课教材进行了适当整合，旨在训练九年级学 生的诗歌赏析能力以提高学生的素养，我在设计时充分结合了语言功能性和情景交际性，力求让 学生真正学会用英语。根据语言的认知规律，本课时最终目标是让学生用目标语言在教师帮助下 （程度稍弱）或自由写一首对自己初中生活回忆的简短小诗。所以在课堂中我设计了一系列的围 绕单元话题的听、说、读、品的活动，为后续的写做好铺垫。 本课活动线索：Guess the information about meTalk about your memories freelyRead and enjoy a poem-Share your memories and experiences through a poem.本课中设置了不同类型和有难度梯度的 任务，教师在提问和设置任务时尽量让学生充分参与，力求每位学生学有所获。 二、学情分析二、学情分析 九年级的学生经过了初中三年的系统语言学习已经具备良好的听说读写能力，有明确的学习需 要和目标，我校参与拍摄的授课学生多数是进城务工人员子女，大致处于南昌市平均水平稍偏下， 能听懂教师课堂语言并与老师交流，基本愿意表达简单的观点和自己或他人的经历，能提取信息、 扩展知识、解决简单的问题并描述结果，但表达能力较弱，自信心仍不够。较能在学习中相互帮 助，克服困难，注意到中外文化的异同。九年级学生在 Unit 7 中接触过无韵脚诗歌“Mom knows best”,对诗歌基本知识有所感知，本课中第一次接触有韵脚诗“I remember” 。 三、教学目标、教学重难点：三、教学目标、教学重难点： 1.根据 2011 版新课标中五级标准描述和学生总体特点以及 2016 普通高中英语新课标精神，本课 设定的教学目标是： 语言 能力 学生能综合运用所学的语言以及本课重点新生词 look back at,overcome,make a mess,graduate,keep ones cool,caring,ours 描述初中生活的回忆与经历。 学生能通过诗歌阅读与赏析理解其主要内容；学生能根据文本信息进一步发现本诗歌中韵体 裁特点脚规律、修辞格等诗歌基本知识。 学生能就 school life memories and experiences 这一主题写一首小诗。 文化 品格 学生通过读、品、想象诗歌能与作者共情，提高审美情趣和艺术感受。 学生通过学习加强对中外诗歌文化的敏感度，提升跨文化意识。 学生愿意用英语分享自己的难忘校园回忆与经历，能倾听其他同学的不同意见并思考。 思维 品质 学生能基于行文进一步发展想象力准确理解文句并借助思维导图梳理文章； 学生通过吟诵协作完成诗歌创作，创造性思维、逻辑性思维得以提升。 学习 能力 学生小组合作、探究学习。 （诗歌朗诵、撰写诗歌、同伴评价等。 ） 学生积极思考、提高主动学习意识和学习兴趣。 3 2、教学重点： （1）综合运用所学语言和本课重点词汇谈论本课话题、探索英文诗歌规律。 （2）基于行文进一步发展想象力、审美情趣、艺术感受，准确理解文句并借助思维导图梳理文 章。 （3）写一首小诗歌抒发对校园生活回忆与经历的怀念、情感。 3、教学难点： （1）与作者共情，发展想象力、审美情趣、艺术感受。 （2）在教学活动的设计与教师情感推助下完成小诗的创作。 四、教学环境与准备：电子显示屏四、教学环境与准备：电子显示屏 ,演示文稿，板书演示文稿，板书 五、教学过程五、教学过程 About me 2.问题情境和虚拟情境中相关问题的讨论,学生是否受到启发; 3.真实情境的讨论,学生能否积极地表述自己的观点; 4.学生是否能运用课堂所学进行写作,通过评价指标检验协作和掌握程度。 七、板书设计七、板书设计 2011 Go for it! 7B Unit 7 Its raining! Section B (2a-2c) Dear ladies and gentlemen , I am so honored to share my teaching ideas here.My topic today is taken from Section B(2a-2c) of Unit 7 in Student Book 2. Ive decided to say the lesson from three parts. Part One General Introduction Before I get to the details, there are 2 questions to be answered. No.1.What is this lesson? This unit aims at talking about weather and activities. This lesson is period five, it aims to improve students reading and writing ability.There are 3 parts,2a requires students to describe the pictures.After that,students read the postcards and match them with the pictures above.As for 2c, students need to fill in the chart according to the postcards. No.2. What are my students like? Theyve been studying English for more than 5 years. They are able to express the weather and what people are doing.Actually they are about the average level in my city. OK,lets take a closer look. Based on the analysis of students,according toNew National English Curriculum and Core Qualities of English, by the end of this class,students will be able to: 1.Congnize the vacabulary of holiday activities. 2.Use reading strategies to understand the text. 3.Summarize the structure of postcards. 4.Describe and share holiday by postcard. 5.Be positive about life and think about the true meaning of vacation. The teaching keys and difficult points are based on the students and material.They are reading strategies,summarizing,retelling,writing a postcard using present progressive tense and deep thinking. As for teaching methods,Situational teaching method,Communicaitve approach,PWP and Top-Down- Top approach are necessary for this class. Students have learned happily in my class through PK games,teachers effective feedback,facial expressions,body language,warm and positive comments.Ill create a relaxing,safe,YES environment for them to express themselves freely.Also students will be involved to exchange ideas with partners and make self-assessment after class. Part Two Teaching Procedures As you can see,theyre the teaching steps in my class. Pre-reading aims to activate students existing knowledge. Students attention and interests will be attracted and motivated through the game,students close eyes for a while and think: What comes into your mind when we talk about holiday?It can liven up my lesson. Now that my students heart belong to me,free talk comes-Say you, say me in pairs.My students share their holiday activities with others freely, including me. Its time to move to the next period. I set a situation-time tunnel,to take them back to summer holiday and focus on 2a,students are encouraged to make a prediction. While-reading :construct schema. Next,I lead my students to answer two questions.Make sure they get to know the topic and types of passage. To improve students quality of thinking and know the structure,elements of holiday better,students are required to read for certain purpose within a limited time, then change the information into the mind map. This part aims at reading for language.For this part,if students have any trouble understanding the text,they are encouraged to ask questions.Ill show two key sentences and invite them to guess the words from the context,students can understand the new language through teachers questions,feedback and examples.Finally Ill write down some important phrases on the blackboard.I simply want to help themget ready for the coming output. What comes after that is repeating the scripts.The correct pronunciation,the natural intonation,the word stress and continuous reading can help students form a good habit of speaking. Post-reading :The purpose is to help students master the actual use of English and lead them into deep thinking. Retelling is a way to have students use English to do things.Students retell with the help of mind map. Summary comes after that.Ill show kids the little dog and compare it to the postcard,.Students work in groups and find out what to write on a postcard.Thats the key point .Students get prepared for writing. The actual use of English is coming,I create a real situation for them,telling them we re now having National Day Holiday,so I shared my postcard to my sister with them.What would they like to write and share with friends or anyone else?My students would have a chance to choose their own lucky numbers,under the numbers are the six places.They start imitative writing,sharing weather,activities,their sad or happy,exciting,embarrased feelings. After they finish writing,students share the postcards and others are supposed to listen carefully.After that,they do the peer checklist and make a comment on others postcards,for example,say the highlight. At the end of the class,students watch a video made by myself to broaden students horizon and think deeper:What is the true meaning of having a vacation?After they summarize what theyve learnt today,This is homework,it is combining online task with offline task,I want to encourage students to go back to our life and explore new knowledge. Part Three Features of Design Strategies such as prediction,fast reading,careful reading,guessing the words from the context all help students know how to read.Summarizing is based on this.I use the thinking tool-mind map twice,it can help students organize the information,also,retell and write.These activities can improve their quality of thinking. In this class,we also combine English study with information technology.There are two self-made videos.The first video is to set the scene,aims to let students use the present progressive tense.Another highlight is homework. This is an overall design based on the context.From perception,experience,thats input,to intake,finally,output and create.We focus on the structure,information,language,passage and thinking. At last, I want to say that as English teachers, we should make full use of the textbook. But on the other hand, we need to process the textbook to make it better suit the characteristics of our own students. By thinking out of the box, we can be the bosses of the textbook, not the slaves of it. Thank you for your time and attention.