-Unit 14 Section B 2a-2e 教案 人教版新目標(biāo)英語九年級(jí)全冊(cè)

人教版初中英語九年級(jí)全冊(cè)《Unit14SectionB2a—2e》教案Unit14SectionB2a-2e教學(xué)內(nèi)容分析：本課2a-2e

是一個(gè)完整的閱讀活動(dòng)，以演講的方式呈現(xiàn)了一名老師或校長對(duì)即將畢業(yè)學(xué)生的寄語與激勵(lì)。演講內(nèi)容包括從老師的角度看待初中生的三年生活，有對(duì)學(xué)生的肯定和贊揚(yáng)，還有對(duì)學(xué)生未來的祝福。2a引導(dǎo)學(xué)生談?wù)摮踔械慕逃?xùn)和收獲，是SectionB第一課時(shí)1e的拓展和延伸，也是閱讀前的熱身活動(dòng)。2b引導(dǎo)學(xué)生關(guān)注文體和寫作目的，理解細(xì)節(jié)問題，分析篇章結(jié)構(gòu)，欣賞和積累語言，使學(xué)生體會(huì)教師對(duì)成長的學(xué)生所抱有的喜悅和自豪之情，以及對(duì)學(xué)生在未來人生道路上的希望和期望，句句都是肺腑之言，真切感人，打動(dòng)人心。學(xué)情分析：經(jīng)過初中三年的學(xué)習(xí)，學(xué)生已經(jīng)能夠運(yùn)用基本的策略來進(jìn)行閱讀；在SectionA

的學(xué)習(xí)中，學(xué)生圍繞本單元的話題：“schooldays”進(jìn)行了一些談?wù)?，在分享回憶和?jīng)歷、展望未來的過程中，復(fù)習(xí)鞏固了初中階段的重點(diǎn)語法項(xiàng)目（比如時(shí)態(tài)），閱讀和賞析了回憶初中校園生活的詩歌等，這些都為本演講稿的閱讀奠定了知識(shí)、技能和情感基礎(chǔ)。I.TeachingaimsKnowledgeandskills1.Withtheteacher’shelp,studentswillgettounderstandthemeaningsofthenewwordsandusefulexpressionsinthisperiodwhilereading,andtrytousethemcorrectlyafterreading.2.Studentswillalsobeabletounderstandthethreepartsofthespeech,andtrytounderstandthepurposeoftheprinciple.

Trytoenjoyitswritingstyle.

Meanwhiletheywillimprove

their

reading,speakingskillswhiletakingpartinreadingactivities.Processandmethods:Identifyingthetexttypeandpurposebyscanning;Gettingthemainideaofeachparagraphandansweringthespecificquestionsbyreadingitcarefullywiththehelpofmindmaps;Havingadeepunderstandingofthetextbyenjoyingthetextandcooperatingwithothers.Moralobjects:Cultivatestudents’

expectationofthefutureII.Teachingkey

and

difficultpointsKeypoints:1.Masterthenewwordsandtargetlanguage2.Developstudents’

readingandwritingskillsDifficultpoints1.

Tolearnhowtosharememories

and

talkabouthopesoffuture.2.

Developstudents’

comprehensiveskill

and

writingskillIII.Teachingmethod

Task-basedteaching,autonomiclearning,cooperativelearningIV.Teachingprocedures:Step1.

Warming-up(Beforereading)Leadstudentstolookbackat

their

juniorhighschoollifeandshare

their

feelings.Step2.

Whilereading1.

Fastreading:Readquicklythroughthetexttoseewhatkindofwritingitis,astory,aspeechoranotice?

Whowroteit?Andwhoisitfor?2.

Skimming:Readthepassageagainandmatchthemainideaofeachpart.Step3.Readingfordetails（Whilereading）:ReadPara.1andanswer:Whatwerethe

students

likeinGrade7?Howhavethestudentschanged?Afterthat,encouragethestudentstoinfer:Doestheteacherortheprinciplelikethestudentsfromthefirstparagraph?

Whichsentencesmakesyouthinkso?

Howdoestheprinciplefeelaboutthestudents?ReadPara.2andanswer:Whoshouldthestudentsthankandwhy?Meanwhiletheteacherhasasummarybysaying:Neverfailtobethankfultothepeoplearoundyou.ReadPara.3

and

answer:Whatwillseniorhighbelike?How

shouldthestudentsdeal

with

thefuture?Step4.Retellthespeech(Afterreading)Thespeechisdividedthreeparts.

Ask

students

toretellit,helpingthembyshowingthemsomekeywordsofeachpart.Step5.Discussion(Afterreading)

Accordingtothethreeparts,encouragethestudentstotalkaboutthemselves；1.Enjoylookingbackat:

Howhaveyouchangedinthepastthreeyears?Whathaveyoulearnedinjuniorhighschool?

2.Enjoythanking:

Whoshouldyouthankmostandwhy?3.Enjoylookingforwardto:

Whatwouldyouliketodointhefuture?Step6.Mora