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+素材)-公开课-(编号：1345a).zip

1 Interpersonal Communication- Cloze (Choosing the word from context) Task one: Read story 1, choose the best word for each blank and underline the clues. Story 1 An Imperfect Painting 1My parents always wanted me to be “on top”, so from early on I had the goal to be the best in everything, from getting the highest score in a spelling test to running fastest in a race. 2In middle school，I realized how many other smarter and faster people there were. It became 1 that I was not the best any more, but my parents still held on to their hope and forced me to try hard. To their disappointment, I became less confident and didnt want to work harder, because, to me, there was no point in making any more 2 if I was unable to be No. 1. My grades began to fall; I never practiced the piano; I stopped painting. It was all because motivation (动力）to do anything had dropped much. 3When high school started, I was at a new school in a new city. I decided to get back my motivation and start over. So I picked up my ever favorite hobby again and enrolled (报名) myself in the art course. Luckily, our art teacher, Mr. Grady, gave us more freedom with our art projects. He would always encourage us to realize our potential (潜力) . 4My first painting was simply a bee sitting on a sunflower. I tried my best, but still found it hard to feel satisfied with it. I knew it was not 3 and could hardly get a good grade. But I showed it to Mr. Grady. He didnt grade it in a rush. Instead, he gave me advice which only motivated me to work harder on it. For the first time I was happy with the 4 of my painting rather than disappointed about its imperfection. I finished all the other projects with higher grades, but I hung the first painting in my room at the end of the term. 5My parents thought 5 me to be No. 1 would motivate me. Instead, it discouraged me much when I was not No. 1, for I had gone to school only to get a grade, not knowledge, let alone progress. Actually, it is okay not to be the best at everything as long as you continue to try your best. 1.A. strange B. obvious C. acceptable D. impossible 2.A. efforts B. choices C. promises D. wishes 3.A. famous B. modern C. perfect D. special 4.A. progress B. meaning C. styleD. title 5.A. instructing B. helping C. encouraging D. pushing Task two: Read story 2, choose the best word for each blank and underline the clues. Story 2 1 Ever since I was very young, I have looked to my parents and grandparents, friends and teachers for guidance. I ask them for answers to everything. Afraid to make a mistake, Ive asked countless times, “What should I do?” 2 2 Maybe I was 1 to take my first baby step on my own. I decided I only wanted to do things the “right” way, even if it meant not doing something. 3Sometime during my high school years, I 2 . Maybe it was when I decided to try for the lead in “Beauty and the Beast”. Never mind that I would have to memorize lines and movements, I would take the chance that I might fail. The day of tryouts my heart was beating fast. My hands were 3 badly when I got up to sing. 4But something happened. When I opened my mouth to sing, the sound was loud, powerful and sweet. I reached for the high notes that sometimes were beyond my reach. With no break in my voice, I was trying to do my best even though I might _4 . But I didnt. I realized that if I wanted to live life to the fullest, I had to take chances. 5Now, I do take these chances with baby steps every day, voicing my opinions in class discussions or debates, performing in other school plays. 6I have finally learned to 5 myself. Im taking a tough science course right now. Some of my friends are talking about auditing (旁听) the class so a low grade will not affect their opportunities for college. Im taking the chance that if I try hard enough, Ill get a good grade so that it wont lower my strong grades in other subjects. 7I have come to realize that even though my parents and grandparents, friends and teachers dont always have the answer to “What should I do?”, they will be there to support me when I try. 1. A. afraid B. ready C. happy D. lazy 2. A. travelled B. regretted C. changed D. waited 3. A. knowing B. moving C. aching D. shaking 4. A. miss B. doubt C. turn D. fail 5. A. comfort B. excuse C. push D. enjoy Extension activity: Looking back at the junior high school life, who have ever encouraged you? How did he/ she encourage you? What happened to you? What was the influence of that encouragement? How did you feel? My experience of being encouraged by_ I have been encouraged by _. It was _when _. To start with, _. Then_. Finally _. I felt/ realized that _. LOGO Review-Cloze Read story 1, choose the best word for each blank, and underline the clues. Story 1: An Imperfect Painting Group work: Check your answers with your group members, and discuss the clues for each blank. Story 2 Read story 2, choose the best word for each blank, and underline the clues. Group work: Check your answers with your group members, and discuss the clues for each blank. From early on In middle school When high school started At the end of the term What happened to the writer in the 1st story? Ever since I was very young During my high school years Now What happened to the writer in the 2nd story? Factors to help you “grow up”: Factors to help you “grow up”: Extension: 1.Who have ever encouraged you? Your parents, teachers, or friends? 2.How did he/ she encourage you? 3.What happened to you? 4.What was the influence of that encouragement? 5.How did you feel?. An Oral Report: Self- assessment Can you summarize the factors that help you grow up? Can you use the context to choose the best word? Can you summarize how to do that? Story Line Emotion Line Attitude Reflection Background Information Context: LOGO 1 1.1. 指导思想与理论依据指导思想与理论依据 1)义务制教育英语课程标准（2011 版）：指出“英语课程具有工具性与人文性的双重性。 ” “强调 学习过程，重视语言学习的实践性与应用性。 ” “语言即是交流的工具也是思维的工具。 ” 2)英语学科核心素养：细化为“语言能力、学习能力、思维品质、文化品格” 。 3)任务型教学(Task-based Language Teaching)：强调“在做中学”(learning by doing)，即“用语言 做事”(doing things with the language)。 因此，本课教学设计立足于课标五级目标，通过中考完型题的学习，提高学生解题能力的同时，指 导学生对语篇内容有自己的思考、判断和分析，训练学生在“阐释” “评价” “分析” “比较” “理解” “区分” “找出”的不同思维层面的语言能力。 2.2. 教学背景分析教学背景分析 教学内容分析：教学内容分析： 中考完型填空题型主要考查考生的逻辑思维能力和对具体语境的把握能力,特别是短文阅读理解 的能力。 本课教学内容为 2 篇完型填空，文章难度适中，体裁为典型的中考完型题考查的记叙文，题材 为人际交往，两篇文章贴近中学生的生活，经历不同但主题交叉。文章的教育意义符合初三学生的 心理需求。本课专项练习把握语境选词填空。 学习者分析：学习者分析： 本节课是中考复习第一阶段的复习指导课， 通过三年的学习，学生已经积累了一定的语言知识， 具备了一定的完型题的解题技能。通过对年级同类型班级的前测，得知目前学生的完型得分率为70% 至80%，学生失分点为根据语境选词题。如何根据语境、特别是全篇语境合理并准确地选词，仍然是 大部分学生的短板。因此，本课旨在突破学生这一困难，培养把握语境选词的意识，提高理解、分 析、推断的能力。 初三阶段的学生学习压力大并处于青春期，通过本课两篇完型的学习，学生能够得到心理认同 和鼓励。 3.3. 教学目标教学目标 在本节课结束时，学生将能够： 知识与能力：知识与能力： 1)通过分析上下文和把握全文语境，理解、推断情节，准确选词填空，并运用相关阅读策略提取 关键信息。 过程与方法：过程与方法： 2)通过小组合作学习，找出和分析选词的线索，理解和阐释文章主旨。 情感态度价值观：情感态度价值观： 3)通过回顾文章内容，反思助力一个人成长的因素，进而认识到自我激励是进步的关键。 落实重点的方式：落实重点的方式： 指导学生把握上下文及全文语境，根据主旨大意、文章标题、人物态度和相关细节进行选词填空。 落实难点的方式：落实难点的方式： 组织学生开展合作学习，小组讨论，分享信息、观点和方法。 4.4. 教学过程教学过程 教学步骤教学步骤教师活动教师活动学生活动学生活动设计意图设计意图 Lead-in Present a video clip. Lead students to discuss the characters growth. Response to the questions. Show opinions. Lead in the topic. Provoke students thoughts. Story 1 Individual work Ask students to read story 1 and finish all the blanks individually. Read the passage. Choose the best word for each blank. Underline the clues. Direct students to find details to support their choices. Group discussion Ask students to check answers with group members, and share the clues for each blank. Share and discuss.Direct students to study cooperatively. 2 Class discussion Lead students to share their clues and opinions on choosing the best word for each blank. Give out answers and voice opinions. Direct students to use context to choose the best words. Story 2 Individual work Ask students to read story 2 and finish all the blanks individually. Read the passage. Choose the best word for each blank. Underline the clues. Direct students to find details to support their choices. Group discussion Ask students to check answers with group members, and share the clues for each blank. Share and discuss.Direct students to study cooperatively. Class discussion Lead students to share their clues and opinions on choosing the best word for each blank. Give out answers and voice opinions. Direct students to use context to choose the best words. Discussion Story review Lead the class to review the two stories. Share details.Enlighten students to think over the factors that help them grow up. Summary Lead students to summarize the factors to help people grow up. Summarize. Enlighten students to understand their parents and realize the importance of self-motivation. Homework Write a report: My experience of being encouraged by _ To use the language and the thoughts learned from the two stories. BlackboardInterpersonal communication- Cloze I try my best! Push Force Encourage 5.5. 学习效果评价设计学习效果评价设计 课堂学习过程自我监测: 自我检测能否找到选词的线索，并把握语境选出正确的词。 能否参与到小组和全班的讨论当中，表达自己的观点。 能否通过学习两篇文章习得助力一个人成长的因素并感悟自我激励才是关键。 学习效果课后自我评价: 能否运用文章关键语言、结合自身经历汇报自己的变化和成长。 6.6.教学设计特色说明与教学反思教学设计特色说明与教学反思 在本节课以学生为主体，以学生学习活动为主线。在学生活动中，关注指导学生分析上下文和 把握全文语境，从而实现对学生的学习策略的指导。第二，关注思维品质的培养。带领学生讨论选 词线索，分析上下文，加深对文章的理解。学生在讨论、分享甚至争论中生成语言、培养发散思维、 梳理文章逻辑主线。 本课的不足之处是，学生在讨论中，对词和句有争议的时候，因为时间有限，教师急于进行了 干涉，没有让学生充分表达。 have the goal be happy with the progress push get back motivation start over change become less confident not to make any efforts be afraid to might fail