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初中英语人教新目标 (Go for it) 版九年级全册Section B教学设计及反思
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这是一份初中英语人教新目标 (Go for it) 版九年级全册Section B教学设计及反思，共5页。教案主要包含了设计说明，设计意图，多媒体技术的运用等内容，欢迎下载使用。
板书设计
Writing
Persn--- the First Persn
……
Tense--- Simple Past Tense
Simple Present Tense
Present Perfect Tense
课型
写作课
教材
初中英语（人教版）
教学内容
Unit 14 I remember meeting all f yu in Grade 7.
年级
九年级(全一册)
教学目标
1.语言知识目标：
(1)让学生学会描写过去的回忆和经历。学会运用句型: I remember ding sth. I used t d sth. I have dne sth.
(2)引导学生修改句子，学会正确运用词汇和语法结构，适当使用连接词和主从复合句。
(3)综合运用多种时态，如一般过去时，一般现在时和现在完成时。
2.语言能力目标：
通过情景提示让学生回忆学校生活，学会借助思维导图列举作文要点，用英文描写自己对学校生活的回忆，并谈论对未来生活的展望。
3.情感态度目标：
(1)通过小组活动培养合作精神，共同完成学习任务。
(2)和大家分享初中生活的记忆和经历，懂得珍惜友情，学会感恩，并展望美好未来。
教学重难点
重点：综合运用多种时态,如一般过去时，一般现在时和现在完成时。
在书面表达中正确运用连接词和主从复合句。
难点：在书面表达中正确运用连接词和主从复合句以及书面表达的布局合理，逻辑结构紧凑。
教学对象分析
对于九年级的学生来说，大部分学生已经具备了一定的英语语言基础。本节课是一堂写作练习课，学生在写作的实际运用中错误较多，主要体现在不能在书面表达中准确熟练地运用连接词和主从复合句，以及对篇章的逻辑结构把握不准。本节课主要是引导学生综合运用所学的多种时态和语法结构分享初中生活，懂得珍惜友情，学会感恩，并展望美好未来。学校生活的回忆是学生熟悉的话题，学生可以结合自身的经历展开话题讨论。
教学策略
小组合作探究，思维导图，归纳总结。
教学步骤
设计说明和设计意图
Step 1 Greetings
S: Gd mrning, Miss Liang.
T: Gd mrning, bys and girls. Nice t meet yu!
S: Nice t meet yu, t!
【设计说明】在欢快的背景音乐声中师生互相问候。
【设计意图】师生轻松愉快地进入本节课的学习。
Step 2 Leading in
T: Bys and girls, ur schl life will be ver. D yu have any special memries?
S: Yes.
T: Can yu share them with us?
S: Yes.
T: OK, tday we’ll talk abut yur memries f schl life.
T: Have yu finish yur hmewrk n the paper?
S: Yes.
T: Nw check yur answer.
Task1:Examine the tpic.
T: Nw let’s examine the tpic. What’s the style and what’s the tpic?
S. …
T: What’s the persn?
S. …
T: Hw abut the pints?
S. …
T: Hw many wrds?
S. …
Task2:Write an utline.
T: Hw t write yur utline?
S. …
【设计说明】教师提出两个简单的问题，以开门见山的方式导入本节课的主题——谈论对学校生活的记忆。课前已经让学生们根据写作任务完成审题和列提纲。询问学生课前导学案完成情况，并检查完成情况，同时板书相关内容。由此引入本节课的写作任务。
【设计意图】让学生明确本节课的学习任务，调动学生学习积极性。
Step3 Presentatin
Task1 Watch the vide.
T: We have many memries abut ur schl life. D yu want t knw Miss Liang’s memries abut yur schl life?
S. Yes.
T: Nw I’ll share with yu. Let’s watch the vide.
视频中的文本：
My bys and girls,
Hw time flies! I can’t believe it’s been three years since yu came t ur schl. There are many sweet memries f urs.
I remember walking int yur classrm fr the first time in Grade 7.
I remember cheering fr yur basketball game.
I remember the excitement f the schl sprts day each year.
I remember yur lvely smiles, yur wnderful perfrmance, yur gd handwriting…
We used t sing English sngs tgether befre class.
We used t discuss the questins tgether.
Yu have imprved yur English level by wrking hard since yu came here.
Yu have grwn up and can be respnsible fr yurselves. I’m prud f yu.
All gd things cme t an end. Yu will set ut n yur new jurney. I hpe yu remember where yu came frm.
The future is yurs. Best wishes t yu!
Task2 Cmplete the mind map accrding t the passage.
T: Cmplete the mind map accrding t the passage. Write n the paper. Yu can use the key wrds r key sentence patterns.
memries
Task3 Pair Wrk
T: What’s the structure in the sentence? Write n the paper.
Read and think.
1.I remember cheering fr yur basketball game.
2.I remember the excitement f the schl sprts day.
3.We used t discuss the questins tgether.
4.Yu have imprved yur English level since yu came here.
【设计说明】任务一，课前收集学生们的学校生活照片，制作成一个短视频，配上《时间都去哪儿了》的音乐伴奏，以教师自身的视角展现memries, 并配上文字说明。文字说明中就有写作任务中会用到的句型，让学生们在观看视频的同时直观地感受一定的文本输入，为后面的写作环节做好铺垫。
【设计意图】这个视频就是学生们学校生活的真实场景的再现，通过观看视频引起学生们的情感共鸣，调动学生们学习积极性。
【设计说明】任务二，学生们在观看视频后，获得了一定的文本输入，让学生根据视频完成思维导图，可以填关键词，关键句型。
【设计意图】任务二为后面的写作做好词汇准备。
【设计说明】任务三，给学生提供视频文本中的句子，让学生两人一组合作找出句子中的句型结构。提醒学生注意现在完成时的时间状语。
【设计意图】任务三为后面的写作做好句型准备。
Step4 Grup Wrk
Task1: Describe the picture in a grup. (One picture, ne sentence.)
T: Describe the picture in a grup. Write the sentence n the paper. And put yur picture n the blackbard if yu finish.
Task2: Shw and Share
1. Shw the sentence.
2. Evaluate the sentence and give the star.
3. Crrect the mistakes in the sentence.
T: Nw shw yur sentence and make it crrect.
Hw many stars can be given fr each sentence?
Is it right?
What’s the mistake?
Task3: Put the sentences in the crrect rder.
T: We make the sentences crrect. Can we put them in such an rder ne by ne?
S: N.
T: Why?
S: …
T: Yes, we shuld make the sentences lgical. Nw Put the sentences in the crrect rder. Write n yur paper. Yu can find the key wrd in the sentence.
T: Nw check the answer.
S: …
T: We put the sentences in the crrect rder and make the sentences lgical.
We put the sentences int a paragraph. Is it gd?
S: Yes./N.
T: Why?
S: …
T: Hw t make the sentence better?
S: …
句子排序。
( )1. Since I was in Grade 9, I have made sme successful experiments with my classmates in the lab.
( )2. I remember trying t run fr the hnr f ur class in the schl sprts meeting tw years ag.
( )3. I remember perfrming well in the new year perfrmance in Grade 7.
( )4. In Grade 8, I used t practice playing basketball with my friends after schl.
( )5. I still remember the birthday cake n my fifteenth birthday last term.
Task4: Beautify the sentences.
1. Use the prper cnjunctins.
Since I was in Grade 9, I have made sme successful experiments with my classmates in the lab. I have learned a lt frm them.
→Since I was in Grade 9, I _______ have made sme successful experiments with my classmates in the lab, _______ have learned a lt frm them.
2. Use the prper cmplex sentences.
(1) I remember trying t run fr the hnr f ur class in the schl sprts meeting tw years ag.
I was tired. (改为让步状语从句)
→I remember trying t run fr the hnr f ur class in the schl sprts meeting tw years ag ______________ I was tired.
(2) I remember perfrming well in the new year perfrmance in Grade 7.
We wn the first prize. (改为结果状语从句)
→I remember perfrming ____ well in the new year perfrmance in Grade 7 ____ we wn the first prize.
(3) In Grade 8, I used t practice playing basketball with my friends after schl.
It’s a gd way t develp ur team spirit . (改为宾语从句)
→In Grade 8, I used t practice playing basketball with my friends after schl.
______ it’s a gd way t develp ur team spirit .
(4) I still remember the birthday cake n my fifteenth birthday.
The birthday cake was delicius. (改为定语从句)
→I still remember the birthday cake _______ was delicius n my fifteenth birthday last term.
T: Finish the sentences in a grup.
T: Check the answer.
S: …
T: Nw let’s cmpare the tw parts, which is better?
S: …
T: Why?
S: …
Task5:Free Talk
T: Part1 is given. We have finished Part2 tgether. What will yu write in Part 3?
T: Bys and girls, we have spent much time tgether and had a great time.
Thank yu, bys and girls.
S: …
T: Different peple have different ideas. Let’s have a free talk. What d yu want t write in Part 3?
S: …
T: If yu have new ideas, yu can write it.
Task6: Use a prper prverb
T: We can chse a prper prverb t write in ur cmpsitin. It can make ur writing clrful.
【设计说明】任务一，把学生的学校生活照片打印下来，让学生们小组合作，用一句话描写这张照片。
【多媒体技术的运用】在任务一这一环节，借助希沃授课助手把学生们小组讨论的现场画面实时拍照上传，在学生完成句子后，把学生写的句子用手机拍照上传，同屏到大屏幕上，向全体同学展示。
【设计意图】任务一用学生自己的照片，学生有真实的体验，有话可写。
【设计说明】任务二，学生展示句子，其他组的同学根据评价小贴士判断句子正误，并纠错。同时评价可以得到几颗星。
【多媒体技术的运用】在任务二这一环节，借助希沃授课助手的画笔功能，学生现场判断句子正误，找出错误之处，用红色画笔改正。
【设计意图】任务二通过小组展示，其他同学评价，纠错，及时反馈句子信息。提醒学生们在写句子时要注意时态，语法的正确，避免出现固定结构，拼写错误，并注意英文书写的工整和卷面的整洁。 课堂评价可以激励学生思考并积极参与课堂活动，积极展示自我。
【设计说明】任务三，让学生给句子排序，注意时间状语，按照一定的逻辑顺序排列句子。
【设计意图】任务三是让学生明白在写作时要注意句子的逻辑顺序，使句子连贯通顺。
【设计说明】任务四，采取任务型教学和小组合作学习相结合共同对句子进行优化。让学生在合作探究中解决问题。
【设计意图】任务四通过小组讨论学习，让学生理解并学会添加连接词使句子结构紧凑。学会适当运用复合句等高级句型。
【设计说明】任务五，在写作的结尾部分，教师首先发表感言，感谢同学们三年的陪伴，抛砖引玉设计了一个Free Talk 的环节，这是一个开放性的话题，让学生自由谈论他们的想法。
【设计意图】任务五教师用开放性的话题引导学生学会思考，自由谈论，拓展学生的思维广度，培养学生的创造性思维。
【设计说明】任务六，展示几句与本次写作相关的谚语，在写作中选用适当的句子。
【设计意图】任务六建议学生在写作中选用恰当的谚语，为写作添彩。鼓励学生在平时注意谚语的积累。
Step5 Summary
T: What have we learned tday?
S: …
T: Yes. When we practice writing, we shuld fllw the writing steps ne by ne. And we shuld pay mre attentin t the sentences. Hw t make the sentences better?
S: …
T: And we can fllw the writing tips.
【设计说明】让学生自己回顾并归纳本节课所学内容，老师帮助理清写作思路，提出写作建议，在PPT上展示。
【设计意图】培养学生归纳总结的学习习惯，巩固所学知识，帮助学生构建书面表达的写作支架，并在写作中重点关注句子的优化。
Step6 Hmewrk
T: Practice makes perfect. Write yur wn cmpsitin after class.
Finish it n the crrecting net and try t make yur article perfect.
【设计说明】学生课后用手机 在句酷批改网上完成写作。
【设计意图】教师已经在句酷批改网上布置作文，并已经设定了作文要求，学生在句酷批改网上写作，可以采用朗读输入或者文字输入的方式。学生提交作文后， 批改网可以马上显示作文分数并对学生在作文中的错误和不足作出提示，学生可根据提示多次修改，使文章更完美。
板书设计
Writing
Persn--- the First Persn
……
Tense--- Simple Past Tense
Simple Present Tense
Present Perfect Tense
课型
写作课
教材
初中英语（人教版）
教学内容
Unit 14 I remember meeting all f yu in Grade 7.
年级
九年级(全一册)
教学目标
1.语言知识目标：
(1)让学生学会描写过去的回忆和经历。学会运用句型: I remember ding sth. I used t d sth. I have dne sth.
(2)引导学生修改句子，学会正确运用词汇和语法结构，适当使用连接词和主从复合句。
(3)综合运用多种时态，如一般过去时，一般现在时和现在完成时。
2.语言能力目标：
通过情景提示让学生回忆学校生活，学会借助思维导图列举作文要点，用英文描写自己对学校生活的回忆，并谈论对未来生活的展望。
3.情感态度目标：
(1)通过小组活动培养合作精神，共同完成学习任务。
(2)和大家分享初中生活的记忆和经历，懂得珍惜友情，学会感恩，并展望美好未来。
教学重难点
重点：综合运用多种时态,如一般过去时，一般现在时和现在完成时。
在书面表达中正确运用连接词和主从复合句。
难点：在书面表达中正确运用连接词和主从复合句以及书面表达的布局合理，逻辑结构紧凑。
教学对象分析
对于九年级的学生来说，大部分学生已经具备了一定的英语语言基础。本节课是一堂写作练习课，学生在写作的实际运用中错误较多，主要体现在不能在书面表达中准确熟练地运用连接词和主从复合句，以及对篇章的逻辑结构把握不准。本节课主要是引导学生综合运用所学的多种时态和语法结构分享初中生活，懂得珍惜友情，学会感恩，并展望美好未来。学校生活的回忆是学生熟悉的话题，学生可以结合自身的经历展开话题讨论。
教学策略
小组合作探究，思维导图，归纳总结。
教学步骤
设计说明和设计意图
Step 1 Greetings
S: Gd mrning, Miss Liang.
T: Gd mrning, bys and girls. Nice t meet yu!
S: Nice t meet yu, t!
【设计说明】在欢快的背景音乐声中师生互相问候。
【设计意图】师生轻松愉快地进入本节课的学习。
Step 2 Leading in
T: Bys and girls, ur schl life will be ver. D yu have any special memries?
S: Yes.
T: Can yu share them with us?
S: Yes.
T: OK, tday we’ll talk abut yur memries f schl life.
T: Have yu finish yur hmewrk n the paper?
S: Yes.
T: Nw check yur answer.
Task1:Examine the tpic.
T: Nw let’s examine the tpic. What’s the style and what’s the tpic?
S. …
T: What’s the persn?
S. …
T: Hw abut the pints?
S. …
T: Hw many wrds?
S. …
Task2:Write an utline.
T: Hw t write yur utline?
S. …
【设计说明】教师提出两个简单的问题，以开门见山的方式导入本节课的主题——谈论对学校生活的记忆。课前已经让学生们根据写作任务完成审题和列提纲。询问学生课前导学案完成情况，并检查完成情况，同时板书相关内容。由此引入本节课的写作任务。
【设计意图】让学生明确本节课的学习任务，调动学生学习积极性。
Step3 Presentatin
Task1 Watch the vide.
T: We have many memries abut ur schl life. D yu want t knw Miss Liang’s memries abut yur schl life?
S. Yes.
T: Nw I’ll share with yu. Let’s watch the vide.
视频中的文本：
My bys and girls,
Hw time flies! I can’t believe it’s been three years since yu came t ur schl. There are many sweet memries f urs.
I remember walking int yur classrm fr the first time in Grade 7.
I remember cheering fr yur basketball game.
I remember the excitement f the schl sprts day each year.
I remember yur lvely smiles, yur wnderful perfrmance, yur gd handwriting…
We used t sing English sngs tgether befre class.
We used t discuss the questins tgether.
Yu have imprved yur English level by wrking hard since yu came here.
Yu have grwn up and can be respnsible fr yurselves. I’m prud f yu.
All gd things cme t an end. Yu will set ut n yur new jurney. I hpe yu remember where yu came frm.
The future is yurs. Best wishes t yu!
Task2 Cmplete the mind map accrding t the passage.
T: Cmplete the mind map accrding t the passage. Write n the paper. Yu can use the key wrds r key sentence patterns.
memries
Task3 Pair Wrk
T: What’s the structure in the sentence? Write n the paper.
Read and think.
1.I remember cheering fr yur basketball game.
2.I remember the excitement f the schl sprts day.
3.We used t discuss the questins tgether.
4.Yu have imprved yur English level since yu came here.
【设计说明】任务一，课前收集学生们的学校生活照片，制作成一个短视频，配上《时间都去哪儿了》的音乐伴奏，以教师自身的视角展现memries, 并配上文字说明。文字说明中就有写作任务中会用到的句型，让学生们在观看视频的同时直观地感受一定的文本输入，为后面的写作环节做好铺垫。
【设计意图】这个视频就是学生们学校生活的真实场景的再现，通过观看视频引起学生们的情感共鸣，调动学生们学习积极性。
【设计说明】任务二，学生们在观看视频后，获得了一定的文本输入，让学生根据视频完成思维导图，可以填关键词，关键句型。
【设计意图】任务二为后面的写作做好词汇准备。
【设计说明】任务三，给学生提供视频文本中的句子，让学生两人一组合作找出句子中的句型结构。提醒学生注意现在完成时的时间状语。
【设计意图】任务三为后面的写作做好句型准备。
Step4 Grup Wrk
Task1: Describe the picture in a grup. (One picture, ne sentence.)
T: Describe the picture in a grup. Write the sentence n the paper. And put yur picture n the blackbard if yu finish.
Task2: Shw and Share
1. Shw the sentence.
2. Evaluate the sentence and give the star.
3. Crrect the mistakes in the sentence.
T: Nw shw yur sentence and make it crrect.
Hw many stars can be given fr each sentence?
Is it right?
What’s the mistake?
Task3: Put the sentences in the crrect rder.
T: We make the sentences crrect. Can we put them in such an rder ne by ne?
S: N.
T: Why?
S: …
T: Yes, we shuld make the sentences lgical. Nw Put the sentences in the crrect rder. Write n yur paper. Yu can find the key wrd in the sentence.
T: Nw check the answer.
S: …
T: We put the sentences in the crrect rder and make the sentences lgical.
We put the sentences int a paragraph. Is it gd?
S: Yes./N.
T: Why?
S: …
T: Hw t make the sentence better?
S: …
句子排序。
( )1. Since I was in Grade 9, I have made sme successful experiments with my classmates in the lab.
( )2. I remember trying t run fr the hnr f ur class in the schl sprts meeting tw years ag.
( )3. I remember perfrming well in the new year perfrmance in Grade 7.
( )4. In Grade 8, I used t practice playing basketball with my friends after schl.
( )5. I still remember the birthday cake n my fifteenth birthday last term.
Task4: Beautify the sentences.
1. Use the prper cnjunctins.
Since I was in Grade 9, I have made sme successful experiments with my classmates in the lab. I have learned a lt frm them.
→Since I was in Grade 9, I _______ have made sme successful experiments with my classmates in the lab, _______ have learned a lt frm them.
2. Use the prper cmplex sentences.
(1) I remember trying t run fr the hnr f ur class in the schl sprts meeting tw years ag.
I was tired. (改为让步状语从句)
→I remember trying t run fr the hnr f ur class in the schl sprts meeting tw years ag ______________ I was tired.
(2) I remember perfrming well in the new year perfrmance in Grade 7.
We wn the first prize. (改为结果状语从句)
→I remember perfrming ____ well in the new year perfrmance in Grade 7 ____ we wn the first prize.
(3) In Grade 8, I used t practice playing basketball with my friends after schl.
It’s a gd way t develp ur team spirit . (改为宾语从句)
→In Grade 8, I used t practice playing basketball with my friends after schl.
______ it’s a gd way t develp ur team spirit .
(4) I still remember the birthday cake n my fifteenth birthday.
The birthday cake was delicius. (改为定语从句)
→I still remember the birthday cake _______ was delicius n my fifteenth birthday last term.
T: Finish the sentences in a grup.
T: Check the answer.
S: …
T: Nw let’s cmpare the tw parts, which is better?
S: …
T: Why?
S: …
Task5:Free Talk
T: Part1 is given. We have finished Part2 tgether. What will yu write in Part 3?
T: Bys and girls, we have spent much time tgether and had a great time.
Thank yu, bys and girls.
S: …
T: Different peple have different ideas. Let’s have a free talk. What d yu want t write in Part 3?
S: …
T: If yu have new ideas, yu can write it.
Task6: Use a prper prverb
T: We can chse a prper prverb t write in ur cmpsitin. It can make ur writing clrful.
【设计说明】任务一，把学生的学校生活照片打印下来，让学生们小组合作，用一句话描写这张照片。
【多媒体技术的运用】在任务一这一环节，借助希沃授课助手把学生们小组讨论的现场画面实时拍照上传，在学生完成句子后，把学生写的句子用手机拍照上传，同屏到大屏幕上，向全体同学展示。
【设计意图】任务一用学生自己的照片，学生有真实的体验，有话可写。
【设计说明】任务二，学生展示句子，其他组的同学根据评价小贴士判断句子正误，并纠错。同时评价可以得到几颗星。
【多媒体技术的运用】在任务二这一环节，借助希沃授课助手的画笔功能，学生现场判断句子正误，找出错误之处，用红色画笔改正。
【设计意图】任务二通过小组展示，其他同学评价，纠错，及时反馈句子信息。提醒学生们在写句子时要注意时态，语法的正确，避免出现固定结构，拼写错误，并注意英文书写的工整和卷面的整洁。 课堂评价可以激励学生思考并积极参与课堂活动，积极展示自我。
【设计说明】任务三，让学生给句子排序，注意时间状语，按照一定的逻辑顺序排列句子。
【设计意图】任务三是让学生明白在写作时要注意句子的逻辑顺序，使句子连贯通顺。
【设计说明】任务四，采取任务型教学和小组合作学习相结合共同对句子进行优化。让学生在合作探究中解决问题。
【设计意图】任务四通过小组讨论学习，让学生理解并学会添加连接词使句子结构紧凑。学会适当运用复合句等高级句型。
【设计说明】任务五，在写作的结尾部分，教师首先发表感言，感谢同学们三年的陪伴，抛砖引玉设计了一个Free Talk 的环节，这是一个开放性的话题，让学生自由谈论他们的想法。
【设计意图】任务五教师用开放性的话题引导学生学会思考，自由谈论，拓展学生的思维广度，培养学生的创造性思维。
【设计说明】任务六，展示几句与本次写作相关的谚语，在写作中选用适当的句子。
【设计意图】任务六建议学生在写作中选用恰当的谚语，为写作添彩。鼓励学生在平时注意谚语的积累。
Step5 Summary
T: What have we learned tday?
S: …
T: Yes. When we practice writing, we shuld fllw the writing steps ne by ne. And we shuld pay mre attentin t the sentences. Hw t make the sentences better?
S: …
T: And we can fllw the writing tips.
【设计说明】让学生自己回顾并归纳本节课所学内容，老师帮助理清写作思路，提出写作建议，在PPT上展示。
【设计意图】培养学生归纳总结的学习习惯，巩固所学知识，帮助学生构建书面表达的写作支架，并在写作中重点关注句子的优化。
Step6 Hmewrk
T: Practice makes perfect. Write yur wn cmpsitin after class.
Finish it n the crrecting net and try t make yur article perfect.
【设计说明】学生课后用手机 在句酷批改网上完成写作。
【设计意图】教师已经在句酷批改网上布置作文，并已经设定了作文要求，学生在句酷批改网上写作，可以采用朗读输入或者文字输入的方式。学生提交作文后， 批改网可以马上显示作文分数并对学生在作文中的错误和不足作出提示，学生可根据提示多次修改，使文章更完美。
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