初中英语_新目标英语九年级教学设计学情分析教材分析课后反思

U14 SB reading 教学设计

I.Teaching material analysis(教材分析)

U14 SB 2b reading,是一篇阅读课。这是初中阶段最后一个单元的语篇阅读，九年级已处于初、高中衔接的重要转折时期,为了给学生奠定今后学习英语的基础,九年级教材增加了语篇阅读的内容.本单元阅读是一篇毕业演讲.它回顾了整个初中阶段的生活经历,适合情境的内容能激发学生的阅读欲望和兴趣,引导他们在真实的语言环境中运用所学知识表达自己的观点,让他们在情感上珍惜和感恩过去的三年时光,并对未来充满向往.

本单元SB是SA在话题,语言结构和技能上的继续和延伸,在语言上,进一步训练SA所复习的语言项目,在技能上则由听、说、读转向更为综合的听、说、读、写训练.本节课的重点是掌握所学单词,词组,识别演讲稿体裁,体验演讲的魅力,了解国外毕业生毕业典礼,体会语篇背后所表达的感恩、珍惜、对未来充满希望的思想情感。难点是起草自己的毕业演讲稿。

II.Teaching aims:

According the new Standard Curriculum and Syllabus,the teaching aims are the followings: ①Knowledge objects:

First,the SS can master the usage of the important words and expressions,such as: Gentlemen,congratulate,lastly,graduation ceremony etc. Second，the SS can understand the content of the passage. Third,the usage of Objective Clauses and 5 tenses. ①Ability objects:

First,to improve the SS’reading ability----especially scanning,skimming, careful and extensive reading.

Second,to guide the SS to set up effective studying strategies,such as identifying text type and purpose.

Third,to train the SS’abilities of studying by themselves and cooperating. ①Emotion objects:

Share past memories and experiences,look ahead to the future,give thanks for people around them.

III.The important and difficult points.

The important points are:the usage of Objective Clauses and how to write a speech. The difficult points are:to master the ability of reading comprehension. IV.Teaching and studying methods:

1.Task-based(任务)and inquiry learning(探究)language teaching. 2.Independent and cooperative language learning.

(As we all know,reading belongs to the input during the process of the language Learning,the input has great effect on output,such as speaking and writing.) V.Teaching procedure: Step1:Revision

Revise the main words and phrases. Step2:Lead-in and pre-reading(读前)

Use the photos of SS in the past 3 years to share past memories.Bring the SS back to the graduation ceremony of last year.Let the SS think of what the headmaster said.Let the SS learn what another headmaster says and answer the question“who wrote it?Do you think?”

Step3:While-reading(读中)

Scanning:A层：1.What kind of text is this? Is it a story, a speech or a notice? 2.Who is it for?

B层：How many paragraphs(段) are there?what are they? (purpose:identify the text type and purpose) Skimming: Paragraph 1 2 3 Topic sentence（主题句） A层 Where A层 Main idea B层 (purse:Let the SS to learn that using topic sentences to get the main ideas.) Careful-reading: Para1:

A层：1.有感情的朗读段1，比比谁读得好.

2.（济南中考）---Thanks ___ joining the Talk Show!

---You're welcome. A.by B. of C. to D.for B层：Answer the questions:

1.What were the students like in Grade 7?

2. The poor children ______ _______ _____ (渴望) knowledge. Para2:

A层：1.有感情的朗读段2,比比谁读得好.

2. He will ____ _____ ______ (感激) you. B层：answer the questions

1.Who should the students thank and why?

2.探究：Never fail to be thankful to the people around you. 不要不感激你周围的人.（要对你身边的人心怀感激，）

【探究1】此句型为_____句。表示_____、____等等。 谓语动词一律用原形。 【探究2】fail to do 意思为________.

fail to pass the tests/ fail the tests 考试失败 例如：He never fails to phone his mother on his birthday. (翻译)___________________ Para3:

A层：1.有感情的朗读段3,比比谁读得好.

2．But along with difficulties, there will also be many exciting things _______ ______ you.

但是除了困难之外，也有许多令人兴奋的事情在等着你。 B层：1.【2014云南中考】If there ___ no buying and selling of animals, there will be no killing in nature. A. is B. will be C. has D. will have 2.连线

What will senior high be like?

How should the SS deal with the future?

A：They should choose wisely and be responsible for your decisions and actions. B：It will be harder and you have many difficult tasks ahead of you.

(purpose:let the different SS master the different main points and abilities and get the details ; )

What have you gotten this class? Step4:Extensive-reading(读后拓展) Steve Jobs在2005年对Stanford毕业生的演讲 Who is Steve Jobs?

How many stories are told in the speech? What has Steve wished for students or himself?

(purpose:Let the SS learn from him,encourage them to go ahead whatever the trouble is.) Step5:Homework:

Write a speech about your past 3 years, write down your memories,experiences and your feelings...

Step6:Blackboard design:

任务 Pre-reading 目标 预测问题正确（1分） 阅读流利，掌握基合作参本信息 与度（1（1分） 分） A层 阅读流利，掌握基提取，梳理主要信息合作参本信息 （1分） 与度（1（1分） 分） B层 A层 阅读流利，掌握基合作参理解细节信息（1分） 本信息 与度（1（1分） B层 分） A层 掌握文章体裁，主旨大意（1分） B层 能掌握基本信息（1分） 得分 scanning While-reading skimming Careful-reading Extensive-reading

课题：U14 SB 2b---reading导学案学情分析

我所教的四班共43人，总的英语基础在八个班里属于中游，这个班的学生总体成绩浮动有时比较大，女生多于男生，女生的学习主动性比男生大，但这个班的孩子比较情绪化，有时感性多于理性，易受外界事物影响。下面主要从以下几个方面分析： 1.自控能力弱

自控能力不能理解为消极的自我约束，它是一种内在的心理功能，使人自觉地进行自我，积极地支配自身，排除干扰，使主观恰当地协调于客观，并采取合理的行为方式去追求良好的行为效果。儿童的自我控制能力是随着年龄的增长而发展起来的。在实践活动中，随着知识经验的积累和能力的增强，通过专门的实践锻炼而逐步形成的。上课不注意听讲，许多学生精神不易集中，往往刚上课时能够认真听讲作笔记，但持续时间并不长，有时自己都说不清刚刚在想些什么。网络让对新鲜事物感兴趣的青少年有着极强的吸引力，这让学生容易沉迷网络游戏、聊天，花费学生大量时间和精力，对学习影响很大；漫画、小说给予学生精神上的放松，流行八卦新闻让学生有了娱乐的话题，这让一些学习自制力差的学生成绩下滑。

所以教师在课堂上采用多种教学模式，亦讲亦学。课堂小组讨论的方式让学生自己发现问题，老师引导学生解决问题，这样可以避免教师“独角戏”的授课尴尬，也可以随时吸引学生的注意力，降低学生走神的可能性。不要排斥学生上网，可以给学生一些学习题目，鼓励学生主动查阅与学习相关的资料，再引导学生利用学习资料灵活掌握知识，以提高学生的学习主动性。 2. 学习方法不科学

死记硬背，理论与实际脱离;不注重知识点归纳总结,学过的知识没有合理的结构，只能像一盘散沙，无法发挥出它们应有的功效.再有学习无计划，学习时不会科学利用时间，不注意劳逸结合，经常开夜车，上课时常常犯困。学习缺乏计划性是成绩难以提高的主要原因之一。有些学生对自己的学习毫无计划，整天忙于被动应付作业和考试，缺乏主动的安排。没有良好的学习习惯，缺乏主动预习复习的习惯。

为学生提供一些可操作的科学的学习方法，对于语文、英语等识记类知识，老师引导学生在充分理解的基础上要求学生熟记，帮助学生总结一些记忆的技巧，对于易混淆的知识点老师应给学生多做辨析，引导学生对问题善于总结。 3、心理因素。

当代青少年学生个性特征的比较显著。今天的青少年学生，几乎是清一色的独生子女(尤其在城市)。独生子女所处的特殊的家庭生活环境和复杂的社会生活背景，使他们形成了与以往中小学生显著不同的个性特点。就弱点方面来说，比较突出的是：唯我独尊，心理承受能力和自理、自立能力较差。这种消极的个性心理特征，使得相当一部分学生行为自由散漫，集体观念、劳动观念不强；有攀富比阔思想，不懂感恩等等。其实，独生子女的感情比较脆

弱，应积极引导，讲明道理。所以这堂课让学生体验演讲的魅力,了解国外毕业生毕业典礼,体会语篇背后所表达的感恩、珍惜、对未来充满希望的思想情感。

不管怎样，要努力改进课堂教学，千方百计激发学生的学习兴趣，使他们变“苦学”为 “乐学”，进入“学海无涯乐作舟”的境界。

效果分析

阅读教学的主要任务有三：一是解读和处理课文信息；二是发展学生阅读方法和能力；三是学习文中语言和文化知识。侧重培养学生的阅读能力。

本课在设计时先以电子照片导入的形式，增加学生对文章有关的感性知识；然后采用略读，扫读的方法，培养学生阅读整体观念；在随后的细节处理时，采取细读、细节理解、连线的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。

分层提高英语教学质量。重视个体差异，培养个体信心，突出分层教学的的实效性，争取不让学生掉队。搞好分层提问、分层练习和分类指导。

不足之处有二，一是可供学生阅读的时空、任务或活动较少，培养学生阅读技能的精细化程度不够。二是环节之间的衔接、任务之间的梯度尚有完善的余地。

课题：U14 SB 2b---reading

我所教授的内容是U14 SB 2b reading,是一篇阅读课。这是初中阶段最后一个单元的语篇阅读，九年级已处于初、高中衔接的重要转折时期,为了给学生奠定今后学习英语的基础,九年级教材增加了语篇阅读的内容.本单元阅读是一篇毕业演讲.它回顾了整个初中阶段

教材分析

的生活经历,适合情境的内容能激发学生的阅读欲望和兴趣,引导他们在真实的语言环境中运用所学知识表达自己的观点,让他们在情感上珍惜和感恩过去的三年时光,并对未来充满向往.

本单元SB是SA在话题,语言结构和技能上的继续和延伸,在语言上,进一步训练SA所复习的语言项目,在技能上则由听、说、读转向更为综合的听、说、读、写训练.本节课的重点是掌握所学单词,词组,识别演讲稿体裁,体验演讲的魅力,了解国外毕业生毕业典礼,体会语篇背后所表达的感恩、珍惜、对未来充满希望的思想情感。难点是起草自己的毕业演讲稿。

教师课堂教学评价表

九年课题 U14SB Reading 评价项目 学案目标 课 程 学习过程 问题 活动 达成度 环节 评价 教 师 注意中心 教学态度 课 堂 文 愉悦 自主 合作 10 能力 20 20 权重 5 4 3 3 5 3 4 5 5 3 2 2 2 班级 级四班 时间 2015 3.31 评价要点 执教人 毕霄燕 评课人 张晓 得分 5 4 3 3 5 3 4 5 5 3 2 1 2 依据学情、教材及学生需要适切。 立体建构，根据学生优、良、差，层次分明。 呈现的方式灵活，疑为主轴。 小组合作，组组合作，全班合作及时到位效果明显。 围绕目标组织达成目标。 与学案相辅相成，切合目标，让学生主动参与、发展。 及时到位，以鼓励表扬为主。 用英语组织教学，体现特质。 时刻注意全体学生的思维状态与反馈，调节学生的活动。 微笑教学，尊重信任学生，善待学生。 师生兴趣浓，享受成功感。 自主选择重组信息发现规律并表述观点。 优、良、差学生合作体现层次性。 化 探究 特质 2 2 具有思考价值的问题，有结果。 师生个性特质凸显。 A级 B级 C级 D级 得分 2 2 49 总评

等级评价 学生课堂学习评价表

任务 目标 Pre-reading 预测问题正确（1分） scanning 掌握文章体裁，主旨大意（1分） B层 阅读流利，掌握基本信息 （1分） A层 合While-reading skimming 提取，梳理主要信息（1分） B层 阅读流利，掌握基本信息 （1分） A层 合Careful-reading 理解细节信息（1分） B层 阅读流利，掌握基本信息 （1分） A层 合Extensive-reading

课题：U14 SB 2b---reading导学案

能掌握基本信息（1分） 年级：九年级 科目：英语 主备：毕霄燕 课型：阅读课 审核：_____ 【学习目标】

知识目标： 单词：gentleman,congratulate,lastly,task,separate,wing. 词组：graduation ceremony,first if all,be thirsty for,be thankful to,ahead of,be responsible for,set out 情感目标： 体验毕业演讲的魅力，寄语学生学会感恩，勉励学生迈向新的未来。 学习策略： identifying text type and purpose. 文化策略 【学习过程】

I.课前自主预习检测（独学）

A、单词拼写。请背诵词汇表，并默写单词。

了解国内外毕业生毕业典礼上的发言。 名 词：1.d________ (大学)学位；度数；程度2．m________经理；经营 3．g________先生；绅士4．g________毕业5．c________典礼；仪式6．t________任务；工作 7．w________翅膀

动 词：c________祝贺

形容词：1.t________渴望的；口渴的2．t________感谢；感激3．r________有责任心的 副 词：1.l________最后2．a________向前面；在前面 兼类词：s________ adj.单独的；分离的 v．分开；分离 B、短语翻译。请浏览教材，找出以下短语，并背诵之。

1.believe ________ 信任；信赖2．first ________ ________首先3．be thirsty ________渴望；渴求4．be thankful ________ sb.对某人心存感激5．ahead ________在……前面6．along ________连同；除……以外还7．be responsible ________对……有责任；负责任8．set ________出发；启程9．separate ________分离；隔开 II.课上流程

1.Pre-reading(读前)

Listen:Who wrote it ?Do you think? 2.While-reading(读中)

Scanning:A层：1.What kind of text is this? Is it a story, a speech or a notice? 2.Who is it for?

B层：How many paragraphs(段) are there?what are they?

Skimming: Paragraph 1 2 3 Topic sentence（主题句） Where A层 A层 Main idea B层 Careful-reading: Para1:

A层：1.有感情的朗读段1，比比谁读得好.

2.（济南中考）---Thanks ___ joining the Talk Show!

---You're welcome. A.by B. of C. to D.for B层：Answer the questions:

1.What were the students like in Grade 7?

2. The poor children ______ _______ _____ (渴望) knowledge. Para2:

A层：1.有感情的朗读段2,比比谁读得好.

2. He will ____ _____ ______ (感激) you. B层：answer the questions

1.Who should the students thank and why?

2.探究：Never fail to be thankful to the people around you. 不要不感激你周围的人.（要对你身边的人心怀感激，）

【探究1】此句型为_____句。表示_____、____等等。 谓语动词一律用原形。 【探究2】fail to do 意思为________.

fail to pass the tests/ fail the tests 考试失败 例如：He never fails to phone his mother on his birthday. (翻译)___________________ Para3:

A层：1.有感情的朗读段3,比比谁读得好.

2．But along with difficulties, there will also be many exciting things _______ ______ you.

但是除了困难之外，也有许多令人兴奋的事情在等着你。 B层：1.【2014云南中考】If there ___ no buying and selling of animals, there will be no killing in nature. A. is B. will be C. has D. will have 2.连线

What will senior high be like?

How should the SS deal with the future?

A：They should choose wisely and be responsible for your decisions and actions. B：It will be harder and you have many difficult tasks ahead of you. What have you gotten this class? 3.Extensive-reading(读后拓展) Steve Jobs在2005年对Stanford毕业生的演讲

Thank you. I'm honored to be with you today for your commencement from one of the

finest universities in the world. Truth be told, I never graduated from college and this is the closest I've ever gotten to a college graduation.Today I want to tell you three stories from my life. That's it. No big deal. Just three stories. The first story is about connecting the dots.I dropped out of Reed College after the first six months but then stayed around as a drop-in for another eighteen months or so before I really quit. So why did I drop out? It started before I was born. My biological mother was a young, unwed graduate student, and she decided to put me up for adoption. She felt very strongly that I should be adopted by college graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife, except that when I popped out, they decided at the last minute that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking, \"We've got an unexpected baby boy. Do you want him?\" They said, \"Of course.\" This was the start in my life.

so you have to trust that the dots will somehow connect in your future. You have to trust in something--your gut, destiny, life, karma, whatever--because believing that the dots will connect down the road will give you the confidence to follow your heart, even when it leads you off the well- worn path, and that will make all the difference.

My second story is about love and loss. Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work, and the only way to do great work is to love what you do. If you haven't found it yet, keep looking, and don't settle. As with all matters of the heart, you'll know when you find it, and like any great relationship it just gets better and better as the years roll on. So keep looking. Don't settle.

My third story is about death. Your time is limited, so don't waste it living someone else's life. Don't be trapped by dogma, which is living with the results of other people's thinking. Don't let the noise of others' opinions drown out your own inner voice, heart and intuition. They somehow already know what you truly want to become. Everything else is secondary.

\"Stay hungry, stay foolish.\" It was their farewell message as they signed off. \"Stay

hungry, stay foolish.\" And I have always wished that for myself, and now, as you graduate to begin anew, I wish that for you. Stay hungry, stay foolish. Thank you all, very much. Who is Steve Jobs?

How many stories are told in the speech?

What has Steve wished for students or himself?

课题：U14 SB 2b---reading达标测评： A层：一、根据汉语提示完成单词。

1. When I am a kid, my parents often tells me to behave like a (绅士）。 2. Jack was very stressed because he was invited to the (庆典）of his friend’s wedding.

3. We went to Lily to (祝贺）her for getting the first prize in the competition.

4. My sister was so (渴的）that I drink all the tea in the cup. 5. Be sure of yourself and go your (独自的）way. 二．用所给词的适当形式填空。

1. I remember ____________(get) a letter from my good friend last year. 2. Don’t give up _________ (try), you will make it in the end. 3. My schoolbag is __________(full) of homework. I must find it. 4. We will celebrate our _____________(graduate) tomorrow. 5. We all hope __________ (do) well in the final exam.

6. The story-book was so interesting that I couldn’t stop ________ (read) it in class yesterday.

7. They have some ________(difficult) in getting to the top of the mountain. 8. He is looking forward to __________ (be) a scientist. 9. We ________ already _______ (study) phrasal verbs.

10. My father often encourage me _________ (practice) speaking English.

B层：一.句型转换。

1. Remember to tell Jim the news as soon as you see him. （改为同义句） _______ ______ ______ tell Jim the news as soon as you see him 2. I don’t know where I can find my dog. (改为简单句) I don’t know ________ ________ find my dog.

3. My mother sent me a birthday present last week. (变为被动语态) A birthday present _____ ____ ______ my mother last week. 4. He joined the school band. (用for 2 years 改写) He ______ ______ _____ the school band for 2 years. 二、用方框内所给单词的适当形式填空

quite, in, such, interest, man, work, please, I, whether, tell

Dear Dad,

Happy birthday to you!

On this special day, I'd like to talk to you 1. a special way. I don't think I am good at 2. you my thoughts face to face, so I'm writing my love to you.

You're not a rich man or a famous person. But I think you're one of the greatest 3. in the world. I'm proud of you. You aren't 4. in fame and wealth (名利). You do common things like working as a 5. in your factory. The smile on your face shows that you are 6. _____with the family. You take good care of my grandparents and help me with7. lessons. You do some shopping with Mom on Sundays.

In the past, I didn't care 8. you were with me or not. Now I'm sorry to say I wasn't good to you before. I'm 9. lucky because I have10.____ a great father. And I feel happy that now I can let you know how much I love you. You are successful as a son, a father, a husband and a friend. Wish you happy forever!

Yours, Ben

教学反思

我于2015年3.31录的课，内容是人教版新目标英语九年级U14 SB Reading,整堂课上下来流程比较顺畅，一开始我让同学们复习了独学内容（基础知识），但因为超时，这部分可能要删掉。

整堂课我把学生分为A层（基础弱）、B层（基础好），每一环节的问题也分为了A、B层，A层问题相对简单，适应了基础弱的同学最近发展区;B层问题适应于相对能力较强的同学。

独学后我用一首优美的歌曲导入，这首歌是westlife的一首歌《seasons in the sun》,它表达了一种离别之情，告诉我们不要忘记友情，亲情等，伴着这首歌曲，我用电子照片让

同学们回忆这三年的时光，体味这即将毕业的滋味，最后一张电子照片停留在去年的毕业典礼上，让同学们回忆Mr.wang在毕业典礼上的话“放飞梦想，扬帆远航，做最好的自己。”接着让同学们听另外一位校长在毕业典礼上的发言（即本节所讲语篇）并回答“Who wrote the speech?”-------这部分即环节Pre-reading。 （这部分同学们完成的很棒。）

下面紧跟While-reading环节，这一环有scanning(扫读)，skimming(略读),careful-reading三部分组成，先谈scanning环节，我用英语向他们解释了“What’s the meaning of scanning?-----look quickly but not carefully at the passage。”这就教给他们如何去完成这三部分的方法。其中有一个问题是“What’s the speech?”,学生可以用汉语去回答。

（什么是演讲，我是提前告诉学生我们下一节要讲演讲稿，你可以用英汉或汉语词典去查它的意思，但从课上效果来看，只有一个学生举手，可见学生的学习缺乏主动性，若提前说出激励条件，比如，可加5分，或许会好一些。）

Skimming环节，“what’s the meaning of skimming?----Read quikly in order to find the main points or special points.”这就教给学生直奔三个问题来速度-----topic sentence、where is it?、main idea。这部分先自己默读，浏览问题后，在组织学生讨论。这部分难点是main idea,需要自己总结，可进行小组讨论。如果该部分完成的差不多了，组长可以根据黑板上的评测表，给自己的组去黑板打分。

（这部分突出的问题是，有些同学找不到主题句，主题句一般在句首，句末，有时在句中，这和语文的要求是一致的，所以，英语，语文同为语言课，在某种程度上是相通的。Main idea需要B层同学的归纳总结能力，在课上，B层的问题，他们做到了跨组讨论，这样能迅速提升他们自己。通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。）

Careful-reading环节，是根据PPT要求逐段落实PPT上的问题，这部分直接Groupwork讨论，完成每一段的问题，组长可根据黑板上的评测表，去黑板给自己组打分。

（这部分有些同学对what,why,how这种细节问题找不准答案，平时要加强阅读理解及任务型阅读的训练，引导学生分析比较文章具体细节, 培养学生对细节的阅读理解能力。）

下一环节是“What have you got from the speech?”,有些同学回答的很好（try your best,don’t give up etc.）,有些同学是从课后题中去找答案，大家做的非常好。

最后一环节是Extensive-reading(拓展阅读)，引用了乔布斯2005年在Standford大

学毕业典礼上的演讲视频，并回答2个问题“How many stories are told in the speech?What have Steve wished for students or himself?”,让同学们记住他的一句话“stay hungry,stay foolish”。

（这部分有文本材料在导学案里，可让同学们课下再去拓展阅读，增加他们的阅读量。从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。学生阅读能力的提高是一个长期的，循序渐进的过程，必要的阅读技巧指导是关键，适量的课外补充是必需。所以，要想提高学生的阅读能力，教师必须培养学生的阅读习惯，使他们掌握一定的阅读技巧，并结合课内外的阅读训练实践，不断培养和提高学生的英语阅读能力。）

总之，整堂课下来，尽量在全英环境下上课，有些同学还是听不懂，所以我觉得英语老师要从初一开始，尽量去用英语上课，宁可教学进度慢下来，随着时间的推移，是对学生听说能力的一个磨练，输入使输出的前提。

课题：U14 SB 2b---reading

义务教育阶段英语课程的总体目标是培养学生初步的综合语言运用能力，并通过英语学习促进学生的心智发展，提高学生的综合人文素养。由语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成课程总目标。

目前九年级使用的英语教材，是人民教育出版社的《义务教育课程标准实验教科书英语（新目标）系列教材之一。它采用任务型语言教学模式，融会了话题、交际功能和语言结构形成了一套循序渐进地深化的学习程序。本书共有14个单元和3个复习单元。供九年级全年使用，其中每个单元都列出明确的语言目标、主要的功能与语言结构以及需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，展开目标句型，提供部分示例和指导性练习；B部分是知识的扩展和语言的综合运用；每个单元还附有SELF CHECK部分，供学生用来自我检测本单元所学的语言知识，使学生对学过的目标句型运用自如。

本单元是初中阶段的最后一个单元，话题为“school days”(在校时光)，与U7的话题同为描述学生的在校经历，U14话题是回顾整个初中生活并展望未来。本单元的语言目标是复习宾语从句和5种时态，是U3，U9，U2，U12时态及复合句的复习与巩固。学生继U7后第二次接触诗歌，初次接触演讲稿的体裁，让学生辨别，欣赏这两种文体，初步掌握两种文体的学习策略，了解国外诗歌特点及国外的毕业典礼，学习语篇所承载的语言知识及背后所表达的思想情感。

课标分析