Unit14SectionB（1a3b&SelfCheck）教學設計一、TeachingObjectivesBytheendofthelesson,studentswillbeableto:Expressfuturehopesandplansclearly,usingtargetlanguagefrom1a1e.prehendthegraduationspeechtext(2b2c),identifytexttype,writer,purpose,andextractkeyinfoaboutstudents’growth,gratitude,andfutureoutlook.e.g.ervocabularyandgrammarin2d3b(e.g.,“attend”,“bethirstyfor”,“setout”)andusethemcorrectlyincontext.Reflectonjuniorhighmemories,organizefeelingsandexperiencesinSelfCheck,andwriteameaningfulpassageaboutanunforgettableperson/event(3a3b).Cultivatepositiveattitudestowardsgraduation,gratitudeforgrowth,andcouragetofaceseniorhighchallenges.二、TeachingKeyPoints&DifficultiesA.KeyPointsto...hlydiscussfuturehopes(1a1e)withstructureslike“Ihopeto...”.Accuratelyanalyzethegraduationspeech:texttype,writer,purpose,andanswerprehensionquestions(2b2c).Correctlyusevocabulary(2d)andgrammar(SelfCheck2)todescribejuniorhighexperiencesandfeelings.B.Difficultiese.g.lyunderstandingthespeech’semotionalconnotationsandlogicalstructuretoanswerinferentialquestions(e.g.,students’growth,future應對).Organizingpersonalmemorieslogicallyandvividlyinthe3a3bwritingtask,connectingexperiencestolifechanges.三、TeachingMethodsTaskbasedLearning(TBL):Designreading,speaking,writingtaskstoguideknowledgeapplication.CooperativeLearning:Promotepair/groupdiscussionsforspeechanalysis,vocabularypractice,andwritingsharing.ReflectiveLearning:EncourageselfreflectiononjuniorhighmemoriesinSelfCheckand3a3b.四、TeachingAidsTextbook,multimedia(PPTforspeechanalysis,vocabularydrills),blackboard五、TeachingProcedureStep1:Warmup&Leadin(5minutes)FutureHopesSharing:e.g.degree...to...?reanswersfrom1a(e.g.,“Ihopetogetabusinessdegree...”).Invite23studentstopresent,andexpandwithfollowupquestions:“Whydoyouwantto...?Whatwillyoudotoachieveit?”Connectto1b:Havestudentspractice1bdialoguesinpairs,thenshare12pairs’conversationstoactivatespeaking.Step2:Listening&SpeakingDeepening(1c1d:8minutes)ListeningforHopes(1c1d):Play1caudio,havestudentscheckhopestheyhear(1c).Thenplay1daudio,guidestudentstopletethepassage(1d)withemotionsandfutureo...for...e.g.analyzekeyphrases:“feelsadabout...”,“hopetogetinto...”,“winaprizefor...”,andpracticepronunciation(e.g.,stresson“thirstyforknowledge”).RoleplayExtension(1e):Studentsuse1dinfotopreparegraduationspeechesingroups,includinggrowth,gratitude,andfuturehopes.Encouragecreativity(e.g.,addingquotesorpersonalstories).Step3:GraduationSpeechAnalysis(2a2c:15minutes)Prereading(TextTypePrediction):Show2btitleandphoto,ask:“Isthisastory,speech,ornotice?Whomightwriteit?Forwhom?”Guidestudentstoidentifyitasagraduationspeechforjuniorhighgraduates.Whilereading(prehensionTasks):2b:Studentsreadtoanswer“texttype,writer,audience”questions.Checkanswers,emphasizing“IDENTIFYINGTEXTTYPEANDPURPOSE”skill(e.g.,speechesaimtoinspire/celebrate).2c:Rereadtoanswerdetailedquestions(students’Grade7vs.now,gratitudetargets,seniorhighchallenges).Havestudentsunderlineevidenceinthetext(e.g.,“fullofenergyandthirstyforknowledge”forGrade7).Postreading(Discussion):Ask:“Whichpartofthespeechresonateswithyou?Why?”Letstudentsdiscussinpairs,thenshareinsights(e.g.,“‘learnfrommistakes’—itremindsmeof...”).Step4:Vocabulary&GrammarMastery(2dSelfCheck:12minutes)VocabularyinContext(2d):Present2dwords(“attend”,“bethirstyfor”,etc.).Studentsfillinblanksindependently,thenexplainchoices(e.g.,“noneofuswanttoleave”becausegraduationisbittersweet).Extendwithsentences:“I’mthirstyforsuccess,soIsetouttostudyhard.”Practicepronunciationandcollocations.Grammar&Reflection(SelfCheck):SelfCheck1:Studentspletethe“feelingsmemories”chart.Walkaroundtosupport(e.g.,“excited—winningaprize”).SelfCheck2:Fillinverbforms(e.g.,“can’tbelieve...”,“usedtobe...”).Analyzetenses(pastvs.present)andexplainchanges(e.g.,“realize”nowvs.“wasscared”then).Step5:Writing&Sharing(3a3b:10minutes)Prewriting(Brainstorming):Guidestudentstofill3a’snotemakingtemplate:“Who/whatevent?When/where?Feelings?Howitchangedlife?”Example:“Person:Mymathteacher;Event:Helpedmepassexams;Changedlife:Mademelovemath.”Writing&PeerReview(3b):Studentswrite3bpassagesusing3anotes.Afterfinishing,exchangewithpeersforfeedback(e.g.,“Istheinfluenceclear?Anygrammarmistakes?”).Select23excellent/representativeworkstoshare,praisinguniquepoints(e.g.,vividdescriptions,deepreflections).Step6:Summary&Homework(5minutes)Summary:Recapkeylearnings:futurehopeexpressions,speechanalysisskills,vocabulary/grammarusage,andreflectivewriting.Emphasizegratitudeandpositiveattitudestowardsfuturechallenges.Homework:Polish3bwritingandsharewithfamily.Writeashortlettertoajuniorhighclassmate,expressingmemoriesandwishesforseniorhigh.六、BlackboardDesignUnit14SectionB1.FutureHopes:Phrases:hopeto...,bethirstyfor...,setoutto...Sentences:Ihopeto...because...2.GraduationSpeechKeyPoints:Grade7:energetic,thirstyforknowledgeNow:grownup,thankfultoparents/teachersSeniorhigh:harder,learnfrommistakes3.Vocabulary(2d):attend,bethirstyfor,none,setout,beproudof4.WritingFocus(3a3b):Structure: