Unit 14 学历案2025-2026学年人教版（2012）英语九年级全册

九年级英语学科单元概览 单元名称 Unit 14 I remember meeting all of you in Grade 7. 备课时间 2026.3.1 单元总课时 7课时 主备人 参备人签名 一、单元目标设计的依据 1. 课程标准： 语言运用：在与成长、感恩相关的真实语境中，能独立完成听、说、读、写综合语言运用任务，能准确传递信息、表达情感，语言输出无重大语法错误，符合九年级学段语言表达的基本要求。 思维品质：能对成长主题语篇进行简单分析、归纳和提炼，能结合自身经历理性表达对成长的感悟和思考，做到观点明确、有具体事例支撑；能在语用表达中做到逻辑清晰、衔接自然，初步形成批判性思维和逻辑性思维。 学习能力：能自主梳理本单元核心语言知识和语用技巧，能在小组合作中积极参与交流、讨论和展示活动，能对自己的口语表达和书面习作进行自我修改和同伴互评，形成自主学习、合作学习和反思提升的良好学习习惯。 2.教材解读：本单元是本学年最后一个单元，也是初中学段最后一个单元。本单元设计目的旨在复习巩固初中学段一些重要语法项目，同时让学生回顾总结初中三年美好时光。Section A通过谈论初中毕业生的在校时光，在语言上让学生回顾加深对几种时态、句式及固定搭配的理解及运用，在情感上让学生珍惜初中学段美好时光。Section B 是Section A 在话题、语言绪构和技能上的继续和延伸。在话题上，由谈论过去的中学生活转向对未来的展望；在语言上，除进一步综合训练Section A所复习的语言项目外，还加强训练学生准确描述过去并展望未来的语言能力；在技能上，则由听、说、读转向更为综合性的听、说、读、写训练。 3.学情分析：九年级的学生面临毕业，经过寒假的学习，明白自己的漏洞不少，老师需对他们多鼓励多肯定。本单元的话题是回顾初中生活，谈论校园时光，展望未来。学生对已学语法知识的运用（一般过去式、现在完成时、一般将来时），还有所不足，对句子结构的运用不够准确，还需要进一步的加强时态、句子结构等方面的练习和运用。 二、单元学习目标 1. 通过听读与梳理校园生活回忆类语篇，掌握本单元核心词汇、短语及remember doing/to do等语法结构，准确描述初中成长经历，形成语言能力与学习能力。 2. 通过小组合作与情境交流，说出对师友的感激与校园生活感悟，得体完成回忆主题口语表达，形成文化意识与思维品质。 3. 通过分析毕业演讲与诗歌，理解语篇结构、情感脉络与语体特点，提炼成长与感恩的主题意义，形成思维品质与语言能力。 4. 通过整合信息与书面表达，撰写结构完整、情感真实的回忆短文或毕业感言，规范运用时态与句型，形成语言能力与学习能力。 5. 通过回顾与反思初中生活，树立珍惜时光、感恩他人、面向未来的积极态度，形成文化意识与正确价值观。 三、单元评估任务 1.口语表达评估（侧重语言能力、思维品质） 学生以“我的初中成长回忆”为主题，进行1-2分钟口语表达，需包含3个核心要点：① 印象最深刻的校园片段；② 想感谢的师友及原因；③ 初中三年的收获与感悟。表达时需规范运用本单元核心词汇、短语及remember doing/to do等语法结构，语言流畅、情感真挚，逻辑清晰。 2.书面表达评估（侧重语言能力、学习能力） 学生撰写一篇80-100词的毕业感言，题目自拟（如My Junior High School Life、A Thank-You Note to My Teachers），需贴合“成长、感恩”主题，结构完整（开头引入、中间阐述、结尾升华），规范运用本单元时态、句型及核心短语，语句通顺、书写规范，无明显语法错误。 3.语篇解读与综合运用评估（侧重思维品质、文化意识） 给出一篇与“初中成长、毕业祝福”相关的短文（篇幅适配九年级，包含本单元核心词汇及语法），学生完成两项任务：① 阅读短文，完成3道细节理解题+1道主旨大意题（考查语篇解读能力）；② 结合短文内容，用3句话表达自己对“成长”的理解，要求贴合短文主旨，同时结合自身实际，体现感恩意识。 单元整体设计 单元整体教学大任务（或大概念、大问题） 子任务或子概念、子问题 具体学习活动 学习篇目或教学内容 活动形式 回望初中成长，表达感恩与期许(核心大概念：用英语梳理成长经历、得体表达情感与愿景) 一、感知成长主题，积累核心语料 1. 听读校园生活相关语段，圈画核心词汇；2. 梳理remember doing/to do等语法结构，完成基础句式练习；3. 匹配成长场景与英语表达 Section A 1a-2d、语法板块 自主阅读、小组核对、师生精讲、句式仿写 二、解读语篇内涵，体悟感恩情感 1. 分析语篇的叙事结构与情感脉络；2. 提炼文中人物的成长感悟与感恩表达；3. 讨论语篇中体现的成长与感恩的意义 Section A 3a-3b，Section B 2a-2b 语篇研读、小组讨论、主旨提炼、全班分享 三、运用语料表达，交流成长感悟 1. 结合自身经历，创编“我的成长瞬间”对话；2. 完成1-2分钟口语表达，分享印象深刻的校园经历与想感谢的人；3. 互评表达中的语言运用与情感传递 Section A 3c，Section B 2c-2d 情境创编、结对交流、口语展示、同伴互评 四、整合语用能力，创作成长寄语 1. 梳理书面表达的结构技巧（开头引入、中间阐述、结尾升华）；2. 撰写毕业感言/感恩信/成长寄语；3. 修改完善习作，进行班级习作展示 Section B 3a-3b 方法指导、自主写作、同桌互改、作品展示 九年级英语学科第14单元单元起始课教学设计 课题名称 Unit 14 I remember meeting all of you in Grade 7. Section A (1a-2d) 课型 起始 听说课 备课时间 2026.3.1 主备教师 课时学习目标 1.Through free talk and class activities, students can talk about unforgettable memories of junior high school and cherish their junior high school life. 2.Through listening and question-and-answer practice, students can master the basic usage of the present perfect tense and the simple past tense. 3.Through pair work and role-play, students can use “remember doing sth.” and other sentence patterns correctly to communicate. 4.Through reading and true-false judgment, students can understand the dialogue, grasp the details and emotions, and improve oral English. 课时评估任务 1.语言运用任务：能运用一般过去时、现在完成时及 remember doing sth. 结构，完整描述初中生活回忆。 2.听说理解任务：能听懂相关听力材料，完成匹配、填空等练习，并顺利完成角色扮演对话。 3.情感与表达任务：能积极分享个人校园记忆，准确理解对话情感与文本细节，参与课堂交流。 学习过程 本单元是初中学习阶段的最后一个单元。其设计目的旨在复习巩固初中阶段一些重要的语法项目，同时让学生回顾总结初中三年美好的时光。Section A 通过谈论初中毕业生的在校时光，在语言上让学生回顾加深对几种时态、句式及固定搭配的理解及运用，在情感上让学生珍惜初中学段的美好时光。本部分的重点是复习初中阶段比较重要的语法内容，如现在完成时和一般过去时的用法，教学难点是 remember doing sth.用法以及如何理解欣赏诗歌体裁文章。Section B是Section A 在话题、语言结构和技能上的继续和延伸。在话题上，由谈论过去的中学生活转向对未来的展望，在语言上，除进一步综合训练 Section A所复习的语言项目外，还加强训练学生准确描述过去并展望未来的语言能力，在技能上，则由听、说、读转向综合性的听、说、读、写训练。 Step 1 Warm- up Have a free talk about your memories and experiences in Junior high school. Do you have any special memories of junior high school? Which teachers will you miss the most after junior high school? Step 2 Presentation 1. Work on 1a. Check (√) the things you remember doing at junior high school. Add more to the list. 2. Work on 1b. Listen and match the memory with the person. 3. Listen again and answer the questions. 4. Read the answers in 1b and have a discussion: a. Have you enjoyed every year of junior high school? b. Have you learned to play the keyboard in music class? c. What have you done at junior high school? 5. Work on 1c. List some memories and experiences from junior high school. Share your lists with your partner. Step 3 Listening&Pair work 1. Work on 2a. Listen to the conversation. Check (√) the facts you hear. 1. Listen again and answer the questions. 2. Work on 2b. Listen again. Match each question with the name of the person. 3. Listen again and fill in the blanks. 5. Work on 2c. Role-play a conversation in your group using the information in 2a and 2b. A: Do you remember Mr. Hunt? B: Of course! He’s a great teacher. He gave really clear instructions during the P.E. class. Step 4 Role-play Work on 2d. Role-play the conversation. 1. Role-play the conversation in 2d. 2. Read the conversation and then answer the questions. 3. Read again and check T or F. Read again and then correct the wrong sentences above. Step 5 Practice Have a pair work. Judy: Is there a teacher who you will miss most? Clara: Yes, I remember Ms. Lee and Mr. Brown because they help me with studies... Step 6 Language points 1. Explain the usage of memory, instruction, double, 2. Explain the other usages of help sb. with sth., in a row. 3. Practice the key words. Step 7 Exercises Show some exercises to practice the key words and the target language. Step 8 Homework 1.Remember the new words of 1a-2d. 2.Finish off the exercises. 3.Preview the new words of 3a-3c. 4、 板书设计 Unit 14 I remember meeting all of you in Grade 7. Section A (1a-2d) 1. Mary did homework carefully to meet the standards of a strict teacher. 2. She helped you to work out the answers yourself no matter how difficult they were. survey, standard, keyboard, method, instruction, double, shall, in a row 教后反思 课时教学设计 课题名称 Unit 14 I remember meeting all of you in Grade 7. （Section A 3a-3c） 课型 阅读课 备课时间 2026.3.1 主备教师 课时学习目标 1. Students identify and use key vocabulary and structures to describe memories through close reading the poem. Students grasp the poem’s main idea and locate specific details by applying skimming and scanning strategies. Students infer the author’s feelings and share their own graduation memories clearly in oral or written form. Students appreciate the value of growth and develop gratitude towards their school, teachers, and classmates. 课时评估任务 评估任务： 1. 完成核心词汇与“remember doing”结构的填空练习，并用1个新词造句。 2. 快速略读概括诗歌主旨，扫读文本完成3道关键细节信息匹配题。 3. 小组内用1分钟口头分享个人初中回忆，需包含文本中的1个核心句式。 4. 填写“毕业感恩”便签，写下最想感谢的人及一句话理由，自愿展示。 学习过程 Step 1 Lead-in 1. Have a free talk: What activities can the writer remember about his or her life in junior high? 1. Look at the mind map and give the writer’s activities. Step 2 Pre-reading Fast reading. 1.Work on 3a. Read the passage and answer the questions. 1. What kind of writing is this? 2. What is the main subject of this writing? 3. Who do you think the writer is? 2. Read the passage and answer the questions. Step 3 While-reading Careful reading. 1.Work on 3b. Read the poem again. Write the words that rhyme with the words below. things year class land school flowers 2. Read the poem again and find the rhyme in the poem. 3. Read the poem again and write the words that rhyme with the words below. 4. Read the words and feel the rhymes. 5. Read the poem aloud. 6. Have a discussion about how to read the poem. Step 4 Post- reading 1. Work on 3c. Have you experienced any of the following things? How did you feel? How does the writer feel about them? 2. Write the writer’s feeling about the activities. Step 5 Language points Explain the language points and ask the ss to read them. Point out the usages of the following. remember doing/to do sth.,look back at, look around, keep one’s cool, care... Step 6 Exercises Practice the language points by doing these exercises. Step 7 Homework Read the poem and write a short passage about a person or event that you will never forget. 板书设计 Unit 14 I remember meeting all of you in Grade 7. Section A (3a-3c) 1.It’s time to graduate. 2. I can’t believe it’s been three years. 3. It's difficult not to cry. morning reading, making friends, helping with homework, preparing for art festivals, New Year's parties, sports day, starting day, learning a language, school trees and flowers, kind and caring teachers, ours, graduate, overcome,caring look back at, make a mess, keep one’s cool 教后反思 课时教学设计 课题名称 Unit 14 I remember meeting all of you in Grade 7. （Section A Grammar Focus-4b） 课型 语法复习课 备课时间 2026.3.1 主备教师 课时学习目标 1. By observing examples in Grammar Focus and analyzing sentence structures, students can understand and distinguish different tenses and the basic usage of object clauses, and develop a rigorous sense of using English grammar correctly. 2. By doing sentence ordering, finishing activity 4b and classroom practice, students can master key phrases and use different tenses properly in expression, and develop coherent oral and written English communication skills. 3. By doing related exercises and high school entrance exam practice, students can apply the grammar and phrases to solve practical language problems, and develop the literacy of independent summarization and learning for practical use. 课时评估任务 1. Assessment for Objective 1 Assess whether students can recognize different tenses and object clauses correctly by reading and analyzing sentences in Grammar Focus. 2. Assessment for Objective 2 Assess students’ mastery of key phrases and proper use of tenses through sentence ordering (4a) and written answers (4b). 3. Assessment for Objective 3 Assess students’ ability to use grammar and fixed structures in context through classroom exercises and high school entrance exam related practice. 学习过程 Step 1Presentation 1. Show Grammar Focus. 2. Ask one student to read the sentences and show the grammar focus. 3. Pay attention to different tenses and objective. clause. Step 2 Explanation 1.Explain the usage of different tenses and objective clause. 2.Read the examples and exercises. Step 3 Complete 4a 1.Work on 4a. Number the sentences to make a paragraph. 2. Read the sentences in 4a in order. 3. Sum up the tenses. 4. Explain the usage of the following: have a problem with, go by Step 4 Practice 1.Work on 4b. Write your own answers to the Questions. 2.Read the answers and pay attention to different tenses. Step 5 Exercises Show some exercise to practice the grammar. Step 6中考链接 Choose the exercise to practice: look forward to doing. Step 7 Homework 1. Finish 4b as you discussed. 2. Preview the next part, thinking about what you hope to do in the future. 板书设计 Unit 14 I remember meeting all of you in Grade 7. Section A (Grammar Focus-4b) 1. How have you changed since you started junior high school? 2. I’ve become much better at speaking English. 3. What did you use to do that you don’t do now? 4. I’m looking forward to going to senior high school. senior, text, level, go by, senior high (school) 教后反思 课时教学设计 课题名称 Unit 14 I remember meeting all of you in Grade 7. （Section B 1a-1e） 课型 听说课 备课时间 2026.3.1 主备教师 课时学习目标 1. Through group discussions and sharing personal visions, students will be able to talk about their future life, forming the ability to express imaginative ideas in English fluently. 2. Through reflective writing and peer interviews about personal goals, students will learn to look ahead to senior high school and future, forming a forward-thinking mindset and self-awareness. 3. Through contextualized practice and role-playing job interviews, students will master the words and expressions: degree, manager, believe in, forming the ability to use career-related vocabulary accurately and developing cross-cultural awareness. 课时评估任务 Task: Do 1a-1d. Talk about your future plan. Talk: Say 2-3 sentences. · I want to be a ______. · I will ______. · I believe in myself. Check You can... Level Say 3 sentences. Use new words. ⭐⭐⭐ Say 2 sentences. ⭐⭐ Say 1 sentence. ⭐ 学习过程 Step 1 Warming-up 1.Have a free talk with your partner about what you would like to do in the future? A: What do you hope to do in the future? B: I hope to get a business degree and become a manager. 2.Look at the pictures and learn some job words. 3.Lead in today’s topic. Step 2 Presentation 1.Work on 1a. Write about what you would like to do in the future. 2.Work on 1b. Talk about what you hope to do in the future. A: What do you hope to do in the future? B: I hope to get a business degree and become a manager. Step 3 While-listening 1.Work on 1c. Listen to a class discussion. Check the hopes you hear. 2.Look at these pictures, talk with your partner what they hope to be in the future. A: Do you like to be a doctor? B: Yes, I hope to be one in the future. 3.Work on 1d. Listen again. Complete the passage. 4.Read the passage and pay attention to the missing words. 5. Listen again and fill in the table. Step 4 Post-listening 1.Work on 1e. Prepare a speech for your graduation. Use the questions to help you. Present your speech to your group.How have you changed since you started junior high school? Who has helped you most? What advice have your parents given you? What will you do after you graduate? What are you looking forward to? Show the samples and read them. Step 5 Language points 1. Explain the usage of degree,believe in. 2.Read the sentences. Step 6 Exercises Show some exercise to practice the key vocabulary, the key sentences and structures. Step 7 Practice Practice the key words and the target languages: believe in Step 8 Homework 1.Remember the new words and copy them. 2. Listen to 1c and 1d. 3.Read 1d after class. 4. Preview 2b for the next class. 板书设计 Unit 14 I remember meeting all of you in Grade 7. Section B (1a-1e) 1.The students talk about what they want to do in the future. 2. Bob hopes to pass the exam to get into senior high school. 3. To celebrate the end of junior high, they are having a party. degree, manager，believe in 教后反思 课时教学设计 课题名称 Unit 14 I remember meeting all of you in Grade 7. （Section B 2a-2e） 课型 阅读课 备课时间 2026.3.1 主备教师 课时学习目标 1.By carrying out word games, picture lead-in, pair discussion, fast reading and careful reading, students can understand the main idea of the passage, master the main ideas of each paragraph and answer reading questions correctly, and develop basic English reading comprehension and information processing competence. 2. By doing blank-filling exercises, sentence practice, sentence appreciation and sharing with partners, students can master the usage of key words and phrases (congratulate, along with, be thirsty for, separate) and use key sentences to express personal ideas, and develop language application and cooperative communication competence. 3.By doing classroom exercises, high school entrance exam related practice and homework review, students can use key phrases and structures correctly and finish word and sentence exercises properly, and develop solid language application ability and autonomous learning competence. 课时评估任务 1. Formative Assessment (Process Assessment, Corresponding to Objective 1) By observing students’ performance in word games, pair discussion, fast reading and careful reading tasks, assess whether students can understand the main idea and paragraph themes of the passage, answer reading questions correctly and master basic reading strategies, so as to evaluate students’ competence of reading comprehension and information processing. 2. Formative Assessment (Process Assessment, Corresponding to Objective 2) By checking students’ completion of 2d blank-filling exercises, sentence appreciation and group sharing activities, assess whether students can master the usage of key vocabularies and phrases (congratulate, along with, be thirsty for, separate) and use key expressions to share personal opinions, so as to evaluate students’ competence of language application and cooperative communication. 3. Summative Assessment (Summary Assessment, Corresponding to Objective 3) By assigning classroom targeted exercises, high school entrance examination linked practice and after-class homework (word copying, reciting, extended exercises and language points review), assess whether students can use key phrases and sentence structures flexibly and master key language points comprehensively, so as to evaluate students’ competence of language knowledge application and autonomous learning. 学习过程 Step 1 Warming-up 1. Play a word game and review the words. 2. Look at the pictures and lead in 2a. 玩游戏，激发学生兴趣，使学生自由谈论未来。导入主题。 Step 2 Presentation 1. Work on 2a. What is the most important thing you have learned in junior high school? Discuss the question with a partner. 2. Talk about the most important thing and write them down. 3. Lead in 2b. 回答2a的问题，说出在初中已经学到的最重要的东西，利用这些话题导入2b课文。 Step 3Pre-reading Fast reading 1. Read the passage and answer the questions. a.What kind of text is this? Is it a story, a speech or a notice? b. Who do you think wrote it? c. Who is it for? 2. Read the answers and know the reading strategies. Quickly read through a text to see what kind of writing it is, who wrote it and why it was written. 阅读2b, 回答问题。学会阅读策略。快速阅读文章后判断这个文章的类型。 Step 4While-reading Careful reading. 1. Read the passage and match the main idea for each paragraph. 2. Work on 2c. Read the passage again and answer the questions. 本部分是课文细读部分。每读完一段都要完成相应的任务，以检测对文章的理解。通过问题设计，让学生带着问题阅读，提高他们的英语阅读能力以及解决问题的能力。 Step 5 Practice 1. Work on 2d. Fill in the blanks with the correct forms of the words in the box. 2. Read the sentences and pay attention to the key words and phrases. 阅读之后完成2d，进行问题问答，熟练运用短语。 Step 6 Post-reading 1. Work on 2e. Underline the sentences you like in the passage. Tell your partner what they mean and why you like them. 2. Write the sentences and read them together. 这是阅读的输出环节。与搭档一起讨论。此处设计培养拓展学生的思维， Step 7 Language points 1. Explain the usage of congratulate, along with, be thirsty for, separate. 2. Ask the students to read them. 解决本节课的难点： congratulate, along with, be thirsty for, separate. Step 8 Exercises Show some exercises to practice the key vocabulary, the key sentences and structure. 通过词形填空、完成句子等形式练习所学的重点词汇和结构。 Step 9中考链接 Practice the usage of the following: be thirsty for. 通过练习考查be thirsty for的中考题，使学生更好地把握重难点。 Step 10 Homework 1. Review 2e and please continue the list as long as you can. 2. Review the language points in 2b. Remember the new words and copy them. 板书设计 Unit 14 I remember meeting all of you in Grade 7. Section B (2a-2e) 1. I remember meeting all of you when you were just starting Grade 7 at this school. 2. I see a room full of talented young adults who are full of hope for the future. 3. I hope you’ll remember the important people in your lives who helped and supported you 4. Please consider what they’ ve done for you and what they mean to you. 5. The key is to learn from your mistakes and never give up. gentleman, ceremony, congratulate, thirsty, task, ahead, separate, wing first of all,be thirsty for,be thankful to sb.,ahead of,along with,be responsible for,set out,separate from 教后反思 九年级英语学科第14单元单元总结课教学设计 课题名称 Unit 14 I remember meeting all of you in Grade 7.（Section B 3a-Self Check） 课型 写作 备课时间 2026.3.1 主备教师 课时学习目标 By the end of this lesson, students will be able to: 1. Collect and organize ideas by completing notes about an unforgettable person or event, using the guiding questions in 3a. 2. Write a well-structured passage (about 100 words) to describe the person/event, explain how it changed their life, and express feelings, using the simple past tense and present perfect tense correctly. 3. Review and revise their own and peers' writing based on given criteria (content, structure, language, emotion). 4. Complete grammar exercises in Self Check to consolidate the use of verb tenses in context. 课时评估任务 Task 1 (Note-taking) : Answer the 9 questions in 3a to make notes about an unforgettable person or event. Task 2 (Writing) : Write a passage based on the notes in 3a, following the three-paragraph structure (introduction → details → influence/feelings). Task 3 (Peer-editing) : Exchange passages with a partner and give feedback using the Peer Editing Checklist. Task 4 (Self Check) : 1) Complete the chart in Self Check 1 with personal memories. 2) Fill in the blanks in Self Check 2 with correct verb forms. 学习过程 Step 1: Lead-in Teacher Activity: · Play a short video or show photos of junior high school life (campus, classmates, teachers, sports meet, etc.) · Ask: "What memories come to your mind when you watch this? Who or what will you never forget?" Student Activity: · Watch the video and share 1-2 memories with the class or a partner. Purpose: Activate prior knowledge and create an emotional connection to the topic. Step 2: Pre-writing – Collecting Ideas Teacher Activity: · Guide students to turn to 3a. · Read the guiding questions aloud and explain: ·If choosing a person: focus on who, when, how they helped, how they changed you. ·If choosing an event: focus on what, when, where, what happened, how you felt, what you learned. · Give students 5 minutes to write notes individually. Student Activity: · Choose a person or event. · Write down answers to the questions in 3a. Purpose: Help students gather raw material for writing. Step 3: While-writing – Drafting Teacher Activity: · Show the writing structure on the board: Paragraph Content Para 1 (Intro) Who is the person? / What is the event? When & where? Para 2 (Details) What happened? How did you feel? What did they do? Para 3 (Conclusion) How did this change you? Why are you thankful? · Teach key linking words: First, Then, After that, Because, Although, Thanks to him/her... · Remind students to use: · Simple past tense for past events · Present perfect tense for experiences (e.g., I have learned that...) · Ask students to start writing (about 100 words). Student Activity: · Write the first draft individually. Purpose: Provide clear structure and language support. Step 4: Post-writing – Peer-editing & Sharing Teacher Activity: · Show the Peer Editing Checklist on the screen: Item Yes/No 1. Does it have three paragraphs? 2. Is the past tense used correctly? 3. Are there details (what happened)? 4. Does it say how the person/event changed the writer? 5. Does it express feelings? · Ask students to exchange passages with a partner and check. · Invite 2-3 students to share their passages aloud. · Give brief positive feedback. Student Activity: · Read partner's passage and fill in the checklist. · Give one verbal suggestion and one praise. · Volunteer to share. Purpose: Develop critical thinking and learning from peers. Step 5: Self Check – Grammar Consolidation Teacher Activity: · Self Check 1: Ask students to complete the chart with their own memories. ·Example: Feeling "excited" → "When I won the first prize in the speech competition." · Self Check 2: Ask students to fill in the blanks individually. · Check answers together and explain: · I still remember (remember) the first day... (simple present for current state) · I have made (make) so many good friends... (present perfect for experience up to now) Student Activity: · Complete the exercises. · Check answers and correct mistakes. Purpose: Review key grammar points in context. Step 6 中考链接 Practice the key words and the target languages: objective clause. Purpose: this part of design mainly selects the usage of object clauses as the high school entrance examination questions to guide students in preparing for the exam. Step 7 Homework & Testing Required 1. Revise your passage based on peer feedback and write a final version. 2. Read the passage aloud at home to practice fluency. Optional Write a short paragraph about your feelings on the last day of junior high school (like the passage in Self Check 2). Next Class Be ready to share your final passage in a small group. 板书设计 Unit 14 I remember meeting all of you in Grade 7. Section B (3a-Self Check) Sample : My favorite teacher is Zhang Shishun. He has short hair. He’s of medium build. He likes reading all kinds of books, writing notes and keeping doing exercises every day. He dislikes smoking, drinking wine and talking idly. He’s outgoing and energetic. He can make a speech for four hours... 教后反思 学科网（北京）股份有限公司 $