初中人教版（2024）Section B教案设计

这是一份初中人教版（2024）Section B教案设计，共6页。
单元
Unit1
课时
第5课时
教学
目标
语言知识：
通过自由问答，能够了解学生卡的组成部分。
通过问答及练习能够根据学生卡上的信息，用陈述句介绍自己及他人的基础信息。
通过头脑风暴，能够用四宫格组织文章结构并理清各部分书写内容，能够完整产出一篇文章。
学习能力：
通过互动、小组合作、游戏等方式完成课堂学习任务。
通过问答和记录，制作自己和同学朋友的学生卡并用文字介绍。
文化意识：
通过名和姓的询问和回答的交际练习，能够了解中外取名的异同，体验不同的文化带来的魅力。
思维品质：
帮助学生进一步学习中西方人名的构成和表达方式，促进学生之间的相互了解，学会如何礼貌地与他人交往，加强同学们的合作与交流。
教学
重难点
通过问答及练习能够根据学生卡上的信息，用陈述句介绍自己及他人的基础信息。
通过头脑风暴，能够用四宫格组织文章结构并理清各部分书写内容，能够完整产出一篇文章。
教学
工具
IWB, PPT
教学
方法
任务型教学法、情景交际法
教学过程
教学步骤
课堂活动
学生活动
设计意图
Step 1
Lead-in
1.Greeting.
2. Free Talk
T asks Ss t tw questins t start the class.
Q1: D yu have a schl ID card?
Q2: What infrmatin des it have n the card?
(T can shw pictures f sme ID cards, r shw each grup a picture f an ID card, and ask them t bserve and answer what infrmatin they can find in an ID card. Ss can answer questins grup by grup. One grup share ne piece f infrmatin t make the class active and vivid at first.)
T shws the parts f an ID card t the students.
观察学生卡，找出一张学生卡上可能会包含哪些信息。
通过观察学生卡的活动，引导学生自由问答，找出学生卡上应包含的内容信息，为之后的学习打好基础。
Step 2
Pre-writing
T asks students t finish the task in 3a-- T ask Ss t use the infrmatin n the ID card t cmplete the sentences in 3a.(This part is very easy fr Ss, s T dn’t need t spend s much time n it. After sharing the answers, T can tell Ss the frm f hw t write dwn a phne number)
Answers: Alice Green 951-3397
T shws the ID card f Harry Ptter with sme infrmatin, including the first name, last name, age, cuntry, phne number.
T asks students t intrduce him accrding t the ID card.(T shws the sentence pattern and students just have t fill in the blanks.)
T asks Ss t design their wn ID card and write an essay t intrduce themselves. (This part seems easy, but it really needs Ss t have a cmprehensive ability, such as art skills, English abilities etc. T can give Ss sme advice r steps t finish this task. Step1: fill in the blanks. Step2: draw a picture f yurselves. Step3: write a shrt passage abut yurselves, including the infrmatin in the Id card, and they can als add mre infrmatin if they like, such as their favrite clr, family members etc. Befre writing T als needs t give Ss sme detailed guidance t cultivate Ss’ writing habit.)
T asks students t ask their friends and make an ID card fr her/him and try t intrduce.
T uses the fur squares t help students t rganize the writing structures and help student t knw what t write in each paragraph.
完成书本3a部分的任务。
核对答案。
观察哈利波特的学生卡，并根据学生卡介绍他，完成填空。
根据老师给出的学生卡模板设计自己的学生卡。
参考老师出示的模板，根据自己的学生卡，用几句话介绍一下自己。
通过询问，为朋友制作一张学生卡，参考老师出示的模板，用几句话介绍一下朋友。
跟随老师一起用四宫格法组织文章结构，找出每段书写内容。
在写作前，让学生通过练习对于所学知识进行充分回顾，通过ral的形式锻炼了speaking ability.
将原有的学生卡进行扩充，加入了更多的内容，出示句型模板帮助学生理解和应用，以读促写，以说促写。
设计自己和朋友的学生卡，并介绍的活动，有效的操练学生对句型的应用能力，促进了学生的表达能力。
通过四宫格写作法，使学生更明确的掌握书写结构和内容。
Step 3
While-writing
T leads students t think abut the specific cntent and sentence structure f each paragraph.
T shws the writing structure and asks students t fllw the prmpts t cmplete their article.
跟随老师明确每一段书写格式和内容。
根据四宫格提示开始书写文章。
通过打草稿的过程，使学生更清晰的了解每一段的重点句型和整体结构，更好的帮助学生消化和理解。
Step 4
Pst-writing
T asks students t self-check and peer-check.
T shws the Grading Standard t the students.
根据老师出示的评分标准进行自查和互评。
通过自查互评，让学生养成检查的好习惯。
Step 5
Self Check
The part f Self Check is t prvide a cmprehensive review f key vcabulary and functins presented in the unit. The T can ask Ss t d these exercises as hmewrk after class
完成书本self check部分两道习题。
回归书本，通过两道习题回顾本单元重点知识。
Step 6
Language Pints Explanatin
T explains knwledge pints.
将知识点做好笔记。
将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。
Step7 Exercises
T assigns the test.
完成课堂练习。
让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Step 8
Summary
Summarize the key cntent in this lessn.
跟随老师一起进行内容总结。
总结本课所学内容，巩固加深印象。
利用将思维导图给学生进行有序的梳理。
Step 9
Hmewrk
1.Remember the wrds, expressins and sentences in this unit.
2. Write an shrt article intrduce yurself and yur friend.
3. D the exercises in students’ bk.
将家庭作业做好记录。
检查学习效果，加深对知识的理解和记忆。
板书设计：
New wrds and phrases
Key sentences
Middle schl , ID card
My first name is...
And my last name is...
I am…years ld.
I am in…nw.
My phne number is …
My schl is…
教学反思：There are sme prblems in this writing class. First, when Ss were in crrecting writing in grups, they had s many questins. I culdn’t answer their questins at the same time and the class management was nt s easy t d. Fr G7 students, their learning habits are nt frmed very well, s mre guidance in writing must be given. The best part tday was that I gave Ss rubrics and sentence patterns ahead s sme B-level can write grammatically crrect sentences.