人教版（2024）七年级上册（2024）Section B第3课时教案设计

这是一份人教版（2024）七年级上册（2024）Section B第3课时教案设计，共6页。
单元
Unit2
课时
第3课时
教学
目标
语言知识：
通过情境体验，能够掌握目标词汇，运用目标语言介绍自己的家人，提升口语交际能力。
通过看图说话，能够谈论自己和他人的家庭成员。
学习能力：
通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。
通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。
文化意识：
通过家庭成员介绍用语的学习，能够了解中外家庭成员表达方式的区别，体验不同的文化带来的魅力。
思维品质：
通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识，提升对家庭的归属感。
教学
重难点
通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。
通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。
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.T lets students watch the vide abut the family and asks Ss t repeat.
3. T shws a picture and asks: D yu have a big family? Can yu figure ut the relatinship between family members?
观看视频并跟读。
观察图片回答问题，并介绍自己的家人。
利用动画，引出本课主题—家庭成员，通过图片引导学生运用句型介绍自己的家人。
Step 2
Pre-listening
T shws students the family tree.
T teaches the new wrds by shwing sme pictures.
T asks students t read after the tape and explain that “grandpa, grandma, mm, dad” are less frmal.
T asks the students t finish the task in 1a--This activity is t help Ss use the target language t cmplete a family tree. Have Ss learn the different terms that are cmmnly used fr each family member. Write n the bard:
Grandfather/Grandpa
Grandmther/Grandma
Mther/Mm
Father/Dad
观察家庭树，学习新单词。
跟随老师一起，学习新单词，跟读录音。
完成书本1a部分的练习，将家庭树填充完整。
通过图片和英文释义，辅助学生更好理解家庭成员的称谓，通过跟读录音，培养学生的语音语调意识。
回归书本，操练新知。
Step 3
While-listening
The activity is t give Ss practice recgnizing the target language. The T can use Answer Pll t check Ss’ answers: Find ut hw many Ss btained the crrect answers in an activity by taking a pll. List the pssible answers n the bard (but d nt tell Ss the crrect answers). Then ask Ss t raise their hands fr each item they checked. In this way, yu can cunt hw many Ss checked each item. Finally, tell Ss the crrect answers. Hw many were crrect? Hw many were wrng?
Answers:
aunt; uncle; cusin; friends; grandpa, grandma.
This activity is t prvide guided listening and speaking practice with the target language. The T can guide Ss t use picture clues. Befre listening , the T can ask Ss t lk at the pictures in 1c and discuss the fllwing questins:
Hw many peple are in the pictures?
Wh are they?
Where are they?
What are they ding?
In this way, Ss are better prepared t answer listening cmprehensin questins.
T plays the recrding and asks Ss t d the match task in 1c. Listen again. Which picture are Jiang Ta and Tm talking abut?
T asks Ss t listen and repeat.
完成书本1a练习，将你听到的单词打勾。
核对答案。
观察图片，进行听前预测。
听录音，完成书本1c任务。
跟读听力材料。
通过齐读环节，将听力内容进行熟悉，教授学生抓关键词的听力技巧。
通过观察图片回答问题进行听前预测，为之后听力活动扫清障碍。
跟读听力文本，培养学生的语音语调意识。
Step 4
Pst-listening
T asks students t wrk in pairs t intrduce Jiang Ta’s family t yur classmates.
The activity is t prvide Ss with speaking practice using the target language. Ask Ss t draw their families and friends. Then Ss wrk in pairs t intrduce the peple in their pictures. The T can bserve and ffer help t Ss in need. Ss shuld pay attentin t the accuracy f Ss’ speaking.
T asks students t think abut Hw t translate uncle and aunt int Chinese?
根据1c部分的信息，与同桌进行问答练习。
小组活动：完成书本1d的活动，画一张家人的图片并向朋友介绍他们。
根据表格表述，用中文翻译这些称谓。
根据书本内容进行对话练习，培养学生的交际意识。
小组活动充分发挥学生的自主合作探究能力，有利于发展学生的创造力，培养了学生的合作与交际能力。
跨文化意识的渗透，引导学生对比两种文化的异同。
Step 5
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。
Step6 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 7
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 8
Hmewrk
1. Write dwn yur cnversatin abut asking classmates’ families.
2. Search sme interesting infrmatin r facts abut family members.
3. What else can be ur family members except （除······之外）peple?
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
Key sentences
grandpa＋grandma＝grandparents
dad＋mm＝parents
daughter，sn，cusin，grandpa，
mm，aunt，family tree，grandma，dad，uncle
These are my parents and this is my grandma.
This is my friend，Lin Fang.
教学反思：
The design f activities befre listening(Activities1a and 1b) is very imprtant. The purpse is t activate the memry in students' brain, recall the learned wrds, phrases and sentence patterns, and pave the way fr listening activities. At the same time, students' respnse prcess is als t learn and cnslidate language knwledge in applicatin.