初中人教版（2024）3a-3c教案

这是一份初中人教版（2024）3a-3c教案，共18页。
Part 1 Vcabulary in Use(2a—2c)
Activity 1 Vcabulary activatin and expansin(2a—2b)
T：Gd mrning，class！Let's start with a vcabulary challenge.Lk at 2a.Yu have 2 minutes t wrk with yur partner.(Students wrk in pairs t brainstrm wrds.)
T：Time's up！Let's create a class wrd bank n the bard.
T：Nw let's practise using sme useful phrases in 2b.Cmplete the sentences and then we'll check tgether.(Students cmplete 2b individually.The teacher checks answers and clarifies the meaning f phrases.)
T：Nw，let's push further.Can yu create yur wn sentence using “dance t”？
S1：I lve music that I can dance t with my friends.
T：Perfect！Yu've used a relative clause t!
设计意图：通过头脑风暴激活已有词汇，小组合作扩充词汇网络；在完成课本练习后增加即兴造句环节，将词汇学习与目标语法相结合，提升语言运用的深度和灵活性。
Activity 2 Practice(2c)
T：Nw let's read a beautiful Chinese stry abut music and friendship.Cmplete the stry with the wrds in the bx.(Students read and cmplete the stry independently.)
T：Let's check answers tgether.Wh can read the stry with the crrect wrds?
S：“Bya was a gifted musician.He played the guqin with all his sul…”
T：Gd！Nw，let's g deeper.In pairs，discuss these questins：
1．Why did Ziqi understand Bya's music better than thers?
2．Why did Bya break his instrument after Ziqi died?
3．What des the term zhiyin mean t yu?
(Students discuss in pairs.The teacher invites sharing.)
T：Beautiful insights！This stry shws us that music is a deep frm f cmmunicatin between suls.
设计意图：在完成课本填空的基础上，增加深度讨论问题，引导学生理解故事的文化内涵和情感价值，培养批判性思维，同时为后续写作积累情感素材。
Part 2 Reading fr Writing(3a—3c)
Activity 1 Reading(3a)
T：Nw let's read Jack's music stry in 3a.First，put the events in the crrect rder.(Students cmplete the rdering task.)
T：Gd.Nw let's analyze hw Jack rganizes his stry.Lk at the structure：
T：This is a classic structure fr a persnal stry：Past→Past t Present→Present.Nw，let's fcus n language pints.Find sentences that use relative clauses.
S：“The present that changed my life was the guitar my father bught me fr my eighth birthday.”
T：Gd！Ntice there are tw relative clauses here.Can yu identify them?
S：They are “that changed my life” and “(that) my father bught me fr my eighth birthday”．
T：Great bservatins！Jack uses time markers(at first，gradually，nwadays) t shw his jurney，and emtinal language t cnnect with readers.
设计意图：通过结构分析和语言赏析，引导学生深入理解叙事文本的组织方式和语言特点，为写作搭建清晰的框架和语言支架。
Activity 2 Guided discussin and nte­taking(3b)
T：Nw it's yur turn t think abut yur wn music stry.Let's discuss the questins in 3b.First，what rle des music play in yur life?
T：I'll give yu sme sentence starters t help：
1．Music brings me…when I…
2．Music helps me…when I feel…
3．I use music t…because…
(Students think and share with partners.The teacher mnitrs and prvides supprt.)
设计意图：通过提供句式支架和分层讨论，帮助不同水平的学生都能参与表达；小组讨论为后续写作积累丰富素材。
Activity 3 Writing wrkshp(3c)
T：Nw let's write yur wn music stry fr the magazine.But befre yu start，let's build a writing checklist tgether.
My Music Stry Checklist：
Intrductin：What rle music plays in my life
A specific memry/experience with music(past)
Hw my music jurney cntinued(past→present)
What music means t me nw(present)
At least tw relative clauses(that/which/wh)
Descriptive wrds fr feelings
Clear rganizatin(time markers)
T：Nw，use yur ntes frm 3b and fllw Jack's structure.(Students write.The teacher walks arund，prviding individual guidance.)
设计意图：师生共建写作 checklist，将评价标准内化为学生的写作意识；提供明确的时间分配和分层任务，照顾不同写作速度的学生。
Activity 4 Peer feedback and revisin
T：Nw exchange yur stry with yur partner.Use ur checklist t give feedback.Be kind and helpful—find ne thing they did well and ne thing they can imprve.(Students exchange and prvide feedback.)设计意图：通过同伴反馈培养读者意识和评价能力；引导学生发现同伴的优点，营造积极的学习氛围；具体、可操作的反馈建议帮助学生明确改进方向。
Hmewrk
1．Revise yur music stry based n peer feedback.
2．Recrd yurself reading yur stry.
3．Prepare t share yur final stry in the next class.
eq \(\s\up7(),\s\d5( Blackbard Design（板书设计）))
eq \(\s\up7(),\s\d5( Teaching Reflectin（教学反思）))
This lessn prvided a balanced prgressin frm vcabulary activatin t structured writing.The deeper discussin f the Bya and Ziqi stry engaged students emtinally and culturally.The analysis f Jack's stry gave students a clear mdel fr their wn writing.The c­cnstructed checklist helped students internalize writing criteria，and peer feedback fstered cllabrative learning.Mst students successfully prduced first drafts with clear structure and sme relative clauses.In future lessns，mre scafflding culd be prvided fr students wh struggle with rganizing their ideas.Paragraph
Cntent
Time
Para.1
Hw he started playing the guitar
Past(age 8)
Para.2
Jining a band and grwing
Past→Present
Para.3
What music means t him nw
Present
第五课时 Sectin B(2a—3c)
Stry Structure：
Past
Past→Present
Present
Hw I started
My jurney/grwth
What music means nw
Writing Checklist：
1．Clear structure
2．Relative clauses(that/which/wh)
3．Descriptive language
4．Time markers(at first，gradually，nw)
5．Persnal feelings Sentence Starters：
1．The sng that…makes me feel…
2．The musician wh…means a lt t me…
3．Music brings me…when I…