初中英语外研版（2024）七年级上册（2024）Unit 3 Family ties教案

这是一份初中英语外研版（2024）七年级上册（2024）Unit 3 Family ties教案，共32页。教案主要包含了绘画大师，连线活动，全班讨论，课前作业，问卷调查等内容，欢迎下载使用。
学校
课题
Unit 3 Family ties Understanding ideas
年级
七年级
学科
英语
教材分析
单元分析
1. Analysis f Unit 3
This unit is centred n the tpic f “Family”, which belngs t the “Scial Services and Interpersnal Cmmunicatin” theme grup f “ Human and Sciety”, and the thematic
cntents are abut “Harmnius family and cmmunity life.”
Starting ut: It’s t answer the questins in Activity 1 and discuss what the wrd “family” stands fr. There are sme pictures abut family activities.
Understanding ideas: It’s a stry abut the lve between father and sn. By reading this passage, students learn and summarize the grammar rules f the pssessive nuns. The best f family pht is a diary. The writer’s family take a family pht tgether during the Spring Festival every year, and it als shws hw the scial media helps t take the family’s best pht.
Develping ideas: It intrduces a famus Chinese singing, “Harmny in a family makes everything successful.” Then thrugh Jhn and Rbert’s stry, students understand the imprtance f family members and the cnnect with thers thrugh writing.
Presenting ideas: It rganizes the students t make a pht album abut their family and use sme useful expressins r sentences t express the phts. At last, let them understand the meaning f family.
（单元语篇内容）
（单元主题大观念分析）
（单元语篇分析）
教学内容分析
2. Analysis f the target cntent
What: The theme f this lessn belngs t Human and Sciety. The text revlves arund the theme f the father's lve, specifically fcusing n the relatinship between a father and his sn. The text explres the father’s silent lve, cnveyed thrugh their interactin and the sn’s reflectin n his father’s care. The text prmpts readers t think abut their wn fathers and describe their lve in a similar manner.
Why: The authr’s intent is t highlight a father’s lve. By using the film as a medium, the text aims t evke a sense f understanding and appreciatin fr the sacrifices and care that fathers prvide. The text cnveys a message f the enduring and pwerful nature f lve, even when it is expressed in silence.
Hw: The text is a film review which is structured in a narrative and descriptive frmat. It then uses vivid imagery and emtive language t cnvey the stry’s emtin in depth. The text uses the present tense t describe nging actins and the past tense t recunt the past events, creating a dynamic narrative flw. The language is clear and accessible, suitable fr a general audience r students studying English.
学情分析
1. What they have knwn
Students are familiar with the tpic f family. In primary schl, they have already learned expressins abut family members. And they can describe family members and cmmunicate with simple sentences. Students have experience in participating in listening, speaking, reading, writing and viewing. And they can carry ut dialgues, descriptin and ther activities n related tpics under the guidance f the teachers.
2. What they dn’t knw
Students dn’t have enugh understanding f silent lve invlved in the text. The difficulty f new wrds and expressins has a big leap cmpared with the vcabulary learned in primary schl. Many students didn’t pay attentin t the characteristics f language features in their previus studies.
3. What they are interested in
Students are interested in the actins f the father and the sn. And they are als curius abut family ties in the film.
教学目标
By the end f this lessn, students will be able t:
1. Obtain and srt ut the main cntent f the article.
2. Cmplete the structured table frm the intrductin, the stry, a tuching mment and the cmment.Use the cre vcabulary t describe characteristics f the father and the sn.
3. Analyze the characteristics f the father’s lve and cmbine their interactins with their
fathers t understand the meaning f silent lve.
教学重难点
Teaching fcus:
1. Obtain and srt ut the main cntent f the article.
2. Cmplete the structured table frm the intrductin, the stry, a tuching mment and the cmment. Use the cre vcabulary t describe characteristics f the father and the sn.
Teaching difficulties:
Analyze the characteristics f the father’s lve and cmbine their interactins with their fathers t understand the meaning f silent lve.
教学准备
Blackbard, textbk, multimedia, teachers ’ tablets, students ’ tablets and Smart Classrm system.
教学环节
教学内容
教师活动
学生活动
智慧课堂应用及分析
1.功能选择
2.应用价值
3.评价体现
时长
Pre-
reading
Think and talk
Answer tw questins
accrding t
the pictures befre
reading.
T displays three
pictures t guide
students t think
abut which picture crrespnds t their fathers and what
fathers usually des t express lve.
T asks Ss the fllwing
questins:
(1)Which picture reminds yu f yur father?
(2)Hw can yu
describe yur
father and his lve fr yu?
Ss cmbine with the pictures and describe the
things that father usually des and smething abut the lve.
1. 功能选择：【投票】
2. 应用价值：根据三幅图片，了解全体学生的作答情况和占比。
3. 评价体现：根据投票结果了解到了学生对于父爱的看法，提高了学生的课堂参与度。
1. 功能选择：【绘画大师】
2. 应用价值：可以学生对父爱的具体阐释现场生成对应的图像，使父爱形象化，调动学生的兴趣，丰富教学手段。
3. 评价体现：将图片和学生的语言进行联系，
促使学生通过AI 技术更具体地感知父亲的形象。
3 ′ 10″
View and talk
Lk at the title and tw
pictures. Ask three
questins.
T guides Ss t
bserve the titles, tpics and pictures and think abut the cntent f the text accrding t the
predictin.
T asks Ss the fllwing
questins:
(1)What is the genre f this passage?
(2)What can yu see in the tw
pictures?
(3)What d yu
want t knw abut this film review?
Ss bserve the pictures and
wrds and raise questins abut the cntent.
2 ′50″
Purpse: T activate Ss ’ prir knwledge and encurage them t make educated guesses abut the cntent f the passage, thus preparing fr the reading activity.
While-
reading
Read and match
Read the
passage
quickly and
match the
headings with paragraphs.
T asks Ss t read
the passage quickly t match the
headings with each paragraph.
Ss d the match and knw abut the framewrk f
the passage.
1. 功能选择：【连线活动】
2. 应用价值：即时收集全班答题情况的数据，
为扫读环节和接下来的细读做出针对性指导。
3. 评价体现：学生连线结束后，根据数据，找出学生错选的选项，并及时解释纠正。
1. 功能选择：【全班讨论】
2. 应用价值：针对深层次思考的问题，用讨论的方式，提升学生的思考力和表达力，促进学生之间的相互交流。
3. 评价体现：观察学生的观点，并作出重点标记，讨论结束后对重点内容进行全班反馈。
2 ′40″
Read and cmplete
Read the
passage
carefully and
cmplete the graphic
rganizer.
T encurages Ss t read the text t srt ut and synthesize the detailed
infrmatin and
make it structured. While checking
answers, T asks
depth questins t guide Ss t think deeply abut
family ties.
Ss read the
passage carefully and cmplete the graphic rganizer and have a deep understanding f the cntent.
14′
Think and share
Chse wrds t describe
the father and
sn each, and
give reasns. Share
pinins
abut the film review.
T prvides sme reference wrds, guides Ss t think abut wrds that
can be used t
evaluate the father and a sn.
T guides Ss t
fcus n learning t think.
T guides Ss t
express their likes and views n the film.
Ss cmbine the
understanding f the text, chse crrespnding
adjectives t
evaluate the
father and sn.
Ss express
pinins abut the film.
4 ′20″
Purpse: T assess Ss ’ understanding f the main idea f the text. T encurage detailed analysis and pay attentin t specific details within the text, enhancing their cmprehensin.
Pst-
reading
D a survey
Shw the
results f the pre-class
survey.
T shws the results f the survey which is designed
accrding t the
unit theme and sub- themes.
Ss understand the diversity f the
father’s lve by knwing abut the answers f students.
1.功能选择：【课前作业】
2.应用价值：教师通过呈现课前发布的问卷调查的结果，可以结合真实学情和课程内容，进行针对性引入。
3.评价体现：学生通过了解问卷的所有回答情况，对父爱的不同体现方式有了一定的了解。
0 ′20″
Enjy the vide
Watch the vide and
find ut the
T shws a shrt vide f students and their fathers that was made
befre class.
Ss watch the
vide, recall the bits f pieces f lving mments between their
1 ′30″
differences and
similarities between
expressive lve and
silent lve.
father and them.
1. 功能选择：【投屏】
2. 应用价值：便于老师当众批改讲解，引导学生纠正书写错误。
3. 评价体现：发现书写中的问题，提高学生正确表达的意识。
Write and share
Wrk in
pairs. Write dwn a
tuching
mment with
the father and share.
T asks Ss t write the mments with
their fathers by
using what they
have learned in this class.
Ss write the
tuching
mments with
their fathers and share them in
class.
11′30
″
Hmewrk
1.Cmpulsry
Plish yur writing abut a tuching mment with yur father. Share it n the tablet.
2. Optinal
Make a handwritten newspaper t shw a tuching mment f yur family. Then uplad it nt the tablet.
Purpse: T help Ss use the infrmatin btained frm reading t make ral expressins and deepen Ss ’ understanding f the father’s lve and family ties.
板书设计
教学反思
一、 自我评价
1.生成动态的评价反馈
本课从课前作业、课中做题和课后作业提交几个维度，注重过程性评价和结果性评价想结合，利用智慧课堂的评价功能减少了传统课堂教师评价的主观性和随意性，利用数据分析和后台综合系统精准管理学生学习过程，使得评价和分析更有针对性。
课前针对本课教学内容设计了【问卷调查】 ，对父亲对孩子的日常行为如拥抱、亲吻、 口头表扬等提前了解学情，为课设的科学性和合理性奠定依据。课中在扫读环节的段落大意匹配上，利用【连线活动】 ，收集全班学生的作答情况，及时发现学生的易错点，给予讲解和纠正。课后作业学生会提交至后台，教师可以进行在线批阅查看，反馈上课效果并针对性反馈。
2.创设智能互动的学习环境
本节课结合课程内容，充分发挥AI技术在英语教学中的多元化应用。在导入环节 , 利用【投票】 ，让学生选择对应图片，提高学生的课堂参与度，并了解作答情况。在学生口头描述父亲形象和日常体现时，把学生的描述进行语音输入，利用【绘画大师】现场生成对应图片，使描述具象化，充分调动了学生的参与性。
3.助力突破教学难点
七年级学生刚进入初中阶段，也逐渐进入青春期。随着自我意识的觉醒和认知的提升，他们可能会和家长产生误解与隔阂。学生对理解语篇中静默的父爱存在一定程度上的困难。在读中环节，针对问题Why des his father g with him？ 的深层次思考，利用【全班讨论】进行小组合作，充分讨论，并且实时了解到其他同学的想法，促进交流，理解到文本里父亲默默的关心和陪伴，也能迁移到自身情况，联系到自己父亲平日里类似的做法，比如接送上学等，理解父爱。
二、问题反思
在智慧课堂教学中，音响设备音量大小不稳定。虽然提前对设备和软件进行了检查和熟悉，但使用的熟练程度仍需加强， 以免影响学生的学习体验。智慧课堂功能强大，本节课只使用了一部分，未能充分利用信息化技术进一步提高课堂的有效性，促进学生的多模态学习。在引导学生思考和讲解教学内容的过程中，给学生提供的空间还不够。教授内容基于大部分的学生情况，未提供更多的课外背景知识的拓展资源。
三、教学重建
1. 深入挖掘智慧课堂的更多评测功能
通过此次活动，认识到了智慧课堂除了互动以外的很多实用功能。在以后的教学中，也将更充分地利用起来。 比如利用“星火大模型 ”创建助手，进行AI与教学评一体化结合的探索实践，利用课后作业的测评功能，对学生的学习效果进行AI打分，及时反馈纠正。或者利用人机对话，让学生接触、学会使用智能软件，提高课堂生成，提高课堂的灵活性。
2. 充分利用智慧课堂的丰富资源
初中生在面对父爱的表达时，不同家庭背景下的观点和处理方式也会不同。本节课应该扩大调查对象的范围，收集到更多的情况，结合学习内容， 向学生推送个性化资源，并促进学生之间的合作，提供出实操性更强的反馈和建议。并且引导学生提高跨文化意识，拓展国外亲子沟通的习惯和文化禁忌。让学生在跨文化的视角下更深入地理解人际沟通的技巧，灵活运用，与父母进行有效沟通，解决真实问题。
通过教学反思和教学重建，相信在以后的教学实践中，借助智慧课堂的现代化信息技术手段，能够为学生创造一个更高效、更富有活力且贴近实际需求的学习环境，最终实现英语教学与学生能力的有机融合。