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英语鲁教版五四学制2024七年级上册
Unit 3 第4课时 Section B (2a-2c)（教学设计）
科目 英语 授课教材 鲁教版七年级上册
授课题目 Unit 3 A day to remember Section B (2a-2c) 课时课型 第 4 课时听说课
主题情境 人与自我 授课教师
语篇研读 【What】本课语篇为一段关于学校博物馆参观的对话，围绕 Li Ming 与 Anna 的交流展开。对话中，Li Ming 详细描述参观的完整流程：提前查阅博物馆展品介绍、现场跟随讲解员看古生物展览、记录重点信息做笔记，还提及中途帮助迷路小朋友找到家长的小插曲；Anna 分享自己观察恐龙化石时的兴奋与助人后的自豪，两人共同感叹 “充满收获与温暖的一天格外难忘”，呈现一次兼具文化体验与善意传递的集体实践经历。 【Why】该语篇旨在传递 “文化探索与善意助人” 的价值：一方面让学生感受文化参观的过程与知识收获，理解 “主动探索带来认知提升” 的道理；另一方面引导学生体会帮助他人的温暖意义，培养社会责任感与同理心。通过对话学习，学生既能巩固一般过去时在 “描述活动流程” 中的运用，又能掌握 “用时间连接词梳理经历” 的表达技巧，为后续分享个人难忘文化体验奠定语言基础。 【How】对话采用日常交流形式，以 “提问 - 回应” 推进内容：Anna 以 “How was your school trip to the museum yesterday ” 开篇，Li Ming 用 “First...Then...Later...” 等连接词按时间顺序描述流程，穿插 “We saw a little kid crying, so we helped him find his mom” 体现善意；情感表达通过 “my eyes lit up when I saw the dinosaur fossil”“I felt warm after helping him” 自然流露。整体语言简洁易懂，符合七年级学生表达水平，同时融入文化类词汇与连接词，为听说训练提供清晰素材。
学情分析 学生在前几课时已掌握一般过去时的基础动词变形（如 visit-visited, help-helped），能简单描述单个活动，但若在连贯讲述多环节文化类活动（如参观的 “查资料 - 听讲解 - 做笔记”）时，易遗漏连接词（first, then）导致逻辑混乱；听力中难以快速捕捉 “文化信息”（如古生物名称）与 “事件转折”（如小朋友迷路）的关键内容；口语表达时，对 “知识收获 + 情感变化” 的结合能力较弱，需通过结构化听力任务与范例模仿提升能力。
课标要求 在文化参观主题对话中，听懂发音清晰的口语内容，提取活动流程与情感相关的关键信息。 能运用一般过去时与连接词（first, then, later），连贯描述文化体验过程，开展简短交流。 在教师指导下参与角色扮演，模拟文化场景对话，语音语调基本规范。 口语表达中能使用准确的文化类词汇与情感描述，传递完整语义。
教学目标 通过本节课学习，学生能够： 识别对话中博物馆参观的活动流程（准备 - 参观 - 助人）、文化细节及人物情感变化，理解 “文化探索与善意助人让经历难忘” 的内涵，全面把握对话核心信息（学习理解）。 借助 “参观流程表” 梳理博物馆活动的关键步骤与助人情节，用 “First...Then...Later...” 的句式向同伴复述对话内容，提升信息整合与口语表达的逻辑性（应用实践）。 3. 结合自身参与过的文化活动（如参观科技馆、美术馆），用一般过去时与连接词描述活动过程及感受，完成简短对话创作与展示（迁移创新）。
教学重难点 重点：借助 “参观流程表” 梳理博物馆对话的步骤与情感，掌握 “听对话抓活动顺序、用连接词述经历” 的听说方法。 难点：结合个人文化活动经历，用准确的一般过去时、连接词及情感词汇（如 excited, warm）连贯描述过程，确保对话创作自然、逻辑清晰。
核心语言 【核心词汇】museum（博物馆，过去式 visited）、exhibition（展览）、guide（讲解员）、fossil（化石）、note（笔记，过去式 noted）、help（帮助，过去式 helped）、excited（兴奋的）、warm（温暖的）、dinosaur（恐龙）、unforgettable（难忘的） 【核心句型】First, we looked up information about the museum’s exhibits the night before.Then, we followed the guide to visit the ancient animal exhibition.Later, we helped a lost kid find his parents and got thanks from them.Even though we stayed a little late, I felt happy because I learned a lot and helped others.
教学工具 PPT、教材、听力音频、练习纸
教学策略 结构化听力教学法、任务驱动教学法、范例模仿教学法、小组合作学习法
教学过程 教学环节 教学活动 学生活动
Part1：情景导入（3min） 1. Greeting and warm-up: Show photos of museum exhibits (dinosaur fossils, ancient tools) and ask: “Have you ever visited a museum What did you see or do there ”2. Guide students to share short experiences using simple past tense (e.g., “I visited the science museum last month. I saw many interesting inventions.”).3. Introduce the topic: “Today we’ll listen to a conversation between Li Ming and Anna about their museum trip. Let’s find out their interesting experience.” 1. Observe photos and recall personal museum/cultural activity experiences.2. Share experiences with simple past tense, actively participate in interaction.3. Clear the lesson topic and learning focus.
效果评价 观察学生是否能主动分享文化活动经历，是否能正确使用一般过去时表达，是否清晰理解本课学习主题（听博物馆对话、学述文化体验过程）。
Part 2：学习理解（10min） 1. Ask students to listen to the conversation for the first time (skimming) and match the pictures with the correct steps (e.g., Picture 1: look up exhibit info; Picture 2: visit ancient animal exhibition).2. Explain the listening tip: Focus on action verbs (visit, follow, help) and time markers (first, then, later).3. Ask students to listen again (scanning) and circle words that show feelings (e.g., excited, warm) in the conversation script. 1. Finish listening and picture-step matching, grasp the dialogue’s activity order.2. Learn to use action verbs and time markers to locate key information, take notes.3. Scan the script to find feeling words, understand the speakers’ emotional changes.
效果评价 观察学生是否能准确匹配图片与步骤，是否能快速找到情感关键词，是否理解活动顺序对对话逻辑的重要性。
Part 3：应用实践（11min） 1. Distribute “Museum Visit Flow Chart” (columns: Step Number, Action, Cultural Details, Feelings) and ask students to listen to the conversation a third time to fill in the chart.2. Organize group discussion: “What made Li Ming and Anna think the day was unforgettable List 1-2 key points.” (e.g., learned about ancient animals, helped a kid).3. Invite 2-3 groups to share their flow charts and discussion results, guide the class to supplement (e.g., add “They wrote down key facts about the fossil in their notes” as a cultural detail). 1. Fill in the flow chart with details, sort out the dialogue’s key actions and cultural 情节.2. Discuss in groups, summarize the unforgettable points in the activity.3. Share group results, listen to peers and improve their own answers.
效果评价 观察学生流程表填写的完整性与准确性（是否包含活动、文化细节），是否能积极参与小组讨论，是否能清晰表达对话中的难忘情节。
Part 4：迁移创新（11min） 1. Guide students to make a “Personal Cultural Activity Mind Map” in groups of 3: Include “Activity Name”, “Steps (with first/then/later)”, “Cultural Details”, “Feelings”.2. Show a simplified dialogue example (about a science museum visit) and highlight time markers (e.g., “First we watched a science show, then we tried small experiments”) and feeling expressions (e.g., “excited → proud”).3. Ask students to create a short dialogue (4-5 sentences) with their group based on the mind map.4. Organize “Dialogue Show”: Invite 2 groups to perform their dialogues, and others comment on “clear steps” or “correct past tense use”. 1. Cooperate in groups to make mind maps, sort out personal cultural activity experiences.2. Learn from the example, clarify the requirements of “step description” and “cultural expression”.3. Create dialogues in groups, focus on time logic and natural communication.4. Perform dialogues and give comments, improve dialogue creation and performance skills.
效果评价 观察学生思维导图的逻辑性（是否用连接词组织步骤），对话中是否能准确使用一般过去时、连接词及文化相关表达，展示时是否自然流畅。
Part 5：回顾总结（2min） 1. Use PPT to show a “Dialogue Listening & Speaking Guide” chart: “Listening Tips (Action Verbs + Time Markers)” → “Speaking Structure (Steps + Cultural Details + Feelings)” → “Core Tense (Simple Past)”.2. Guide students to review together: “What should we pay attention to when listening to or talking about a cultural activity ” 1. Follow the chart to review key knowledge of dialogue listening and speaking.2. Answer the teacher’s questions, consolidate the lesson content.
Part 6：考点速递（5min） 1. Explain key language points: (1) Simple past tense of irregular verbs (e.g., see-saw, help-helped, feel-felt); (2) Usage of “even though” (e.g., Even though we were busy, we still helped the lost kid).2. Give 2 example questions (e.g., Fill in the blank: “They ______ (visit) the art museum with their class last week.”) and guide students to solve them. 1. Take notes of key language points, understand usage rules.2. Solve example questions, apply knowledge to specific exercises.
Part 7：随堂小练（3min） Distribute short exercise papers: 1. Fill in the blanks with the correct form of verbs (simple past tense); 2. Choose the right time marker to complete sentences (e.g., first/later). Ask students to finish in class. 1. Complete exercises independently within the time limit.2. Check answers with the teacher after finishing.
Part 8：家庭作业 基础作业：1. Correct the 随堂 exercise with the textbook; 2. Recite 5 core words and 2 core sentences.进阶作业：Revise the group dialogue, add 1 more cultural detail (e.g., “We learned that the old vase was made 2000 years ago”).拓展作业：Interview a family member about their favorite cultural visit experience, write a 3-sentence dialogue to record it (using simple past tense and time markers). 1. Record homework requirements clearly.2. Choose appropriate homework according to personal level and finish it on time.
板书设计
教学反思 优点：1. 选用 “博物馆参观” 主题对话，贴近学生文化实践生活，易引发探索共鸣；2. 设计 “流程表 + 思维导图” 可视化工具，有效帮助学生梳理活动顺序与文化细节，降低听说难度；3. 分层作业兼顾不同水平学生，注重 “听力方法向口语迁移”，符合听说课教学规律。 改进方向：1. 部分学生对文化类词汇（如 fossil, exhibition）发音与记忆不熟练，后续可通过 “词汇图片配对游戏” 强化认知；2. 口语创作时部分学生仍遗漏文化细节描述，可提供 “文化提示卡”（如 “展品特点”“知识收获”）；3. 听力前对 “博物馆场景背景” 铺垫不足，导致部分学生对展品信息理解卡顿，需提前加入场景预热环节。后续计划：制作 “文化主题词汇卡” 与 “细节提示卡”，帮助基础薄弱学生提升表达丰富度；开展 “班级文化对话展” 活动，增强学生口语展示的自信心。

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