七年级上英语三单元教案如何设计？

由于不同版本的教材（如人教版Go for it!, 外研版, 译林版等）在单元划分和具体词汇上略有差异，本教案将采用人教版新目标Go for it! 七年级上册 Unit 3 "Is this your pencil?" 作为蓝本，因为它是一个非常经典和通用的单元主题——确认物品所属，这个主题贴近学生生活，语法点清晰，非常适合七年级学生。

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七年级上册英语第三单元教案

Unit 3: Is this your pencil? (这是你的铅笔吗？)

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单元整体分析

1. 教材分析: 本单元的核心话题是“学校用品”，主要学习如何用一般疑问句确认物品的所属关系，通过本单元的学习，学生能够识别并运用常见的学校用品词汇，并能运用 Is this/that...? 和 Are these/those...? 句型进行简单的问答。
2. 学情分析: 七年级学生刚升入初中，对英语学习有较高的兴趣和热情，但基础参差不齐，他们已经学习了部分名词和简单的陈述句，对于疑问句的构成和回答方式是新的知识点，教学应注重趣味性和互动性，通过大量的情景对话和游戏来巩固知识。
3. 教学目标:
   • 知识与技能目标:
     • 词汇: 能听、说、读、写以下核心词汇：pencil, book, eraser, box, schoolbag, dictionary, his, hers, mine, yours。
     • 句型: 能熟练掌握并运用以下句型：
       • — Is this/that your...? — Yes, it is. / No, it isn't.
       • — Are these/those your...? — Yes, they are. / No, they aren't.
       • — What's this/that in English? — It's a/an...
       • — How do you spell it? — P-E-N-C-I-L.
     • 语法: 理解并初步掌握指示代词 this, that, these, those 的用法；理解并初步掌握名词性物主代词 mine, yours, his, hers 的用法。
   • 过程与方法目标:
     • 通过情景创设、小组合作、角色扮演等方式，引导学生在真实或模拟的语境中学习和运用语言。
     • 培养学生听、说、读、写的综合语言运用能力，特别是听力和口语交际能力。
   • 情感态度与价值观目标:
     • 培养学生爱护个人和学习用品的好习惯。
     • 鼓励学生在课堂上大胆开口,积极参与，增强学习英语的自信心。
     • 通过寻找失主等活动,培养学生拾金不昧的良好品德。
4. 教学重难点:
   • 教学重点:
     1. 核心词汇的认读和拼写。
     2. Is this/that...? 和 Are these/those...? 句型的正确运用。
     3. 指示代词 this/that (单数) 和 these/those (复数) 的区别。
   • 教学难点:
     1. 名词性物主代词 mine, yours, his, hers 的理解和正确运用。
     2. 在听力中准确捕捉关键信息,并做出正确判断。
     3. this/that 与 is 搭配，these/those 与 are 搭配的一致性问题。

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课时安排建议 (共4-5课时)

• 第一课时: Section A 1a-1c (词汇导入与核心句型 Is this...? 的初步感知)
• 第二课时: Section A 2a-2d (听力训练与句型巩固)
• 第三课时: Section B 1a-1e (学习复数句型 Are these...? 和名词性物主代词)
• 第四课时: Section B 2a-2c (阅读与写作，综合运用)
• 第五课时: 单元复习与测试 (单元知识梳理、情景剧表演、单元检测)

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第一课时详细教案 (Section A 1a-1c)

课题: Unit 3 Is this your pencil? (Period 1)

教学目标:

1. 学生能认读并拼写至少8个学校用品词汇。
2. 学生能听懂并初步运用 — Is this your pencil? — Yes, it is. / No, it isn't. 进行问答。
3. 学生能理解 this 和 that 的基本区别。

教学重难点:

• 重点: 学校用品词汇和 Is this...? 句型。
• 难点: this 指代近处，that 指代远处；以及简略回答 it is 和 it isn't。

教学准备: 多媒体课件, 单词卡片, 实物（铅笔、书本、橡皮等）, 黑板

教学过程:

Step 1: Warming-up & Lead-in (热身与导入) (5 mins)

1. Greeting: Greet the students as usual. "Good morning, class! How are you today?"
2. Sing a Song: Sing an English song they've learned, like "Hello Song" or "ABC Song", to create a relaxed atmosphere.
3. Review: Quickly review some simple words they've learned, e.g., colors, numbers.
4. Lead-in: Show a pencil on the teacher's desk. T: "Look! What's this?" (Ss may try to answer "Pen" or "Pencil"). T: "Yes, it's a pencil. (Write 'pencil' on the blackboard). This is my pencil. But I have many things. Let's see what they are."

Step 2: Presentation (新知呈现) (15 mins)

1. Vocabulary Teaching (词汇教学):

   
   （图片来源网络，侵删）
   • Use PPT to show pictures of school supplies one by one: book, eraser, ruler, pen, key, schoolbag, notebook, dictionary.
   • Teacher says the word clearly and asks students to repeat. Pay attention to pronunciation (e.g., eraser, dictionary).
   • Show the real objects and ask: "What's this in English?" Help students answer "It's a/an...".
   • Play a game: "Quick Response". Show a picture or object, students say the word as quickly as possible.
   • Finish 1a on the textbook. Ask students to match the words with the pictures in the book. Check the answers together.

2. Sentence Pattern Presentation (句型呈现):

   • Create a situation: Pick up a pen from a student's desk near the front. Hold it up and ask the class: "T: Is this your pen?" (Gesture to the student and emphasize "your").
   • Guide the student to answer: "S: Yes, it is." or "No, it isn't."
   • Write the key sentences on the blackboard:
     • — Is this your pen?
     • — Yes, it is. / No, it isn't.
   • Explain the grammar:
     • Is this...? 是一个一般疑问句，用来询问“这是……吗？”。
     • this 指代“这个”，指代近处的东西，如果指代“那个”（远处的东西），用 that。
     • 简略回答中,it is 可以缩写为 it's，it is not 可以缩写为 it isn't 或 it's not。
   • Drill: Ask several pairs of students to practice the dialogue using different objects (pencil, book, eraser).

Step 3: Practice (练习巩固) (12 mins)

1. Pair Work (1c):

   • Ask students to look at the picture in 1c.
   • Work in pairs. Student A asks about the things in the picture. Student B answers.
   • Example:
     • A: Is this your ruler?
     • B: No, it isn't. It's hers.
   • Walk around the classroom to offer help and monitor their progress.

2. Game: "Find the Owner" (寻找失主):

   • Teacher collects several students' stationery (with their permission) and puts them on the teacher's desk.
   • Teacher picks up one item, e.g., a blue pen, and asks a student: "Is this your pen?"
   • The student answers. If it's not theirs, the teacher asks another student. If it is, the student comes to get it and say "Thank you!".
   • This game makes the practice more lively and meaningful.

Step 4: Production (输出运用) (8 mins)

• Survey (小调查):
  • Give each student a simple form: | Item | Is this yours? (Yes/No) | | :--- | :--- | | pencil | | | book | | | eraser | |
  • Students walk around the classroom and ask their classmates: "Is this your pencil? Is this your book? Is this your eraser?"
  • They tick "Yes" or "No" in the chart.
  • After 5 minutes, ask a few students to report their findings: "Li Ming's pencil is blue. Zhang Wei's book is new..."

Step 5: Summary & Homework (总结与作业) (5 mins)

1. Summary:

   • Review the new words on the blackboard.
   • Ask students to read the key sentences together: "Is this your...? Yes, it is. / No, it isn't."
   • Teacher asks: "What have we learned today?" and guides students to summarize.

2. Homework:

   • Level 1 (基础): Copy the new words and key sentences three times.
   • Level 2 (提高): Practice the dialogue with your partner using the things you have.
   • Level 3 (拓展): Make a list of 5 school things you have in your pencil case and write sentences like "This is my..." or "That is his...".

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板书设计

                      Unit 3 Is this your pencil?
[左侧: 词汇区]
pencil        book        eraser
pen           ruler       key
schoolbag     notebook    dictionary
[中间: 句型区]
— Is this your pencil?
— Yes, it is.   /   No, it isn't.
[右侧: 语法区/提示区]
this (近处)   vs   that (远处)
is           vs   are (复数)

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教学反思

本节课的设计力求将词汇和句型教学融入到生动有趣的情景中,通过实物、图片、游戏和小组活动，充分调动了学生的积极性，但在实际操作中，需要注意以下几点：

1. 关注个体差异: 对于基础较弱的学生，要给予更多的鼓励和指导，确保他们能跟上进度。
2. 控制游戏时间: 游戏环节虽然有趣，但要控制好时间，避免过度兴奋而影响后续教学。
3. 发音纠正: 在词汇教学中，要特别关注易错发音，如 eraser /ɪˈreɪzər/, dictionary /ˈdɪkʃəneri/，并及时纠正。
4. 情景的真实性: 在“寻找失主”游戏中，确保物品是安全的，并提前和学生沟通好，避免不必要的纠纷。

这份教案提供了一个完整的框架,教师可以根据自己班级的具体情况进行灵活调整和丰富，希望对您有所帮助！