七年级上册Unit1教案如何设计更高效？

七年级上册 Unit 1 教案设计

Unit 1: My name's Gina. （我的名字是吉娜。）

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教学基本信息

• 课题: Unit 1 My name's Gina.
• 授课年级: 七年级上册
• 课时: 第1课时 (Section A 1a-2c)
• 课型: 新授课
• 授课教师: [教师姓名]
• 授课日期: [授课日期]

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教学目标

根据课程标准和学生实际情况,设定以下三维目标：

1. 知识与技能目标:

   • 词汇: 能听、说、读、写核心词汇：name, is, am, are, hello, hi, good, morning, afternoon, evening, nice, to, meet, you, what, your, I'm, he, she, it, his, her, yes, no, not。
   • 句型:
     • 能熟练运用问候语及其回答：
       • Hello! / Hi!
       • Good morning! / Good afternoon! / Good evening!
       • — How are you? — I'm fine, thanks. And you? — I'm OK.
     • 能熟练运用自我介绍和询问姓名的核心句型：
       • — What's your name? — My name's... / I'm...
       • — I'm... / My name's... — Nice to meet you. — Nice to meet you, too.
   • 语法: 初步掌握be动词 am, is, are 在第一、第二、第三人称单数和复数中的基本用法。
   • 听: 能听懂简单的自我介绍和问候对话。
   • 说: 能在真实或模拟的情境中，运用所学句型进行自我介绍和问候他人。
   • 读: 能认读所学单词和核心句型。
   • 写: 能正确拼写核心单词，并写出简单的自我介绍句子。

2. 过程与方法目标:

   • 通过情景创设、小组合作、角色扮演等活动，引导学生在“做中学”，体验语言的实际运用。
   • 培养学生通过观察、模仿和实践来学习语言的能力。
   • 鼓励学生积极参与课堂互动,大胆开口说英语。

3. 情感态度与价值观目标:

   • 培养学生乐于与人交流、友好相处的良好品质。
   • 帮助学生建立学习英语的自信心和兴趣,体验用英语进行简单交际的成就感。
   • 了解中西方在初次见面时的基本礼仪差异。

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教学重难点

• 教学重点:

  
  （图片来源网络，侵删）
  1. 核心句型 — What's your name? — My name's... / I'm... 的掌握和运用。
  2. 问候语 Hello! / Hi! 和 Nice to meet you. 的正确使用。

• 教学难点:

  1. am, is, are 的区别与正确使用（I 与 am 搭配，he/she/it 与 is 搭配，you/they/we 与 are 搭配）。
  2. What's 是 What is 的缩写形式，发音和拼写。
  3. 在实际交际中,自然、流畅地运用所学句型进行对话。

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教学准备

• 教师准备: 多媒体课件、单词卡片、录音机或音频播放设备、白板或黑板。
• 学生准备: 课本、练习本、笔。

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教学过程

(一) Warming-up & Lead-in (热身与导入) (约5分钟)

1. Greeting (问候):

   • Teacher (T): (Smiling and waving) Hello, everyone!
   • Students (Ss): (Responding) Hello, teacher!
   • T: Good morning / afternoon, class!
   • Ss: Good morning / afternoon, teacher!
   • 设计意图：用最简单的问候语开始课堂，营造轻松的英语氛围，自然地引出本课主题。

2. Song & Video (歌曲导入):

   
   （图片来源网络，侵删）
   • 播放一首简单的英文问候歌曲,如 "Hello, Hello"。
   • T: Let's listen to a song. Please try to sing after it.
   • 播放完毕后,T: Do you know what "Hello" means? Yes, it's 你好! Today, we are going to learn how to greet people and ask for names. (板书课题: Unit 1 My name's Gina.)
   • 设计意图：通过活泼的歌曲激发学生兴趣，直观地呈现核心词汇 "hello"，并点明本课学习目标。

(二) Presentation (新知呈现) (约15分钟)

1. Learn New Words (学习新单词):

   • 利用PPT或单词卡片,逐一呈现 name, I'm, your, his, her, what, is 等单词。
   • 采用“音、形、义”结合的方式教学：
     • 发音: 教师领读，学生跟读，注意纠正发音。
     • 词义: 结合图片、动作或简笔画解释词义，指着学生说 "You"，然后指着男生说 "he"，指着女生说 "she"。
     • 拼写: 在黑板上板书重点单词，让学生观察并记忆。

2. Present Key Sentences (呈现核心句型):

   • 句型1: Self-introduction (自我介绍)

     • T: (Pointing to myself) My name is [Teacher's Name]. You can call me Miss/Mr. [Last Name]. I'm [Teacher's Name]. (板书: My name's... / I'm...)
     • T: Now, look at me. I'm smiling. I'm happy to meet you. (做出微笑和友好的手势) Nice to meet you. (板书)
     • T: And you should say...? (引导学生回答) Nice to meet you, too. (板书)
     • 设计意图：教师亲身示范，让学生在真实的语境中理解句子的含义和用法。

   • 句型2: Asking for a name (询问姓名)

     • T: (走到一个学生面前，微笑着) I know my name. But what's your name? (板书: — What's your name?)
     • T: (引导学生回答) — My name's... / I'm...
     • 进行2-3组师生问答示范。
     • 突破难点: 强调 What's 是 What is 的缩写，在黑板上写出 What is 和 What's，并解释缩写规则，通过 I am -> I'm 的例子，帮助学生理解缩写形式。
     • 设计意图：通过师生互动，自然引出询问姓名的句型，并重点讲解缩写形式这一难点。

(三) Practice (练习) (约15分钟)

1. Listening Practice 1 (听力练习 1):

   • Activity 1a (课本):
     • T: Open your books to page 1. Look at the picture in 1a. Listen to the recording and number the pictures. (播放录音)
     • Ss listen and number.
     • Check the answers together. (Ask: "What are they doing in Picture 1? They are saying hello.")
   • Activity 1b (课本):
     • T: Now, listen again. Circle the names you hear in the conversation. (播放录音)
     • Ss listen and circle.
     • Check the answers. (Ask: "What's the boy's name? What's the girl's name?")
   • 设计意图：从输入开始，让学生通过听力活动巩固新单词和句型，培养抓取关键信息的能力。

2. Pair Work (结对练习):

   • Activity 1c (课本):
     • T: Now, work in pairs. Practice the conversation in 1b. You can use your own name.
     • 教师先与一名学生做示范：
       • T: Hi, I'm [Teacher's Name]. What's your name?
       • S1: My name's [Student's Name]. Nice to meet you.
       • T: Nice to meet you, too.
     • Ss work in pairs, practicing the dialogue. T walks around the classroom, offering help and correcting pronunciation.
     • Ask a few pairs to perform in front of the class.
   • 设计意图：通过结对活动，让学生在半控制的情境中操练核心句型，实现从“听懂”到“会说”的过渡。

3. Game: "Find Your Partner" (游戏：寻找伙伴):

   • T: Let's play a game. I will give each of you a name card (e.g., Alan, Jenny, Cindy, Bob, Mary). Walk around the classroom and find your partner. When you find someone, you must ask "What's your name?" and greet them.
   • Ss walk around and practice. The goal is to find the person whose name card matches their partner's (e.g., "Nice to meet you, Alan." "Nice to meet you, too, Cindy.").
   • 设计意图：通过游戏化的方式，让学生在轻松愉快的氛围中反复练习，增加趣味性和参与度。

(四) Production (产出与应用) (约7分钟)

1. Activity 2a & 2b (课本):

   • T: Turn to page 2. Look at the picture in 2a. These are new students. Listen to the recording and write down their names. (播放录音)
   • Ss listen and write the names (Gina, Peter, Mary, Bob).
   • T: Now, listen again. Fill in the blanks in 2b. (播放录音)
   • Ss fill in the blanks with is or are.
   • Check the answers. Use this chance to explain the basic usage of am, is, are:
     • I -> am
     • He/She/It (a single person/thing) -> is
     • You/We/They (more than one person) -> are
   • 设计意图：在应用中巩固be动词的用法，将语法知识融入具体的语境中，帮助学生理解。

2. Make a New Dialogue (创编新对话):

   • T: Imagine you are a new student. Make a short dialogue with your partner. You can use these sentences: (在PPT上展示句型框架)
     • A: Hello! / Good morning!
     • B: Hello! / Good morning!
     • A: My name is... / I'm...
     • B: Nice to meet you.
     • A: Nice to meet you, too.
     • B: What's your name?
     • A: My name is... / I'm...
   • Ss work in pairs to create their own dialogues.
   • Invite 2-3 pairs to show their dialogues.
   • 设计意图：从控制性练习过渡到半开放性练习，鼓励学生创造性地运用语言，培养综合语言运用能力。

(五) Summary & Homework (总结与作业) (约3分钟)

1. Summary (课堂总结):

   • T: Today we have learned how to greet people and ask for names. Let's review what we've learned. (指着黑板上的重点句型)
   • T: What have we learned today? (引导学生一起回顾核心词汇和句型)
   • T: Great job! Remember, practice makes perfect. Speak English every day!

2. Homework (布置作业):

   • 基础作业:
     • Listen and repeat the new words and conversations after the tape for 15 minutes.
     • Copy the new words and key sentences three times.
   • 拓展作业 (选做):
     • Introduce yourself to at least three people (family members, friends) in English today.
     • Write a short paragraph to introduce yourself. ( Hello, my name is... I'm a student. I'm 12 years old. Nice to meet you.)
   • 设计意图：分层作业设计，既巩固了基础知识，又为学有余力的学生提供了拓展空间，并将课堂学习延伸到课外生活。

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板书设计

一个清晰、有条理的板书有助于学生构建知识框架。

Unit 1 My name's Gina.
Greetings (问候语)
Hello! / Hi!
Good morning! / Good afternoon! / Good evening!
Key Sentences (核心句型)
Self-introduction (自我介绍)
My name's... / I'm...
Asking for a name (询问姓名)
— What's your name?
— My name's... / I'm...
Response (回应)
Nice to meet you.
Nice to meet you, too.
Grammar (语法)
I am = I'm
he is = he's
she is = she's
it is = it's
Be Verbs (be动词)
I → am
He/She/It → is
You/We/They → are

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教学反思

本节课的设计力求以学生为中心,通过多样化的活动激发学生的学习兴趣，在实际教学中，需要注意以下几点：

1. 关注个体差异: 在结对活动和角色扮演时，要特别关注那些性格内向或基础稍弱的学生，多给予鼓励和指导，帮助他们开口说英语。
2. 控制课堂节奏: 七年级学生活泼好动，容易兴奋，教师需要把握好课堂节奏，确保每个环节都能有效完成，避免因过度活跃而影响教学目标的达成。
3. 及时反馈与评价: 对学生的每一个回答和表演都应给予及时、积极的反馈，多用 "Good job!", "Excellent!", "Well done!" 等鼓励性语言，保护学生的学习热情。
4. 灵活调整: 根据学生的实际反应，可以灵活调整教学内容和时间，如果学生对某个游戏特别感兴趣，可以适当延长游戏时间；如果某个知识点掌握有困难，可以增加练习和讲解的时间。