新目标七年级英语上册教案如何高效设计？

《新目标英语》七年级上册 Unit 4 教案

课题: Unit 4 Where's my schoolbag? (Section A 1a-1c) 课时: 第1课时 (The 1st Period) 课型: 新授课 (New Lesson) 授课对象: 七年级学生

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教学目标

1. 语言知识目标:

   
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   • 词汇: 学生能够听、说、读、写并运用以下核心词汇：
     • 名词: in, on, under, desk, chair, bed, bookcase, sofa, drawer, bag, hat
     • 疑问词: where
     • be动词: is, are
   • 句型: 学生能够理解并初步运用以下句型进行简单的方位询问和回答：
     • Where's ...? (单数)
     • It's in/on/under ...
     • Where are ...? (复数)
     • They're in/on/under ...

2. 语言技能目标:

   • 听: 能听懂关于物品方位的简短对话和指令。
   • 说: 能运用核心词汇和句型，询问并回答单个或多个物品的位置。
   • 读: 能认读并理解关于物品位置的简短语篇或对话。
   • 写: 能根据图片提示，用简单的句子描述物品的位置。

3. 情感态度与价值观目标:

   • 培养学生整理自己个人物品的良好习惯,养成整洁有序的生活态度。
   • 通过小组活动,培养学生的合作精神和沟通能力。
   • 激发学生学习英语的兴趣,体验用英语解决实际问题的成就感。

4. 学习策略目标:

   • 通过情景创设,引导学生在真实或模拟的语境中学习和运用语言。
   • 通过图片、实物等直观教具，帮助学生建立词汇与意义的直接联系。
   • 鼓励学生在小组中积极交流,互相学习，共同进步。

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教学重难点

• 教学重点:

  
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  1. 掌握方位介词 in, on, under 的基本用法。
  2. 熟练掌握并运用 Where's ...? It's in/on/under ... 句型进行问答。

• 教学难点:

  1. 区分并正确使用 Where's ...? (单数) 和 Where are ...? (复数)。
  2. 介词 in, on, under 与不同名词搭配的准确性和灵活性。

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教学准备

• 教师: 多媒体课件、单词卡片、实物（如书包、帽子、一本书）、教室里的各种物品（书桌、椅子、粉笔盒等）。
• 学生: 课本、练习本、笔。

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教学过程

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

1. Greeting:

   • T: Good morning, class!
   • Ss: Good morning, teacher!
   • T: How are you today?
   • Ss: I'm fine, thank you. And you?
   • T: I'm great, thanks. Sit down, please.

2. Song & Game: "Simon Says"

   
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   • T: Let's play a game first. It's "Simon Says". I say "Simon says touch your nose", you touch your nose. Ready?
   • (通过游戏复习身体部位词汇，如 nose, eye, ear, hand, foot，并活跃课堂气氛。)
   • T: Great! Now, look at me. Where is my pen? (教师故意把笔藏起来，然后从书桌上拿出来) Oh, it's on the desk. Where is it? (引导学生回答) It's on the desk. Today, we are going to learn how to ask and answer about things' positions. (板书课题: Unit 4 Where's my schoolbag?)

Step 2: Presentation (新知呈现) (约15分钟)

1. Learn the Prepositions (学习方位介词)

   • Show real objects and PPT:
     • T: (拿起一本书和一本书包) Look, this is a book. Where is the book? (把书放进书包里) It's in the bag. (板书 in 并配上图片：一个盒子在另一个盒子里面)
     • T: (把书包放在桌子上) Where is the bag? It's on the desk. (板书 on 并配上图片：一个球在桌子上)
     • T: (把书包从桌子上拿下来，放到椅子下面) Where is the bag now? It's under the chair. (板书 under 并配上图片：一个猫在桌子下面)
   • Practice the prepositions:
     • T: Show me "in". (学生用手比划一个“在里面”的动作)
     • T: Show me "on". (学生用手比划一个“在上面”的动作)
     • T: Show me "under". (学生用手比划一个“在下面”的动作)
     • (快速发令，学生做动作，进行巩固。)

2. Learn the New Words (学习新词汇)

   • Use PPT and realia:
     • T: (指着教室里的物品) This is a desk. This is a chair. This is a bed. (出示bed的图片，因为教室里没有)
     • (继续展示 bookcase, sofa, drawer 的图片，并带领学生朗读，纠正发音。)
   • Game: "Quick Response"

     T: I show a picture, you say the word quickly. (快速闪现单词卡片，学生抢答。)

3. Learn the Key Sentences (学习核心句型)

   • Focus on singular nouns:
     • T: (拿出一个帽子，藏起来) Where's my hat? (自问自答) It's in the drawer. (板书句型)
     • T: (指着粉笔盒) Where's the chalk? (引导学生回答) It's on the desk.
     • T: (练习几个例子后) Now, let's practice. Ask and answer in pairs. (学生两人一组，用书本、文具等实物进行练习。)
   • Focus on plural nouns:
     • T: (拿出两本书) Where are the books? (自问自答) They're on the desk. (板书句型，并对比 Where's 和 Where are)
     • T: Look at the picture. (指向课本1a图片) Where are the keys? They're on the sofa.
     • Clarify the difference: T: We use Where's for one thing (单数). We use Where are for two or more things (复数).

Step 3: Practice (练习) (约10分钟)

1. Activity 1a: Match the words with the things in the picture.

   • T: Open your books to Page 19. Look at Activity 1a. Please match the words with the things in the picture.
   • (学生独立完成，然后核对答案，教师可以请个别学生上台，用鼠标在屏幕上点击匹配。)

2. Activity 1b: Listen and number the things in the picture.

   • T: Now, let's listen to the tape. Please number the things you hear from 1 to 4.
   • (播放录音第一遍，学生只听，播放第二遍，学生完成编号，播放第三遍，学生检查答案。)
   • T: Let's check the answers. (核对答案)

3. Pair Work: Ask and Answer about the picture.

   • T: Now, work with your partner. Ask and answer about the things in the picture 1a. Use the sentences: "Where's ...?" and "Where are ...?"
   • (教师给出示范: A: Where's the book? B: It's on the sofa.)
   • (学生两人一组进行练习，教师巡视并给予指导和帮助。)
   • (邀请2-3组学生到前面展示对话。)

Step 4: Production (产出) (约10分钟)

1. Game: "Find and Ask" (寻物问路游戏)

   • T: Let's play a game. I'll ask one student to come to the front and hide a small object (like an eraser) somewhere in the classroom. Then, other students can ask questions to find it.
   • S1 (hides the eraser): It's somewhere in the classroom.
   • T: Okay, class. You can ask questions. "Is it in the desk?" "Is it under the chair?"
   • (学生们通过提问 Is it in/on/under...? 来寻找物品，找到后，学生用 It's in/on/under... 来回答。)
   • Purpose: 这个游戏将所学知识应用到实际情景中，趣味性强，能极大地调动学生的参与度。

2. Survey: "My Classroom" (我的教室)

   • T: Let's do a survey. Please walk around the classroom and ask your classmates about the positions of three things. Fill in the chart.
   • (教师在黑板上画出表格) | Name | What? | Where? | | :--- | :--- | :--- | | Tom | a pencil | on the desk |
   • T: For example, you can ask Lily: "Lily, where's your English book?" Lily answers: "It's in my bag." You write it down.
   • (学生离开座位，用英语进行采访和记录。)
   • Purpose: 培养学生在真实语境中运用语言进行交际的能力，并练习书写。

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

1. Summary:

   • T: Today we learned how to talk about positions. What did we learn?
   • (引导学生一起回顾: in, on, under, Where's ...?, It's ..., Where are ...?, They're ...)
   • T: Remember to keep your things tidy. A tidy room makes a tidy mind.

2. Homework:

   • Level A (基础): Copy the new words and key sentences three times. (抄写新单词和核心句型三遍。)
   • Level B (提高): Draw a picture of your own room and write at least 5 sentences to describe where things are. ( My bed is in the room. My schoolbag is under the chair.) (画一幅自己房间的画，并用至少5个句子描述物品的位置。)
   • Level C (拓展): Talk about the positions of things in your bedroom with your parents in English. (用英语和父母谈论你卧室里物品的位置。)

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板书设计

                        Unit 4 Where's my schoolbag?
      |----------------- New Words ------------------|
      |  desk, chair, bed, bookcase, sofa, drawer  |
      |   bag, hat, book, key, pen, ruler...       |
      |---------------------------------------------|
      |----------------- Prepositions ----------------|
      |         in      |       on       |      under      |
      | (在...里面)     | (在...上面)     | (在...下面)     |
      |---------------------------------------------|
      |----------------- Key Sentences ----------------|
      | A: Where's the book?      (单数)           |
      | B: It's in/on/under the desk.              |
      |---------------------------------------------|
      | A: Where are the keys?     (复数)           |
      | B: They're in/on/under the desk.           |
      |---------------------------------------------|
      |      My Room (for production activity)      |
      |      ________________                      |
      |     |      Bed       |                      |
      |     |   [book] on    |                      |
      |     |________________|                      |
      |     (Chair) [bag] under                    |
      |____________________________________________|

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教学反思

本节课的设计力求体现以学生为主体的教学理念,通过情景导入、直观演示、游戏互动和任务驱动等多种方式，激发学生的学习兴趣，在处理单复数难点时，通过对比练习，帮助学生理解并掌握，最后的产出活动设计贴近学生生活，让他们在“用”中学，学以致用。

• 成功之处:

  1. 游戏贯穿始终,课堂气氛活跃，学生参与度高。
  2. 任务设计由易到难,符合学生的认知规律。
  3. 将语言知识与生活实际紧密联系,体现了学以致用的原则。

• 不足与改进:

  1. 对于基础较弱的学生,在pair work环节可能需要更多的脚手架支持，可以提供更多的句型模板。
  2. 在产出活动中,可能会出现学生用中文交流的情况，教师需要不断巡视，及时用英语引导和纠正。
  3. 时间分配上,最后的产出环节如果学生讨论热烈，可能会超时，需要灵活把控，下次可以适当压缩前面的练习时间，为产出环节留出更充足的空间。