人教版七上英语教案如何高效设计？

这份教案将以人教版七年级上册Unit 4 Where's my schoolbag? 的第一课时（Section A 1a-1c）为例，因为它非常典型地涵盖了七年级上册英语的核心教学目标：方位介词 和 名词所有格。

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人教版七年级上册英语教案

课题： Unit 4 Where's my schoolbag? (第一课时) Section A (1a-1c)

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教学基本信息

• 课题名称： Unit 4 Where's my schoolbag?
• 课时： Period 1 (Section A 1a-1c)
• 课型： 新授课
• 授课年级： 七年级上册
• 教材版本： 人民教育出版社 Go for it!
• 授课教师： [您的姓名]
• 授课时间： 45分钟

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教学目标

根据课程标准和学生认知水平,制定以下三维目标：

1. 知识与技能:

   • 核心词汇: 能听、说、读、写并运用以下单词和短语：
     • 名词: book, ruler, eraser, pencil, pen, schoolbag, pencil box, dictionary, chair, table, bed, sofa, bookcase
     • 疑问词: where
     • 动词: is (缩写 it's)
   • 核心句型: 能听懂、会说、会读、会写并运用以下句型进行简单的问答：
     • —Where's the...? —It's in/on/under...
     • —Where are the...? —They're in/on/under... (为下一课时做铺垫)
   • 语法功能: 初步理解和运用方位介词 in, on, under 来描述物品的位置。

2. 过程与方法:

   • 通过情景创设、图片展示、实物演示等方式,引导学生在真实或模拟的语境中感知和学习新知识。
   • 通过Pair work, Group work等合作学习方式,培养学生运用语言进行交际的能力。
   • 通过游戏和竞赛，激发学生学习英语的兴趣,提高课堂参与度。

3. 情感态度与价值观:

   
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   • 培养学生整理自己学习用品和生活用品的良好习惯。
   • 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。
   • 学会询问和描述物品的位置,培养逻辑思维能力和观察力。

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教学重难点

• 教学重点:

  1. 掌握核心词汇，特别是方位介词 in, on, under 的用法。
  2. 熟练运用核心句型 —Where's the...? —It's in/on/under... 进行问答。

• 教学难点:

  1. Where's 和 Where are 的初步区分（单数 vs. 复数）。
  2. 在口语交际中正确、流利地运用方位介词和句型。

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教学准备

• 教师准备:

  • 多媒体课件，包含图片、音频、视频。
  • 实物：书包、书、尺子、铅笔、橡皮、铅笔盒等。
  • 单词卡片。
  • 黑板或白板。

• 学生准备:

  
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  • 英语课本、练习本、笔。
  • （可选）自己的学习用品。

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教学过程

环节	时间	与活动	设计意图
Step 1: Warming-up & Lead-in (热身与导入)	5分钟	Greeting: Teacher: "Good morning, class! How are you today?" Students: "Good morning, teacher! I'm fine, thank you. And you?" Sing a Song: Play a song related to location, such as "Where Is Thumbkin?" or a simple chant. Lead-in (实物导入): Teacher takes out a schoolbag and pretends to be looking for something. Teacher: "Oh, no! Where's my book? I can't find my book. Where is it? Today, we are going to learn how to ask about the location of things. Let's learn Unit 4 Where's my schoolbag?" (板书课题)	通过问候和歌曲营造轻松愉快的课堂氛围，快速集中学生注意力，通过创设“找不到书”的真实情景，自然地引出本单元的主题和核心问题，激发学生的好奇心和求知欲。
Step 2: Presentation (新知呈现)	15分钟	Teach New Words (词汇教学): Show pictures/real objects: Use PPT or real objects to teach the nouns: schoolbag, book, ruler, eraser, pencil, pen, pencil box. Drill: Read the words together, then ask individual students to read. Play a game "Quick Response" (老师说中文，学生快速说出英文；或反之)。 Teach Prepositions of Place (方位介词教学): Demonstration with objects: Use a book and a table. Teacher puts the book in the pencil box. "Look! The book is in the pencil box." (板书 in, 并做手势，如“在里面”) Teacher puts the book on the table. "Now, the book is on the table." (板书 on, 并做手势，如“在上面”) Teacher puts the book under the table. "Now, the book is under the table." (板书 under, 并做手势，如“在下面”) Drill: Say the prepositions and do the actions, ask students to follow. Then say "in/on/under" and students point to the corresponding place in the classroom. Present the Key Sentence (句型呈现): Teacher continues the act of looking. Teacher: "Where is my book? Where's my book?" (板书 Where's = Where is) Teacher points to the book and answers: "Ah! It's in the pencil box." (板书 It's = It is) Repeat with other objects and prepositions to create more examples. Drill: Teacher asks "Where's the...?" and students answer "It's in/on/under...".	遵循“词不离句，句不离景”的原则，通过直观的实物和图片，结合生动的肢体语言，帮助学生快速理解和记忆新词汇和方位介词，在情景中反复呈现核心句型，让学生感知其结构和用法，降低学习难度。
Step 3: Practice (巩固练习)	12分钟	Activity 1a (教材活动): Ask students to open their books to page 19. Look at the picture. Point to the items and ask students to name them. Ask students to match the words with the things in the picture. Check the answers. Listening Activity (1b): Tell students they will listen to a conversation. They need to listen and draw lines to match the things with their locations. Play the recording for the first time. Students just listen. Play the recording again. Students draw lines. Play the recording a third time for students to check their answers. Check the answers with the whole class. Pair Work (结对练习): Ask students to work in pairs. Student A closes the book. Student B looks at the picture in 1b and asks: "Where's the...?" Student A answers: "It's in/on/under the...". Then they switch roles. * Teacher walks around the classroom to offer help and monitor the practice.	从机械的听力和图文匹配练习，过渡到有意义的结对口语练习，1b的听力训练巩固了学生对单词和句型的听辨能力，Pair work为学生提供了开口说英语的机会，将输入转化为输出，真正实现语言的交际功能。
Step 4: Production (拓展应用)	8分钟	Game: "Hide and Seek" (寻宝游戏): Teacher hides an object (e.g., a pen) somewhere in the classroom. Teacher: "I have a pen. Where is it? You can ask me: 'Where's the pen?'" Students ask: "Where's the pen?" Teacher gives hints: "It's near the window." / "It's under a chair." The student who finds the pen comes to the front and hides the next object. Survey: "A Tidy Desk" (调查活动): Ask students to look at their own desks. In pairs or small groups, they ask and answer about the location of their own things. A: "Where's your pencil?" B: "It's in my pencil box." A: "Where's your eraser?" B: "It's under my book." * Encourage students to use the language to talk about their real life.	通过有趣的游戏，让学生在轻松的氛围中主动运用所学知识，增强学习的趣味性和成就感，将语言学习与学生的实际生活联系起来，让学生感受到英语的实用性，真正做到“学以致用”。
Step 5: Summary & Homework (总结与作业)	5分钟	Summary (课堂小结): Teacher asks: "What have we learned today?" Guide students to summarize the key words (book, ruler, etc.) and key sentences (—Where's the...? —It's in/on/under...). Teacher writes the summary on the blackboard. Homework (布置作业): Level 1 (基础): Copy the new words and key sentences three times. Level 2 (巩固): Listen and read the conversation in 1b. Practice the dialogue with your partner. Level 3 (拓展): Draw a picture of your ideal bedroom and describe at least five things in it using the sentence pattern "Where's...? It's...".	帮助学生梳理本课知识点，形成知识网络，设计分层作业，满足不同层次学生的需求，既巩固了基础知识，又为学有余力的学生提供了拓展空间，绘画作业能激发学生的创造力和想象力。

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板书设计

一个好的板书应该简洁、清晰、有条理,并能突出重点。

Unit 4 Where's my schoolbag?
New Words:
schoolbag
book
ruler
eraser
pencil
pen
pencil box
Prepositions:
in (在里面)
on (在上面)
under (在下面)

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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、游戏互动等多种方式，激发了学生的学习兴趣，在实际教学中,需要注意以下几点：

1. 关注全体学生： 在Pair work和游戏环节，要确保每个学生都有参与的机会，特别是对那些内向或基础薄弱的学生,要给予更多的鼓励和指导。
2. 及时反馈与评价： 对学生的回答和表现要给予积极、具体的评价，如 "Good job!", "Excellent!", "You have a good memory!",保护学生的学习热情。
3. 时间管理： 各个环节的时间分配要灵活掌握，如果学生对某个环节特别感兴趣，可以适当延长时间；反之，如果学生掌握较快,可以加快进度。
4. 难点突破： 对于 Where's 和 Where are 的区分，在本课时只需让学生感知单复数的区别即可，不必过度讲解，避免给学生造成负担,为下一节课的学习做好铺垫。
5. 生成性问题： 课堂是动态的，要善于捕捉学生提出的生成性问题，并灵活调整教学策略,使课堂更具生命力。