仁愛版七年級上冊英語課件

七年級的英語並不是很難，但是要從基開始學習。小編爲大家整理的仁愛版七年級上冊英語課件，希望大家喜歡。

　　仁愛版七年級上冊英語課件1

一、教材分析：

這一話題進一步談論人的相貌特徵，從談論頭髮、眼睛的色彩，到服裝的色彩進而談到各種色彩。而本Section主要讓學生了解並掌握12種不同的顏色，會用What color is…? / What color are …? 這一句型和同伴進行交談，能談論頭髮、眼睛的色彩。

二、教學目標：

語言知識目標：

1.(1) Learn some words about the colors:

black, blue, brown, pink, white, purple, red, green, yellow.

(2) Learn some other useful words and expressions:

look the same, both, color, their.

2. (1) Continue to talk about the people’s appearances:

① We both have black hair and black eyes.

② I have blond hair and blue eyes.

③ short black hair, long blond hair.

(2) Talk about the colors:

① —What color is it? —It is pink.

② —What color is his hair? —It is black.

③ —What color are his eyes? —They are brown.

語言技能目標：

能聽懂並識別各種不同的顏色，並能用英語描述各種顏色。

情感態度目標：

通過學習不同的色彩，培養學生熱愛生活、熱愛美的情感，並培養他們的觀察能力和概括能力。

學習策略目標：

本Section主要談論色彩，在教學時聯繫學生的實際，利用他們身邊的實物等進行描述。從而讓學生形成把學習和生活實際聯繫起來的學習習慣，培養任務型學習方法與技巧。

三、教學重、難點：

1a and 3

四、教學方法：

任務型教學法、自主探究法、小組討論法。體現“導學——自悟”新課程教學模式的套路和特色。

五、課時安排：

1課時

六、教具準備：

錄音機、課件、實物、圖片

七、教學過程：

第一步：營造課堂氛圍，激發學生學習興趣。

1. Sing the song with motions: Head and Shoulders, legs and Feet.

2. Greetings between the students and me.

第二步：複習（幻燈片3、4）

1. Review some new words with cards.（單詞競賽）

2. (One by one練習，對Does she/he have…?句型進行復習) Example:

T: Does she have long hair?

S1: Yes, she does. Does he have short hair?

S2: No, he doesn’t. Does she have a big nose? Etc.

3. (1)(拿出彩筆，通過師生互動來學習新句型。)

T: OK. Now look here, I bring some pens today. They have different colors.

(呈現出一支白色的筆)

T: What color is it? (學生第一次不懂，馬上用漢語解釋，學生此時也會用漢語回答：白色。然後我再用英語重複。)

T: Yes. It’s white. (再次對同樣的筆重複提問。)

T: What color is it? Ss: It’s white.

(然後呈現不同顏色的彩筆。)

T: Good. What color is it? Ss: 紅色。

T: Yes. It’s red. What color is it? Ss: It’s red.

(板書新句型和新單詞。領讀，並讓學生熟讀。)

What color is it?

It’s white/ black / blue / brown / gray / pink / purple / red / green / yellow / orange.

(2) (句型與單詞讀完後，把全班分成男女兩大組，根據我所指的圖片進行問答。)（幻燈片5、6）

T: Boys and girls, listen carefully. Boys ask and girls answer. Example:

Boys: What color is it? Girls: It’s black.

T: Change please. Girls ask and boys answer this time.

Girls: What color is it? Boys: It’s red.

4. Let students look at the picture. Ask and answer in pairs. （幻燈片7）

第三步：操練

用幻燈片展示各國國旗，學生看着國旗進行四人小組活動：討論各國旗的顏色及所屬國家。鞏固 What color is …? It is … .這一句型及對顏色的識別。（完成4a）（幻燈片8）

第四步：呈現

1. (掛出1a的圖片進行問答。)

T: Now look here. Who is this boy? Ss: He is Michael.

T: Does he have long hair? Ss: No, he doesn’t.

T: What colcor is it? Ss: It’s yellow.

T: Yes, he has yellow hair. What colcor are his eyes? Ss: They are blue.

2. T: Good. Now please look, listen and answer my questions. （幻燈片9、10）

①T: Who is that boy? Ss: He is Yukio.

②T: Where is he from? Ss: He is from Japan.

③T: Does he have black hair and blue eyes?

Ss: No, he doesn’t. He has black hair and black eyes.

T: Well done! Now look at the blackboard and pay attention to the sentences.

That’s right.

We both have black hair and black eyes.

We have different looks.

3. Read 1a. Find out the difficult ain and stress: look the same, both.

第五步：鞏固

1. T: Listen to 1a and repeat, then act it out in pairs.

2. T: Work alone: Finish 1b according to 1a.

(師生互動問答，鞏固新句型和新單詞。)

T: Where is Yukio from? Ss: He’s from Japan.

T: What color is his hair? Ss: It’s black.

T: What color are his eyes? Ss: They are black.

3. T: Finish 2. Draw pictures and then color them. Then look at the pictures in 2 and talk about them. Example: What color is his hair? It’s black.. What color are his eyes? They are brown. （幻燈片11）

第六步：練習 （幻燈片11）

1. T: Now look at the pictures in 4b. Here are some people. They have different looks. Let’s talk about them together. Let’s begin with Picture 1.

T: What color is his hair? Ss: It’s black.

T: What color are his eyes? Ss: They are brown.

T: Very good.

(以同樣的方式練習Picture 2, Picture 3和Picture 4。)

2. (把全班同學分成兩大組，進行問答操練。)

T: Now Group 1 and Group 2 ask, Group 3 and Group 4 answer. Then exchange the roles.

G1、2: What color is his hair? G3、4: It is black. Etc.

3. T: Let me check your homework.(檢查學生“預習導綱”完成情況，給任務完成好的小組加分。)

第七步：綜合探究活動

1. 讓學生在紙上分別畫一幅人物頭部畫，然後根據我的描述給畫中的人頭塗顏色。Example:

Color his / her nose red. Color his / her eyes blue. Color his / her ears yellow. Etc.

2. 讓學生用本節課所學知識將自己手中塗好顏色的人物頭部畫介紹給同學。（兩人小組活動）Example:

This is my friend. His/ Her name is … / Her nose is … . His / Her eyes are … Etc.

3. Sum up

(1) The key points in this lesson.

(2) The competition result.

4. Homework:

(1) Review the words of the colors.

(2) Make a similar dialog according to Section A 1a.

(3) Find how many colors in our classroom.

(4) Preview Section B(見Section B預習導綱)

　　仁愛版七年級上冊英語課件2

【教學思路】

先複習Topic1的見面問候語，接着導入“excuse me”， “What’s your name?” 和“My name is----- ”，呈現“I’m from---”， “Are you from---”and “Where are you from?”，鞏固1a和1b, 練習2a和2b，小結，最後佈置家庭作業。

【教材分析】

本教材以學生爲中心，倡導語言教學的交互性和實用性。它爲學生提供了自然而有意義的語言環境。教材提供的對話不是讓學生機械地背誦，而是將其作爲學生進行活動的範例，學生在活動中要根據語言使用的情況進行改編，從而培養學生的語言運用能力。

本節課內容以介紹爲中心，瞭解他人信息，如姓名、國籍等。

【教學對象分析】

由於我們學校在城鎮的邊緣地帶（農村），學習成績好點的大多數到城裏就讀了。留下的大多數要麼不愛學習，要麼基礎差，整個英語學習氛圍差。對習慣漢語交流的初中生來說，面對新教材感到很不適應，難以進入學習角色，覺得學習任務重、負擔重。特別是對一些需要強化記憶的英語學習內容，如單詞記憶和短文背誦等,學生會感到枯燥無味，雖硬着頭皮去學，但效果往往比較差。

I. Teaching aims and demands

●Learn some personal pronouns and possessive pronouns:

me, your, she, he,

●Learn some country names:

Canada, the U.S.A , Japan.

●Learn other new words and phrases:

excuse, excuse me, what, name, where, from, be from, the

●Talk about people’s names and where they are from:

(1)—Excuse me, are you Jane?

—Yes, I am.

(2)—What’s your name?

—My name is Sally.

(3)—Where are you from?

—I’m from Canada.

(4)—Is he/she …?

—Yes, he/she is./No, he/she isn’t.

Ⅱ. Teaching aids

A projector, a recorder

Ⅲ. Teaching procedures:

Step 1 Review（8mins）

Review greetings in Topic 1 by making conversations

1. (T: Good morning, everyone! Before learning the new lesson, I will ask a new student(Zhang Lu) to introduce herself. Then choose one student to greet the new comer and introduce the classmates to her .)

Model:

S1:Good morning! I am Zhang Lu. Nice to meet you. (To the whole class)

Ss: Nice to meet you., too.

S2:Hi, Zhang Lu. I’m Wang Qiaoli. Nice to meet you.

S1: Hi, Wang Qiaoli. Nice to meet you., too.

S2: Zhang Lu, this is Shen Cui. Shen Cui, this is Zhang Lu.

(T: Good! Come back to your seat. Thank you!)

2. The teacher stands beside a student, asking the questions to lead to “excuse me”.

Model:

T: Excuse me, are you Li Fen?

S1: Yes, I am. (Write down “Excuse me” on the blackboard)

Then the teacher stands beside another student, asking the questions with “excuse me”.

T: Excuse me, are you Zou Lei?

S2: No, I am not. I am Li Jun.

Let Ss practice the patterns over and over again, understand and grasp the meaning of Excuse me

Step 2 Presentation（10mins）

1. (T: Now, I will introduce myself.) Lead to “My name is----- ” and “What’s your name?”

T: My name is Huang Xiaohong. What’s your name?(Write it down on the blackboard)

S: My name is Zheng Qinhui. (Write it down on the blackboard)

(T: Please read after me together.)

2. (T: OK, please look at the screen.)The teacher makes self-introduction with different names by showing different pictures. Lead to sentence pattern of “I’m from--”(showing flashcards)For example:

Picture1

T: My name is Jane. I’m from Canada. (Show Jane’s picture)

Picture2

T: My name is Sally. I’m from the U.S.A. (Show Sally’s picture)

Picture3

T: My name is Yukio. I’m from Japan . (Show Yukio’s picture)

Use this way repeatedly to consolidate and master the structure of “I’m from---”,and write it down on the blackboard.

(T: Please read after me together.)

Ask students to learn and master the new words : Canada, the U.S.A., Japan.

3. Ask and answer between the teacher and students. Lead to “Are you from---”and “Where are you from?”

Model:

T: Are you from Canada?

S1:No,I’m not..

T: Where are you from? (Write it down on the blackboard)

S1:I’m from China.

Ask more students to help them understand the structure better.

(T: Please read after me together.)

Step 3 Consolidation（10mins）

1. (T: Now let’s listen to 1a and answer the following questions. But you only listen without looking at the book.. Are you ready?)

(1) Where is Jane from?(Teacher translates.)

(2)Where is Sally from? ( Teacher translates.)

Tape script

Sally: Excuse me, are you Jane?

Jane: Yes, I am. What’s your name?

Sally: My name is Sally. Where are you from?

Jane: I’m from Canada. Are you from Canada, too?

Sally: No, I’m not. I’m from the U.S.A.

2. (T: Open your books and turn to page en to 1a again and follow it.. Imitate the pronunciation and intonation.)

3. (T:OK,I will divide the whole class into two groups of boys and girls to read are Sally and girls are Jane ,two, start.----- Exchange!)

4. Finish the flashcards in 1b.

T: Now ,please make your own conversations in pairs according to 1a,using “What’s----?”and “Where-----?. I will choose some pairs to act them out .

You can practice like this:

S1:What’s your name?

S2: My name is---

S1:Where are you from?

S2: I’m from---

[仁愛版七年級上冊英語課件]