七年級(jí)的英語(yǔ)并不是很難，但是要從基開(kāi)始學(xué)習(xí)。小編為大家整理的仁愛(ài)版七年級(jí)上冊(cè)英語(yǔ)課件，希望大家喜歡。
仁愛(ài)版七年級(jí)上冊(cè)英語(yǔ)課件1
一、教材分析：
這一話題進(jìn)一步談?wù)撊说南嗝蔡卣鳎瑥恼務(wù)擃^發(fā)、眼睛的色彩，到服裝的色彩進(jìn)而談到各種色彩。而本Section主要讓學(xué)生了解并掌握12種不同的顏色，會(huì)用What color is…? / What color are …? 這一句型和同伴進(jìn)行交談，能談?wù)擃^發(fā)、眼睛的色彩。
二、教學(xué)目標(biāo)：
語(yǔ)言知識(shí)目標(biāo)：
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:
�、� We both have black hair and black eyes.
�、� I have blond hair and blue eyes.
③ short black hair, long blond hair.
(2) Talk about the colors:
�、� —What color is it? —It is pink.
② —What color is his hair? —It is black.
�、� —What color are his eyes? —They are brown.
語(yǔ)言技能目標(biāo)：
能聽(tīng)懂并識(shí)別各種不同的顏色，并能用英語(yǔ)描述各種顏色。
情感態(tài)度目標(biāo)：
通過(guò)學(xué)習(xí)不同的色彩，培養(yǎng)學(xué)生熱愛(ài)生活、熱愛(ài)美的情感，并培養(yǎng)他們的觀察能力和概括能力。
學(xué)習(xí)策略目標(biāo)：
本Section主要談?wù)撋�，在教學(xué)時(shí)聯(lián)系學(xué)生的實(shí)際，利用他們身邊的實(shí)物等進(jìn)行描述。從而讓學(xué)生形成把學(xué)習(xí)和生活實(shí)際聯(lián)系起來(lái)的學(xué)習(xí)習(xí)慣，培養(yǎng)任務(wù)型學(xué)習(xí)方法與技巧。
三、教學(xué)重、難點(diǎn)：
1a and 3
四、教學(xué)方法：
任務(wù)型教學(xué)法、自主探究法、小組討論法。體現(xiàn)“導(dǎo)學(xué)——自悟”新課程教學(xué)模式的套路和特色。
五、課時(shí)安排：
1課時(shí)
六、教具準(zhǔn)備：
錄音機(jī)、課件、實(shí)物、圖片
七、教學(xué)過(guò)程：
第一步：營(yíng)造課堂氛圍，激發(fā)學(xué)生學(xué)習(xí)興趣。
1. Sing the song with motions: Head and Shoulders, legs and Feet.
2. Greetings between the students and me.
第二步：復(fù)習(xí)（幻燈片3、4）
1. Review some new words with cards.（單詞競(jìng)賽）
2. (One by one練習(xí)，對(duì)Does she/he have…?句型進(jìn)行復(fù)習(xí)) 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(guò)師生互動(dòng)來(lái)學(xué)習(xí)新句型。)
T: OK. Now look here, I bring some pens today. They have different colors.
(呈現(xiàn)出一支白色的筆)
T: What color is it? (學(xué)生第一次不懂，馬上用漢語(yǔ)解釋?zhuān)瑢W(xué)生此時(shí)也會(huì)用漢語(yǔ)回答：白色。然后我再用英語(yǔ)重復(fù)。)
T: Yes. It’s white. (再次對(duì)同樣的筆重復(fù)提問(wèn)。)
T: What color is it? Ss: It’s white.
(然后呈現(xiàn)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(shū)新句型和新單詞。領(lǐng)讀，并讓學(xué)生熟讀。)
What color is it?
It’s white/ black / blue / brown / gray / pink / purple / red / green / yellow / orange.
(2) (句型與單詞讀完后，把全班分成男女兩大組，根據(jù)我所指的圖片進(jìn)行問(wèn)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(guó)國(guó)旗，學(xué)生看著國(guó)旗進(jìn)行四人小組活動(dòng)：討論各國(guó)旗的顏色及所屬?lài)?guó)家。鞏固 What color is …? It is … .這一句型及對(duì)顏色的識(shí)別。（完成4a）（幻燈片8）
第四步：呈現(xiàn)
1. (掛出1a的圖片進(jìn)行問(wèn)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.
�、赥: 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 points.Explain 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(dòng)問(wèn)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(xí) （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(xí)Picture 2, Picture 3和Picture 4。)
2. (把全班同學(xué)分成兩大組，進(jìn)行問(wèn)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(xué)生“預(yù)習(xí)導(dǎo)綱”完成情況，給任務(wù)完成好的小組加分。)
第七步：綜合探究活動(dòng)
1. 讓學(xué)生在紙上分別畫(huà)一幅人物頭部畫(huà)，然后根據(jù)我的描述給畫(huà)中的人頭涂顏色。Example:
Color his / her nose red. Color his / her eyes blue. Color his / her ears yellow. Etc.
2. 讓學(xué)生用本節(jié)課所學(xué)知識(shí)將自己手中涂好顏色的人物頭部畫(huà)介紹給同學(xué)。（兩人小組活動(dòng)）Example:
This is my friend. His/ Her name is … .His / 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(jiàn)Section B預(yù)習(xí)導(dǎo)綱)
仁愛(ài)版七年級(jí)上冊(cè)英語(yǔ)課件2
【教學(xué)思路】
先復(fù)習(xí)Topic1的見(jiàn)面問(wèn)候語(yǔ)，接著導(dǎo)入“excuse me”， “What’s your name?” 和“My name is----- ”，呈現(xiàn)“I’m from---”， “Are you from---”and “Where are you from?”，鞏固1a和1b, 練習(xí)2a和2b，小結(jié)，最后布置家庭作業(yè)。
【教材分析】
本教材以學(xué)生為中心，倡導(dǎo)語(yǔ)言教學(xué)的交互性和實(shí)用性。它為學(xué)生提供了自然而有意義的語(yǔ)言環(huán)境。教材提供的對(duì)話不是讓學(xué)生機(jī)械地背誦，而是將其作為學(xué)生進(jìn)行活動(dòng)的范例，學(xué)生在活動(dòng)中要根據(jù)語(yǔ)言使用的情況進(jìn)行改編，從而培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力。
本節(jié)課內(nèi)容以介紹為中心，了解他人信息，如姓名、國(guó)籍等。
【教學(xué)對(duì)象分析】
由于我們學(xué)校在城鎮(zhèn)的邊緣地帶（農(nóng)村），學(xué)習(xí)成績(jī)好點(diǎn)的大多數(shù)到城里就讀了。留下的大多數(shù)要么不愛(ài)學(xué)習(xí)，要么基礎(chǔ)差，整個(gè)英語(yǔ)學(xué)習(xí)氛圍差。對(duì)習(xí)慣漢語(yǔ)交流的初中生來(lái)說(shuō)，面對(duì)新教材感到很不適應(yīng)，難以進(jìn)入學(xué)習(xí)角色，覺(jué)得學(xué)習(xí)任務(wù)重、負(fù)擔(dān)重。特別是對(duì)一些需要強(qiáng)化記憶的英語(yǔ)學(xué)習(xí)內(nèi)容，如單詞記憶和短文背誦等,學(xué)生會(huì)感到枯燥無(wú)味，雖硬著頭皮去學(xué)，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 9.Listen 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 1a.Boys are Sally and girls are Jane .One ,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---
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