七年級(jí)英語(yǔ)上冊(cè)課件(篇1)
初一年是初中的起始年段，是小學(xué)到初中的轉(zhuǎn)折階段，務(wù)必打好語(yǔ)音基礎(chǔ)，學(xué)會(huì)科學(xué)地背單詞，整體地理解句子，領(lǐng)會(huì)中西語(yǔ)言結(jié)構(gòu)的不同。
語(yǔ)音基礎(chǔ)，包括音標(biāo)和字母，26個(gè)字母先學(xué)會(huì)，48個(gè)音素中的元音音素20個(gè)，其中單元音12個(gè)先學(xué)會(huì)。然后在第二個(gè)課時(shí)學(xué)會(huì)輔音音素中的10個(gè)成對(duì)出現(xiàn)的音素。希望能在第一個(gè)星期完成音標(biāo)音素的學(xué)習(xí)。
第二周開(kāi)始進(jìn)入第一單元的學(xué)習(xí)。（還是在學(xué)習(xí)音標(biāo)的同時(shí)學(xué)習(xí)音素？）
第一單元，主題是交朋友，topic 1是welcome to China. 功能是問(wèn)候，介紹和說(shuō)再見(jiàn)。理解be動(dòng)詞的用法。Topic 2是where are you from?功能是談?wù)撁郑錾睾碗娫捥?hào)碼；語(yǔ)法是學(xué)會(huì)疑問(wèn)句what/ where/ who的表述，理解人稱代詞的主格。Topic 3是How old are you ? 談?wù)撃挲g，班級(jí)，年級(jí)，辨認(rèn)物品。語(yǔ)法還是學(xué)習(xí)疑問(wèn)句what/ how，代詞a/an的用法，名次的復(fù)數(shù)形式（plural）。
第二單元Unit 2, 主題是談?wù)撏饷蔡卣?。Topic1是I have a small nose. 功能是描述外貌（appearances），語(yǔ)法學(xué)習(xí)一般現(xiàn)在時(shí)have/has的用法。Topic 2 是What does she look like? 功能是描述外貌、服飾、顏色，語(yǔ)法是wh-questions. Topic3 是Whose cap is it? 功能是談?wù)撐锲返臍w屬性。語(yǔ)法是物主代詞（possessive pronouns）, 特別注意名詞性物主代詞（the possessive case of nouns）。
第三單元Unit3，主題是getting together，朋友家人的團(tuán)聚。Topic 1 Does he speak Chinese?功能是學(xué)會(huì)發(fā)出請(qǐng)求（making requests）， 交朋友（招待朋友）, 表達(dá)愛(ài)好。語(yǔ)法是學(xué)習(xí)人稱代詞，以及一般現(xiàn)在時(shí)like / want/ speak 的用法。Topic 2 What does your mother do? 功能是談?wù)撀殬I(yè)，說(shuō)明家人的職業(yè)外貌等特征。語(yǔ)法是疑問(wèn)句，學(xué)習(xí)work-worker單詞的變形，一般現(xiàn)在時(shí)do/ does的用法。Topic3What would you like to drink? ,功能是一起吃飯，發(fā)出建議或請(qǐng)求。
第四單元Unit 4，主題是having fun， 一起玩得很高興。 Topic1What can I do for you?功能是購(gòu)物，談?wù)撝亓?，以及發(fā)表建議。語(yǔ)法是疑問(wèn)句how much/ how many的區(qū)別，some與any 的區(qū)別，可數(shù)名詞與不可數(shù)名詞。Topic2 Would you like to cook with us? 功能是打電話，邀請(qǐng)別人，發(fā)出建議，語(yǔ)法是復(fù)習(xí)一般現(xiàn)在時(shí)。Topic3是What time is it now?功能是談?wù)摃r(shí)間，談?wù)撊粘；?dòng)，語(yǔ)法是時(shí)間的表達(dá)。
雖然內(nèi)容簡(jiǎn)單，但是對(duì)于初一部分沒(méi)有真正學(xué)過(guò)英語(yǔ)的孩子來(lái)說(shuō)是很難的。因此，要注意語(yǔ)言與功能相結(jié)合，提升學(xué)生的學(xué)習(xí)興趣，提高學(xué)習(xí)效果。
本學(xué)期將繼續(xù)關(guān)注以閱讀與作文相結(jié)合的課堂一體化教學(xué)，使得學(xué)生養(yǎng)成英語(yǔ)閱讀的習(xí)慣。有必要印發(fā)短小的英語(yǔ)文章，每周兩篇，還是以新概念英語(yǔ)第一冊(cè)做為輔助？
對(duì)學(xué)生的要求如下：1.課堂積極發(fā)言。2.做好課堂筆記。3.每篇課文要背誦。（利用微信群發(fā)到群里讓大家一起聽(tīng)）4.單詞小測(cè)要100分。錯(cuò)一個(gè)抄20遍。5.抄單詞每個(gè)一行，每行8個(gè)單詞或字母。
七年級(jí)英語(yǔ)上冊(cè)課件(篇2)
人教版英語(yǔ)七年級(jí)上冊(cè)
Unit7 How much are these socks?
Section A(1a-2e)湛江市霞山職業(yè)高級(jí)中學(xué) 蔡景茜
一、教材分析
本節(jié)課是新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)u(píng)nit 7 How much are these socks?第一課時(shí)，以Shopping為主線，通過(guò)對(duì)本課的學(xué)習(xí)，讓學(xué)生學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色、尺寸和價(jià)格，學(xué)生運(yùn)用所學(xué)語(yǔ)言，模擬在商場(chǎng)售貨和購(gòu)物。教學(xué)內(nèi)容簡(jiǎn)單且富有生活情趣，有利于激發(fā)學(xué)生的參與意識(shí)和好奇心理。
二、教學(xué)目標(biāo) 1.知識(shí)目標(biāo)：
詞匯：掌握有關(guān)服裝、尺寸和顏色的單詞 句型：（1）--How much is …?--It’s….(2)--How much are …?--They’re….2.能力目標(biāo)：學(xué)會(huì)詢問(wèn)價(jià)格及使用購(gòu)物用語(yǔ)
3.情感目標(biāo)：樹(shù)立節(jié)約用錢合理消費(fèi)的正確消費(fèi)觀念 學(xué)習(xí)重點(diǎn)：學(xué)會(huì)使用詢問(wèn)價(jià)格的句型，并能正確回答 學(xué)習(xí)難點(diǎn): 區(qū)分服裝的單復(fù)數(shù)
三、學(xué)情分析
抓住七年級(jí)學(xué)生活潑、好動(dòng)、好勝心強(qiáng)的特點(diǎn)，引進(jìn)小組競(jìng)爭(zhēng)機(jī)制，倡導(dǎo)其參與活動(dòng)。在教學(xué)中努力營(yíng)造寬松、民主、和諧的教學(xué)氛圍，鼓勵(lì)他們大膽嘗試，保護(hù)他們的自尊心和積極性。
四、教法分析
1.情景引入法:利用多媒體創(chuàng)設(shè)情景，引入新知識(shí)，吸引學(xué)生注意力，使他們對(duì)即將學(xué)習(xí)的新知識(shí)產(chǎn)生好奇。2.聽(tīng)說(shuō)法：對(duì)目標(biāo)語(yǔ)言進(jìn)行反復(fù)操練，以達(dá)到靈活運(yùn)用的目的。
3.任務(wù)型教學(xué)法：設(shè)計(jì)一系列的任務(wù)活動(dòng)，讓學(xué)生在完成任務(wù)的過(guò)程中掌握目標(biāo)語(yǔ)言。
五、學(xué)法分析 1.分組合作學(xué)習(xí)。
2.?為用而學(xué)，用中學(xué)，學(xué)了就用?：本課時(shí)的目標(biāo)語(yǔ)言是詢問(wèn)物品的價(jià)格，與學(xué)生實(shí)際生活聯(lián)系緊密，所以應(yīng)該充分利用創(chuàng)造的情景和實(shí)物給與學(xué)生練習(xí)英語(yǔ)口語(yǔ)的機(jī)會(huì)。
六、教學(xué)過(guò)程 Step1 Warming up Show a picture T: I’m very happy these days because Nov 11 online shopping carnival is coming soon.I want to buy a lot of clothes.Can you help me put them into the shopping cart? 【設(shè)計(jì)意圖】通過(guò)雙十一購(gòu)物狂歡節(jié)引入新課，使學(xué)生在歡快自然的氣氛中不知不覺(jué)進(jìn)入教學(xué)，激發(fā)他們的興趣和熱情，活躍課堂氣氛，并為本課任務(wù)的開(kāi)展做熱身準(zhǔn)備。Step 2 Presentation 1.Present the new words about the picture of a sweater T: Look!What’s this?
Ss: It’s a sweater.In the same way, learn the other new words about clothes.Match the words with the things in the picture, and then check the answers together.2.Present the words about size: big, small, long, short.3.Present the words about colors.4.Present the monetary unit of yuan and dollar 【設(shè)計(jì)意圖】通過(guò)大量的圖片引入，直觀地呈現(xiàn)新單詞，能吸引學(xué)生的注意力，活躍學(xué)生的思維，激起學(xué)生的求知欲，讓學(xué)生在真實(shí)的語(yǔ)境中理解單詞。Step 3 Listening 1.Listen to the conversations and circle the things you hear, and then check the answers.2.Listen again and fill in the price tag, and then check the answers.【設(shè)計(jì)意圖】通過(guò)師生互動(dòng)的方式，引導(dǎo)學(xué)生看書(shū)上的六幅插圖，聽(tīng)音圈物品，核對(duì)答案；再聽(tīng)錄音，填價(jià)簽,通過(guò)這項(xiàng)操練，鍛煉學(xué)生獲取信息的能力，在聽(tīng)力中使用目標(biāo)語(yǔ)言，為下一個(gè)任務(wù)做準(zhǔn)備。Step 4 Practice 1.Present the new sentence patterns: ?How much is ／are…? It’s／They’re …?
2.Get the students to practice the dialogues in pairs.【設(shè)計(jì)意圖】通過(guò)呈現(xiàn)詢問(wèn)價(jià)格的句型，讓學(xué)生總結(jié)?How
much is / are…? It’s / They’re…? 的特點(diǎn)：?jiǎn)螖?shù)用is ,復(fù)數(shù)用are,并通過(guò)結(jié)對(duì)操練加以鞏固。Step 5 Read and act 1.Let the students try to fill in the blanks in the conversation, read and act it out.2.Translate the sentences into English.【設(shè)計(jì)意圖】通過(guò)補(bǔ)充對(duì)話中所缺的單詞和句子，進(jìn)一步熟悉購(gòu)物時(shí)所需的交際用語(yǔ)，為下一任務(wù)做準(zhǔn)備。Step 6 Consolidation Scene play: Thanksgiving Day is coming, please buy some clothes for your friends.【設(shè)計(jì)意圖】通過(guò)?shopping?這個(gè)生活平臺(tái)，學(xué)生不僅可以在愉快的氛圍中運(yùn)用本節(jié)課所學(xué)詢問(wèn)價(jià)錢等語(yǔ)言，而且使學(xué)習(xí)的過(guò)程變得生動(dòng)有趣，這一活動(dòng)將課堂氣氛推向高潮。Step 7 let’s be a doctor Get the students to correct some wrong sentences.【設(shè)計(jì)意圖】通過(guò)易錯(cuò)點(diǎn)的呈現(xiàn)和改正，學(xué)生能更好地掌握知識(shí)點(diǎn)。
Step 8 Summary and Homework 1.Summarize what we have learned in this lesson 2.Homework: write a dialogue about shopping 【設(shè)計(jì)意圖】通過(guò)鼓勵(lì)學(xué)生小結(jié)本課的收獲，培養(yǎng)他們自主學(xué)習(xí)的習(xí)慣。本作業(yè)與本節(jié)課的教學(xué)目標(biāo)相匹配，既幫助學(xué)生鞏固了已學(xué)語(yǔ)言材料，又提高學(xué)生寫(xiě)作的能力。
教師用一長(zhǎng)一短的pants和shorts呈現(xiàn)long和short,用一大一小的sweater呈現(xiàn)big和small, 并讓學(xué)生跟著老師做手勢(shì)。
[教學(xué)思路] 通過(guò)猜圖游戲引入，能吸引學(xué)生的注意力，活
躍學(xué)生的思維，激起學(xué)生的求知欲，使學(xué)生能愉快地參與課堂活動(dòng)，用實(shí)物和肌體語(yǔ)言，直觀地呈現(xiàn)big，small , long and short等形容詞，讓學(xué)生在真實(shí)的語(yǔ)境中理解單詞。Show some pictures, get the students to practice the new sentence patterns: ?How much is / are…? It is / They are…? Step3、教授、練習(xí)新句型，完成活動(dòng)1c 將dollar與人民幣單位yuan相比較，注意dollar的單復(fù)數(shù)變化。
此環(huán)節(jié)中結(jié)合圖片設(shè)計(jì)師生對(duì)話、結(jié)對(duì)活動(dòng)、小組活動(dòng)等任務(wù)，讓學(xué)生分小組競(jìng)賽，練習(xí)鞏固新句型。在練習(xí)的過(guò)程中，將重點(diǎn)句型How much is it?發(fā)散為How much are they?重點(diǎn)掌握單復(fù)數(shù)在此句型中的變化。Step4.綜合運(yùn)用
How much is that red hat? It’s 6 dollars.How much are your white trousers？
They are 10 dollars.加大句子難度繼續(xù)操練，鞏固新詞匯和句型。
此環(huán)節(jié)將表示顏色的形容詞帶入操練句型中，并結(jié)合學(xué)生穿的毛衣、褲子、身邊的尺子、書(shū)包、鉛筆、橡皮擦擦等物品讓學(xué)生自己編對(duì)話。
Step5、總結(jié)回顧
1、詞匯：T-shirt, sweater, skirt, jacket, socks, shoes, trousers, shorts
2、句型：--How much is this T-shirt?--It’s 7
dollars.--How much are these socks?--They are 2 dollars.Homework: Ask about prices of your friend’s clothing, and write down your conversations.詢問(wèn)你朋友衣物的價(jià)格，并將你們的對(duì)話寫(xiě)下來(lái)。Step6、板書(shū)設(shè)計(jì)
Unit 7 How much are these socks?(Section A 1a ~2d)Clothing jacket A: How much is this T-shirt? a pair of socks B: It’s seven dollars.two pairs of trousers A: How much are these socks? Shorts shoes skirt sweater
B: They are two dollars.（一）教材分析
本節(jié)課是義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)英語(yǔ)新目標(biāo)?Go for it?七年級(jí)上冊(cè)u(píng)nit 7 How much are these pants?的第一課時(shí)。本節(jié)課是新課引入，教學(xué)內(nèi)容和教學(xué)重點(diǎn)就是通過(guò)學(xué)習(xí)section A(1a—2c)，認(rèn)識(shí)并初步掌握談?wù)撘挛?，詢?wèn)價(jià)格這一情景中的運(yùn)用。教學(xué)內(nèi)容簡(jiǎn)單且富有生活情趣，有利于激發(fā)學(xué)生的參與意識(shí)和好奇心理，更主要的是學(xué)生通過(guò)對(duì)本課的學(xué)習(xí)，讓學(xué)生學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色和價(jià)格，學(xué)
生運(yùn)用所學(xué)語(yǔ)言，可以模擬在商場(chǎng)售貨和購(gòu)物。第一課時(shí)的引入在整個(gè)單元中起到了拋磚引玉的作用，同時(shí)也是一座橋梁，是正確引導(dǎo)學(xué)生由說(shuō)到寫(xiě)的第一步。因此，本節(jié)課的教學(xué)重點(diǎn)就落在反復(fù)熟練地運(yùn)用語(yǔ)言上，通過(guò)大量的口頭交際，為第二課的教學(xué)做好扎實(shí)的準(zhǔn)備。
（二）教學(xué)目標(biāo)
根據(jù)新課標(biāo)的教學(xué)理念，從素質(zhì)教育的要求出發(fā)，結(jié)合本課的教學(xué)內(nèi)容和學(xué)生的語(yǔ)言水平，本節(jié)課的核心任務(wù)是讓學(xué)生學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色和價(jià)格，并可以模擬在商場(chǎng)里售貨和購(gòu)物。學(xué)生要達(dá)到以下五個(gè)目標(biāo)：
語(yǔ)言知識(shí)目標(biāo)：掌握本課書(shū)的重點(diǎn)詞匯、語(yǔ)言結(jié)構(gòu)。
語(yǔ)言技能目標(biāo)：學(xué)會(huì)談?wù)撘路拿Q，顏色和價(jià)格。
情感態(tài)度目標(biāo)：通過(guò)創(chuàng)設(shè)人文情景，學(xué)生親自感受和體驗(yàn)，使語(yǔ)言學(xué)以致用，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)他們的自主學(xué)習(xí)，合作學(xué)習(xí)，善于學(xué)習(xí)的習(xí)慣，并讓他們?cè)趯?shí)踐活動(dòng)中體驗(yàn)成功。
學(xué)習(xí)策略目標(biāo)：能對(duì)所學(xué)內(nèi)容主動(dòng)練習(xí)和實(shí)踐，提高合作意識(shí)和自主學(xué)習(xí)能力。
文化意識(shí)目標(biāo)：培養(yǎng)學(xué)生實(shí)際運(yùn)用英語(yǔ)能力，使學(xué)生進(jìn)一步
明白語(yǔ)言也是文化，擴(kuò)展他們的文化視野，增強(qiáng)他們的跨文化交際的意識(shí)和能力。學(xué)生上完本節(jié)課后，學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色和價(jià)格。
（三）學(xué)生分析
①初一學(xué)生有著學(xué)習(xí)英語(yǔ)的濃厚興趣和愿望，樂(lè)于參與多種調(diào)查、采訪、表演等實(shí)踐活動(dòng)。到學(xué)期后段，學(xué)生已具備了一定的英語(yǔ)基礎(chǔ)，并在unit 5 Do you have a soccer ball?和unit 6 Do you like bananas?中進(jìn)行過(guò)有關(guān)調(diào)查活動(dòng)、設(shè)計(jì)過(guò)野炊菜單、外出活動(dòng)安排表；有過(guò)尋寶、建立俱樂(lè)部、給父母準(zhǔn)備生日禮物等英語(yǔ)實(shí)踐活動(dòng)的體驗(yàn)。
②本班大部分學(xué)生有較為明確的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和積極主動(dòng)的學(xué)習(xí)態(tài)度，能積極和他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)。有不少學(xué)生表達(dá)較艱難，因此，在位置安排上，應(yīng)把他們平均分配到各組，讓好的學(xué)生帶動(dòng)他們學(xué)習(xí)，設(shè)計(jì)任務(wù)時(shí)應(yīng)易到難、難易適中，教師在活動(dòng)過(guò)程中經(jīng)常跟他們交流，給予幫助和鼓勵(lì)。
（四）設(shè)計(jì)理念
為了每位學(xué)生的發(fā)展是課程改革的核心。在本課中一共設(shè)計(jì)了三個(gè)任務(wù)：?從認(rèn)識(shí)物品?到?談?wù)搩r(jià)格?，再到?現(xiàn)場(chǎng)購(gòu)物?實(shí)現(xiàn)了由淺入深，由已知到未知，由知識(shí)向能力的過(guò)渡，讓學(xué)生在活動(dòng)中學(xué)英語(yǔ)。同時(shí)也著重于能力的培養(yǎng)和思維的
擴(kuò)展，如小組合作能力、口頭表達(dá)能力等。通過(guò)作業(yè)的布置，使課堂內(nèi)外任務(wù)相隨，能有效提高學(xué)生的英語(yǔ)水平，特別是培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力和動(dòng)手能力。
孩子們是教育的重要資源、是動(dòng)力之源、能源之庫(kù)。本節(jié)課主要依靠學(xué)生，讓學(xué)生進(jìn)行自主學(xué)習(xí)，由于孩子們愛(ài)表現(xiàn)自己，通過(guò)現(xiàn)場(chǎng)購(gòu)物這一任務(wù)，讓孩子們學(xué)會(huì)創(chuàng)新、學(xué)會(huì)配合，連成績(jī)不好的孩子也會(huì)大大方方地說(shuō)上幾句英語(yǔ)，這一活動(dòng)將課堂氣氛推向最高潮，孩子們學(xué)到了知識(shí)，急于即時(shí)運(yùn)用。讓孩子們?cè)趯?shí)際語(yǔ)言材料中感知，在課堂上享受著學(xué)習(xí)的快樂(lè)。
（五）教學(xué)過(guò)程
根據(jù)任務(wù)型教學(xué)模式，我將教學(xué)過(guò)程設(shè)計(jì)如下：
Step 1 Warming up
(Two minutes)
1、Sing an English song.2、Greetings.Who is wearing yellow today? Yellow today , yellow today.Who is wearing yellow today? Yellow today.①Black
②White
Green
⑤Blue
③Red
④[教學(xué)思路]通過(guò)Sing a song of color 引入新課，使學(xué)生在歡快自然的氣氛中不知不覺(jué)進(jìn)入教學(xué)，激發(fā)他們的興趣和熱情，活躍課堂氣氛，并為本課任務(wù)的開(kāi)展做熱身準(zhǔn)備。
Step 2 Presentation
(Seven minutes)
1、present the new clothing words.T: Boys and girls , I thought LingShui is very hot.But today it is cold , you see , I am just in a blouse now.I feel so cold.What should I do ? Oh, I must go to the shop to buy some clothes.教師布置任務(wù)：What am I going to buy ? Can you guess?
學(xué)生回答：毛衣∕褲子。
（逐漸展示毛衣的完整圖片）
T：Oh!It is a sweater.Read after me ‘‘sweater?.Ss: ‘‘Sweater?.(Then show another picture with a boy and a woman come to the clothes shop ,What are they going to buy ?Can you guess?)
T:(Pointing to the boy)
What is LiLei going to buy ?
Ss: 褲子、短褲、短襪和鞋子。
T： Excellent!He is going to buy pants, shorts, socks and shoes.Read after me ‘‘pants ,shorts, socks and shoes?.Ss:
‘‘Pants , Shorts, Socks and Shoes?.T:
(Pointing to the woman)
What about his Chinese teacher Miss Li ?
Ss: She is going to buy a sweater and a T—shirt.T: It is very clever of you to say so!
2、Present: big , small, long, short.教師用一長(zhǎng)一短的pants和shorts呈現(xiàn)long和short,用一大一小的sweater呈現(xiàn)big和small, 并讓學(xué)生跟著老師做手勢(shì)。
[教學(xué)思路] 通過(guò)猜圖游戲引入，能吸引學(xué)生的注意力，活躍學(xué)生的思維，激起學(xué)生的求知欲，使學(xué)生能愉快地參與課堂活動(dòng)，用實(shí)物和肌體語(yǔ)言，直觀地呈現(xiàn)big，small , long and short等形容詞，讓學(xué)生在真實(shí)的語(yǔ)境中理解單詞。
Step 3 practice and present?How much is ／are…? It is／They are …?。(Six minutes)
1、教師先通過(guò)多媒體呈現(xiàn)短褲、男襯衣、毛衣等圖片，鼓勵(lì)學(xué)生說(shuō)出相應(yīng)物品的名稱，由復(fù)習(xí)衣物名稱導(dǎo)入How much is／are ……? It is ／They are 等句型。
T:(Pointing to the sweater)What is this in English ?
Ss: It is a sweater.T: What color is it ?
Ss: It is red.T: How much is the red sweater ?
Ss: …(學(xué)生可能不知所云，教師快速點(diǎn)擊鼠標(biāo)，一張8元人民幣的價(jià)簽已掛在毛衣上。)
T：It is 8 Yuan , Read after me ?It is 8 yuan?.Ss：?It is 8 Yuan..?
T：You are so intelligent , and I think it is 3 dollars.（教師快速點(diǎn)擊鼠標(biāo)，掛上3美元的價(jià)簽，從而引出生詞dollar.）
教師教讀幾遍后，快速在褲子、短襪、鞋等服裝上掛上價(jià)簽，反復(fù)讓學(xué)生練習(xí)How much is…? It is…的句型。
2、教師通過(guò)多媒體呈現(xiàn)兩件掛有7美元價(jià)簽的pants和三件掛有9美元價(jià)簽的shorts問(wèn)學(xué)生，由教?How much is…? It is…?過(guò)度到教?How much are…? They are…?.T：How much are these pants?
Ss：They are seven dollars.學(xué)生回答時(shí)可能想不到dollar需加s ,教師可通過(guò)dollar 與 yuan的貨幣學(xué)習(xí)，講解人民幣和美元的不同寫(xiě)法及用法，并簡(jiǎn)單介紹匯率的概念。
[教學(xué)思路]通過(guò)鼓勵(lì)學(xué)生說(shuō)出相應(yīng)的衣物名稱引出目標(biāo)語(yǔ)言?How much is are…?It is / They are…,?產(chǎn)生信息溝，學(xué)生有交流的動(dòng)機(jī)和興趣，興趣是最好的老師，在新課
呈現(xiàn)時(shí)，以興趣為出發(fā)點(diǎn)，通過(guò)圖片及信息溝激發(fā)學(xué)生的興趣。同時(shí)，在特定的語(yǔ)境中引出生詞dollar ,做到了?詞不離句?讓學(xué)生有意義地學(xué)習(xí)單詞。
Step 4 Group work(Six minutes)
①T：I like shopping very much.Do you like shopping? Now come with me to the clothing shop again.Go over how to say them in English and how to buy them.Boys and girls , are you ready? Ss：Ok.T：This is a sweater.（學(xué)生重復(fù)說(shuō)a sweater ,并用手拼寫(xiě)sweater.）
T：What color is it?
Ss：It is red.(并用手拼寫(xiě)red)
T：How much is the red sweater?
Ss：It is eight dollars.通過(guò)實(shí)物圖，教師提問(wèn)，學(xué)生集體回答，由單數(shù)名詞到復(fù)數(shù)名詞，反復(fù)操練新句型。
②Then , students play a guessing game:
T：How much is the red sweater /are the white shoes ?
Can you guess?
Ss：Is it /Are they 3 dollars?
T：No , it is / they are move expensive / cheaper.Well done!You are right.[教學(xué)思路]利用多媒體動(dòng)畫(huà)，給學(xué)生提供明確，真實(shí)的語(yǔ)言信息，把表示衣物名稱、顏色、大小、長(zhǎng)短的新單詞和句型?How much is / are…? It is / They are…?融合在一起進(jìn)行操練。接著，考慮到學(xué)生有一定的基礎(chǔ)，如果單純看圖機(jī)械操練，雖使用了target language ,但學(xué)生興趣不大，仍是無(wú)意義操練，于是設(shè)計(jì)了?猜衣物價(jià)格?游戲，極大地調(diào)動(dòng)了學(xué)生的積極性和主動(dòng)性，也使本課教學(xué)目標(biāo)中的重、難點(diǎn)得到進(jìn)一步的鞏固。
Step 5 Listening(Seven minutes)1、1c練習(xí)對(duì)話
先讓學(xué)生齊讀1c，接著讓學(xué)生分組角色，變換角色,反復(fù)運(yùn)用衣物名稱、顏色、大小、長(zhǎng)短的新單詞和句型進(jìn)行自由操
練，然后教師檢查幾組同學(xué)的操練情況，目的是保證他們能正確而迅速地說(shuō)出新語(yǔ)言，最后總結(jié)句型?How mach is / are…? It is / They are…? 的特點(diǎn)：?jiǎn)螖?shù)用is ,復(fù)數(shù)用are.2、2a,聽(tīng)對(duì)話，圈出你聽(tīng)到的物品。3、2b，再聽(tīng)一遍錄音并填寫(xiě)價(jià)簽。
[教學(xué)思路]通過(guò)師生互動(dòng)的方式，引導(dǎo)學(xué)生看書(shū)上的六幅插圖，復(fù)習(xí)服裝名稱及?How much is / are…??句型，然后聽(tīng)音圈物品，核對(duì)答案；再聽(tīng)錄音，填價(jià)簽；第三遍聽(tīng)錄音，寫(xiě)出對(duì)話中衣物顏色及名稱的單詞，通過(guò)這項(xiàng)操練，鍛煉學(xué)生獲取信息的能力，在聽(tīng)力中使用目標(biāo)語(yǔ)言，為下一個(gè)任務(wù)做準(zhǔn)備。
Step 6 Consolidation(Ten minutes)
任務(wù)活動(dòng)：贈(zèng)送生日禮物
教師創(chuàng)設(shè)情景：今天是Ann的生日，她的幾位好朋友要去購(gòu)買服裝、鞋帽作為禮物送給她，5分鐘內(nèi)，看哪小組購(gòu)買的服裝最經(jīng)濟(jì)實(shí)惠。學(xué)生從小組為單位，模擬在商場(chǎng)購(gòu)物。
①教師先和一名學(xué)生一道示范對(duì)話。
②學(xué)生四人一組，自己編對(duì)話表演，教師巡視幫助解決困難。
③成果匯報(bào)以給過(guò)生日的同學(xué)贈(zèng)送生日禮物的形式呈現(xiàn)，并評(píng)出最佳小組。
[教學(xué)思路]通過(guò)?shopping?這個(gè)生活平臺(tái)，學(xué)生不僅可以在愉快的氛圍中運(yùn)用本節(jié)課所學(xué)詢問(wèn)價(jià)錢等語(yǔ)言，而且使學(xué)習(xí)的過(guò)程變得生動(dòng)有趣，這一活動(dòng)將課堂氣氛推向最高潮。
Step 7 Summary and Homework(Three minutes)
①先以小組為單位進(jìn)行討論，總結(jié)出這節(jié)課有什么收獲，學(xué)會(huì)了什么，作自由發(fā)言。
②教師呈現(xiàn)本節(jié)課的重點(diǎn)內(nèi)容。
③在布置家庭作業(yè)時(shí)，教師設(shè)計(jì)了一個(gè)簡(jiǎn)單的書(shū)面練習(xí)，課后寫(xiě)一段購(gòu)物活動(dòng)中的對(duì)話，以鞏固本節(jié)課的語(yǔ)言知識(shí)。
④教師用一句Are you happy ? 來(lái)了解學(xué)生在這節(jié)課上開(kāi)心與否來(lái)做為評(píng)價(jià)方式，讓學(xué)生在愉快的氣氛中結(jié)束學(xué)習(xí)。
[教學(xué)思路]通過(guò)鼓勵(lì)學(xué)生小結(jié)本課的收獲，培養(yǎng)他們自主學(xué)習(xí)的習(xí)慣。本作業(yè)與本節(jié)課的教學(xué)目標(biāo)相匹配，既幫助學(xué)生鞏固了已學(xué)語(yǔ)言材料，又提高學(xué)生寫(xiě)的能力。
七年級(jí)英語(yǔ)上冊(cè)課件(篇3)
教材內(nèi)容：新目標(biāo)初中英語(yǔ)七上Unit1My name is Gina page 1-2
教材處理：本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
本單元的主題是熟識(shí)新伙伴，同時(shí)引導(dǎo)學(xué)生采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，學(xué)習(xí)一些新詞匯，掌握一些重點(diǎn)句型，在小組合作學(xué)習(xí)的過(guò)程中，進(jìn)一步促進(jìn)學(xué)生之間的相互了解。
教學(xué)目標(biāo)
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，使學(xué)生學(xué)會(huì)打招呼和介紹自己、詢問(wèn)他人姓名的基本句型What’s your/his/her name?My/His/Her name is…?！迸囵B(yǎng)學(xué)生結(jié)交新朋友的能力。
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件展開(kāi)課堂Pair work; Group work的口語(yǔ)交際活動(dòng)，詢問(wèn)他人姓名、查詢電話號(hào)碼，了解有關(guān)姓名的文化知識(shí)并制作個(gè)性名片。
該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是結(jié)交新朋友，進(jìn)一步促進(jìn)學(xué)生之間的相互了解，使學(xué)生在輕松、愉快的學(xué)習(xí)氛圍中熟識(shí)新伙伴，增進(jìn)友誼。
本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
Step1: 課前熱身：與學(xué)生互相問(wèn)好，然后問(wèn)答姓名，自我介紹、介紹他人。(黑板板書(shū)關(guān)鍵句型：What’s your name? / What’s her name? / What’s his name?及其回答。)
(學(xué)生回答狀況不一致，有錯(cuò)誤出現(xiàn)。但不能急著糾正。先讓他們大膽互動(dòng)，激發(fā)他們的興趣，在互相的活動(dòng)中，感受句型的使用。老師對(duì)狀況在心里進(jìn)行把握。)
1. Today, we will learn Unit1. My name is Gina. We know Gina is a girl’s name. First, let’s see something about Gina.(展示圖片)
T: Look, this is Gina’s room, big and nice. What things can you see in her room?
S: I can see a/an clock, jacket, quilt, plant, ruler, lamp, trash bin…
(通過(guò)這一步驟，一是復(fù)習(xí)了前面所學(xué)的名詞，也復(fù)習(xí)了前單元的句型。二是引入課文的Section A 1a 部分)
2. This is Gina’s classroom.(展示圖片)
What things can you see in Gina’s classroom? Please write down.
Except for the things, we also can see many students in the classroom. They are talking with each other. (讓學(xué)生熟悉第一單元的生詞，并引導(dǎo)進(jìn)入Step 3 )
1.Gina’s classmates: Jim, Mary, Alan, Jenny. They are making friends with each other.
Now, let’s listen how they are making friends.
2. listening， 讓學(xué)生看課本，并對(duì)所聽(tīng)到的對(duì)話排序。
3. Pair work: Making friends with your partner.
讓學(xué)生操練(What’s your name? I’m/My name is …)
Step4: Meet some new friends.
(導(dǎo)入“What’s her name? / What’s his name?)
1.Alice, Cindy, Grace, Helen, Eric, Frank, Bob, Dale;
(通過(guò)復(fù)習(xí)starter U1 所學(xué)的男名和女名， 向?qū)W生介紹如何詢問(wèn)第三方的姓名)
What’s her name? / What’s his name?
2. 鞏固 “What’s her name? / What’s his name?“的句型，
呈現(xiàn)一些明星的圖片，詢問(wèn)他們的姓名。
3. Group work: Know the students’ names in your group and make friends with them.
Game2: Let’s guess!通過(guò)文字的描述，讓學(xué)生猜“What’s her name? / What’s his name?”猜的過(guò)程中，通過(guò)激發(fā)學(xué)生的奇心，讓學(xué)生不斷地開(kāi)口說(shuō)“Her/His name is…?”然后逐漸的增加信息量，直至學(xué)生猜出真實(shí)得姓名。
1.教師演示：These famous people we referred are my good friends. His name is … Her name is … So , where are your friends?
3. 讓學(xué)生寫(xiě)一段自己編寫(xiě)的互相介紹的對(duì)話。讀出來(lái)，互相學(xué)習(xí)。
1、制作名字表格，把男生女生的英文名字進(jìn)行歸類。
2、準(zhǔn)備家人的照片帶來(lái)，介紹自己的家人給同學(xué)。
Unit1 My name is Gina.
練習(xí)對(duì)話并模仿對(duì)話，結(jié)識(shí)班級(jí)的其他同學(xué)并學(xué)過(guò)的內(nèi)容來(lái)做對(duì)話。 掌握好了重點(diǎn)句型和人稱代詞的用法。
七年級(jí)英語(yǔ)上冊(cè)課件(篇4)
電子課件就是全部輸入在電腦中的，通常也都是教師自己上課所背的內(nèi)容。這里講的教案與傳統(tǒng)上的有很大的不同，下面為大家分享了七年級(jí)上冊(cè)英語(yǔ)的電子課件，歡迎借鑒！
1．學(xué)習(xí)本課的知識(shí)點(diǎn)：
(2)單詞：blue，green，red，yellow，black，white，brown，purple，co lor，UFO，CCTV
(3)句型：
—What's this/that?
—It's ...
—What color is it?
—It's ...
2．使學(xué)生能運(yùn)用所學(xué)英語(yǔ)，正確地描述物體的顏色。
3．對(duì)學(xué)生進(jìn)行美育教育，從小培養(yǎng)他們對(duì)美的正確認(rèn)識(shí)。
熟練掌握Ss—Zz八個(gè)字母的大小寫(xiě)形式和顏色的表達(dá)方法。
這一部分的Guessing game主要是為了讓學(xué)生從不完整的畫(huà)面中通過(guò)想象，猜出其是什么字母，既復(fù)習(xí)學(xué)過(guò)的字母，又豐富學(xué)生的想象力。而“What's this？It's ...”既是前一單元的重點(diǎn)句型，也是下一課時(shí)使用頻率較高的一個(gè)句型。我們?cè)谟螒虻淖詈笥猛瑯拥姆绞揭霰咎谜n所要教授的新字母的小寫(xiě)形式。
For example：
The ?teacher shows a part of a letter and asks：
Get the students to answer the question like this：
Then show the whole of the letter to let the students check whether they're right or wrong.
導(dǎo)入新課What color is it?
通過(guò)字母卡片，復(fù)習(xí)前面學(xué)到的字母及交際用語(yǔ)。
讓同學(xué)們拿著卡片互相問(wèn)答。
教師用紅色粉筆在黑板上寫(xiě)“A”，詢問(wèn)學(xué)生：
The teacher answers himself/herself： It's red.
教師使用不同顏色的粉筆在黑板上寫(xiě)下字母Aa—Rr，讓同學(xué)們一個(gè)接一個(gè)地讀出來(lái)，教師問(wèn)：
Ss：It's red.(Help the students to answer.)
導(dǎo)入新課 What color is it?
建議3：
T：Good morning，boys and girls.
Good morning，A.
Good morning，B.
(Greet as many students as possible individually.)
T：What color are your clothes?
T：Good.Now please ask and answer questions with your partner about the color of your clothes.
導(dǎo)入新課 What color is it?
Step 2：Present the new letters and words
1．教師通過(guò)多媒體呈現(xiàn)一組本課要學(xué)習(xí)的字母圖片，并且每張字母圖片顏色不一樣，讓學(xué)生以小組為單位進(jìn)行辨認(rèn)。教師可采取競(jìng)賽的方式來(lái)調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。
For example：
T：Look at these pictures.Let's play ?a game.Who can say these letters and the colors as quickly as possible？If you can，you will be the winner.Now let's begin.
Get some students to ask each other about letters and colors in English，and then do 1a：let the students write the letters for each color.The teacher can offer some help.
2．讀一讀表示顏色的單詞，然后把顏色與對(duì)應(yīng)的單詞連起來(lái)。
T：They ?are the names of colors.Draw them on the blackboard or show them on the screen.Now please read after me.You should pay attention to your pronunciation.
Let's match the words with the colors.
建議：
教學(xué)過(guò)程中我們可以設(shè)計(jì)一個(gè)任務(wù)型活動(dòng)為順藤摸瓜。在學(xué)生學(xué)習(xí)了有關(guān)顏色的詞匯后，作為拓展，向?qū)W生介紹幾個(gè)新的表示顏色的詞匯，如：dark/light green，orange，pink。這幾個(gè)詞較常見(jiàn)，也很實(shí)用。然后通過(guò)順藤摸瓜的游戲加以鞏固。具體操作為：
準(zhǔn)備10個(gè)乒乓球，乒乓球染成10種不同的顏色，然后將10個(gè)乒乓球放在一個(gè)開(kāi)口的紙盒子里。上課時(shí)，教師找一個(gè)學(xué)生背對(duì)著大家，放音樂(lè)，音樂(lè)一開(kāi)始，大家就開(kāi)始傳盒子，音樂(lè)一停，手拿盒子的同學(xué)馬上拿出一個(gè)球舉起。問(wèn)控制音樂(lè)的同學(xué) “What color is it？” 他猜：“It's red.”。若猜對(duì)了，大家說(shuō)yes，控制音樂(lè)的學(xué)生繼續(xù)放音樂(lè)；如果大家說(shuō)“No，it's blue.”，控制音樂(lè)的學(xué)生下臺(tái)，由剛才拿球的學(xué)生來(lái)控制音樂(lè)。游戲繼續(xù)，直到乒乓球在不同學(xué)生手里。可以多練幾次，讓學(xué)生充分掌握表示顏色的單詞。
該活動(dòng)參照擊鼓傳花的游戲而創(chuàng)造?？刹僮餍詮?qiáng)，學(xué)生積極性也高。能讓學(xué)生在不知不覺(jué)中掌握表示顏色的單詞。
1．教師讓學(xué)生聽(tīng)1b部分的錄音，通過(guò)聽(tīng)力訓(xùn)練操練所學(xué)的新句型。
具體操作建議是：第一遍 讓學(xué)生只是聽(tīng)，第二遍讓學(xué)生聽(tīng)并跟讀，然后教師讓學(xué)生進(jìn)行操練，先學(xué)生齊讀，然后把學(xué)生分成組齊讀，最后讓個(gè)別學(xué)生讀。通過(guò)這種從整體到部分再到個(gè)體的機(jī)械操練，讓學(xué)生掌握本課所學(xué)的新句型。
2．教師板書(shū)并強(qiáng)調(diào)What question 句型。
A：What color is it？ ?B：It's red.
A：What color is it？ ?B：It's black.
1．讓學(xué)生先按照課本的內(nèi)容練習(xí)，建議前后位互問(wèn)，同位互問(wèn)，一生隨意選擇另一學(xué)生互問(wèn)，盡量采取多形式從多角度練習(xí)，讓更多 的人參與進(jìn)來(lái)。
2．Pa ir work：Let's look at the pictures below.Can you ask and answer questions about the colors？Now work in pairs.Ask your partner about the letters in the pictures.
3.脫離課本，讓學(xué)生根據(jù)身邊的事物進(jìn)行問(wèn)答，或者用彩筆在白紙上隨意寫(xiě)出學(xué)過(guò)的字母進(jìn)行問(wèn)答。
建議1：先復(fù)習(xí)前面兩個(gè)單元學(xué)過(guò)的字母，再過(guò)渡到本節(jié)課要學(xué)習(xí)的新字母。
For example：
Please look at the letters.Let's practice saying the letters Aa—Rr in order.
Aa，Bb，Cc，Dd，Ee，F(xiàn)f，Gg，Hh，Ii，Jj，Kk，Ll，Mm，Nn，Oo，Pp，Qq，Rr
Good.Look at the letters in 2a.They are letters Ss—Zz.Let's listen and repeat them.Pay attention to the pronunciation of the long /i?/sound in T and V and the short /e/ sound in S and Z．The /v/ sounds in V doesn't exist in most Chinese dialects.You should pay special attention.You can't say that like /veI/ or /weI/./zi?/is American English and is also acceptable.
OK.Let's listen and repeat them.
建議2：
1．第一遍讓學(xué)生只是聽(tīng)，第二遍讓學(xué)生聽(tīng)并跟讀，然后教師讓學(xué)生進(jìn)行操練，先學(xué)生齊讀，然后把學(xué)生分成組齊讀，最后讓個(gè)別學(xué)生讀。通過(guò)這種從整 體到部分再到個(gè)體的機(jī)械操練，讓學(xué)生掌握本課所學(xué)的新字母。
2．教師出示一些帶有字母的卡片，并涂上顏色，讓學(xué)生任意抽取一張，讀出字母和表示卡片顏色的單詞。為了培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)，也可以讓學(xué)生以組為單位進(jìn)行比賽，每個(gè)組選一名代表，看哪個(gè)組讀得準(zhǔn)，讀得響亮。
Look at the letters in 2b.They are not arranged alphabetically.Now listen to the tape and number the letters in order，and then read them aloud.
仔細(xì)觀察2c中字母大小寫(xiě)書(shū)寫(xiě)格式，并抄寫(xiě)。教師仔細(xì)觀察同學(xué)們的書(shū)寫(xiě)情況，針對(duì)存在的`問(wèn)題及時(shí)在黑板上反饋。
建議1：教師在黑板上畫(huà)出四線格，先演示給同學(xué)們看。
建議2：利用投 影儀，以動(dòng)態(tài)的形式展示給同學(xué)們看。
根據(jù)大寫(xiě)字母寫(xiě)出小寫(xiě)字母，根據(jù)小寫(xiě)字母寫(xiě)出大寫(xiě)字母，必須使用四線格。
寫(xiě)完之后找同學(xué)讀一讀，再次鞏固字母的讀音。對(duì)于書(shū)寫(xiě)比較漂亮的同學(xué)，教師將其書(shū)寫(xiě)投影，供大家學(xué)習(xí)，同時(shí)也能激勵(lì)大家認(rèn)真書(shū)寫(xiě)。
建議：這個(gè)游戲叫“非常接觸”。在活動(dòng)前先向?qū)W生介紹字母大小寫(xiě)的規(guī)則。通過(guò)活動(dòng)——非常接觸加以鞏固。以每一排為一組，將全班分成若干組，教師分別發(fā)給每組最后一排的學(xué)生一張紙片，上面寫(xiě)有一個(gè)字母，只允許這個(gè)學(xué)生看這個(gè)字母，在教師說(shuō)“開(kāi)始”后，最后一排的學(xué)生即用手指把紙片上的字母寫(xiě)在前面學(xué)生的背上……這樣依次進(jìn)行下去，最后第一排的學(xué)生把所傳的字母寫(xiě)到黑板的四線格上，傳得最快最準(zhǔn)確的組獲勝。
這一部分并不一定要學(xué)生掌握這些縮略詞的完整的拼法，主要是為了讓學(xué)生了解可以運(yùn)用學(xué)過(guò)的大寫(xiě)字母來(lái)表示一些常見(jiàn)的縮略詞或縮寫(xiě)形式。老師也可以補(bǔ)充一些常見(jiàn)的縮略詞。
For example：
T：Have you seen these abbreviations？Do you know what they stand for？Now let's look at the pic tures and abbreviations and discuss in groups.
1．小組討論，展示答案。
2．展示各小組課前收集的縮略詞，看看哪組收集得多。
3．教師在屏幕上多展示一些縮略詞，讓同學(xué)們多了解一些。
本課我們主要學(xué)習(xí)了red，white，yellow，black等表示顏色的單詞，S—Z八個(gè)字母的讀音及大小寫(xiě)形式，還學(xué)習(xí)了“What color is it？It's red.”兩個(gè)句型。難點(diǎn)是準(zhǔn)確而熟練地描述物體的顏色。在第二課時(shí)的學(xué)習(xí)中我們會(huì)繼續(xù)使用這兩個(gè)句型進(jìn)行語(yǔ)言交際。
1．把Ss—Zz八個(gè)字母的大小寫(xiě)形式每個(gè)寫(xiě)5遍。
2．制作彩色字母卡片，并在卡片上寫(xiě)出本節(jié)課學(xué)習(xí)的句型。
1．What color is it？它是什么顏色的？
【用法透析】該句型結(jié)構(gòu)為“What color ＋be ＋名詞(代詞)＋？”用來(lái)問(wèn)某物是什么顏色。
這是對(duì)顏色進(jìn)行提問(wèn)的特殊疑問(wèn)句。what是疑問(wèn)代詞，可放在名詞前修飾說(shuō)明名詞(color)，該句的主語(yǔ)是it，所以動(dòng)詞用單數(shù)is，若主語(yǔ)是復(fù)數(shù)的，則動(dòng)詞用are。該句答語(yǔ)為“It's/They're＋顏色．”
2．It's black.它是黑色的。
【用法透析】it是代詞，指代前面所提到的東西或人。
【誤區(qū)警示】注意：its易與it's混淆。it's是it is的縮略式，意思是“它是”，用時(shí)要注意以下幾點(diǎn)：
①在句首時(shí)it's 和it is 兩者可以通用。例如：
It's/It is a pen.它是一支鋼筆。
That is a car.It's an English car.那是一輛汽車，它是一輛英國(guó)生產(chǎn)的汽車。
②作肯定回答時(shí)，在Yes之后只能用it is，而不能用it's。如：
—Is this a pen？這是只鋼筆嗎？
Starter ?Unit 3 ?What color is it？
blue，green，red，yellow，black，white，brown，purple，color
What color is it？
It's red...
七年級(jí)英語(yǔ)上冊(cè)課件(篇5)
Unit 1 Can you play the guitar?
Section A (1a-2d)
一、教學(xué)目標(biāo)：
1. 語(yǔ)言知識(shí)目標(biāo)：
1) 能掌握以下單詞：
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I cant.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2) 能了解以下語(yǔ)法：情態(tài)動(dòng)詞can的用法
want to do sth.的用法
2. 情感態(tài)度價(jià)值觀目標(biāo)：
該部分內(nèi)容貼近學(xué)生的生活，談?wù)摰脑掝}是能力。通過(guò)互相詢問(wèn)或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰?，可以培養(yǎng)學(xué)生的一種群體意識(shí)。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)：
1) 學(xué)習(xí)詢問(wèn)和談?wù)摫舜说哪芰吞亻L(zhǎng);
2) 掌握一些彈奏樂(lè)器的表達(dá)方式。
2. 教學(xué)難點(diǎn)：
情態(tài)動(dòng)詞can的構(gòu)成和使用。
三、教學(xué)過(guò)程
Ⅰ. Lead in
1. 教師可攜帶一些易于演奏的樂(lè)器，也可帶一些演奏樂(lè)器的圖片，一邊演示樂(lè)器，一
邊說(shuō): I can play the guitar.…等;再指著圖片說(shuō)：He/She can play the violin.But I can’t play it.等;然后詢問(wèn)學(xué)生：Can you play the guitar?….并引導(dǎo)學(xué)生進(jìn)行簡(jiǎn)單的回答。
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people.
Then Check the answers with the class together.
Ⅱ. Presentation
出示一些反映各種活動(dòng)的圖片、幻燈片或播放課件，引導(dǎo)學(xué)生談?wù)摶顒?dòng)：
He/She can dance/swim/sing/"··But I can’t dance/swim/sing/...等，學(xué)習(xí)表達(dá)活動(dòng)的動(dòng)詞短語(yǔ)。
Ⅲ. Game (What can I do?)
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. (播放lb部分的錄音讓學(xué)生聽(tīng)，引導(dǎo)學(xué)生根據(jù)所聽(tīng)到的內(nèi)容，選出對(duì)話的順序，
完成1b部分的教學(xué)任務(wù)。)
2. Check the answers:(3, 2, 1 )
Ⅴ. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.
(引導(dǎo)學(xué)生展開(kāi)Pairwork活動(dòng)，完成lc部分口語(yǔ)交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用can詢問(wèn)和表達(dá)能力。)
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2.
Work on 2b;
引導(dǎo)學(xué)生根據(jù)對(duì)話內(nèi)容用正確的單詞填空，補(bǔ)全對(duì)話，再播放聽(tīng)力材料一遍。讓學(xué)生進(jìn)行校對(duì)，練習(xí)聽(tīng)力和寫(xiě)作能力，完成2b部分的教學(xué)任務(wù)。
Check the answers with the Ss.
Ⅶ. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老師可以和一名優(yōu)秀的學(xué)生做一個(gè)對(duì)話的例子，讓學(xué)生們明白如何去問(wèn)答，例如： T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess?
S1: No, she cant.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
① Bob joins the soccer club.② Jane joins the English and art club.
2. Explain something that Ss cant understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
Section A (Grammar Focus-3c)
一、教學(xué)目標(biāo)：
1. 語(yǔ)言知識(shí)目標(biāo)：
1) 繼續(xù)練習(xí)運(yùn)用情態(tài)動(dòng)詞can。學(xué)會(huì)詢問(wèn)和談?wù)摫舜说哪芰吞亻L(zhǎng)。 能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I cant.
② —What can you do?—I can dance.
③ —What club do you want to join? —I want to join the chess club.
2. 情感態(tài)度價(jià)值觀目標(biāo)：
該部分學(xué)習(xí)詢問(wèn)或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰吞亻L(zhǎng)，可以培養(yǎng)學(xué)生的一種群體意識(shí)，促進(jìn)同學(xué)們對(duì)自身的認(rèn)識(shí)，為將來(lái)的自我發(fā)展奠定基礎(chǔ)。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)：
1) 讓學(xué)生重點(diǎn)總結(jié)、發(fā)現(xiàn)情態(tài)動(dòng)詞can的用法。
2) 通過(guò)一些與學(xué)生們實(shí)際生活相貼近的教學(xué)活動(dòng)，來(lái)達(dá)到熟練運(yùn)用的目的。
2. 教學(xué)難點(diǎn)：
1) 情態(tài)動(dòng)詞can的用法;
2) 在實(shí)際交際活動(dòng)中運(yùn)用can來(lái)詢問(wèn)與表達(dá)自己或他人的能力。
三、教學(xué)過(guò)程
Ⅰ. Warming- up and revision
1. Ask some Ss about their abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1: Sorry, I cant. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
2. Role-play.
Let some pairs role play the conversation in 2c.
Ⅱ. Grammar Focus.
1. 閱讀指導(dǎo)：
2. 學(xué)生閱讀Grammar Focus中的句子，然后做填空練習(xí)。
① 你會(huì)游泳嗎?
______ you ______?
② 是的，我會(huì)。/ 不，我不會(huì)。
Yes, ____ _______. / No, I _______.
… (其余試題見(jiàn)課件部分)
3. 學(xué)生們完成填空試題后，可以打開(kāi)課本檢查答案，對(duì)錯(cuò)誤的句子，單獨(dú)進(jìn)行強(qiáng)化記憶。 Ⅲ. Try to Find
老師將情態(tài)動(dòng)詞的`can的用法，以學(xué)案的方式呈現(xiàn)在大屏幕上，讓學(xué)生自主學(xué)習(xí)，并發(fā)現(xiàn)其用法。
1. 可以看出，在Can…?句型中，情態(tài)動(dòng)詞can沒(méi)有________和_______ 的變化。
2. 用情態(tài)動(dòng)詞can來(lái)詢問(wèn)他人的能力可以歸納為以下句型：
Can + _______+ _________ + 其他?
肯定回答：_________________
否定回答： _________________
What + can + _______ + ________ ?
學(xué)生們合作學(xué)習(xí)討論上面學(xué)案的答案，總結(jié)情態(tài)動(dòng)詞can的用法。
老師找部分學(xué)生對(duì)上述問(wèn)題作答，并一起討論總結(jié)情態(tài)動(dòng)詞can的用法。
Ⅳ. Practice
1. Look at 3a. 告訴學(xué)生們用所給的詞匯來(lái)造句子。首先，用情態(tài)動(dòng)詞can及所給的第一個(gè)動(dòng)詞詞組來(lái)造一個(gè)一般疑問(wèn)句，并作出一個(gè)否定的回答。然后，用轉(zhuǎn)折連詞but及第二個(gè)詞組造一個(gè)肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he cant, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the
words in the box.
方法指導(dǎo)：應(yīng)通讀全文，掌握短文大意;然后，仔細(xì)閱讀每個(gè)句子，根據(jù)空格前后的詞語(yǔ)進(jìn)行推敲。比如，第三空格后有g(shù)uitar一詞，可知些空格應(yīng)填play一詞。其他類似。
學(xué)生們，按老師指導(dǎo)的方法進(jìn)行閱讀，并逐句推敲每空應(yīng)填什么詞，在實(shí)際的運(yùn)用提高自己的閱讀能力、分析能力及綜合運(yùn)用能力。
最后，教師與同學(xué)們一起校對(duì)答案，并對(duì)學(xué)生們有疑問(wèn)的地方進(jìn)行解釋。
Ⅴ. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…
(最后，可以經(jīng)學(xué)生們?cè)u(píng)議來(lái)推舉最有能力的小組)
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
七年級(jí)英語(yǔ)上冊(cè)課件(篇6)
課前準(zhǔn)備
教師：準(zhǔn)備游戲時(shí)所用的圖片（食物、蔬菜、動(dòng)物）。
學(xué)生：準(zhǔn)備表演時(shí)所需道具（服裝、假發(fā)）。
教學(xué)設(shè)計(jì)
Step One :Present the sentence patterns.1.Play a game “How many words do you know?”(利用小游戲調(diào)動(dòng)學(xué)生的積極性，同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words.How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.(Divide all the students into several groups and show a picture（圖片略）to them with the computer.Every group can choose two students to join.They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group.They can write 11 words.)
2.Introduce the champion group to the class.（引課方式貼近生活，學(xué)生易于接受）
Teacher: Congratulations, now Group 2 is the champion.But I don’t know your names.Would you like to introduce yourselves to us?
S1& S2:Yes.S1:Hello.My name is Li Lei.Nice to meet you.Ss: Hello, Li Lei.Nice to meet you ,too.Ss: Hello!What’s your name?
S2:I’m Sun Ping.How do you do?
Ss: How do you do ?
Step Two: Drills.1.Make introductions.（通過(guò)句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。）
Teacher: The new term begins.Everyone will meet many new classmates.Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.Example:
Sa: Hello!I’m Li Lei.What’s your name?
Sb: My name’s Zhang Feng.Nice to meet you.Sa: Nice to meet you, too.And what’s your name, please?
Sc: Lin Li.How do you do?
Sa：How do you do?
2.Listen and number the conversations.Teacher: Today I have good news for you.Three new students will come to our class.They are from other countries.Do you want to know them? Let’s listen to the recording of 1b in Section A.(Students listen to the tape and give the right answers.)
Step Three: Make friends.1.Make new friends.（用談話的方式完成任務(wù)，生動(dòng)活潑，同時(shí)更容易向?qū)W生進(jìn)行美德教育。）
Teacher: Now everyone has some new friends.Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.Example:
Sa: This is my new friend.His name is Sun Nan.Sb: Hello, Sun Nan.Nice to meet you.Sc: Nice to meet you, too.Look!This is my new friend.Her name is He Lu.Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.)
2.The New comers.（以表演的形式完成，使課堂氣氛達(dá)到高潮。）
Teacher: Just now I said three new students from other countries would come to our class.Now, look!They are here.Let’s give them a warm welcome.(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China.Would you like to listen to their introductions?
Ss: Yes.(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.Some students are asked to sum up this lesson.It is how to make new friends and how to greet them.It is very important in the daily life.Homework
“How do you meet new visitors at home?
Period Two
課前準(zhǔn)備
教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。
學(xué)生：需要向父母了解自已名字的含義。
教學(xué)設(shè)計(jì)
Step One: Revise the sentence patterns.1.Sing an English song.（用唱歌的方式既帶動(dòng)了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容。）
Teacher: Yesterday we’ve known each other already.Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.Hello!Hello!What’s your name? My name’s Gina.Hello!Hello!What’s his name? His name’s Peter.Hello!Hello!What’s her name? Her name’s Anna.2.Listen to the conversations and finish the exercises.Teacher: Yesterday I made a new friend.Her name is Jenny.She is very lovely.She introduces many friends of hers to me.Do you want to know about them? Let’s listen to the tape and find out some useful information.(Students listen to the tape and give the right answers.)
3.Act out the dialogues.（在特定的情景下表演對(duì)話更符合實(shí)際，更貼近生活。）
Teacher: Now you’ve known something about introductions and greetings.But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello!I’m Lucy Green.What’s your name?
Sb: My name is Kate Brown, Jim’s classmate.Nice to meet you.Sa: Nice to meet you, too.I’m Jim’s sister.Welcome to Jim’s birthday party.Make yourself at home.Sb: Thanks, I will.Step Two: Choose English names.1.Play a name game.（有效引出“英文名字”這一主題。）
Teacher：As we know, everyone has a name.Each name has its special meaning and so do English names.Do you want to have an English name? If you do, let’s play a name game.The winners of the game will get English names.Rules: Every student should introduce himself or herself,but at the same time he(she)should repeat all the above-mentioned classmates' names.Example:
S1: My name’s Tony.S2: His name’s Tony.My name’s Linda.S3: His name’s Tony.Her name’s Linda.My name’s Nick.S4: His name’s Tony.Her name’s Linda.His name's Nick.My name's Kim.S5:…….2.Choose English names.1).Find out first names and last names.（用小組的方式完成名字的識(shí)別。）
Teacher: Congratulations to the winners.Now you choose English names from the box.But before you choose names, you must know English names have two parts: first name and last name.Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob MikeGreen Miller Jack Smith Brown Linda Nick Kim Hand
Period Three
課前準(zhǔn)備
教師：準(zhǔn)備所需的歌曲磁帶、名片樣本及各項(xiàng)表格。
學(xué)生：制作名片所需的紙張、畫(huà)筆等。
教學(xué)設(shè)計(jì)
Step One: Present the English numbers.1.Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更為有效。）
Teacher: During the first two classes, we’ve known something about new friends names.But if we want to contact them.What shall we do?
S1: A telephone call.T: But you don’t have their telephone numbers.S1: Ask for their telephone numbers.T: If we want to know about their telephone numbers, we must learn how to say these numbers in English.Let’s learn to sing “Ten Little Indian Boys”.Words
One little, two little, three little Indisns,Four little, five little, six little Indians,Seven little, eight little, nine little Indians,Ten little Indian boys.(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.S2: Zero…
2.Listen to the conversation and write the telephone number.（通過(guò)聽(tīng)力復(fù)習(xí)單詞。）
Teacher: This is my friend’s telephone number.But I can’t hear it uld you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.1.Make a survey about your partners’ telephone numbers.（調(diào)查組內(nèi)成員的電話號(hào)碼，重點(diǎn)練習(xí)所學(xué)句式。）
Teacher: Thank you for your help.But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
NameTelephone numbersLi Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu.What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you.What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much.Oh, I nearly forgot.My telephone number is…
2.Report it to the class.(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3.Listen and match the names and telephone numbers.（制作電話號(hào)碼簿這一任務(wù)能夠大面積調(diào)動(dòng)學(xué)生裝的參與意識(shí)。）
Teacher: I will play the recording twice.The first time just listen.The second time, write the letter of the person’s telephone number in the space after that person’s name.(Students listen to the tape.)
T: Next, I’ll play the recording again.This time, fill in the missing numbers.(Students listen to the tape again.)
T: Can you find out whose telephone numbers they are ?
S:…
4.Make an address book.Teacher: The new term begins.Our class needs an address book to contact each other.Now we can put all the information together and then we can have our own address book.Pay attention to the address book headings “Names” and “Phone numbers”.Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
Step Three: Make an ID card. some different ID cards to the class and try to enjoy them.（向?qū)W生展示不同種類的名片，一方面開(kāi)闊學(xué)生眼界，一方面便于學(xué)生找出名片所含內(nèi)容。）（引導(dǎo)學(xué)生有效搜集名片上的信息，提高學(xué)生的閱讀能力。）
Teacher: Now our class has a very useful address book.We can use it to talk with others on the phone.But for most adults, ID cards are more important because they are easy to take along.What’s more, they are very enjoyable.Sometimes they can show the owners’ special personalities.Look at the ID cards below and try to enjoy them.Teacher: From the cards above, what can you find out ?
S1: It must have a person’s name…
S2: Sometimes it has a motto.T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address.So if you have a chance to make an ID card, you must think about all the above.But before you make your card, first let’s learn how to get information from the card.It’s very important.2.Read the ID card and answer the questions.（提供參考信息，但允許學(xué)生創(chuàng)新。）
Teacher: Look!Here’s an ID card of my friend’s.Please look at it and find out some useful information about her.1.What’s her telephone number?
2.What’s her family name?
3.What’s her first name?
Homework
1.Students are asked to make ID Cards of their own.Demands: A.Useful information must be included.B.It can be designed as beautifully as possible.C.Students may show their own personalities if possible.2.Find out the information about the famous person.Period Four
課前準(zhǔn)備
教師:準(zhǔn)備評(píng)價(jià)表、名人圖片和一張個(gè)人海報(bào)。
學(xué)生：準(zhǔn)備好完成的名片參加展覽。
教學(xué)設(shè)計(jì)
Step One: Make an ID card show. the ID cards to the students.Teacher: Yesterday all of you made some beautiful ID we’ll make a show here.Let’s enjoy it together and try to choose the best ones.2.Find the owner of the card.Teacher: The ID card show is over.All the cards are mixed together.I can’t find the owners.Who can help me?
S1:I can.(Show one of the cards to another students.)
S1:Excuse me, are you in...?
S2:Yes, I am.S1:What’s your telephone number?
S2:It’s...S1:Are you...?
S2:Yes, I am.S1:Here’s your ID card.S2:Thank you.(Teacher asks more students to find the owners of ID cards).Step Two: “Face to Face”.1.Play a guessing game.Teacher: ID cards are useful.But some persons’names are known to all the people.They are very famous.Now look at the pictures and guess their names.(The teacher shows some famous person’s pictures and students guess their names and give their answers.)
llect useful information.Teacher: These persons are very famous.But it’s better for us to know something else about them.Before class you’ve been asked to collect some information.Now let’s exchange it together.3.Report it to class.Each group can choose a student to give a report about their favourite person.The other students can ask him some questions in class.Example:
S1:This is Michael Jordan.He’s years old.He’s...He speaks...His birth place is...He is a famous...player.He’s a member of six Chicago Bulls championship teams.People like to call him “Air Jordan”.S2:Do you like Michael Jordan? Why or Why not?
S1:Yes, I like him very much because he’s so...S2:Do you want to be a basketball player like him?
S1:Of course I do.That’s my dream.Step Three: Make a poster about yourself.Teacher: Do you want to be famous all over the world?
First you must learn to show yourself.Now you have a chance to do that.Please try to make a poster about yourself.In your poster you should try to introduce yourself.(Students can write a passage about themselves.They can give some personal information.They can alse design the poster as well as they can.)
Homework
Students are asked to sun up this unit, especially about how to talk with others politely.
七年級(jí)英語(yǔ)上冊(cè)課件(篇7)
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2. 情感態(tài)度價(jià)值觀目標(biāo)：
該部分內(nèi)容貼近學(xué)生的生活，談?wù)摰脑掝}是能力。通過(guò)互相詢問(wèn)或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰?，可以培養(yǎng)學(xué)生的一種群體意識(shí)。
1. 教學(xué)重點(diǎn)：
1) 學(xué)習(xí)詢問(wèn)和談?wù)摫舜说哪芰吞亻L(zhǎng)；
2) 掌握一些彈奏樂(lè)器的表達(dá)方式。
2. 教學(xué)難點(diǎn)：
1. 教師可攜帶一些易于演奏的樂(lè)器，也可帶一些演奏樂(lè)器的圖片，一邊演示樂(lè)器，一
邊說(shuō): I can play the guitar．…等；再指著圖片說(shuō)：He／She can play the violin．But I can’t play it．等；然后詢問(wèn)學(xué)生：Can you play the guitar?…．并引導(dǎo)學(xué)生進(jìn)行簡(jiǎn)單的回答。
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people.
Then Check the answers with the class together.
出示一些反映各種活動(dòng)的圖片、幻燈片或播放課件，引導(dǎo)學(xué)生談?wù)摶顒?dòng)：
He／She can dance／swim／sing／“··But I can’t dance／swim／sing／...等，學(xué)習(xí)表達(dá)活動(dòng)的`動(dòng)詞短語(yǔ)。
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class.
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的錄音讓學(xué)生聽(tīng)，引導(dǎo)學(xué)生根據(jù)所聽(tīng)到的內(nèi)容，選出對(duì)話的順序，
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.
(引導(dǎo)學(xué)生展開(kāi)Pairwork活動(dòng)，完成lc部分口語(yǔ)交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用can詢問(wèn)和表達(dá)能力。)
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引導(dǎo)學(xué)生根據(jù)對(duì)話內(nèi)容用正確的單詞填空，補(bǔ)全對(duì)話，再播放聽(tīng)力材料一遍。讓學(xué)
生進(jìn)行校對(duì)，練習(xí)聽(tīng)力和寫(xiě)作能力，完成2b部分的教學(xué)任務(wù)。
Check the answers with the Ss.
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老師可以和一名優(yōu)秀的學(xué)生做一個(gè)對(duì)話的例子，讓學(xué)生們明白如何去問(wèn)答，例如： T: What club does Lisa want to join?
S1: She wants to join the chess club.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
① Bob joins the soccer club.② Jane joins the English and art club.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
七年級(jí)英語(yǔ)上冊(cè)課件(篇8)
教師：準(zhǔn)備游戲時(shí)所用的圖片（食物、蔬菜、動(dòng)物）。
Step One :Present the sentence patterns.
1. ?Play a game “How many words do you know?”(利用小游戲調(diào)動(dòng)學(xué)生的積極性，同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture（圖片略）to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. ?Introduce the champion group to the class.（引課方式貼近生活，學(xué)生易于接受）
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
1. ?Make introductions.（通過(guò)句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。）
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If ?your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
2. ?Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
1. ?Make new friends.（用談話的.方式完成任務(wù)，生動(dòng)活潑，同時(shí)更容易向?qū)W生進(jìn)行美德教育。）
Teacher: Now everyone has ?some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. ?The New comers.（以表演的形式完成，使課堂氣氛達(dá)到高潮。）
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
(Three students can make introductions and act out the dialogue vividly.)
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
“How do you meet new visitors at home?
教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。
Step One: Revise the sentence patterns.
1. ?Sing an English song.（用唱歌的方式既帶動(dòng)了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容。）
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? ?His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2. ?Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of ?hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3. ?Act out the dialogues.（在特定的情景下表演對(duì)話更符合實(shí)際，更貼近生活。）
Teacher: Now you’ve known something about introductions and greetings. But if ?you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Step Two: Choose English names.
1. ?Play a name game.（有效引出“英文名字”這一主題。）
Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s ?Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
2. ?Choose English names.
1).Find out first names and last names.（用小組的方式完成名字的識(shí)別。）
Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob MikeGreen Miller Jack Smith Brown Linda Nick Kim Hand
Step One: Present the English numbers.
1.Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更為有效。）
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
2.Listen to the conversation and write the telephone number.（通過(guò)聽(tīng)力復(fù)習(xí)單詞。）
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
1.Make a survey about your partners’ telephone numbers.（調(diào)查組內(nèi)成員的電話號(hào)碼，重點(diǎn)練習(xí)所學(xué)句式。）
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
NameTelephone numbersLi LeiLiu YuLin FangYin Kailin
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S1: … And may I know your phone number, Yin Kailin?
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2.Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin ?Kailin’ s ?phone number is…
3.Listen and match the names and telephone numbers.（制作電話號(hào)碼簿這一任務(wù)能夠大面積調(diào)動(dòng)學(xué)生裝的參與意識(shí)。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
(Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
4.Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
some different ID cards to the class and try to enjoy them.（向?qū)W生展示不同種類的名片，一方面開(kāi)闊學(xué)生眼界，一方面便于學(xué)生找出名片所含內(nèi)容。）（引導(dǎo)學(xué)生有效搜集名片上的信息，提高學(xué)生的閱讀能力。）
Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show ?the owners’ special personalities. Look at the ID cards below and try to enjoy them.
Teacher: From the cards above, what can you find out ?
S1: It must have a person’s name…
S2: Sometimes it has a motto.
T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.
2.Read the ID card and answer the questions.（提供參考信息，但允許學(xué)生創(chuàng)新。）
Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her.
1. ?What’s her telephone number?
2. ?What’s her family name?
3. ?What’s her first name?
1.Students are asked to make ID Cards of their own.
Demands: A. Useful information must be included.
B. It can be designed as beautifully as possible.
C. Students may show their own personalities if possible.
2.Find out the information about the famous person.
Step One: Make an ID card show.
the ID cards to the students.
Teacher: Yesterday all of you made some beautiful ID we’ll make a show here. Let’s enjoy it together and try to choose the best ones.
2.Find the owner of the card.
Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?
S1:I can.(Show one of the cards to another students.)
S1:Excuse me, are you in ...?
S1:What’s your telephone number?
(Teacher asks more students to find the owners of ID cards).
1.Play a guessing game.
Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.
(The teacher shows some famous person’s pictures and students guess their names and give their answers.)
llect useful information.
Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.
3.Report it to class.
Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.
Example:
S1:This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.
People like to call him “Air Jordan”.
S2:Do you like Michael Jordan? Why or Why not?
S1:Yes, I like him very much because he’s so ...
S2:Do you want to be a basketball player like him?
S1:Of course I do. That’s my dream.
Step Three: Make a poster about yourself.
Teacher: Do you want to be famous all over the world?
First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.
(Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)
Students are asked to sun up this unit, especially about how to talk with others politely.
七年級(jí)英語(yǔ)上冊(cè)課件(篇9)
教材分析
教材內(nèi)容：新目標(biāo)初中英語(yǔ)七上Unit1My name is Gina page 1-2
教材處理：本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
學(xué)情分析
本單元的主題是熟識(shí)新伙伴，同時(shí)引導(dǎo)學(xué)生采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，學(xué)習(xí)一些新詞匯，掌握一些重點(diǎn)句型，在小組合作學(xué)習(xí)的過(guò)程中，進(jìn)一步促進(jìn)學(xué)生之間的相互了解。
教學(xué)目標(biāo)
知識(shí)與能力
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，使學(xué)生學(xué)會(huì)打招呼和介紹自己、詢問(wèn)他人姓名的基本句型What’s your/his/her name?My/His/Her name is…?！迸囵B(yǎng)學(xué)生結(jié)交新朋友的能力。
過(guò)程與方法
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件展開(kāi)課堂Pair work; Group work的口語(yǔ)交際活動(dòng)，詢問(wèn)他人姓名、查詢電話號(hào)碼，了解有關(guān)姓名的文化知識(shí)并制作個(gè)性名片。
情感態(tài)度價(jià)值觀
該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是結(jié)交新朋友，進(jìn)一步促進(jìn)學(xué)生之間的相互了解，使學(xué)生在輕松、愉快的學(xué)習(xí)氛圍中熟識(shí)新伙伴，增進(jìn)友誼。
教學(xué)重點(diǎn)和難點(diǎn)
本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
教學(xué)過(guò)程
Step1: 課前熱身：與學(xué)生互相問(wèn)好，然后問(wèn)答姓名，自我介紹、介紹他人。(黑板板書(shū)關(guān)鍵句型：What’s your name? / What’s her name? / What’s his name?及其回答。)
(學(xué)生回答狀況不一致，有錯(cuò)誤出現(xiàn)。但不能急著糾正。先讓他們大膽互動(dòng)，激發(fā)他們的興趣，在互相的活動(dòng)中，感受句型的使用。老師對(duì)狀況在心里進(jìn)行把握。)
Step2: 復(fù)習(xí)前面說(shuō)學(xué)過(guò)的名詞及句型;
1. Today, we will learn Unit1. My name is Gina. We know Gina is a girl’s name. First, let’s see something about Gina.(展示圖片)
T: Look, this is Gina’s room, big and nice. What things can you see in her room?
S: I can see a/an clock, jacket, quilt, plant, ruler, lamp, trash bin…
T: Spell it, please.
(通過(guò)這一步驟，一是復(fù)習(xí)了前面所學(xué)的名詞，也復(fù)習(xí)了前單元的句型。二是引入課文的Section A 1a 部分)
2. This is Gina’s classroom.(展示圖片)
What things can you see in Gina’s classroom? Please write down.
Except for the things, we also can see many students in the classroom. They are talking with each other. (讓學(xué)生熟悉第一單元的生詞，并引導(dǎo)進(jìn)入Step 3 )
Step3: 介紹人名以及對(duì)話操練：
1.Gina’s classmates: Jim, Mary, Alan, Jenny. They are making friends with each other.
Now, let’s listen how they are making friends.
2. listening， 讓學(xué)生看課本，并對(duì)所聽(tīng)到的對(duì)話排序。
3. Pair work: Making friends with your partner.
讓學(xué)生操練(What’s your name? I’m/My name is …)
Step4: Meet some new friends.
(導(dǎo)入“What’s her name? / What’s his name?)
1.Alice, Cindy, Grace, Helen, Eric, Frank, Bob, Dale;
(通過(guò)復(fù)習(xí)starter U1 所學(xué)的男名和女名， 向?qū)W生介紹如何詢問(wèn)第三方的姓名)
What’s her name? / What’s his name?
2. 鞏固 “What’s her name? / What’s his name?“的句型，
呈現(xiàn)一些明星的圖片，詢問(wèn)他們的姓名。
3. Group work: Know the students’ names in your group and make friends with them.
Step5: Listening: 課本section A, 2a,2b
listening
引導(dǎo)學(xué)生操練對(duì)話
Game: Quickly reaction.
Game2: Let’s guess!通過(guò)文字的描述，讓學(xué)生猜“What’s her name? / What’s his name?”猜的過(guò)程中，通過(guò)激發(fā)學(xué)生的奇心，讓學(xué)生不斷地開(kāi)口說(shuō)“Her/His name is…?”然后逐漸的增加信息量，直至學(xué)生猜出真實(shí)得姓名。
Step6: Group work and report
1.教師演示：These famous people we referred are my good friends. His name is … Her name is … So , where are your friends?
2. 學(xué)生操練對(duì)話并做一個(gè)report
3. 讓學(xué)生寫(xiě)一段自己編寫(xiě)的互相介紹的對(duì)話。讀出來(lái)，互相學(xué)習(xí)。
Step: Homework:
1、制作名字表格，把男生女生的英文名字進(jìn)行歸類。
2、準(zhǔn)備家人的照片帶來(lái)，介紹自己的家人給同學(xué)。
板書(shū)設(shè)計(jì)
Unit1 My name is Gina.
What’s your name? her
What’s her name? name
What’s his name? what
學(xué)生學(xué)習(xí)活動(dòng)評(píng)價(jià)設(shè)計(jì)
練習(xí)對(duì)話并模仿對(duì)話，結(jié)識(shí)班級(jí)的其他同學(xué)并學(xué)過(guò)的內(nèi)容來(lái)做對(duì)話。 掌握好了重點(diǎn)句型和人稱代詞的用法。
初一年是初中的起始年段，是小學(xué)到初中的轉(zhuǎn)折階段，務(wù)必打好語(yǔ)音基礎(chǔ)，學(xué)會(huì)科學(xué)地背單詞，整體地理解句子，領(lǐng)會(huì)中西語(yǔ)言結(jié)構(gòu)的不同。
語(yǔ)音基礎(chǔ)，包括音標(biāo)和字母，26個(gè)字母先學(xué)會(huì)，48個(gè)音素中的元音音素20個(gè)，其中單元音12個(gè)先學(xué)會(huì)。然后在第二個(gè)課時(shí)學(xué)會(huì)輔音音素中的10個(gè)成對(duì)出現(xiàn)的音素。希望能在第一個(gè)星期完成音標(biāo)音素的學(xué)習(xí)。
第二周開(kāi)始進(jìn)入第一單元的學(xué)習(xí)。（還是在學(xué)習(xí)音標(biāo)的同時(shí)學(xué)習(xí)音素？）
第一單元，主題是交朋友，topic 1是welcome to China. 功能是問(wèn)候，介紹和說(shuō)再見(jiàn)。理解be動(dòng)詞的用法。Topic 2是where are you from?功能是談?wù)撁郑錾睾碗娫捥?hào)碼；語(yǔ)法是學(xué)會(huì)疑問(wèn)句what/ where/ who的表述，理解人稱代詞的主格。Topic 3是How old are you ? 談?wù)撃挲g，班級(jí)，年級(jí)，辨認(rèn)物品。語(yǔ)法還是學(xué)習(xí)疑問(wèn)句what/ how，代詞a/an的用法，名次的復(fù)數(shù)形式（plural）。
第二單元Unit 2, 主題是談?wù)撏饷蔡卣?。Topic1是I have a small nose. 功能是描述外貌（appearances），語(yǔ)法學(xué)習(xí)一般現(xiàn)在時(shí)have/has的用法。Topic 2 是What does she look like? 功能是描述外貌、服飾、顏色，語(yǔ)法是wh-questions. Topic3 是Whose cap is it? 功能是談?wù)撐锲返臍w屬性。語(yǔ)法是物主代詞（possessive pronouns）, 特別注意名詞性物主代詞（the possessive case of nouns）。
第三單元Unit3，主題是getting together，朋友家人的團(tuán)聚。Topic 1 Does he speak Chinese?功能是學(xué)會(huì)發(fā)出請(qǐng)求（making requests）， 交朋友（招待朋友）, 表達(dá)愛(ài)好。語(yǔ)法是學(xué)習(xí)人稱代詞，以及一般現(xiàn)在時(shí)like / want/ speak 的用法。Topic 2 What does your mother do? 功能是談?wù)撀殬I(yè)，說(shuō)明家人的職業(yè)外貌等特征。語(yǔ)法是疑問(wèn)句，學(xué)習(xí)work-worker單詞的變形，一般現(xiàn)在時(shí)do/ does的用法。Topic3What would you like to drink? ,功能是一起吃飯，發(fā)出建議或請(qǐng)求。
第四單元Unit 4，主題是having fun， 一起玩得很高興。 Topic1What can I do for you?功能是購(gòu)物，談?wù)撝亓?，以及發(fā)表建議。語(yǔ)法是疑問(wèn)句how much/ how many的區(qū)別，some與any 的區(qū)別，可數(shù)名詞與不可數(shù)名詞。Topic2 Would you like to cook with us? 功能是打電話，邀請(qǐng)別人，發(fā)出建議，語(yǔ)法是復(fù)習(xí)一般現(xiàn)在時(shí)。Topic3是What time is it now?功能是談?wù)摃r(shí)間，談?wù)撊粘；?dòng)，語(yǔ)法是時(shí)間的表達(dá)。
雖然內(nèi)容簡(jiǎn)單，但是對(duì)于初一部分沒(méi)有真正學(xué)過(guò)英語(yǔ)的孩子來(lái)說(shuō)是很難的。因此，要注意語(yǔ)言與功能相結(jié)合，提升學(xué)生的學(xué)習(xí)興趣，提高學(xué)習(xí)效果。
本學(xué)期將繼續(xù)關(guān)注以閱讀與作文相結(jié)合的課堂一體化教學(xué)，使得學(xué)生養(yǎng)成英語(yǔ)閱讀的習(xí)慣。有必要印發(fā)短小的英語(yǔ)文章，每周兩篇，還是以新概念英語(yǔ)第一冊(cè)做為輔助？
對(duì)學(xué)生的要求如下：1.課堂積極發(fā)言。2.做好課堂筆記。3.每篇課文要背誦。（利用微信群發(fā)到群里讓大家一起聽(tīng)）4.單詞小測(cè)要100分。錯(cuò)一個(gè)抄20遍。5.抄單詞每個(gè)一行，每行8個(gè)單詞或字母。
七年級(jí)英語(yǔ)上冊(cè)課件(篇2)
人教版英語(yǔ)七年級(jí)上冊(cè)
Unit7 How much are these socks?
Section A(1a-2e)湛江市霞山職業(yè)高級(jí)中學(xué) 蔡景茜
一、教材分析
本節(jié)課是新目標(biāo)英語(yǔ)七年級(jí)上冊(cè)u(píng)nit 7 How much are these socks?第一課時(shí)，以Shopping為主線，通過(guò)對(duì)本課的學(xué)習(xí)，讓學(xué)生學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色、尺寸和價(jià)格，學(xué)生運(yùn)用所學(xué)語(yǔ)言，模擬在商場(chǎng)售貨和購(gòu)物。教學(xué)內(nèi)容簡(jiǎn)單且富有生活情趣，有利于激發(fā)學(xué)生的參與意識(shí)和好奇心理。
二、教學(xué)目標(biāo) 1.知識(shí)目標(biāo)：
詞匯：掌握有關(guān)服裝、尺寸和顏色的單詞 句型：（1）--How much is …?--It’s….(2)--How much are …?--They’re….2.能力目標(biāo)：學(xué)會(huì)詢問(wèn)價(jià)格及使用購(gòu)物用語(yǔ)
3.情感目標(biāo)：樹(shù)立節(jié)約用錢合理消費(fèi)的正確消費(fèi)觀念 學(xué)習(xí)重點(diǎn)：學(xué)會(huì)使用詢問(wèn)價(jià)格的句型，并能正確回答 學(xué)習(xí)難點(diǎn): 區(qū)分服裝的單復(fù)數(shù)
三、學(xué)情分析
抓住七年級(jí)學(xué)生活潑、好動(dòng)、好勝心強(qiáng)的特點(diǎn)，引進(jìn)小組競(jìng)爭(zhēng)機(jī)制，倡導(dǎo)其參與活動(dòng)。在教學(xué)中努力營(yíng)造寬松、民主、和諧的教學(xué)氛圍，鼓勵(lì)他們大膽嘗試，保護(hù)他們的自尊心和積極性。
四、教法分析
1.情景引入法:利用多媒體創(chuàng)設(shè)情景，引入新知識(shí)，吸引學(xué)生注意力，使他們對(duì)即將學(xué)習(xí)的新知識(shí)產(chǎn)生好奇。2.聽(tīng)說(shuō)法：對(duì)目標(biāo)語(yǔ)言進(jìn)行反復(fù)操練，以達(dá)到靈活運(yùn)用的目的。
3.任務(wù)型教學(xué)法：設(shè)計(jì)一系列的任務(wù)活動(dòng)，讓學(xué)生在完成任務(wù)的過(guò)程中掌握目標(biāo)語(yǔ)言。
五、學(xué)法分析 1.分組合作學(xué)習(xí)。
2.?為用而學(xué)，用中學(xué)，學(xué)了就用?：本課時(shí)的目標(biāo)語(yǔ)言是詢問(wèn)物品的價(jià)格，與學(xué)生實(shí)際生活聯(lián)系緊密，所以應(yīng)該充分利用創(chuàng)造的情景和實(shí)物給與學(xué)生練習(xí)英語(yǔ)口語(yǔ)的機(jī)會(huì)。
六、教學(xué)過(guò)程 Step1 Warming up Show a picture T: I’m very happy these days because Nov 11 online shopping carnival is coming soon.I want to buy a lot of clothes.Can you help me put them into the shopping cart? 【設(shè)計(jì)意圖】通過(guò)雙十一購(gòu)物狂歡節(jié)引入新課，使學(xué)生在歡快自然的氣氛中不知不覺(jué)進(jìn)入教學(xué)，激發(fā)他們的興趣和熱情，活躍課堂氣氛，并為本課任務(wù)的開(kāi)展做熱身準(zhǔn)備。Step 2 Presentation 1.Present the new words about the picture of a sweater T: Look!What’s this?
Ss: It’s a sweater.In the same way, learn the other new words about clothes.Match the words with the things in the picture, and then check the answers together.2.Present the words about size: big, small, long, short.3.Present the words about colors.4.Present the monetary unit of yuan and dollar 【設(shè)計(jì)意圖】通過(guò)大量的圖片引入，直觀地呈現(xiàn)新單詞，能吸引學(xué)生的注意力，活躍學(xué)生的思維，激起學(xué)生的求知欲，讓學(xué)生在真實(shí)的語(yǔ)境中理解單詞。Step 3 Listening 1.Listen to the conversations and circle the things you hear, and then check the answers.2.Listen again and fill in the price tag, and then check the answers.【設(shè)計(jì)意圖】通過(guò)師生互動(dòng)的方式，引導(dǎo)學(xué)生看書(shū)上的六幅插圖，聽(tīng)音圈物品，核對(duì)答案；再聽(tīng)錄音，填價(jià)簽,通過(guò)這項(xiàng)操練，鍛煉學(xué)生獲取信息的能力，在聽(tīng)力中使用目標(biāo)語(yǔ)言，為下一個(gè)任務(wù)做準(zhǔn)備。Step 4 Practice 1.Present the new sentence patterns: ?How much is ／are…? It’s／They’re …?
2.Get the students to practice the dialogues in pairs.【設(shè)計(jì)意圖】通過(guò)呈現(xiàn)詢問(wèn)價(jià)格的句型，讓學(xué)生總結(jié)?How
much is / are…? It’s / They’re…? 的特點(diǎn)：?jiǎn)螖?shù)用is ,復(fù)數(shù)用are,并通過(guò)結(jié)對(duì)操練加以鞏固。Step 5 Read and act 1.Let the students try to fill in the blanks in the conversation, read and act it out.2.Translate the sentences into English.【設(shè)計(jì)意圖】通過(guò)補(bǔ)充對(duì)話中所缺的單詞和句子，進(jìn)一步熟悉購(gòu)物時(shí)所需的交際用語(yǔ)，為下一任務(wù)做準(zhǔn)備。Step 6 Consolidation Scene play: Thanksgiving Day is coming, please buy some clothes for your friends.【設(shè)計(jì)意圖】通過(guò)?shopping?這個(gè)生活平臺(tái)，學(xué)生不僅可以在愉快的氛圍中運(yùn)用本節(jié)課所學(xué)詢問(wèn)價(jià)錢等語(yǔ)言，而且使學(xué)習(xí)的過(guò)程變得生動(dòng)有趣，這一活動(dòng)將課堂氣氛推向高潮。Step 7 let’s be a doctor Get the students to correct some wrong sentences.【設(shè)計(jì)意圖】通過(guò)易錯(cuò)點(diǎn)的呈現(xiàn)和改正，學(xué)生能更好地掌握知識(shí)點(diǎn)。
Step 8 Summary and Homework 1.Summarize what we have learned in this lesson 2.Homework: write a dialogue about shopping 【設(shè)計(jì)意圖】通過(guò)鼓勵(lì)學(xué)生小結(jié)本課的收獲，培養(yǎng)他們自主學(xué)習(xí)的習(xí)慣。本作業(yè)與本節(jié)課的教學(xué)目標(biāo)相匹配，既幫助學(xué)生鞏固了已學(xué)語(yǔ)言材料，又提高學(xué)生寫(xiě)作的能力。
教師用一長(zhǎng)一短的pants和shorts呈現(xiàn)long和short,用一大一小的sweater呈現(xiàn)big和small, 并讓學(xué)生跟著老師做手勢(shì)。
[教學(xué)思路] 通過(guò)猜圖游戲引入，能吸引學(xué)生的注意力，活
躍學(xué)生的思維，激起學(xué)生的求知欲，使學(xué)生能愉快地參與課堂活動(dòng)，用實(shí)物和肌體語(yǔ)言，直觀地呈現(xiàn)big，small , long and short等形容詞，讓學(xué)生在真實(shí)的語(yǔ)境中理解單詞。Show some pictures, get the students to practice the new sentence patterns: ?How much is / are…? It is / They are…? Step3、教授、練習(xí)新句型，完成活動(dòng)1c 將dollar與人民幣單位yuan相比較，注意dollar的單復(fù)數(shù)變化。
此環(huán)節(jié)中結(jié)合圖片設(shè)計(jì)師生對(duì)話、結(jié)對(duì)活動(dòng)、小組活動(dòng)等任務(wù)，讓學(xué)生分小組競(jìng)賽，練習(xí)鞏固新句型。在練習(xí)的過(guò)程中，將重點(diǎn)句型How much is it?發(fā)散為How much are they?重點(diǎn)掌握單復(fù)數(shù)在此句型中的變化。Step4.綜合運(yùn)用
How much is that red hat? It’s 6 dollars.How much are your white trousers？
They are 10 dollars.加大句子難度繼續(xù)操練，鞏固新詞匯和句型。
此環(huán)節(jié)將表示顏色的形容詞帶入操練句型中，并結(jié)合學(xué)生穿的毛衣、褲子、身邊的尺子、書(shū)包、鉛筆、橡皮擦擦等物品讓學(xué)生自己編對(duì)話。
Step5、總結(jié)回顧
1、詞匯：T-shirt, sweater, skirt, jacket, socks, shoes, trousers, shorts
2、句型：--How much is this T-shirt?--It’s 7
dollars.--How much are these socks?--They are 2 dollars.Homework: Ask about prices of your friend’s clothing, and write down your conversations.詢問(wèn)你朋友衣物的價(jià)格，并將你們的對(duì)話寫(xiě)下來(lái)。Step6、板書(shū)設(shè)計(jì)
Unit 7 How much are these socks?(Section A 1a ~2d)Clothing jacket A: How much is this T-shirt? a pair of socks B: It’s seven dollars.two pairs of trousers A: How much are these socks? Shorts shoes skirt sweater
B: They are two dollars.（一）教材分析
本節(jié)課是義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)英語(yǔ)新目標(biāo)?Go for it?七年級(jí)上冊(cè)u(píng)nit 7 How much are these pants?的第一課時(shí)。本節(jié)課是新課引入，教學(xué)內(nèi)容和教學(xué)重點(diǎn)就是通過(guò)學(xué)習(xí)section A(1a—2c)，認(rèn)識(shí)并初步掌握談?wù)撘挛?，詢?wèn)價(jià)格這一情景中的運(yùn)用。教學(xué)內(nèi)容簡(jiǎn)單且富有生活情趣，有利于激發(fā)學(xué)生的參與意識(shí)和好奇心理，更主要的是學(xué)生通過(guò)對(duì)本課的學(xué)習(xí)，讓學(xué)生學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色和價(jià)格，學(xué)
生運(yùn)用所學(xué)語(yǔ)言，可以模擬在商場(chǎng)售貨和購(gòu)物。第一課時(shí)的引入在整個(gè)單元中起到了拋磚引玉的作用，同時(shí)也是一座橋梁，是正確引導(dǎo)學(xué)生由說(shuō)到寫(xiě)的第一步。因此，本節(jié)課的教學(xué)重點(diǎn)就落在反復(fù)熟練地運(yùn)用語(yǔ)言上，通過(guò)大量的口頭交際，為第二課的教學(xué)做好扎實(shí)的準(zhǔn)備。
（二）教學(xué)目標(biāo)
根據(jù)新課標(biāo)的教學(xué)理念，從素質(zhì)教育的要求出發(fā)，結(jié)合本課的教學(xué)內(nèi)容和學(xué)生的語(yǔ)言水平，本節(jié)課的核心任務(wù)是讓學(xué)生學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色和價(jià)格，并可以模擬在商場(chǎng)里售貨和購(gòu)物。學(xué)生要達(dá)到以下五個(gè)目標(biāo)：
語(yǔ)言知識(shí)目標(biāo)：掌握本課書(shū)的重點(diǎn)詞匯、語(yǔ)言結(jié)構(gòu)。
語(yǔ)言技能目標(biāo)：學(xué)會(huì)談?wù)撘路拿Q，顏色和價(jià)格。
情感態(tài)度目標(biāo)：通過(guò)創(chuàng)設(shè)人文情景，學(xué)生親自感受和體驗(yàn)，使語(yǔ)言學(xué)以致用，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)他們的自主學(xué)習(xí)，合作學(xué)習(xí)，善于學(xué)習(xí)的習(xí)慣，并讓他們?cè)趯?shí)踐活動(dòng)中體驗(yàn)成功。
學(xué)習(xí)策略目標(biāo)：能對(duì)所學(xué)內(nèi)容主動(dòng)練習(xí)和實(shí)踐，提高合作意識(shí)和自主學(xué)習(xí)能力。
文化意識(shí)目標(biāo)：培養(yǎng)學(xué)生實(shí)際運(yùn)用英語(yǔ)能力，使學(xué)生進(jìn)一步
明白語(yǔ)言也是文化，擴(kuò)展他們的文化視野，增強(qiáng)他們的跨文化交際的意識(shí)和能力。學(xué)生上完本節(jié)課后，學(xué)會(huì)用英語(yǔ)談?wù)摲b的顏色和價(jià)格。
（三）學(xué)生分析
①初一學(xué)生有著學(xué)習(xí)英語(yǔ)的濃厚興趣和愿望，樂(lè)于參與多種調(diào)查、采訪、表演等實(shí)踐活動(dòng)。到學(xué)期后段，學(xué)生已具備了一定的英語(yǔ)基礎(chǔ)，并在unit 5 Do you have a soccer ball?和unit 6 Do you like bananas?中進(jìn)行過(guò)有關(guān)調(diào)查活動(dòng)、設(shè)計(jì)過(guò)野炊菜單、外出活動(dòng)安排表；有過(guò)尋寶、建立俱樂(lè)部、給父母準(zhǔn)備生日禮物等英語(yǔ)實(shí)踐活動(dòng)的體驗(yàn)。
②本班大部分學(xué)生有較為明確的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和積極主動(dòng)的學(xué)習(xí)態(tài)度，能積極和他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)。有不少學(xué)生表達(dá)較艱難，因此，在位置安排上，應(yīng)把他們平均分配到各組，讓好的學(xué)生帶動(dòng)他們學(xué)習(xí)，設(shè)計(jì)任務(wù)時(shí)應(yīng)易到難、難易適中，教師在活動(dòng)過(guò)程中經(jīng)常跟他們交流，給予幫助和鼓勵(lì)。
（四）設(shè)計(jì)理念
為了每位學(xué)生的發(fā)展是課程改革的核心。在本課中一共設(shè)計(jì)了三個(gè)任務(wù)：?從認(rèn)識(shí)物品?到?談?wù)搩r(jià)格?，再到?現(xiàn)場(chǎng)購(gòu)物?實(shí)現(xiàn)了由淺入深，由已知到未知，由知識(shí)向能力的過(guò)渡，讓學(xué)生在活動(dòng)中學(xué)英語(yǔ)。同時(shí)也著重于能力的培養(yǎng)和思維的
擴(kuò)展，如小組合作能力、口頭表達(dá)能力等。通過(guò)作業(yè)的布置，使課堂內(nèi)外任務(wù)相隨，能有效提高學(xué)生的英語(yǔ)水平，特別是培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力和動(dòng)手能力。
孩子們是教育的重要資源、是動(dòng)力之源、能源之庫(kù)。本節(jié)課主要依靠學(xué)生，讓學(xué)生進(jìn)行自主學(xué)習(xí)，由于孩子們愛(ài)表現(xiàn)自己，通過(guò)現(xiàn)場(chǎng)購(gòu)物這一任務(wù)，讓孩子們學(xué)會(huì)創(chuàng)新、學(xué)會(huì)配合，連成績(jī)不好的孩子也會(huì)大大方方地說(shuō)上幾句英語(yǔ)，這一活動(dòng)將課堂氣氛推向最高潮，孩子們學(xué)到了知識(shí)，急于即時(shí)運(yùn)用。讓孩子們?cè)趯?shí)際語(yǔ)言材料中感知，在課堂上享受著學(xué)習(xí)的快樂(lè)。
（五）教學(xué)過(guò)程
根據(jù)任務(wù)型教學(xué)模式，我將教學(xué)過(guò)程設(shè)計(jì)如下：
Step 1 Warming up
(Two minutes)
1、Sing an English song.2、Greetings.Who is wearing yellow today? Yellow today , yellow today.Who is wearing yellow today? Yellow today.①Black
②White
Green
⑤Blue
③Red
④[教學(xué)思路]通過(guò)Sing a song of color 引入新課，使學(xué)生在歡快自然的氣氛中不知不覺(jué)進(jìn)入教學(xué)，激發(fā)他們的興趣和熱情，活躍課堂氣氛，并為本課任務(wù)的開(kāi)展做熱身準(zhǔn)備。
Step 2 Presentation
(Seven minutes)
1、present the new clothing words.T: Boys and girls , I thought LingShui is very hot.But today it is cold , you see , I am just in a blouse now.I feel so cold.What should I do ? Oh, I must go to the shop to buy some clothes.教師布置任務(wù)：What am I going to buy ? Can you guess?
學(xué)生回答：毛衣∕褲子。
（逐漸展示毛衣的完整圖片）
T：Oh!It is a sweater.Read after me ‘‘sweater?.Ss: ‘‘Sweater?.(Then show another picture with a boy and a woman come to the clothes shop ,What are they going to buy ?Can you guess?)
T:(Pointing to the boy)
What is LiLei going to buy ?
Ss: 褲子、短褲、短襪和鞋子。
T： Excellent!He is going to buy pants, shorts, socks and shoes.Read after me ‘‘pants ,shorts, socks and shoes?.Ss:
‘‘Pants , Shorts, Socks and Shoes?.T:
(Pointing to the woman)
What about his Chinese teacher Miss Li ?
Ss: She is going to buy a sweater and a T—shirt.T: It is very clever of you to say so!
2、Present: big , small, long, short.教師用一長(zhǎng)一短的pants和shorts呈現(xiàn)long和short,用一大一小的sweater呈現(xiàn)big和small, 并讓學(xué)生跟著老師做手勢(shì)。
[教學(xué)思路] 通過(guò)猜圖游戲引入，能吸引學(xué)生的注意力，活躍學(xué)生的思維，激起學(xué)生的求知欲，使學(xué)生能愉快地參與課堂活動(dòng)，用實(shí)物和肌體語(yǔ)言，直觀地呈現(xiàn)big，small , long and short等形容詞，讓學(xué)生在真實(shí)的語(yǔ)境中理解單詞。
Step 3 practice and present?How much is ／are…? It is／They are …?。(Six minutes)
1、教師先通過(guò)多媒體呈現(xiàn)短褲、男襯衣、毛衣等圖片，鼓勵(lì)學(xué)生說(shuō)出相應(yīng)物品的名稱，由復(fù)習(xí)衣物名稱導(dǎo)入How much is／are ……? It is ／They are 等句型。
T:(Pointing to the sweater)What is this in English ?
Ss: It is a sweater.T: What color is it ?
Ss: It is red.T: How much is the red sweater ?
Ss: …(學(xué)生可能不知所云，教師快速點(diǎn)擊鼠標(biāo)，一張8元人民幣的價(jià)簽已掛在毛衣上。)
T：It is 8 Yuan , Read after me ?It is 8 yuan?.Ss：?It is 8 Yuan..?
T：You are so intelligent , and I think it is 3 dollars.（教師快速點(diǎn)擊鼠標(biāo)，掛上3美元的價(jià)簽，從而引出生詞dollar.）
教師教讀幾遍后，快速在褲子、短襪、鞋等服裝上掛上價(jià)簽，反復(fù)讓學(xué)生練習(xí)How much is…? It is…的句型。
2、教師通過(guò)多媒體呈現(xiàn)兩件掛有7美元價(jià)簽的pants和三件掛有9美元價(jià)簽的shorts問(wèn)學(xué)生，由教?How much is…? It is…?過(guò)度到教?How much are…? They are…?.T：How much are these pants?
Ss：They are seven dollars.學(xué)生回答時(shí)可能想不到dollar需加s ,教師可通過(guò)dollar 與 yuan的貨幣學(xué)習(xí)，講解人民幣和美元的不同寫(xiě)法及用法，并簡(jiǎn)單介紹匯率的概念。
[教學(xué)思路]通過(guò)鼓勵(lì)學(xué)生說(shuō)出相應(yīng)的衣物名稱引出目標(biāo)語(yǔ)言?How much is are…?It is / They are…,?產(chǎn)生信息溝，學(xué)生有交流的動(dòng)機(jī)和興趣，興趣是最好的老師，在新課
呈現(xiàn)時(shí)，以興趣為出發(fā)點(diǎn)，通過(guò)圖片及信息溝激發(fā)學(xué)生的興趣。同時(shí)，在特定的語(yǔ)境中引出生詞dollar ,做到了?詞不離句?讓學(xué)生有意義地學(xué)習(xí)單詞。
Step 4 Group work(Six minutes)
①T：I like shopping very much.Do you like shopping? Now come with me to the clothing shop again.Go over how to say them in English and how to buy them.Boys and girls , are you ready? Ss：Ok.T：This is a sweater.（學(xué)生重復(fù)說(shuō)a sweater ,并用手拼寫(xiě)sweater.）
T：What color is it?
Ss：It is red.(并用手拼寫(xiě)red)
T：How much is the red sweater?
Ss：It is eight dollars.通過(guò)實(shí)物圖，教師提問(wèn)，學(xué)生集體回答，由單數(shù)名詞到復(fù)數(shù)名詞，反復(fù)操練新句型。
②Then , students play a guessing game:
T：How much is the red sweater /are the white shoes ?
Can you guess?
Ss：Is it /Are they 3 dollars?
T：No , it is / they are move expensive / cheaper.Well done!You are right.[教學(xué)思路]利用多媒體動(dòng)畫(huà)，給學(xué)生提供明確，真實(shí)的語(yǔ)言信息，把表示衣物名稱、顏色、大小、長(zhǎng)短的新單詞和句型?How much is / are…? It is / They are…?融合在一起進(jìn)行操練。接著，考慮到學(xué)生有一定的基礎(chǔ)，如果單純看圖機(jī)械操練，雖使用了target language ,但學(xué)生興趣不大，仍是無(wú)意義操練，于是設(shè)計(jì)了?猜衣物價(jià)格?游戲，極大地調(diào)動(dòng)了學(xué)生的積極性和主動(dòng)性，也使本課教學(xué)目標(biāo)中的重、難點(diǎn)得到進(jìn)一步的鞏固。
Step 5 Listening(Seven minutes)1、1c練習(xí)對(duì)話
先讓學(xué)生齊讀1c，接著讓學(xué)生分組角色，變換角色,反復(fù)運(yùn)用衣物名稱、顏色、大小、長(zhǎng)短的新單詞和句型進(jìn)行自由操
練，然后教師檢查幾組同學(xué)的操練情況，目的是保證他們能正確而迅速地說(shuō)出新語(yǔ)言，最后總結(jié)句型?How mach is / are…? It is / They are…? 的特點(diǎn)：?jiǎn)螖?shù)用is ,復(fù)數(shù)用are.2、2a,聽(tīng)對(duì)話，圈出你聽(tīng)到的物品。3、2b，再聽(tīng)一遍錄音并填寫(xiě)價(jià)簽。
[教學(xué)思路]通過(guò)師生互動(dòng)的方式，引導(dǎo)學(xué)生看書(shū)上的六幅插圖，復(fù)習(xí)服裝名稱及?How much is / are…??句型，然后聽(tīng)音圈物品，核對(duì)答案；再聽(tīng)錄音，填價(jià)簽；第三遍聽(tīng)錄音，寫(xiě)出對(duì)話中衣物顏色及名稱的單詞，通過(guò)這項(xiàng)操練，鍛煉學(xué)生獲取信息的能力，在聽(tīng)力中使用目標(biāo)語(yǔ)言，為下一個(gè)任務(wù)做準(zhǔn)備。
Step 6 Consolidation(Ten minutes)
任務(wù)活動(dòng)：贈(zèng)送生日禮物
教師創(chuàng)設(shè)情景：今天是Ann的生日，她的幾位好朋友要去購(gòu)買服裝、鞋帽作為禮物送給她，5分鐘內(nèi)，看哪小組購(gòu)買的服裝最經(jīng)濟(jì)實(shí)惠。學(xué)生從小組為單位，模擬在商場(chǎng)購(gòu)物。
①教師先和一名學(xué)生一道示范對(duì)話。
②學(xué)生四人一組，自己編對(duì)話表演，教師巡視幫助解決困難。
③成果匯報(bào)以給過(guò)生日的同學(xué)贈(zèng)送生日禮物的形式呈現(xiàn)，并評(píng)出最佳小組。
[教學(xué)思路]通過(guò)?shopping?這個(gè)生活平臺(tái)，學(xué)生不僅可以在愉快的氛圍中運(yùn)用本節(jié)課所學(xué)詢問(wèn)價(jià)錢等語(yǔ)言，而且使學(xué)習(xí)的過(guò)程變得生動(dòng)有趣，這一活動(dòng)將課堂氣氛推向最高潮。
Step 7 Summary and Homework(Three minutes)
①先以小組為單位進(jìn)行討論，總結(jié)出這節(jié)課有什么收獲，學(xué)會(huì)了什么，作自由發(fā)言。
②教師呈現(xiàn)本節(jié)課的重點(diǎn)內(nèi)容。
③在布置家庭作業(yè)時(shí)，教師設(shè)計(jì)了一個(gè)簡(jiǎn)單的書(shū)面練習(xí)，課后寫(xiě)一段購(gòu)物活動(dòng)中的對(duì)話，以鞏固本節(jié)課的語(yǔ)言知識(shí)。
④教師用一句Are you happy ? 來(lái)了解學(xué)生在這節(jié)課上開(kāi)心與否來(lái)做為評(píng)價(jià)方式，讓學(xué)生在愉快的氣氛中結(jié)束學(xué)習(xí)。
[教學(xué)思路]通過(guò)鼓勵(lì)學(xué)生小結(jié)本課的收獲，培養(yǎng)他們自主學(xué)習(xí)的習(xí)慣。本作業(yè)與本節(jié)課的教學(xué)目標(biāo)相匹配，既幫助學(xué)生鞏固了已學(xué)語(yǔ)言材料，又提高學(xué)生寫(xiě)的能力。
七年級(jí)英語(yǔ)上冊(cè)課件(篇3)
教材內(nèi)容：新目標(biāo)初中英語(yǔ)七上Unit1My name is Gina page 1-2
教材處理：本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
本單元的主題是熟識(shí)新伙伴，同時(shí)引導(dǎo)學(xué)生采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，學(xué)習(xí)一些新詞匯，掌握一些重點(diǎn)句型，在小組合作學(xué)習(xí)的過(guò)程中，進(jìn)一步促進(jìn)學(xué)生之間的相互了解。
教學(xué)目標(biāo)
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，使學(xué)生學(xué)會(huì)打招呼和介紹自己、詢問(wèn)他人姓名的基本句型What’s your/his/her name?My/His/Her name is…?！迸囵B(yǎng)學(xué)生結(jié)交新朋友的能力。
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件展開(kāi)課堂Pair work; Group work的口語(yǔ)交際活動(dòng)，詢問(wèn)他人姓名、查詢電話號(hào)碼，了解有關(guān)姓名的文化知識(shí)并制作個(gè)性名片。
該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是結(jié)交新朋友，進(jìn)一步促進(jìn)學(xué)生之間的相互了解，使學(xué)生在輕松、愉快的學(xué)習(xí)氛圍中熟識(shí)新伙伴，增進(jìn)友誼。
本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
Step1: 課前熱身：與學(xué)生互相問(wèn)好，然后問(wèn)答姓名，自我介紹、介紹他人。(黑板板書(shū)關(guān)鍵句型：What’s your name? / What’s her name? / What’s his name?及其回答。)
(學(xué)生回答狀況不一致，有錯(cuò)誤出現(xiàn)。但不能急著糾正。先讓他們大膽互動(dòng)，激發(fā)他們的興趣，在互相的活動(dòng)中，感受句型的使用。老師對(duì)狀況在心里進(jìn)行把握。)
1. Today, we will learn Unit1. My name is Gina. We know Gina is a girl’s name. First, let’s see something about Gina.(展示圖片)
T: Look, this is Gina’s room, big and nice. What things can you see in her room?
S: I can see a/an clock, jacket, quilt, plant, ruler, lamp, trash bin…
(通過(guò)這一步驟，一是復(fù)習(xí)了前面所學(xué)的名詞，也復(fù)習(xí)了前單元的句型。二是引入課文的Section A 1a 部分)
2. This is Gina’s classroom.(展示圖片)
What things can you see in Gina’s classroom? Please write down.
Except for the things, we also can see many students in the classroom. They are talking with each other. (讓學(xué)生熟悉第一單元的生詞，并引導(dǎo)進(jìn)入Step 3 )
1.Gina’s classmates: Jim, Mary, Alan, Jenny. They are making friends with each other.
Now, let’s listen how they are making friends.
2. listening， 讓學(xué)生看課本，并對(duì)所聽(tīng)到的對(duì)話排序。
3. Pair work: Making friends with your partner.
讓學(xué)生操練(What’s your name? I’m/My name is …)
Step4: Meet some new friends.
(導(dǎo)入“What’s her name? / What’s his name?)
1.Alice, Cindy, Grace, Helen, Eric, Frank, Bob, Dale;
(通過(guò)復(fù)習(xí)starter U1 所學(xué)的男名和女名， 向?qū)W生介紹如何詢問(wèn)第三方的姓名)
What’s her name? / What’s his name?
2. 鞏固 “What’s her name? / What’s his name?“的句型，
呈現(xiàn)一些明星的圖片，詢問(wèn)他們的姓名。
3. Group work: Know the students’ names in your group and make friends with them.
Game2: Let’s guess!通過(guò)文字的描述，讓學(xué)生猜“What’s her name? / What’s his name?”猜的過(guò)程中，通過(guò)激發(fā)學(xué)生的奇心，讓學(xué)生不斷地開(kāi)口說(shuō)“Her/His name is…?”然后逐漸的增加信息量，直至學(xué)生猜出真實(shí)得姓名。
1.教師演示：These famous people we referred are my good friends. His name is … Her name is … So , where are your friends?
3. 讓學(xué)生寫(xiě)一段自己編寫(xiě)的互相介紹的對(duì)話。讀出來(lái)，互相學(xué)習(xí)。
1、制作名字表格，把男生女生的英文名字進(jìn)行歸類。
2、準(zhǔn)備家人的照片帶來(lái)，介紹自己的家人給同學(xué)。
Unit1 My name is Gina.
練習(xí)對(duì)話并模仿對(duì)話，結(jié)識(shí)班級(jí)的其他同學(xué)并學(xué)過(guò)的內(nèi)容來(lái)做對(duì)話。 掌握好了重點(diǎn)句型和人稱代詞的用法。
七年級(jí)英語(yǔ)上冊(cè)課件(篇4)
電子課件就是全部輸入在電腦中的，通常也都是教師自己上課所背的內(nèi)容。這里講的教案與傳統(tǒng)上的有很大的不同，下面為大家分享了七年級(jí)上冊(cè)英語(yǔ)的電子課件，歡迎借鑒！
1．學(xué)習(xí)本課的知識(shí)點(diǎn)：
(2)單詞：blue，green，red，yellow，black，white，brown，purple，co lor，UFO，CCTV
(3)句型：
—What's this/that?
—It's ...
—What color is it?
—It's ...
2．使學(xué)生能運(yùn)用所學(xué)英語(yǔ)，正確地描述物體的顏色。
3．對(duì)學(xué)生進(jìn)行美育教育，從小培養(yǎng)他們對(duì)美的正確認(rèn)識(shí)。
熟練掌握Ss—Zz八個(gè)字母的大小寫(xiě)形式和顏色的表達(dá)方法。
這一部分的Guessing game主要是為了讓學(xué)生從不完整的畫(huà)面中通過(guò)想象，猜出其是什么字母，既復(fù)習(xí)學(xué)過(guò)的字母，又豐富學(xué)生的想象力。而“What's this？It's ...”既是前一單元的重點(diǎn)句型，也是下一課時(shí)使用頻率較高的一個(gè)句型。我們?cè)谟螒虻淖詈笥猛瑯拥姆绞揭霰咎谜n所要教授的新字母的小寫(xiě)形式。
For example：
The ?teacher shows a part of a letter and asks：
Get the students to answer the question like this：
Then show the whole of the letter to let the students check whether they're right or wrong.
導(dǎo)入新課What color is it?
通過(guò)字母卡片，復(fù)習(xí)前面學(xué)到的字母及交際用語(yǔ)。
讓同學(xué)們拿著卡片互相問(wèn)答。
教師用紅色粉筆在黑板上寫(xiě)“A”，詢問(wèn)學(xué)生：
The teacher answers himself/herself： It's red.
教師使用不同顏色的粉筆在黑板上寫(xiě)下字母Aa—Rr，讓同學(xué)們一個(gè)接一個(gè)地讀出來(lái)，教師問(wèn)：
Ss：It's red.(Help the students to answer.)
導(dǎo)入新課 What color is it?
建議3：
T：Good morning，boys and girls.
Good morning，A.
Good morning，B.
(Greet as many students as possible individually.)
T：What color are your clothes?
T：Good.Now please ask and answer questions with your partner about the color of your clothes.
導(dǎo)入新課 What color is it?
Step 2：Present the new letters and words
1．教師通過(guò)多媒體呈現(xiàn)一組本課要學(xué)習(xí)的字母圖片，并且每張字母圖片顏色不一樣，讓學(xué)生以小組為單位進(jìn)行辨認(rèn)。教師可采取競(jìng)賽的方式來(lái)調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。
For example：
T：Look at these pictures.Let's play ?a game.Who can say these letters and the colors as quickly as possible？If you can，you will be the winner.Now let's begin.
Get some students to ask each other about letters and colors in English，and then do 1a：let the students write the letters for each color.The teacher can offer some help.
2．讀一讀表示顏色的單詞，然后把顏色與對(duì)應(yīng)的單詞連起來(lái)。
T：They ?are the names of colors.Draw them on the blackboard or show them on the screen.Now please read after me.You should pay attention to your pronunciation.
Let's match the words with the colors.
建議：
教學(xué)過(guò)程中我們可以設(shè)計(jì)一個(gè)任務(wù)型活動(dòng)為順藤摸瓜。在學(xué)生學(xué)習(xí)了有關(guān)顏色的詞匯后，作為拓展，向?qū)W生介紹幾個(gè)新的表示顏色的詞匯，如：dark/light green，orange，pink。這幾個(gè)詞較常見(jiàn)，也很實(shí)用。然后通過(guò)順藤摸瓜的游戲加以鞏固。具體操作為：
準(zhǔn)備10個(gè)乒乓球，乒乓球染成10種不同的顏色，然后將10個(gè)乒乓球放在一個(gè)開(kāi)口的紙盒子里。上課時(shí)，教師找一個(gè)學(xué)生背對(duì)著大家，放音樂(lè)，音樂(lè)一開(kāi)始，大家就開(kāi)始傳盒子，音樂(lè)一停，手拿盒子的同學(xué)馬上拿出一個(gè)球舉起。問(wèn)控制音樂(lè)的同學(xué) “What color is it？” 他猜：“It's red.”。若猜對(duì)了，大家說(shuō)yes，控制音樂(lè)的學(xué)生繼續(xù)放音樂(lè)；如果大家說(shuō)“No，it's blue.”，控制音樂(lè)的學(xué)生下臺(tái)，由剛才拿球的學(xué)生來(lái)控制音樂(lè)。游戲繼續(xù)，直到乒乓球在不同學(xué)生手里。可以多練幾次，讓學(xué)生充分掌握表示顏色的單詞。
該活動(dòng)參照擊鼓傳花的游戲而創(chuàng)造?？刹僮餍詮?qiáng)，學(xué)生積極性也高。能讓學(xué)生在不知不覺(jué)中掌握表示顏色的單詞。
1．教師讓學(xué)生聽(tīng)1b部分的錄音，通過(guò)聽(tīng)力訓(xùn)練操練所學(xué)的新句型。
具體操作建議是：第一遍 讓學(xué)生只是聽(tīng)，第二遍讓學(xué)生聽(tīng)并跟讀，然后教師讓學(xué)生進(jìn)行操練，先學(xué)生齊讀，然后把學(xué)生分成組齊讀，最后讓個(gè)別學(xué)生讀。通過(guò)這種從整體到部分再到個(gè)體的機(jī)械操練，讓學(xué)生掌握本課所學(xué)的新句型。
2．教師板書(shū)并強(qiáng)調(diào)What question 句型。
A：What color is it？ ?B：It's red.
A：What color is it？ ?B：It's black.
1．讓學(xué)生先按照課本的內(nèi)容練習(xí)，建議前后位互問(wèn)，同位互問(wèn)，一生隨意選擇另一學(xué)生互問(wèn)，盡量采取多形式從多角度練習(xí)，讓更多 的人參與進(jìn)來(lái)。
2．Pa ir work：Let's look at the pictures below.Can you ask and answer questions about the colors？Now work in pairs.Ask your partner about the letters in the pictures.
3.脫離課本，讓學(xué)生根據(jù)身邊的事物進(jìn)行問(wèn)答，或者用彩筆在白紙上隨意寫(xiě)出學(xué)過(guò)的字母進(jìn)行問(wèn)答。
建議1：先復(fù)習(xí)前面兩個(gè)單元學(xué)過(guò)的字母，再過(guò)渡到本節(jié)課要學(xué)習(xí)的新字母。
For example：
Please look at the letters.Let's practice saying the letters Aa—Rr in order.
Aa，Bb，Cc，Dd，Ee，F(xiàn)f，Gg，Hh，Ii，Jj，Kk，Ll，Mm，Nn，Oo，Pp，Qq，Rr
Good.Look at the letters in 2a.They are letters Ss—Zz.Let's listen and repeat them.Pay attention to the pronunciation of the long /i?/sound in T and V and the short /e/ sound in S and Z．The /v/ sounds in V doesn't exist in most Chinese dialects.You should pay special attention.You can't say that like /veI/ or /weI/./zi?/is American English and is also acceptable.
OK.Let's listen and repeat them.
建議2：
1．第一遍讓學(xué)生只是聽(tīng)，第二遍讓學(xué)生聽(tīng)并跟讀，然后教師讓學(xué)生進(jìn)行操練，先學(xué)生齊讀，然后把學(xué)生分成組齊讀，最后讓個(gè)別學(xué)生讀。通過(guò)這種從整 體到部分再到個(gè)體的機(jī)械操練，讓學(xué)生掌握本課所學(xué)的新字母。
2．教師出示一些帶有字母的卡片，并涂上顏色，讓學(xué)生任意抽取一張，讀出字母和表示卡片顏色的單詞。為了培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)，也可以讓學(xué)生以組為單位進(jìn)行比賽，每個(gè)組選一名代表，看哪個(gè)組讀得準(zhǔn)，讀得響亮。
Look at the letters in 2b.They are not arranged alphabetically.Now listen to the tape and number the letters in order，and then read them aloud.
仔細(xì)觀察2c中字母大小寫(xiě)書(shū)寫(xiě)格式，并抄寫(xiě)。教師仔細(xì)觀察同學(xué)們的書(shū)寫(xiě)情況，針對(duì)存在的`問(wèn)題及時(shí)在黑板上反饋。
建議1：教師在黑板上畫(huà)出四線格，先演示給同學(xué)們看。
建議2：利用投 影儀，以動(dòng)態(tài)的形式展示給同學(xué)們看。
根據(jù)大寫(xiě)字母寫(xiě)出小寫(xiě)字母，根據(jù)小寫(xiě)字母寫(xiě)出大寫(xiě)字母，必須使用四線格。
寫(xiě)完之后找同學(xué)讀一讀，再次鞏固字母的讀音。對(duì)于書(shū)寫(xiě)比較漂亮的同學(xué)，教師將其書(shū)寫(xiě)投影，供大家學(xué)習(xí)，同時(shí)也能激勵(lì)大家認(rèn)真書(shū)寫(xiě)。
建議：這個(gè)游戲叫“非常接觸”。在活動(dòng)前先向?qū)W生介紹字母大小寫(xiě)的規(guī)則。通過(guò)活動(dòng)——非常接觸加以鞏固。以每一排為一組，將全班分成若干組，教師分別發(fā)給每組最后一排的學(xué)生一張紙片，上面寫(xiě)有一個(gè)字母，只允許這個(gè)學(xué)生看這個(gè)字母，在教師說(shuō)“開(kāi)始”后，最后一排的學(xué)生即用手指把紙片上的字母寫(xiě)在前面學(xué)生的背上……這樣依次進(jìn)行下去，最后第一排的學(xué)生把所傳的字母寫(xiě)到黑板的四線格上，傳得最快最準(zhǔn)確的組獲勝。
這一部分并不一定要學(xué)生掌握這些縮略詞的完整的拼法，主要是為了讓學(xué)生了解可以運(yùn)用學(xué)過(guò)的大寫(xiě)字母來(lái)表示一些常見(jiàn)的縮略詞或縮寫(xiě)形式。老師也可以補(bǔ)充一些常見(jiàn)的縮略詞。
For example：
T：Have you seen these abbreviations？Do you know what they stand for？Now let's look at the pic tures and abbreviations and discuss in groups.
1．小組討論，展示答案。
2．展示各小組課前收集的縮略詞，看看哪組收集得多。
3．教師在屏幕上多展示一些縮略詞，讓同學(xué)們多了解一些。
本課我們主要學(xué)習(xí)了red，white，yellow，black等表示顏色的單詞，S—Z八個(gè)字母的讀音及大小寫(xiě)形式，還學(xué)習(xí)了“What color is it？It's red.”兩個(gè)句型。難點(diǎn)是準(zhǔn)確而熟練地描述物體的顏色。在第二課時(shí)的學(xué)習(xí)中我們會(huì)繼續(xù)使用這兩個(gè)句型進(jìn)行語(yǔ)言交際。
1．把Ss—Zz八個(gè)字母的大小寫(xiě)形式每個(gè)寫(xiě)5遍。
2．制作彩色字母卡片，并在卡片上寫(xiě)出本節(jié)課學(xué)習(xí)的句型。
1．What color is it？它是什么顏色的？
【用法透析】該句型結(jié)構(gòu)為“What color ＋be ＋名詞(代詞)＋？”用來(lái)問(wèn)某物是什么顏色。
這是對(duì)顏色進(jìn)行提問(wèn)的特殊疑問(wèn)句。what是疑問(wèn)代詞，可放在名詞前修飾說(shuō)明名詞(color)，該句的主語(yǔ)是it，所以動(dòng)詞用單數(shù)is，若主語(yǔ)是復(fù)數(shù)的，則動(dòng)詞用are。該句答語(yǔ)為“It's/They're＋顏色．”
2．It's black.它是黑色的。
【用法透析】it是代詞，指代前面所提到的東西或人。
【誤區(qū)警示】注意：its易與it's混淆。it's是it is的縮略式，意思是“它是”，用時(shí)要注意以下幾點(diǎn)：
①在句首時(shí)it's 和it is 兩者可以通用。例如：
It's/It is a pen.它是一支鋼筆。
That is a car.It's an English car.那是一輛汽車，它是一輛英國(guó)生產(chǎn)的汽車。
②作肯定回答時(shí)，在Yes之后只能用it is，而不能用it's。如：
—Is this a pen？這是只鋼筆嗎？
Starter ?Unit 3 ?What color is it？
blue，green，red，yellow，black，white，brown，purple，color
What color is it？
It's red...
七年級(jí)英語(yǔ)上冊(cè)課件(篇5)
Unit 1 Can you play the guitar?
Section A (1a-2d)
一、教學(xué)目標(biāo)：
1. 語(yǔ)言知識(shí)目標(biāo)：
1) 能掌握以下單詞：
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I cant.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2) 能了解以下語(yǔ)法：情態(tài)動(dòng)詞can的用法
want to do sth.的用法
2. 情感態(tài)度價(jià)值觀目標(biāo)：
該部分內(nèi)容貼近學(xué)生的生活，談?wù)摰脑掝}是能力。通過(guò)互相詢問(wèn)或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰?，可以培養(yǎng)學(xué)生的一種群體意識(shí)。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)：
1) 學(xué)習(xí)詢問(wèn)和談?wù)摫舜说哪芰吞亻L(zhǎng);
2) 掌握一些彈奏樂(lè)器的表達(dá)方式。
2. 教學(xué)難點(diǎn)：
情態(tài)動(dòng)詞can的構(gòu)成和使用。
三、教學(xué)過(guò)程
Ⅰ. Lead in
1. 教師可攜帶一些易于演奏的樂(lè)器，也可帶一些演奏樂(lè)器的圖片，一邊演示樂(lè)器，一
邊說(shuō): I can play the guitar.…等;再指著圖片說(shuō)：He/She can play the violin.But I can’t play it.等;然后詢問(wèn)學(xué)生：Can you play the guitar?….并引導(dǎo)學(xué)生進(jìn)行簡(jiǎn)單的回答。
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people.
Then Check the answers with the class together.
Ⅱ. Presentation
出示一些反映各種活動(dòng)的圖片、幻燈片或播放課件，引導(dǎo)學(xué)生談?wù)摶顒?dòng)：
He/She can dance/swim/sing/"··But I can’t dance/swim/sing/...等，學(xué)習(xí)表達(dá)活動(dòng)的動(dòng)詞短語(yǔ)。
Ⅲ. Game (What can I do?)
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. (播放lb部分的錄音讓學(xué)生聽(tīng)，引導(dǎo)學(xué)生根據(jù)所聽(tīng)到的內(nèi)容，選出對(duì)話的順序，
完成1b部分的教學(xué)任務(wù)。)
2. Check the answers:(3, 2, 1 )
Ⅴ. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.
(引導(dǎo)學(xué)生展開(kāi)Pairwork活動(dòng)，完成lc部分口語(yǔ)交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用can詢問(wèn)和表達(dá)能力。)
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2.
Work on 2b;
引導(dǎo)學(xué)生根據(jù)對(duì)話內(nèi)容用正確的單詞填空，補(bǔ)全對(duì)話，再播放聽(tīng)力材料一遍。讓學(xué)生進(jìn)行校對(duì)，練習(xí)聽(tīng)力和寫(xiě)作能力，完成2b部分的教學(xué)任務(wù)。
Check the answers with the Ss.
Ⅶ. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老師可以和一名優(yōu)秀的學(xué)生做一個(gè)對(duì)話的例子，讓學(xué)生們明白如何去問(wèn)答，例如： T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess?
S1: No, she cant.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
① Bob joins the soccer club.② Jane joins the English and art club.
2. Explain something that Ss cant understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
Section A (Grammar Focus-3c)
一、教學(xué)目標(biāo)：
1. 語(yǔ)言知識(shí)目標(biāo)：
1) 繼續(xù)練習(xí)運(yùn)用情態(tài)動(dòng)詞can。學(xué)會(huì)詢問(wèn)和談?wù)摫舜说哪芰吞亻L(zhǎng)。 能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I cant.
② —What can you do?—I can dance.
③ —What club do you want to join? —I want to join the chess club.
2. 情感態(tài)度價(jià)值觀目標(biāo)：
該部分學(xué)習(xí)詢問(wèn)或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰吞亻L(zhǎng)，可以培養(yǎng)學(xué)生的一種群體意識(shí)，促進(jìn)同學(xué)們對(duì)自身的認(rèn)識(shí)，為將來(lái)的自我發(fā)展奠定基礎(chǔ)。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)：
1) 讓學(xué)生重點(diǎn)總結(jié)、發(fā)現(xiàn)情態(tài)動(dòng)詞can的用法。
2) 通過(guò)一些與學(xué)生們實(shí)際生活相貼近的教學(xué)活動(dòng)，來(lái)達(dá)到熟練運(yùn)用的目的。
2. 教學(xué)難點(diǎn)：
1) 情態(tài)動(dòng)詞can的用法;
2) 在實(shí)際交際活動(dòng)中運(yùn)用can來(lái)詢問(wèn)與表達(dá)自己或他人的能力。
三、教學(xué)過(guò)程
Ⅰ. Warming- up and revision
1. Ask some Ss about their abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1: Sorry, I cant. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
2. Role-play.
Let some pairs role play the conversation in 2c.
Ⅱ. Grammar Focus.
1. 閱讀指導(dǎo)：
2. 學(xué)生閱讀Grammar Focus中的句子，然后做填空練習(xí)。
① 你會(huì)游泳嗎?
______ you ______?
② 是的，我會(huì)。/ 不，我不會(huì)。
Yes, ____ _______. / No, I _______.
… (其余試題見(jiàn)課件部分)
3. 學(xué)生們完成填空試題后，可以打開(kāi)課本檢查答案，對(duì)錯(cuò)誤的句子，單獨(dú)進(jìn)行強(qiáng)化記憶。 Ⅲ. Try to Find
老師將情態(tài)動(dòng)詞的`can的用法，以學(xué)案的方式呈現(xiàn)在大屏幕上，讓學(xué)生自主學(xué)習(xí)，并發(fā)現(xiàn)其用法。
1. 可以看出，在Can…?句型中，情態(tài)動(dòng)詞can沒(méi)有________和_______ 的變化。
2. 用情態(tài)動(dòng)詞can來(lái)詢問(wèn)他人的能力可以歸納為以下句型：
Can + _______+ _________ + 其他?
肯定回答：_________________
否定回答： _________________
What + can + _______ + ________ ?
學(xué)生們合作學(xué)習(xí)討論上面學(xué)案的答案，總結(jié)情態(tài)動(dòng)詞can的用法。
老師找部分學(xué)生對(duì)上述問(wèn)題作答，并一起討論總結(jié)情態(tài)動(dòng)詞can的用法。
Ⅳ. Practice
1. Look at 3a. 告訴學(xué)生們用所給的詞匯來(lái)造句子。首先，用情態(tài)動(dòng)詞can及所給的第一個(gè)動(dòng)詞詞組來(lái)造一個(gè)一般疑問(wèn)句，并作出一個(gè)否定的回答。然后，用轉(zhuǎn)折連詞but及第二個(gè)詞組造一個(gè)肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he cant, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the
words in the box.
方法指導(dǎo)：應(yīng)通讀全文，掌握短文大意;然后，仔細(xì)閱讀每個(gè)句子，根據(jù)空格前后的詞語(yǔ)進(jìn)行推敲。比如，第三空格后有g(shù)uitar一詞，可知些空格應(yīng)填play一詞。其他類似。
學(xué)生們，按老師指導(dǎo)的方法進(jìn)行閱讀，并逐句推敲每空應(yīng)填什么詞，在實(shí)際的運(yùn)用提高自己的閱讀能力、分析能力及綜合運(yùn)用能力。
最后，教師與同學(xué)們一起校對(duì)答案，并對(duì)學(xué)生們有疑問(wèn)的地方進(jìn)行解釋。
Ⅴ. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…
(最后，可以經(jīng)學(xué)生們?cè)u(píng)議來(lái)推舉最有能力的小組)
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
七年級(jí)英語(yǔ)上冊(cè)課件(篇6)
課前準(zhǔn)備
教師：準(zhǔn)備游戲時(shí)所用的圖片（食物、蔬菜、動(dòng)物）。
學(xué)生：準(zhǔn)備表演時(shí)所需道具（服裝、假發(fā)）。
教學(xué)設(shè)計(jì)
Step One :Present the sentence patterns.1.Play a game “How many words do you know?”(利用小游戲調(diào)動(dòng)學(xué)生的積極性，同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words.How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.(Divide all the students into several groups and show a picture（圖片略）to them with the computer.Every group can choose two students to join.They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group.They can write 11 words.)
2.Introduce the champion group to the class.（引課方式貼近生活，學(xué)生易于接受）
Teacher: Congratulations, now Group 2 is the champion.But I don’t know your names.Would you like to introduce yourselves to us?
S1& S2:Yes.S1:Hello.My name is Li Lei.Nice to meet you.Ss: Hello, Li Lei.Nice to meet you ,too.Ss: Hello!What’s your name?
S2:I’m Sun Ping.How do you do?
Ss: How do you do ?
Step Two: Drills.1.Make introductions.（通過(guò)句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。）
Teacher: The new term begins.Everyone will meet many new classmates.Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.Example:
Sa: Hello!I’m Li Lei.What’s your name?
Sb: My name’s Zhang Feng.Nice to meet you.Sa: Nice to meet you, too.And what’s your name, please?
Sc: Lin Li.How do you do?
Sa：How do you do?
2.Listen and number the conversations.Teacher: Today I have good news for you.Three new students will come to our class.They are from other countries.Do you want to know them? Let’s listen to the recording of 1b in Section A.(Students listen to the tape and give the right answers.)
Step Three: Make friends.1.Make new friends.（用談話的方式完成任務(wù)，生動(dòng)活潑，同時(shí)更容易向?qū)W生進(jìn)行美德教育。）
Teacher: Now everyone has some new friends.Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.Example:
Sa: This is my new friend.His name is Sun Nan.Sb: Hello, Sun Nan.Nice to meet you.Sc: Nice to meet you, too.Look!This is my new friend.Her name is He Lu.Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.)
2.The New comers.（以表演的形式完成，使課堂氣氛達(dá)到高潮。）
Teacher: Just now I said three new students from other countries would come to our class.Now, look!They are here.Let’s give them a warm welcome.(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China.Would you like to listen to their introductions?
Ss: Yes.(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.Some students are asked to sum up this lesson.It is how to make new friends and how to greet them.It is very important in the daily life.Homework
“How do you meet new visitors at home?
Period Two
課前準(zhǔn)備
教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。
學(xué)生：需要向父母了解自已名字的含義。
教學(xué)設(shè)計(jì)
Step One: Revise the sentence patterns.1.Sing an English song.（用唱歌的方式既帶動(dòng)了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容。）
Teacher: Yesterday we’ve known each other already.Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.Hello!Hello!What’s your name? My name’s Gina.Hello!Hello!What’s his name? His name’s Peter.Hello!Hello!What’s her name? Her name’s Anna.2.Listen to the conversations and finish the exercises.Teacher: Yesterday I made a new friend.Her name is Jenny.She is very lovely.She introduces many friends of hers to me.Do you want to know about them? Let’s listen to the tape and find out some useful information.(Students listen to the tape and give the right answers.)
3.Act out the dialogues.（在特定的情景下表演對(duì)話更符合實(shí)際，更貼近生活。）
Teacher: Now you’ve known something about introductions and greetings.But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello!I’m Lucy Green.What’s your name?
Sb: My name is Kate Brown, Jim’s classmate.Nice to meet you.Sa: Nice to meet you, too.I’m Jim’s sister.Welcome to Jim’s birthday party.Make yourself at home.Sb: Thanks, I will.Step Two: Choose English names.1.Play a name game.（有效引出“英文名字”這一主題。）
Teacher：As we know, everyone has a name.Each name has its special meaning and so do English names.Do you want to have an English name? If you do, let’s play a name game.The winners of the game will get English names.Rules: Every student should introduce himself or herself,but at the same time he(she)should repeat all the above-mentioned classmates' names.Example:
S1: My name’s Tony.S2: His name’s Tony.My name’s Linda.S3: His name’s Tony.Her name’s Linda.My name’s Nick.S4: His name’s Tony.Her name’s Linda.His name's Nick.My name's Kim.S5:…….2.Choose English names.1).Find out first names and last names.（用小組的方式完成名字的識(shí)別。）
Teacher: Congratulations to the winners.Now you choose English names from the box.But before you choose names, you must know English names have two parts: first name and last name.Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob MikeGreen Miller Jack Smith Brown Linda Nick Kim Hand
Period Three
課前準(zhǔn)備
教師：準(zhǔn)備所需的歌曲磁帶、名片樣本及各項(xiàng)表格。
學(xué)生：制作名片所需的紙張、畫(huà)筆等。
教學(xué)設(shè)計(jì)
Step One: Present the English numbers.1.Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更為有效。）
Teacher: During the first two classes, we’ve known something about new friends names.But if we want to contact them.What shall we do?
S1: A telephone call.T: But you don’t have their telephone numbers.S1: Ask for their telephone numbers.T: If we want to know about their telephone numbers, we must learn how to say these numbers in English.Let’s learn to sing “Ten Little Indian Boys”.Words
One little, two little, three little Indisns,Four little, five little, six little Indians,Seven little, eight little, nine little Indians,Ten little Indian boys.(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.S2: Zero…
2.Listen to the conversation and write the telephone number.（通過(guò)聽(tīng)力復(fù)習(xí)單詞。）
Teacher: This is my friend’s telephone number.But I can’t hear it uld you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.1.Make a survey about your partners’ telephone numbers.（調(diào)查組內(nèi)成員的電話號(hào)碼，重點(diǎn)練習(xí)所學(xué)句式。）
Teacher: Thank you for your help.But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
NameTelephone numbersLi Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu.What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you.What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much.Oh, I nearly forgot.My telephone number is…
2.Report it to the class.(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3.Listen and match the names and telephone numbers.（制作電話號(hào)碼簿這一任務(wù)能夠大面積調(diào)動(dòng)學(xué)生裝的參與意識(shí)。）
Teacher: I will play the recording twice.The first time just listen.The second time, write the letter of the person’s telephone number in the space after that person’s name.(Students listen to the tape.)
T: Next, I’ll play the recording again.This time, fill in the missing numbers.(Students listen to the tape again.)
T: Can you find out whose telephone numbers they are ?
S:…
4.Make an address book.Teacher: The new term begins.Our class needs an address book to contact each other.Now we can put all the information together and then we can have our own address book.Pay attention to the address book headings “Names” and “Phone numbers”.Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
Step Three: Make an ID card. some different ID cards to the class and try to enjoy them.（向?qū)W生展示不同種類的名片，一方面開(kāi)闊學(xué)生眼界，一方面便于學(xué)生找出名片所含內(nèi)容。）（引導(dǎo)學(xué)生有效搜集名片上的信息，提高學(xué)生的閱讀能力。）
Teacher: Now our class has a very useful address book.We can use it to talk with others on the phone.But for most adults, ID cards are more important because they are easy to take along.What’s more, they are very enjoyable.Sometimes they can show the owners’ special personalities.Look at the ID cards below and try to enjoy them.Teacher: From the cards above, what can you find out ?
S1: It must have a person’s name…
S2: Sometimes it has a motto.T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address.So if you have a chance to make an ID card, you must think about all the above.But before you make your card, first let’s learn how to get information from the card.It’s very important.2.Read the ID card and answer the questions.（提供參考信息，但允許學(xué)生創(chuàng)新。）
Teacher: Look!Here’s an ID card of my friend’s.Please look at it and find out some useful information about her.1.What’s her telephone number?
2.What’s her family name?
3.What’s her first name?
Homework
1.Students are asked to make ID Cards of their own.Demands: A.Useful information must be included.B.It can be designed as beautifully as possible.C.Students may show their own personalities if possible.2.Find out the information about the famous person.Period Four
課前準(zhǔn)備
教師:準(zhǔn)備評(píng)價(jià)表、名人圖片和一張個(gè)人海報(bào)。
學(xué)生：準(zhǔn)備好完成的名片參加展覽。
教學(xué)設(shè)計(jì)
Step One: Make an ID card show. the ID cards to the students.Teacher: Yesterday all of you made some beautiful ID we’ll make a show here.Let’s enjoy it together and try to choose the best ones.2.Find the owner of the card.Teacher: The ID card show is over.All the cards are mixed together.I can’t find the owners.Who can help me?
S1:I can.(Show one of the cards to another students.)
S1:Excuse me, are you in...?
S2:Yes, I am.S1:What’s your telephone number?
S2:It’s...S1:Are you...?
S2:Yes, I am.S1:Here’s your ID card.S2:Thank you.(Teacher asks more students to find the owners of ID cards).Step Two: “Face to Face”.1.Play a guessing game.Teacher: ID cards are useful.But some persons’names are known to all the people.They are very famous.Now look at the pictures and guess their names.(The teacher shows some famous person’s pictures and students guess their names and give their answers.)
llect useful information.Teacher: These persons are very famous.But it’s better for us to know something else about them.Before class you’ve been asked to collect some information.Now let’s exchange it together.3.Report it to class.Each group can choose a student to give a report about their favourite person.The other students can ask him some questions in class.Example:
S1:This is Michael Jordan.He’s years old.He’s...He speaks...His birth place is...He is a famous...player.He’s a member of six Chicago Bulls championship teams.People like to call him “Air Jordan”.S2:Do you like Michael Jordan? Why or Why not?
S1:Yes, I like him very much because he’s so...S2:Do you want to be a basketball player like him?
S1:Of course I do.That’s my dream.Step Three: Make a poster about yourself.Teacher: Do you want to be famous all over the world?
First you must learn to show yourself.Now you have a chance to do that.Please try to make a poster about yourself.In your poster you should try to introduce yourself.(Students can write a passage about themselves.They can give some personal information.They can alse design the poster as well as they can.)
Homework
Students are asked to sun up this unit, especially about how to talk with others politely.
七年級(jí)英語(yǔ)上冊(cè)課件(篇7)
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2. 情感態(tài)度價(jià)值觀目標(biāo)：
該部分內(nèi)容貼近學(xué)生的生活，談?wù)摰脑掝}是能力。通過(guò)互相詢問(wèn)或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰?，可以培養(yǎng)學(xué)生的一種群體意識(shí)。
1. 教學(xué)重點(diǎn)：
1) 學(xué)習(xí)詢問(wèn)和談?wù)摫舜说哪芰吞亻L(zhǎng)；
2) 掌握一些彈奏樂(lè)器的表達(dá)方式。
2. 教學(xué)難點(diǎn)：
1. 教師可攜帶一些易于演奏的樂(lè)器，也可帶一些演奏樂(lè)器的圖片，一邊演示樂(lè)器，一
邊說(shuō): I can play the guitar．…等；再指著圖片說(shuō)：He／She can play the violin．But I can’t play it．等；然后詢問(wèn)學(xué)生：Can you play the guitar?…．并引導(dǎo)學(xué)生進(jìn)行簡(jiǎn)單的回答。
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people.
Then Check the answers with the class together.
出示一些反映各種活動(dòng)的圖片、幻燈片或播放課件，引導(dǎo)學(xué)生談?wù)摶顒?dòng)：
He／She can dance／swim／sing／“··But I can’t dance／swim／sing／...等，學(xué)習(xí)表達(dá)活動(dòng)的`動(dòng)詞短語(yǔ)。
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class.
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的錄音讓學(xué)生聽(tīng)，引導(dǎo)學(xué)生根據(jù)所聽(tīng)到的內(nèi)容，選出對(duì)話的順序，
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.
(引導(dǎo)學(xué)生展開(kāi)Pairwork活動(dòng)，完成lc部分口語(yǔ)交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用can詢問(wèn)和表達(dá)能力。)
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引導(dǎo)學(xué)生根據(jù)對(duì)話內(nèi)容用正確的單詞填空，補(bǔ)全對(duì)話，再播放聽(tīng)力材料一遍。讓學(xué)
生進(jìn)行校對(duì)，練習(xí)聽(tīng)力和寫(xiě)作能力，完成2b部分的教學(xué)任務(wù)。
Check the answers with the Ss.
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老師可以和一名優(yōu)秀的學(xué)生做一個(gè)對(duì)話的例子，讓學(xué)生們明白如何去問(wèn)答，例如： T: What club does Lisa want to join?
S1: She wants to join the chess club.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
① Bob joins the soccer club.② Jane joins the English and art club.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
七年級(jí)英語(yǔ)上冊(cè)課件(篇8)
教師：準(zhǔn)備游戲時(shí)所用的圖片（食物、蔬菜、動(dòng)物）。
Step One :Present the sentence patterns.
1. ?Play a game “How many words do you know?”(利用小游戲調(diào)動(dòng)學(xué)生的積極性，同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture（圖片略）to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. ?Introduce the champion group to the class.（引課方式貼近生活，學(xué)生易于接受）
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
1. ?Make introductions.（通過(guò)句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。）
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If ?your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
2. ?Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
1. ?Make new friends.（用談話的.方式完成任務(wù)，生動(dòng)活潑，同時(shí)更容易向?qū)W生進(jìn)行美德教育。）
Teacher: Now everyone has ?some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. ?The New comers.（以表演的形式完成，使課堂氣氛達(dá)到高潮。）
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
(Three students can make introductions and act out the dialogue vividly.)
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
“How do you meet new visitors at home?
教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。
Step One: Revise the sentence patterns.
1. ?Sing an English song.（用唱歌的方式既帶動(dòng)了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容。）
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? ?His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2. ?Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of ?hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3. ?Act out the dialogues.（在特定的情景下表演對(duì)話更符合實(shí)際，更貼近生活。）
Teacher: Now you’ve known something about introductions and greetings. But if ?you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Step Two: Choose English names.
1. ?Play a name game.（有效引出“英文名字”這一主題。）
Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s ?Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
2. ?Choose English names.
1).Find out first names and last names.（用小組的方式完成名字的識(shí)別。）
Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
Step One: Present the English numbers.
1.Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更為有效。）
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
2.Listen to the conversation and write the telephone number.（通過(guò)聽(tīng)力復(fù)習(xí)單詞。）
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
1.Make a survey about your partners’ telephone numbers.（調(diào)查組內(nèi)成員的電話號(hào)碼，重點(diǎn)練習(xí)所學(xué)句式。）
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S1: … And may I know your phone number, Yin Kailin?
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2.Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin ?Kailin’ s ?phone number is…
3.Listen and match the names and telephone numbers.（制作電話號(hào)碼簿這一任務(wù)能夠大面積調(diào)動(dòng)學(xué)生裝的參與意識(shí)。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
(Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
4.Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
some different ID cards to the class and try to enjoy them.（向?qū)W生展示不同種類的名片，一方面開(kāi)闊學(xué)生眼界，一方面便于學(xué)生找出名片所含內(nèi)容。）（引導(dǎo)學(xué)生有效搜集名片上的信息，提高學(xué)生的閱讀能力。）
Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show ?the owners’ special personalities. Look at the ID cards below and try to enjoy them.
Teacher: From the cards above, what can you find out ?
S1: It must have a person’s name…
S2: Sometimes it has a motto.
T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.
2.Read the ID card and answer the questions.（提供參考信息，但允許學(xué)生創(chuàng)新。）
Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her.
1. ?What’s her telephone number?
2. ?What’s her family name?
3. ?What’s her first name?
1.Students are asked to make ID Cards of their own.
Demands: A. Useful information must be included.
B. It can be designed as beautifully as possible.
C. Students may show their own personalities if possible.
2.Find out the information about the famous person.
Step One: Make an ID card show.
the ID cards to the students.
Teacher: Yesterday all of you made some beautiful ID we’ll make a show here. Let’s enjoy it together and try to choose the best ones.
2.Find the owner of the card.
Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?
S1:I can.(Show one of the cards to another students.)
S1:Excuse me, are you in ...?
S1:What’s your telephone number?
(Teacher asks more students to find the owners of ID cards).
1.Play a guessing game.
Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.
(The teacher shows some famous person’s pictures and students guess their names and give their answers.)
llect useful information.
Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.
3.Report it to class.
Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.
Example:
S1:This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.
People like to call him “Air Jordan”.
S2:Do you like Michael Jordan? Why or Why not?
S1:Yes, I like him very much because he’s so ...
S2:Do you want to be a basketball player like him?
S1:Of course I do. That’s my dream.
Step Three: Make a poster about yourself.
Teacher: Do you want to be famous all over the world?
First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.
(Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)
Students are asked to sun up this unit, especially about how to talk with others politely.
七年級(jí)英語(yǔ)上冊(cè)課件(篇9)
教材分析
教材內(nèi)容：新目標(biāo)初中英語(yǔ)七上Unit1My name is Gina page 1-2
教材處理：本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
學(xué)情分析
本單元的主題是熟識(shí)新伙伴，同時(shí)引導(dǎo)學(xué)生采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，學(xué)習(xí)一些新詞匯，掌握一些重點(diǎn)句型，在小組合作學(xué)習(xí)的過(guò)程中，進(jìn)一步促進(jìn)學(xué)生之間的相互了解。
教學(xué)目標(biāo)
知識(shí)與能力
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，使學(xué)生學(xué)會(huì)打招呼和介紹自己、詢問(wèn)他人姓名的基本句型What’s your/his/her name?My/His/Her name is…?！迸囵B(yǎng)學(xué)生結(jié)交新朋友的能力。
過(guò)程與方法
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件展開(kāi)課堂Pair work; Group work的口語(yǔ)交際活動(dòng)，詢問(wèn)他人姓名、查詢電話號(hào)碼，了解有關(guān)姓名的文化知識(shí)并制作個(gè)性名片。
情感態(tài)度價(jià)值觀
該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是結(jié)交新朋友，進(jìn)一步促進(jìn)學(xué)生之間的相互了解，使學(xué)生在輕松、愉快的學(xué)習(xí)氛圍中熟識(shí)新伙伴，增進(jìn)友誼。
教學(xué)重點(diǎn)和難點(diǎn)
本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。讓剛?cè)雽W(xué)不久的初中新生用英語(yǔ)搭建起他們友誼的橋梁。學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過(guò)的一些common English Greetings 來(lái)結(jié)識(shí)朋友。本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語(yǔ)操練以及常用人名的熟悉。
教學(xué)過(guò)程
Step1: 課前熱身：與學(xué)生互相問(wèn)好，然后問(wèn)答姓名，自我介紹、介紹他人。(黑板板書(shū)關(guān)鍵句型：What’s your name? / What’s her name? / What’s his name?及其回答。)
(學(xué)生回答狀況不一致，有錯(cuò)誤出現(xiàn)。但不能急著糾正。先讓他們大膽互動(dòng)，激發(fā)他們的興趣，在互相的活動(dòng)中，感受句型的使用。老師對(duì)狀況在心里進(jìn)行把握。)
Step2: 復(fù)習(xí)前面說(shuō)學(xué)過(guò)的名詞及句型;
1. Today, we will learn Unit1. My name is Gina. We know Gina is a girl’s name. First, let’s see something about Gina.(展示圖片)
T: Look, this is Gina’s room, big and nice. What things can you see in her room?
S: I can see a/an clock, jacket, quilt, plant, ruler, lamp, trash bin…
T: Spell it, please.
(通過(guò)這一步驟，一是復(fù)習(xí)了前面所學(xué)的名詞，也復(fù)習(xí)了前單元的句型。二是引入課文的Section A 1a 部分)
2. This is Gina’s classroom.(展示圖片)
What things can you see in Gina’s classroom? Please write down.
Except for the things, we also can see many students in the classroom. They are talking with each other. (讓學(xué)生熟悉第一單元的生詞，并引導(dǎo)進(jìn)入Step 3 )
Step3: 介紹人名以及對(duì)話操練：
1.Gina’s classmates: Jim, Mary, Alan, Jenny. They are making friends with each other.
Now, let’s listen how they are making friends.
2. listening， 讓學(xué)生看課本，并對(duì)所聽(tīng)到的對(duì)話排序。
3. Pair work: Making friends with your partner.
讓學(xué)生操練(What’s your name? I’m/My name is …)
Step4: Meet some new friends.
(導(dǎo)入“What’s her name? / What’s his name?)
1.Alice, Cindy, Grace, Helen, Eric, Frank, Bob, Dale;
(通過(guò)復(fù)習(xí)starter U1 所學(xué)的男名和女名， 向?qū)W生介紹如何詢問(wèn)第三方的姓名)
What’s her name? / What’s his name?
2. 鞏固 “What’s her name? / What’s his name?“的句型，
呈現(xiàn)一些明星的圖片，詢問(wèn)他們的姓名。
3. Group work: Know the students’ names in your group and make friends with them.
Step5: Listening: 課本section A, 2a,2b
listening
引導(dǎo)學(xué)生操練對(duì)話
Game: Quickly reaction.
Game2: Let’s guess!通過(guò)文字的描述，讓學(xué)生猜“What’s her name? / What’s his name?”猜的過(guò)程中，通過(guò)激發(fā)學(xué)生的奇心，讓學(xué)生不斷地開(kāi)口說(shuō)“Her/His name is…?”然后逐漸的增加信息量，直至學(xué)生猜出真實(shí)得姓名。
Step6: Group work and report
1.教師演示：These famous people we referred are my good friends. His name is … Her name is … So , where are your friends?
2. 學(xué)生操練對(duì)話并做一個(gè)report
3. 讓學(xué)生寫(xiě)一段自己編寫(xiě)的互相介紹的對(duì)話。讀出來(lái)，互相學(xué)習(xí)。
Step: Homework:
1、制作名字表格，把男生女生的英文名字進(jìn)行歸類。
2、準(zhǔn)備家人的照片帶來(lái)，介紹自己的家人給同學(xué)。
板書(shū)設(shè)計(jì)
Unit1 My name is Gina.
What’s your name? her
What’s her name? name
What’s his name? what
學(xué)生學(xué)習(xí)活動(dòng)評(píng)價(jià)設(shè)計(jì)
練習(xí)對(duì)話并模仿對(duì)話，結(jié)識(shí)班級(jí)的其他同學(xué)并學(xué)過(guò)的內(nèi)容來(lái)做對(duì)話。 掌握好了重點(diǎn)句型和人稱代詞的用法。