七年级英语上册课件。
幼儿教师教育网花费大量时间和心血把资料整合成了这篇“七年级英语上册课件”，感谢您的浏览。老师会对课本中的主要教学内容整理到教案课件中，又到了老师开始写教案课件的时候了。教案是教育教学工作中的“先决条件”必须得到充分重视。
七年级英语上册课件 篇1
Unit1 Topic 2 Where are you from?
学习目标：
1.学习数字0-10 及短语zero, one, two, three, four, five, six, seven, eight, nine, ten ,telephone, number
What’s his telephone number?
His telephone number is (010)8267-6790.
3.了解单词音节和重音。做到语音正确。
2. (朗读句子，并标出语调,巩固be from在不同人称的应用，复习国家名称。) Step2 问题导学 A.选择最佳答案
( )1 —Are they from Canada? —No, they ____.
( )2. —What’s ____ telephone number?
—It’s 8265-3412.
( )3. —____ are they? —They are XiaoLi and Jane.
( )4.. Mary ____ from Cuba.
( )5. “One one zero” 表示 ____。
( )6.. —Is he Li Ping? —Yes, ____.
1. —W____ are you from? 2. —What’s y____ name? —I’m from Shanghai. —My name is David.
3. —Are you f____ Zhengzhou? —No, we aren’t.
4. —What’s your telephone n ?—It’s (010)8659-7981.
5. —E me, are you Frank? —Yes, I am.
2. (师连续读出这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读，培养学生语感。)
3.(做出打电话的动作，理解telephone number的意思。)
T:What’s your telephone number?
1— W____ is he? —He i____ Xiao Ming.
2. —Is she ____ Japan? —No, she ____.
3. —W ____ are they from? —They are from C____.
4. —What’s y____ QQ number?
—____ QQ number is 158141028.
5. —____ she Jane? —____, she is.
What’s your telephone number? My telephone number is
What’s his telephone number?His telephone number is
( ) 6. How old are you?
( ) 7. Where are you from?
( ) 8. What’s your telephone number?
( ) 9. Is Miss Yang your English teacher?
( ) 10. Glad to meet you.
B.用适当的词填空。 Hello! My 1 is Kangkang. 2 am from China. This 3 my friend. 4 is his name? His name is Mike. 5 is from the U.S.A. His phone 6 is (010)6534-8719. Miss Zhao 7 my teacher. 8 is she from? She is from China, 9 . She is fine. 10 telephone number is (010)6534-8897.
1. ___________ 2. ___________ 3. ___________ 4. ___________
5. ___________ 6. ___________ 7. ___________
9. ___________ 10. ___________ 8. ___________
七年级英语上册课件 篇2
电子课件就是全部输入在电脑中的，通常也都是教师自己上课所背的内容。这里讲的教案与传统上的有很大的不同，下面为大家分享了七年级上册英语的电子课件，欢迎借鉴！
1．学习本课的知识点：
(2)单词：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．使学生能运用所学英语，正确地描述物体的颜色。
3．对学生进行美育教育，从小培养他们对美的正确认识。
熟练掌握Ss—Zz八个字母的大小写形式和颜色的表达方法。
这一部分的Guessing game主要是为了让学生从不完整的画面中通过想象，猜出其是什么字母，既复习学过的字母，又丰富学生的想象力。而“What's this？It's ...”既是前一单元的重点句型，也是下一课时使用频率较高的一个句型。我们在游戏的最后用同样的方式引出本堂课所要教授的新字母的小写形式。
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.
导入新课What color is it?
通过字母卡片，复习前面学到的字母及交际用语。
让同学们拿着卡片互相问答。
教师用红色粉笔在黑板上写“A”，询问学生：
The teacher answers himself/herself： It's red.
教师使用不同颜色的粉笔在黑板上写下字母Aa—Rr，让同学们一个接一个地读出来，教师问：
Ss：It's red.(Help the students to answer.)
导入新课 What color is it?
建议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.
导入新课 What color is it?
Step 2：Present the new letters and words
1．教师通过多媒体呈现一组本课要学习的字母图片，并且每张字母图片颜色不一样，让学生以小组为单位进行辨认。教师可采取竞赛的方式来调动学生的学习积极性。
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．读一读表示颜色的单词，然后把颜色与对应的单词连起来。
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.
建议：
教学过程中我们可以设计一个任务型活动为顺藤摸瓜。在学生学习了有关颜色的词汇后，作为拓展，向学生介绍几个新的表示颜色的词汇，如：dark/light green，orange，pink。这几个词较常见，也很实用。然后通过顺藤摸瓜的游戏加以巩固。具体操作为：
准备10个乒乓球，乒乓球染成10种不同的颜色，然后将10个乒乓球放在一个开口的纸盒子里。上课时，教师找一个学生背对着大家，放音乐，音乐一开始，大家就开始传盒子，音乐一停，手拿盒子的同学马上拿出一个球举起。问控制音乐的同学 “What color is it？” 他猜：“It's red.”。若猜对了，大家说yes，控制音乐的学生继续放音乐；如果大家说“No，it's blue.”，控制音乐的学生下台，由刚才拿球的学生来控制音乐。游戏继续，直到乒乓球在不同学生手里。可以多练几次，让学生充分掌握表示颜色的单词。
该活动参照击鼓传花的游戏而创造。可操作性强，学生积极性也高。能让学生在不知不觉中掌握表示颜色的单词。
1．教师让学生听1b部分的录音，通过听力训练操练所学的新句型。
具体操作建议是：第一遍 让学生只是听，第二遍让学生听并跟读，然后教师让学生进行操练，先学生齐读，然后把学生分成组齐读，最后让个别学生读。通过这种从整体到部分再到个体的机械操练，让学生掌握本课所学的新句型。
2．教师板书并强调What question 句型。
A：What color is it？ B：It's red.
A：What color is it？ B：It's black.
1．让学生先按照课本的内容练习，建议前后位互问，同位互问，一生随意选择另一学生互问，尽量采取多形式从多角度练习，让更多 的人参与进来。
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.脱离课本，让学生根据身边的事物进行问答，或者用彩笔在白纸上随意写出学过的字母进行问答。
建议1：先复习前面两个单元学过的字母，再过渡到本节课要学习的新字母。
For example：
Please look at the letters.Let's practice saying the letters Aa—Rr in order.
Aa，Bb，Cc，Dd，Ee，Ff，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.
建议2：
1．第一遍让学生只是听，第二遍让学生听并跟读，然后教师让学生进行操练，先学生齐读，然后把学生分成组齐读，最后让个别学生读。通过这种从整 体到部分再到个体的机械操练，让学生掌握本课所学的新字母。
2．教师出示一些带有字母的卡片，并涂上颜色，让学生任意抽取一张，读出字母和表示卡片颜色的单词。为了培养学生的竞争意识，也可以让学生以组为单位进行比赛，每个组选一名代表，看哪个组读得准，读得响亮。
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.
仔细观察2c中字母大小写书写格式，并抄写。教师仔细观察同学们的书写情况，针对存在的`问题及时在黑板上反馈。
建议1：教师在黑板上画出四线格，先演示给同学们看。
建议2：利用投 影仪，以动态的形式展示给同学们看。
根据大写字母写出小写字母，根据小写字母写出大写字母，必须使用四线格。
写完之后找同学读一读，再次巩固字母的读音。对于书写比较漂亮的同学，教师将其书写投影，供大家学习，同时也能激励大家认真书写。
建议：这个游戏叫“非常接触”。在活动前先向学生介绍字母大小写的规则。通过活动——非常接触加以巩固。以每一排为一组，将全班分成若干组，教师分别发给每组最后一排的学生一张纸片，上面写有一个字母，只允许这个学生看这个字母，在教师说“开始”后，最后一排的学生即用手指把纸片上的字母写在前面学生的背上……这样依次进行下去，最后第一排的学生把所传的字母写到黑板的四线格上，传得最快最准确的组获胜。
这一部分并不一定要学生掌握这些缩略词的完整的拼法，主要是为了让学生了解可以运用学过的大写字母来表示一些常见的缩略词或缩写形式。老师也可以补充一些常见的缩略词。
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．小组讨论，展示答案。
2．展示各小组课前收集的缩略词，看看哪组收集得多。
3．教师在屏幕上多展示一些缩略词，让同学们多了解一些。
本课我们主要学习了red，white，yellow，black等表示颜色的单词，S—Z八个字母的读音及大小写形式，还学习了“What color is it？It's red.”两个句型。难点是准确而熟练地描述物体的颜色。在第二课时的学习中我们会继续使用这两个句型进行语言交际。
1．把Ss—Zz八个字母的大小写形式每个写5遍。
2．制作彩色字母卡片，并在卡片上写出本节课学习的句型。
1．What color is it？它是什么颜色的？
【用法透析】该句型结构为“What color ＋be ＋名词(代词)＋？”用来问某物是什么颜色。
这是对颜色进行提问的特殊疑问句。what是疑问代词，可放在名词前修饰说明名词(color)，该句的主语是it，所以动词用单数is，若主语是复数的，则动词用are。该句答语为“It's/They're＋颜色．”
2．It's black.它是黑色的。
【用法透析】it是代词，指代前面所提到的东西或人。
【误区警示】注意：its易与it's混淆。it's是it is的缩略式，意思是“它是”，用时要注意以下几点：
①在句首时it's 和it is 两者可以通用。例如：
It's/It is a pen.它是一支钢笔。
That is a car.It's an English car.那是一辆汽车，它是一辆英国生产的汽车。
②作肯定回答时，在Yes之后只能用it is，而不能用it's。如：
—Is this a pen？这是只钢笔吗？
Starter Unit 3 What color is it？
blue，green，red，yellow，black，white，brown，purple，color
What color is it？
It's red...
七年级英语上册课件 篇3
教学重点、难点：
1.重点：描写天气的形容词、感叹句sun+y=sunny,wind+y=windy.
cloud+y=cloudy,snow+y=snowy.etc.
2.难点：感叹句的运用，感叹句的结构和用法What+(a/an)+adj.+n.+S.+V.!
How+adj.+S.+V.!
教学准备：1.CAI课件;2.学生的有关过去几天的天气变化的日记;3.有关当天的天气话题;4.八本英汉汉英字典。
T:Therearefourseasonsinayear.Theyare...
T:Well,Ilikesummerbest.
T:BecauseIlikeswimming.Whataboutyou,S1?
S1:Ilikewinterbest,becauseIlikemakingsnowmen.
T:(AskingtheSs.)WhichseasondoesS1likebest?
1.T:Differentseasons,differentweather.Andeveryday,itchanges.WouldyouliketoknowhowtoexpresstheminEnglish?“Yes!”Ok,nowlet'slearntogether.Atfirstlet'slookatsomebeautifulpictures.
Whenthesunisinthesky,it'ssunny.Wehavealotofsnowthesedays,it'ssnowy.
Whentherearemanycloudsinthesky,it'thereisalotofwind,it'swindy.
ThereisalotofraininEngland,it'srainy.
(用漂亮的彩图展示，给人以视觉感观的刺激;用红色显示sun/sunny,snow/snowy,cloud/cloudy,wind/windy,rain/rainy，突出重点，利用学生已经学习过的句型，在句中学单词，加强语言的运用、表达能力，使词汇的学习灵活、不枯燥乏味)
2.T:LookatPicture5.It'salwaysrainyandwarminEnglandinayear.Liketheweather,thepeopleinEnglandarealwaysgentle,wecallthemgentlemenorgentlewomen.Andtheycarefortheweatherverymuch,theyenjoytalkingaboutit.So,you'dbetterbeginwiththeweatherwhenyoumeetastrangerinEnglandandyoudon'tknowwhattotalkwithhimatthistime.
(学习语言的同时，介绍一些文化背景知识，加深对语言的理解和培养跨文化交际的能力)
3.给学生任务，利用图片在自己所造的句子中学习巩固有关天气的词汇。比如听到:
C:Lookatthetrees.Theyarenotstraight.D:It'swindy.
(“straight”一词，是学生查字典而得出，我及时给予肯定评价，鼓励自主获取知识，拓宽学用渠道)
T:Ifwewanttoknowtheweather,wecansay,Howistheweather?OK!Howistheweather?(领读两遍。)
(前几前，天下雪，今天的天气正好阳光灿烂，但雪正在融化，天气冷。我由学生熟悉的询问身体状况的一句“Howareyou?”引出“Howistheweather?”而询问当天的天气状况，注意了创设情景的真实性)
T:Ifwewanttoknowtheweatherandwecanalsosay,“What'stheweatherlike?”
(幻灯显示：What'stheweatherlike?=Howistheweather?循序渐进、步步深入，由已知引向未知，既复习旧知，又扩展新知，培养思维的连贯性。)
2.Makeuseofthepicturesandyourdiariestomakedialogues.
Youcandolikethis：
Whatisthedatetoday?
It's...
Whatistheweatherlike?
It'sverycold...
(教师走动指导学生同桌对话、前后交叉对话、分组练习，谈论前天、昨天、今天、明天等的日期和天气变化，最后每组两位表演练习)
1.Teacher:It'ssunnytoday.Ifwewanttoexpressourstrongfeeling,It'sverysunny.Wecansay,
幻灯：It'ssunnytoday.→Howsunnyitistoday!
(Workinpairs,thenactout,并尽量用感叹句给予适时评价，如Howwellyouspeak!Howbravetheyare!)
T:Ifwewanttoexpressourstrongfeeling,wecanalsosay,“Whatacolddayitis!”
幻灯：Whatacolddayitis!=Howcolditistoday!
(跟读两遍，看图小组学习，然后每组推荐两位表演，并给予激励性评价)
感叹句的结构和用法What+(a/an)+adj.+n.+S.+V.!
T:Ourclassroomisveryclean.
Ss:Howcleanourclassroomis!/Whatacleanclassroom!
(Letthemworkinpairs，在教室里走动指导时听到：Mycoatisbeautiful!Howbeautifulyourcoatis!Howcolditis!Whatacleverboy!等语言，这时掩饰不住心中的喜悦，说道:HowhappyIam!学生们马上脱口而出:Howhappyyouare!为了巩固，我再次说道:Yes,howhappyIam!WhatahappyteacherIamtoday!然后每组推荐两位表演运用感叹句，并尽量用感叹句给予点评)
Step5Discussandtryyourbesttousewhatwehavelearnedtoday.
(三天前，奥运吉祥物──福娃(Friendlies，现已改名为Fuwa)揭晓，我便显示出下载的彩图和英语WelcometoBeijing.
刚显示就听到：Wa,howbeautiful!这是真情的吐露，马上给予高度评价)
T:Nowlookatthem;youhavetwominutestodiscusseachother.Youcantalkabouttheweather,thepeople,thecities,thefoodinBeijing,andsoon.
(Howsunnyitis!Whatfineweather!Howfriendlyweare!WelcometoBeijing...听到这些表达，我由衷的高兴，因为学生能用感叹句、天气变化的词汇表达自己的感情了)
1.两分钟的讨论后，我把它作为家庭作文，作为学生课外的学习任务;
2.要求收听有关明天天气状况的英语广播、电视或其他渠道的天气信息;
3.今天的英语角主题是运用感叹句谈天气;
4.发给学生一份课堂评价表，记录本节课的知识与情感体验。
七年级英语上册课件 篇4
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。
⑴知识目标：
A、学会询问对方喜欢与不喜欢的`食物；
B、学习并激情些食物的词汇；
C、学会谈论自己与他人早、中、晚餐喜爱吃的食物；
D、学会营养配。
⑵能力目标：
A、能准备表达喜欢和不喜欢的食物；
B、能根据具体情景对话，与他人沟通信息，合作完成任务；
C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。
⑶情感目标：
A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识；
B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；
C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。
重点：
A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
B关于各种食物的词汇；
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
① Present the new words.
T：Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.
S1： (Touch and say)Yes, it’s an orange.
T：I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.
T： Do you like oranges?
(Teacher writes the title on the blackboard.)
T： Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.)
T：What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.
(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)
(Next go on learning the vegetables and the other food in the sme way with the pictures.)
T：Look at the pictures and fill in the chat according to the category.
① Present the countable nouns and the uncountable nouns.
T：Look!What are these? (Show a picture.)
T：How many oranges are there?Let’s count. One,two.
T：And what are these? (Show another picture.)
T：How many apples are there? Let’s count them. One,two,three.
T：Can we count it”Can we say a broccoli?
T：We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.
T：Look at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)
② Present the rules of noun plural forms.
T：look at the pictures,can you say them?
S：Yes,three tomatoes,two oranges, three strawberries.
T：Look at the three rules of plural forms. Are they the same?
① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”
T：Oh,we have lots of delicious fruit. I like apples best.
Do you like them?
S2：No, I don’t. I like salad.
S3：Yes, I do./No, I don’t.
(Ask some more students to practice like this.)
② Practice the drill.
T：Work in pairs.Ask and answer with your pictures.
(Before class the students have drawn some pictures of the food.)
(Then ask more pairs to practice.)
T：Let’s open your books and do 1b.Listen and number1-3.
(The students listen and then check the answers.)
T：Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.
(Then ask some students to report.)
S1：Five of the students like…, two of them like…
In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.
Homework.
Make a survey about your parent’s likes and dislikes using Do you like…?
教师：搜集关于食物的图片，制作表格（见教学步骤）。
② Review the drill “Do you like…”?
③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.
① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T：Kate, do you like tomatoes?
T：Do you like ice cream?
(The teacher points at Kate and asks the class.)
T：Does Kate like tomatoes?
T：Does Kate like ice cream?
(The teacher goes on asking Kate using the chart.)
T：Does your best friend Sue like tomatoes?
S1：Yes, she does.(Kate looks at her chart in her hand.)
T：Who is your best friend?
T：Does she like tomatoes?
(The teacher points at Tony and Maria.)
T：Do your best friends like tomatoes?
S1：Yes, they do./No, they don’t.
(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)
T：Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.
(Then the teacher asks some pairs of the students to practice one by one.)
② Practice the drills.
T：Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Sa：Does Bill like French fries?
Sb： … Does Bob like French fries?
T：Do you love your parents?
T：How do you show your love to them?
S2：I’ll buy something for them when their birthday is coming.
S3：I’ll study better and better.
S4：I’ll make a big meal for them.
T：Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
T：Does your father like chicken?(Point to a student)
T：Does your mother like eggs?
T：Do they like bananas?
T：Now work in groups and make a food survey.
S2：Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Homework.
Rewrite your conversation in the form of a passage.
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
T：Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
T：You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
(The teacher will give the students a minute to prepare it.Then ask someone to say.)
S： Salad, apples, bananas, ice cream…
(Choose the three students who said the most and give some food as presents.)
① Present the new words.
T：How many meals do you have every day?
T：What are they?(The students can answer them in Chinese.)
Ss：They are “早餐、中餐和晚餐 ”.
T：Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss： B-R-E-A-K-F-A-S-T,breakfast.
T：Do you have your breakfast every day?
S1：No, sometimes I get up late, I have no time to eat.
T：I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
② Practice the words.
T：Which meal do you like best?(Point to a student.)
S：I like breakfast best.
S：Because I like drinking milk.
T：Who also likes breakfast in our class? Please put up your hands.
T：Oh, so many students.You can sit in this team.
(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
T：We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
(Show a picture of three dinners.)
T：I have three meal plates. What do you want to put on it?
Let’s talk about it. Try to find the food what your group like most and tell us the reason.
(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
S：In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.
(When the student is saying, the teacher puts the food onto the plate for breakfast.)
(Do it for lunch and dinner in the same way.)
T：Look at 1a, and write the number in the box next to the correct food.
(Then the students finish off 1a.)
T：How many other food words can you add to the chart?
Try to write them down in the chart.
(The students write them down as soon as possible and then read them. See who will add most.)
Step Four： Practice the listening.
T： Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
T： How about chicken? Do you like it ?
T： Can you guess what food I like?
T： Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.
(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
T： Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
T： Does Sandra like salad?
T： Work in pairs about the chart.
Go on a picnic with a group of friends and make a list of food to buy.
① Divide the students into six groups.
② Talk about what the students in your group like and dislike and make a list.
③ The leader in each group reports to the class.
Step Six： Summary and homework.
Make a survey about “What do your parents like for three meals?” after class.
教师：搜集关于食物和人物图片，制作表格（见教学步骤）。
S： Yes, I do. / Of course.
T： What sport do you like best?
S1：I like playing football/ baskball /table tennis …
T： Oh, Look! What is he doing?
(Show the students a picture of Liu Xiang.)
T： Yes, he is running. Now, read after me, run.
S： Yes, he is Liu Xiang.
T： You are very clever. He is Liu Xiang. He’s a runner.
R-U-N-N-E-R,runner.
T： Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.
T： Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?
T： Yes, you are clever. Read after me, healthy, unhealthy.
T： Look at these pictures. (Show these pictures of dessert.)
They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.
T： Read after me, dessert, D-E-S-S-E-R-T, dessert.
Ss： D-E-S-S-E-R-T, dessert.
T： Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart. (Each group will have a chart)
S： … are healthy food, … are unhealthy food.
T： So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.
Step Three： Learn to write about what somebody likes for three meals.
① Read the passage.
T： Look at Liu Xiang ! Do you know why he is very healthy?
S1： Maybe he runs every day.
S2： He takes good care of his health.
S3： Maybe he eats very well.
T： Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.
(The students read the passage and fill in the chart, then check the answers.)
T： Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.
(The students do 3b and check the answers.)
② Practice.
T： I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)
S： I like apples and bread.
T： What about you? (Point to another student.)
S： I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)
T： Who can ask and answer like this?
Sa： What do you like to eat for lunch?
Sa： What do you like to eat for dinner?
(Then ask the students to work in pairs one by one.)
① Write a passage about you like for three meals.
T： Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)
② Make a survey about your classmates for three meals.
T： Do you have any friends? (Ask a student.)
S： Yes, I do./ Of course.
T： Do you know what they like eating for each meal?
S： No/ Sorry, I don’t know.
T： OK. Let’s ask our friends and try to know what they like. Then fill in the chart.
(Then ask some students to report to the class.)
Homework.
Write a passage about your best friend for three meals.
七年级英语上册课件 篇5
本节是单元第一课时，通过观察多张照片，对其中人物所做事情的讨论，锻炼学生的观察能力及表达能力，通过进一步的游戏环节，拓展新的学习内容，体现了英语教育的趣味性和实用性。
1．掌握现在进行时的运用和表达的意思，关注人称和动词的搭配。
2．句型What are you doing?I’m doing sth..
What is he/she doing?He/she is doing sth..
Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.
3.掌握肯定句和一般疑问句的句型转换及其回答。
1.培养学生学以致用的能力，养成良好的`观察能力。
2.培养学生主动参与学习，善于与他人合作学习的能力。
培养学生热爱学习，热爱劳动，热爱生活，珍惜生命的积极的人生观。
教学重点：What are you doing?I’m doing sth..
What is he/she doing?He/she is doing sth..
Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.
教学难点：用be doing来表示说话的瞬间正在做某事。
采用让学生动手操作、合作探究、媒体演示的教学方法来突出重点、突破难点。
本节课主要是对于正在发生的事情进行讨论，先利用欣赏电影片段吸引学生的注意力，教育学生要热爱生活，再利用观看照片来讨论某一瞬间发生的事情。并在课堂教学中将尽量为学生提供参与活动的场景，用任务型教学法让学生进行小组学习，抓住英语交际的机会，感知体验，大胆实践，使学生自得知识、自寻方法、自觅规律、自悟道理。
1.Greeting :
Teacher: Hello, everyone. How are you? Today is a nice day, isn’t it?So what do you want to do? And why?点一个举手的学生回答，再面向全班: I like watching TV at home. Because it’s relaxing. Do you want to watch TV?得到肯定回答后，T：Now let’s go to watch TV.进入幻3，点击右下角的铃铛播放电影《泰坦尼克》结尾片段。看完后，T：Do you know its name? Do you like it? Why?学生回答后，老师显示字幕：Don’t let go. Love your life.
设计目的：通过观看著名的电影片段来吸引学生的注意力，向学生灌输热爱生活珍惜生命的情感教育。
1、T:I have some photos.展示幻4的照片：Look! This is my life.I’mdoing some things at home.用红外线灯照射每张照片，学生可以通过照片明白句子的意思。老师指着每张照片带读句子(同时做出相应的动作)：I’m watching TV/cleaning/reading/talking on the phone/playing computer games/teaching.认读完最后一张自己上课的照片后，T: what’s my job? ... yes,I’m a teacher.
然后老师设计打电话的场景：hello, thisisMiss Liu. Today is a nice day. I’m watching TV at home. What about you?进行师生间的对话，起示范作用，让学生能仿造使用幻灯片上的句子回答，并对能使用其他动作回答的同学予以奖励。每个be doing形式都用红色标注，提示学生注意。
设计目的：通过展示老师自己的照片吸引学生的注意，输出新知识，用带读和创设情境的对话形式，让学生初步理解并能表达自己正在做某事。
展示幻5，T：now，let’s look at other photos. Who is in these photos?老师问几个举手的学生：what are you doing?然后让学生仿照进行pairwork活动:Can you ask your friend ‘what are you doing’?并请几组进行演示，每组演示之后，老师问大家：what is…doing?借机转换人称。
设计目的：创情设景，用学生自己的schoollife照片让大家有话可说，并可借机转换人称，转入下一环节。
展示幻6，T：now，we are in a happy apartment. These people are doing some things. Let’s listen to the conversation. Then tell me: What are these people doing?听完录音后，T ask S1:what is Jenny doing? S1: she is watching TV.T点击屏幕检验。T转向S2：Can you ask your friend about Dave and Mary？然后用以上问句依次请几组同学对图中人物内容进行问答。
设计目的：充分挖掘听力材料，利用其锻炼学生们的听说能力，并成功实现转换人称的问答，使学生能了解并掌握如何询问其他人正在做什么及其回答。
展示幻7，T：now，let’s make a survey in your group. What are your friends doing now? I’ll give you 3 minutes. You can ask 4 friends, and write down on the chart, then make a report.3分钟之后,T: Can you make a report?请每组派一代表汇报，并进行奖励,T可以插入问句：what is … doing ?。
设计目的：通过小组活动培养学生的合作学习能力和认真聆听他人的良好习惯。
1、展示幻8，T：Look! Tom is doing something. Do you know, what is Tom doing?Oh, let me guess. Is Tom writing? S: No, he isn’t. T继续猜，直到S说Yes, he is.为止。点击可检验答案。再点击出现下一个人物。重复以上老师猜，学生答的活动。
设计目的：因为此片内容是书上有的，学生知道谜底，所以由老师做示范来猜，学生回答，锻炼学生认真听的习惯。
2、展示幻9，T：Now, It’our fun time. Do you know this cat? What’s his name? S: ... T: yes, he’s Tom.Now,Let’s talk about these pictures. You can ask your friends in your group,what is Tom doing?3 students as a group. And One ask, the others answer .每组发一份图片进行组内讨论。份图片进行组内讨论。3分钟后请几组学生演示，T:You can ask 2 questions.3人一组，一人用红灯照射图片问，另两人答，奖励表现良好的小组。
设计目的：在重温对话what is he doing?的同时，了解各图的内容，为下一环节做铺垫。
3、点击出现幻10和问句Is Tom sleeping?T: Now, What is Tom doing? Is Tom sleeping? (T做睡觉的动作)全班看着图片齐答:Yes, he is.或No, he isn’t.
T:Who wants to guess the next picture?请一个学生上台来背对屏幕玩猜谜游戏：示意全班问他：What is Tom doing?此学生边做动作边猜测：Is Tom drinking?全班齐答Yes,he is.或No,he isn’t.猜到者有奖。
设计目的：在游戏中学，在快乐中锻炼听说能力，避免了枯燥的教与学。
请一个学生对于此课所学进行总结，老师给予及时的评论，并点击进入幻11展示语法小结：现在进行时态。
设计目的：初一的内容是基础教学，语法在最后有必要呈现出来，让大家知道所学内容的专业术语。让学生自己总结更能加深印象。
七年级英语上册课件 篇6
教学目标 1. Get the students learn the new words: guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
2. Get the students learn the sentence patterns: 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.
3. Learn the grammar focus: modal verb “can” and “want to do sth”
4.Raises student's group consciousness
难点 1. Learn to talk about the abilities.
2. The usage of modal verb “can”
方法 Task-based, grading method、audio-visual instruction、demonstration、Situational Teaching Method.
1. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people.
2. Then Check the answers with the class together.
Show the pictures about the abilities and say:
He/She can dance/swim/sing/"??But I can’t dance/swim/sing/...
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.
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. 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;
3. 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.
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.
Ⅷ.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.
Ⅸ.Blackboard design Section A 1 (1a-2d)
Drills：
1. —Can you sing? —Yes, I can./No, I can't.
2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music
4. ① What club does Bob join?
② What club does Jane join?
They want to have some rice and vegetables.
七年级英语上册课件 篇7
课题： Comic strips Welcome to the unit(第一课时)
学习目标:
1.引入有关地点和交通的话题。
2.谈论参观访问和交通方式。 3.辨别方位。
认识路__________________ 爬上山 ____________
跟随我__________________ 在北京的西南_______________
下来 __________________ 乘地铁去市中心____________________
不要害怕 ________________ 不得不 ________________
一次春游________________ 进行一次远足________________
一、根据地理位置，用适当的方位词填空。
1. Guangzhou is in the ____________ of China.
2.Beijing is in the ______________ of China.
3.Shanghai is in the ______________of China
4. Kunming is in the _______________ of China.
5. Harbin is in the ________________ of China.
jiang is in the _________________ of China.
二、根据汉语提示及所给词的适当形式完成下列句子。
1. We are _________(害怕) of tigers.
2. My daughter likes ___________ (跟随) me to go shopping.
七年级英语上册课件 篇8
课题Starter Module2 Unit1课型listeningandspeaking
教学重点What’s this/that? It’s a/an… book,bag,chair,desk…
教学课程1.Greeting.
T: What’s this in English?
T: How do you spell it?
Work in pairs. Ask and say.
S1: What’s this in English/
S1: What’s that in English?
S1: How do you spell it?
1) Listen and repeat.
2) Compelete the sentences and read.
3) Write the sentences.
课后评价。
七年级英语上册课件 篇9
Unit3 This is my sister.
Key vocabulary: son , cousin , daughter , uncle , picture .
Target language: This is his friend. That is his sister. These are his parents. Those are his grandparents.
Train Ss’ listening skill. Train Ss’ intuition thought ability.
Ss should help with household and respect parents.
Key vocabulary. Target language.
Ss can introduce their family members everyday situations.
A tape recorder.
A picture of my family and friends.
T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?
S2: It is your “堂兄” or “堂弟”.
T: Yes, it is. Let’s see how to say it in English.
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
SS: C-O-U-S-I-N, cousin.
SS: C-O-U-S-I-N, cousin.
…
T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?
T: Your father’s brother is your …?
T: You are right. Let’s see how to say it in English.
T: Read after me, please, U-N-C-L-E, uncle.
…
T: Your uncle’s wife is your…?
(Teach the new words son and daughter in the same way.)
T: Read the words together.
Task Three Practice the new words
T: Look at the family tree. Some words are missing. Add the words in the box, please.
Task One Listen and check the words you hear.
T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear.
(Play the recording of 2a once.)
(Ask two more students to say the answers.)
Task Two Listen and check the picture.
T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.
(Play the recording twice again.)
Task One Pairwork. Draw your own picture and talk about it.
T:We find out the picture of Lin Hai’s family. Can you draw a picture of your family?
T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.
(Check students’ work. Ask two or three students to report.)
Task Two Talk about the family tree.
T: Look at the family tree. I think it’s a big family. You can do it
in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.
(Students work. Teacher walks around in the classroom and helps the students.)
T: Stop here. Let’s check it out.
S1: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …
(Ask two more students to do it.)
Task Three Homework.
Write a passage about your family.
七年级英语上册课件 篇10
1. 方位介词：in、on、under、behind、in front of、near等的.用法。
2. Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...的回答。
3. 新单词：bed、table、bookcase、chair。
采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。
Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...的交际。
明确任务，以学生为主体。加强小组合作学习，积极回答问题。 教学准备
Greet the students as usual.
Play an English song before class to interest the students. Revise some school things by asking questions. e.g.:
What’s this?
Is this a ...
How do you spell it? etc.
Learn the new words in, on, under, behind ... by helping the teacher find the lost things. T: Where’s my English book？
S1: It’s here./I think it’s ... T: Oh, it’s on the desk. …
T: Where’re my color pencils? S2: ...
Teach the new word “where” and the use of “they”.
Consolidate the prepositions by looking at the screen and answer the questions: Where’s ... ? Where’re ...
Students hide and look for the school things in pairs. One student hide one school thing and asks: Where’s…? Where’re…? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performances.
Show the students a picture of a room, tell them this is a bedroom and let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, and let the students answer, using the prepositions.
Repeat with a sitting room and a study, teach the new words and practice in the same way.
Work on 1a Match the words with the things in the picture. Students do it individually first, then check the answers.
Work on 1b play the tape for the students and ask them to number the things in the picture. Then ask one students to report the answers.
Work on 1c Make up dialogues in pairs, using the things in the picture. Let two pairs show their dialogues
Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places.
Copy the new words and try to remember them. Make a survey:
Interview one of your friends.Fill in the form below. Name Ms. Zhang/ Liu Hai Things sofa Places near the wall
( ) 1. Where _________ the CDs?
( ) 2. ——_________ my alarm clock? ——_________ on the bed.
A. Where, It B. Where’s, It’s C. Where are, They’re D. Where, It’s
( ) 3. _________ her hat on the sofa?
本节课单词较多，因此最好采用实物或图片教学法来教这些新单词，这样更具有直观效果，所设计课堂环节一定要能激发学生的兴趣，本堂课所设计的游戏环节就非常好。
感谢您阅读“幼儿教师教育网”的《七年级英语上册课件集锦》一文，希望能解决您找不到幼师资料时遇到的问题和疑惑，同时，yjs21.com编辑还为您精选准备了七年级英语上册课件专题，希望您能喜欢！
