英语七年级上册ppt

七年级的英语并不是很难，但是要从基开始学习。我为大家整理的仁爱版七年级上册英语课件，希望大家喜欢。

一、教材分析：

这一话题进一步谈论人的相貌特征，从谈论头发、眼睛的色彩，到服装的色彩进而谈到各种色彩。而本Section主要让学生了解并掌握12种不同的颜色，会用What color is…? / What color are …? 这一句型和同伴进行交谈，能谈论头发、眼睛的色彩。

二、教学目标：

语言知识目标：

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

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

(2) Learn some other useful words and expressions:

look the same, both, color, their.

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

① We both have black hair and black eyes.

② I have blond hair and blue eyes.

③ short black hair, long blond hair.

(2) Talk about the colors:

① —What color is it?                  —It is pink.

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

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

语言技能目标：

能听懂并识别各种不同的颜色，并能用英语描述各种颜色。

情感态度目标：

通过学习不同的色彩，培养学生热爱生活、热爱美的情感，并培养他们的观察能力和概括能力。

学习策略目标：

本Section主要谈论色彩，在教学时联系学生的实际，利用他们身边的实物等进行描述。从而让学生形成把学习和生活实际联系起来的学习习惯，培养任务型学习方法与技巧。

三、教学重、难点：

1a and 3

四、教学方法 ：

任务型教学法、自主探究法、小组讨论法。体现“导学——自悟”新课程教学模式的套路和特色。

五、课时安排：

1课时

六、教具准备：

录音机、课件、实物、图片

七、教学过 程：

第一步：营造课堂氛围，激发学生学习兴趣。

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

2. Greetings between the students and me.

第二步：复习（幻灯片3、4）

1. Review some new words with cards.（单词竞赛）

2. (One by one练习，对Does she/he have…?句型进行复习) Example:

T:  Does she have long hair?

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

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

3. (1)(拿出彩笔，通过师生互动来学习新句型。)

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

(呈现出一支白色的笔)

T: What color is it?  (学生第一次不懂，马上用汉语解释，学生此时也会用汉语回答：白色。然后我再用英语重复。)

T: Yes. It’s white.  (再次对同样的笔重复提问。)

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

(然后呈现不同颜色的彩笔。)

T: Good. What color is it?                Ss: 红色。

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

(板书新句型和新单词。领读，并让学生熟读。)

What color is it?

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

(2) (句型与单词读完后，把全班分成男女两大组，根据我所指的图片进行问答。)（幻灯片5、6）

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

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

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

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

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

第三步：操练

用幻灯片展示各国国旗，学生看着国旗进行四人小组活动：讨论各国旗的颜色及所属国家。巩固 What color is …?  It is … .这一句型及对颜色的识别。（完成4a）（幻灯片8）

第四步：呈现

1. (挂出1a的图片进行问答。)

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

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

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

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

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

①T:  Who is that boy?                  Ss:    He is Yukio.

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

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

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

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

That’s right.

We both have black hair and black eyes.

We have different looks.

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

第五步：巩固

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

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

(师生互动问答，巩固新句型和新单词。)

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

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

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

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

第六步：练习 （幻灯片11）

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

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

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

T:       Very good.

(以同样的方式练习Picture 2, Picture 3和Picture 4。)

2. (把全班同学分成两大组，进行问答操练。)

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

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

3. T: Let me check your homework.(检查学生“预习导纲”完成情况，给任务完成好的小组加分。)

第七步：综合探究活动

1. 让学生在纸上分别画一幅人物头部画，然后根据我的描述给画中的人头涂颜色。Example:

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

2. 让学生用本节课所学知识将自己手中涂好颜色的人物头部画介绍给同学。（两人小组活动）Example:

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

3. Sum up

(1) The key points in this lesson.

(2) The competition result.

4. Homework:

(1) Review the words of the colors.

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

(3) Find how many colors in our classroom.

(4) Preview Section B(见Section B预习导纲)

【教学思路】

先复习Topic1的见面问候语，接着导入“excuse me”， “What’s your name?” 和“My name is----- ”，呈现“I’m from---”， “Are you from---”and “Where are you from?”，巩固1a和1b, 练习2a和2b，小结，最后布置家庭作业。

【教材分析】

本教材以学生为中心，倡导语言教学的交互性和实用性。它为学生提供了自然而有意义的语言环境。教材提供的对话不是让学生机械地背诵，而是将其作为学生进行活动的范例，学生在活动中要根据语言使用的情况进行改编，从而培养学生的语言运用能力。

本节课内容以介绍为中心，了解他人信息，如姓名、国籍等。

【教学对象分析】

由于我们学校在城镇的边缘地带（农村），学习成绩好点的大多数到城里就读了。留下的大多数要么不爱学习，要么基础差，整个英语学习氛围差。对习惯汉语交流的初中生来说，面对新教材感到很不适应，难以进入学习角色，觉得学习任务重、负担重。特别是对一些需要强化记忆的英语学习内容，如单词记忆和短文背诵等,学生会感到枯燥无味，虽硬着头皮去学，但效果往往比较差。

I. Teaching aims and demands

●Learn some personal pronouns and possessive pronouns:

me, your, she, he,

●Learn some country names:

Canada, the U.S.A , Japan.

●Learn other new words and phrases:

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

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

(1)—Excuse me, are you Jane?

—Yes, I am.

(2)—What’s your name?

—My name is Sally.

(3)—Where are you from?

—I’m from Canada.

(4)—Is he/she …?

—Yes, he/she is./No, he/she isn’t.

Ⅱ. Teaching aids

A projector, a recorder

Ⅲ. Teaching procedures:

Step 1  Review（8mins）

Review greetings in Topic 1 by making conversations

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

Model:

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

Ss: Nice to meet you., too.

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

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

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

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

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

Model:

T: Excuse me, are you Li Fen?

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

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

T: Excuse me, are you Zou Lei?

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

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

Step 2  Presentation（10mins）

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

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

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

(T: Please read after me together.)

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

Picture1

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

Picture2

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

Picture3

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

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

(T: Please read after me together.)

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

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

Model:

T: Are you from Canada?

S1:No,I’m not..

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

S1:I’m from China.

Ask more students to help them understand the structure better.

(T: Please read after me together.)

Step 3  Consolidation（10mins）

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

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

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

Tape script

Sally: Excuse me, are you Jane?

Jane: Yes, I am. What’s your name?

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

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

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

2. (T: Open your books and turn to page 9.Listen to 1a again and follow it.. Imitate the pronunciation and intonation.)

3. (T:OK,I will divide the whole class into two groups of boys and girls to read 1a.Boys are Sally and girls are Jane .One ,two, start.----- Exchange!)

4. Finish the flashcards in 1b.

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

You can practice like this:

S1:What’s your name?

S2: My name is---

S1:Where are you from?

S2: I’m from---

一、教学课题：

人教版英语七年级上册Unit4 Where’s my schoolbag? Period 1

二、教学设计思路：

结合多媒体，利用图片、实物等帮助学生记忆相关物品的词汇；设置情境，帮助学生通过听说练习学会谈论物品的位置。

三、教学目标：

(一)知识目标

掌握本课生词，学习谈论物品的位置Where is/are…?It’s/They’re…。

(二)能力目标

让学生学会如何听和谈论物品的位置。

(三)情感目标

1. 培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。

2. 通过谈论物品的位置，培养学生养成良好的生活习惯。

四、教材分析：

Period 1是Unit4的第一课，让学生提通过活动，学习如何表达物品的位置，并能就物品位置进行提问。

五、学生分析：

七年级学生活泼好动，在教学中，充分利用多媒体，图片、实物等，使英语学习与学生的实际生活更贴近，激发学生学习兴趣，同时创设交际情境，让每个学生在课堂上动起来，积极参与到教学活动中去，更好的实现教学目标，达到理想的教学效果。

六、.重点及其突出方法：

充分利用现代教育手段，创设交际情境，为学生提供图像和声音资源，进行语言操练和实践，加强学习效果。

七、.难点及其突破方法：

培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。

八、教学资源：

多媒体；课件；教材

九、教学过程：

Step 1.Organization Greetings

Step 2.Revision

1. Use a pen to ask and answer between the teacher and the students, and review the key sentences in Unit3.

2. Use a picture of a bag to ask students to write a lost notice and a found notice, and review the lost and found notices, then lead to the new words with the picture(1a:P19).Hold up the picture and point to the objects : table, bed , bookcase, sofa, chair, schoolbag , book, key.

T: What’s this in English?

S: It’s a table/bed/...

Encourage or help students to read the words correctly .Write them down on the blackboard.

3. Quick reaction .Let the students look at the teaching picture in 1a, finish 1a, then check students’ answers.

Step3. Lead in

Show my English book and my two pens, then put them on my desk. Ask students to answer the questions: “Where is my English book?” and “Where are my pens?”.

Try to ask more students similar questions：Where is your pencil?...

Step3.Practice

Ask the students to look at some pictures and things in the classroom and practice talking about where things are.

For example:-where is my clock?

-It’s on the table.

Ask students to work in pairs and make conversations.

Step 4.Talking about the picture(1a:P19)

1. Ask the students to practice 1c in pairs.

2. Let the students  work in pairs and talk about where the  things  in the picture are on Page19 .

Step 5 Listening

Have students to listen to the conversations and number the things.

Check the answers . Then ask students to read the conversations after the recording.

Step 6 Practice

Ask students to describe their bedrooms.

For example: My cat is on the chair. My English book is on the sofa .…

Step7 Summary

1.--- Where is + 单数主语?

… … 在哪？

--- It’s under/ on/ in…

它在…下面/上面/里面。

2. --- Where are + 复数主语?

… …在哪？

---They’re under/ on/ in…

它们在… …下面/上面/里面。

Step 8.Homework

1.Remember the  new words in the period (on page 90 ) by heat.

2.Practice the conversation in the picture on page 19 with your partner.

3.Talk about where things are in your room.

十、评价方法：

评价Unit 4 ,Period 1的教学效果，可以通过以下几点：

1．学生是否能掌握有关物品和方位的词汇。学生是否能学会运用英语谈论物品的位置。

2．学生能否积极愉悦的参与到课堂教学活动中。

十一、教学反思

1．通过本节课的学习，我深刻地体味到，初中中学英语课堂教学改革势在必行，尤其是我们农村中学。以前的教学过多的注重词汇、语法等语言知识的讲授，以教师教，学生学为主要模式，只要努力就能学好。但是，许多学生听说特别差。新课改重在培养学生浓厚的兴趣，教材设计灵活，贴近生活，重实用，能让学生感受到英语的实用性和趣味性。充分发挥学生的主体作用，使他们积极主动地参与教学活动之中。

2．我校地处农村，在英语学习方面没有一个好的语言氛围。每年接手新生，学生的英语基础薄弱，水平参差不齐，必须从零开始，通过一段时间的磨合，终于能赶上节奏。根据《课标》要求，结合教材重难点，通过讲授与学生生活密切相关的英语知识点，训练听说读写能力，让学生的学习由表及里、由浅入深，循序渐进，让学生有成就感，提高学习的积极性、主动性。最终使学生从“学会”转向“会学”“会说”。同时，尽可能多的体现学生学习的自主性和参与性，充分利用有限的教学资源，如多媒体、图画、实物等拓宽学生知识面，增强注意力，注意培养学生学习英语的兴趣，提高教学效果。再次，增强学生学习英语课的热情和自信心。在教学中多关心性格内向、胆小，在学习时缺乏自信心，不敢回答问题的学生，常体贴，勤鼓励他们。课堂上应纠正学生语言错误尽可能委婉一些，防止学生自尊心、自信心受到伤害，挫伤他学习外语的积极性。对学生要有信心，多鼓励，多创建问题情境，尽最大可能促进学生能力发展。