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初一仁爱英语上册课件，仁爱英语七年级上册课件

英语
2023-05-04

目录
仁爱版七年级上册英语电子课本
七年级英语上册仁爱版课文跟读
仁爱版九年级上册英语课本
仁爱英语八年级上册电子课本
仁爱八年级英语课件ppt

仁爱版七年级上册英语电子课本

导语：学习并掌握用英语表达问候，自我介绍及认识他人的交际用语。以下是我为大家整理分享的七年级仁爱上册英语课件，欢迎阅读参考。

七年级仁爱上册英语课件

Unit 1 Topic 1

一、知识目标

【重要短语】

Welcome to …欢迎到…来

Have a nice day！祝您一天愉快

Excuse me！对不起，打扰了！

See you later！ = See you soon！等会儿见！

See you tomorrow明天见！

Good—bye！ == Bye—bye！ = Bye！再见！

Stand up、起立

Sit down、坐下

【重点句型】

1、Nice to meet / see you、 = Glad to meet / see you、很高兴见到你。

2、What’s your name？你叫什么名字？（常用于或者对小孩子说话）

My name is Maria、 = I am Maria、我叫Maria。

3、 How do you do？ How do you do？你好！你好！（初次见面时打招呼使用）

4、 How are you？你身体好吗？

I’m fine / OK / well、 Thanks、我很好，谢谢！（可以缩略为：Fine， thank you、）

Not bad， thanks、不错，谢谢！

5、 This is Mary、 This is Tom、这是Mary、这是Tom、（用于第三者介绍他人时）

【重点语法】

一般现在时be用法：主语是第三人称单数，be用―is‖；主语不是第三人称单巧键兄数，be用―are‖ （I除外、用―am‖）、

二、要点讲评

1、Excuse me！对不起，打扰了！（用在事情发生之前）

Sorry！对不起（用在事情发生之后）

2、 Good morning 早晨好！

一般用于熟人、朋友或家人之间，比Hello和Hi要正式一些。Good morning、亮首后可以带称呼语（如某人、某先生、某女士等）。对方应答是Good morning或Morning。其中morning指早上或上午（中午12点之前）。如果了12点钟则用Good afternoon。大约在下午5点种之后，晚上9点种之前使用Good evening。约在9点种之后要说Good night。例如：

A： Good morning， class！同学们，你们好！

B： Good morning， teacher！老师，早上好！

A： Morning， Mum！早上好，妈妈！

B： Morning， Kate！早上好，凯特！

3、 How do you do？

初次见面相互问候，回答How do you do？、

4、Hello！

在口语中应用较广泛，多用于熟人、朋友、同学之间的相互问好，相当于汉语的 ―你好‖。这是一种非正式的、比较随便的问候语，使用时不受时间限制；此外打电话或

路遇熟人也可用。意为―喂；你好‖； Hello 在问候时表示―你好‖在打招呼或打电话时表示―喂‖。

例如： A： Hello / Hi， Han Mei！你好，韩梅。

B： Hello / Hi， Jim！你好，吉姆。

5、 Hi

在现代英语中可以用来代替Hello。Hi比Hello 用的更多，显的更随和。

例如：①Hello/Hi， Kate、你好，凯特。

②Hello/Hi， Jim、你好，吉姆。

Hi 可用于表示问候、打招呼后引起对方注意，既可用于熟人、朋友之间，也可用陌生人之间，既可单孝袭独使用，也可以加称呼语。

6、 How are you？你好吗？

这是一个问候身体情况的句型，常用Fine， thank you、―很好，谢谢。‖来回答。如果第二人接着再问第一个人的身体状况，可以说Fine， thank you、 And you ？ ―很好，谢谢。你怎么样？‖。第一个人可以回答―I’m fine， too、‖ Fine是I’m fine、的简答形式。

例如：—How are you， Mr、 Wang ？你（的身体）好吗？，王先生？

—Fine， thank you、 And you ？很好，谢谢。你也好吗？

—I’m fine， too、我也很好。

三、典型例解

（）1、 —Welcome to Beijing！

—____

A、 Welcome to Beijing， too、 B、 Thank you、 C、 Fine， thank you、

分析：B 对Welcome to、、、的回答常用Thank、、、结构。

（）2、 Mom， this is my teacher， Miss Lin、 Miss Lin， ____

A、 thank you、 B、 how are you？ C、 this is my mom、

分析：C本题根据上下文语境考查―介绍……‖的常用语，一般为This is 、、、。

（）3、 —____

—Fine， thank you、

A、 How do you do？ B、 How are you？ C、 Are you Mr、 Wang？

分析：B How are you？是英美等西方国家人们见面时的常用问候语，它只是一句客套话，

意为―你好吗？‖，并非真的要问别人的身体健康如何。常用于熟人之间，应答语为Fine， thank you、 And you？

（）4、 —____ you Mingming？

—Yes， I ____、

A、 Are; are B、 Am; am C、 Are; am

分析：C 本题通过语境考查be动词的用法。在需要be动词的情况下，第一人称单数（I）

和第二人称（you）分别用am， are。

仁爱版英语七年级学案

Unit 1 Topic 2

一、知识目标

【重要短语】

be from = come from 来自

in English 用英语

telephone number 电话号【重点句型】

Where are you from？ = Where do you come from？

I’m from China、 = I come from China、

Are you from China？ = Do you come from China？

Am I in New York？ Yes， you are、 No， you aren’t、

Are you from the USA？ Yes， I am、 No， I am not、 / Yes， we are、 No， we aren’t、

Is she Maria？ Yes， she is、

Is he Tom？ No， he isn’t、

Is it my book？ Yes， it is、 No， it isn’t、

Are they from England？ Yes， they are、 No， they aren’t、

Where are you from？ I’m from China、 I’m Chinese、

Where is she / he from？ She / He is from Japan、

Where are they from？ They’re from France、

Where is Beijing？ It’s in China、

Who is he / she？ He is Michael、/ She is Jane、

Who are they / you？ They are my teachers、 / We are Maria and Jane、 / I am Diana、

【重要语法】

1、肯定句

⑴基本语序：主语——谓语（be+表语）…

⑵主谓一致：主语是第三人称单数，be用―is‖；主语不是第三人称单数，be用―are‖

（I除外、用―am‖）、

2、一般疑问句

一般来说，把肯定句中的―be‖提到句首，句末加―？‖。

例如： Is she Maria？ Yes， she is、

Is he Tom？ No， he isn’t、

⒊ 特殊问句

特殊问句=特殊疑问词+一般问句语序？

例如： Where is Beijing？ It’s in China、

Who is he / she？ He is Michael、/ She is Jane、

二、要点讲评

1、 in English

是一个介词短语，意思是―用英语‖，其中介词in指―用某种语言‖。如：in Chinese 用汉语。―in +语言‖表示―用……语言‖的意思。

例如：Can you sing this song in English？你能用英语唱这首歌吗？

2、 Spell it， please、

Spell it，please、是Can you…， please？句型的省略形式。当询问对方能否干什么或对方会不会干什么时，用这一句型。这是一个一般疑问句，用升调，表示请求。意思是―请你……可以吗？‖Can you spell…，please？请你把……拼读一下可以吗？若作肯定回答时则先用Yes， I can、若作否定回答，则通常用No， I can’t、或I’m sorry， I can’t、意思是―对不起，我不会。‖ 例如： —Can you spell your name， please？你能拼写你的名字吗？

—Yes， I can、 J—I—M， Jim、是的，我能。吉姆。

—Can you spell ―English‖， please？你能拼写出―English‖这个单词吗？

—No， I can’t、（I’m sorry， I can’t、）不，我不能。

3、 please

please一词可以用在祈使句中也可以用在疑问句中，它可以放在句首也可以放在句末，而用在疑问句中则只能放在句末，前面加逗号，please在特殊疑问句中的意思相当于中文的―请问……？‖这样显得更有礼貌，更为客气。在一般疑问句中，please实际上起一个语气词的作用，表示有礼貌，客气地提出请求或询问。

例如：What's this， please？请问这是什么？

Can you spell your name， please？你能拼写一下你的名字吗？

三、典型例解

（）1、 —Where ____ they from？

—They’re from China、

A、 is B、 am C、 are

分析：C 本题考查am， is， are与人称代词的搭配，可由一句口诀―我是am，你是are， is跟着他她它‖来记忆，they是―他们‖的意思，是第三人称复数后面接are，故选C。

（）2、 —____ your name？

—My name is Kate、

A、 What’s B、 What C、 Where

分析：A 由答语My name is Kate、可知是在问名字，故可排除C，同时该问句中应该有be动词，故选A。

（）3、 —Is she Maria？

—No， she ____、

A、 is B、 isn’t C、 aren’t

分析：B 本题考查一般疑问句的否定回答， be动词+主语……？是一般疑问句的句式，它的回答要用Yes后加肯定或No后加否定。因为有No，先排除A，由she可知选B。

（）4、 —____， are you Mr、 Wang？

—Yes， I am、

A、 Fine B、 Please C、 Excuse me

分析：C Fine表示身体健康的；美好的；天气晴朗以及表示满意等；Please用于客气的请求或吩咐以及表示客气的接受和加强陈述的语气等；Excuse me意为―请问，打扰了、对不起‖等，常用于引起别人注意、问路、请求让路或打听消息等，由语境可知选C。

（）5、 —Are they from Canada？

—No， they ____、

A、 are B、 aren’t C、 isn’t

分析：B本题考查一般疑问句的否定回答，由they可知选B。

（）6、 —What’s ____ telephone number？

—It’s 8265—3412、

A、 you B、 your C、 my

分析：B you表示―你，你们‖作主语；your 表示―你的/你们的‖作形容词性物主代词，此句是问你的电话号码是多少，故选B。

（）7、 —____ are they？

—They are XiaoLi and Jane、

A、 Who B、 What C、 Where

分析：A 本题考查疑问代词的用法。what 表示―什么，怎么样‖; where 表示―在哪里，往哪里‖；而who 表示―谁‖。由答语他们是Maria和Jane可知选A。

（）8、 Mary ____ from Cuba、

A、 is B、 am C、 are

分析：、 A 本题考查am， is， are的用法。Mary为第三人称单数，故选A。

（）9、 ―One one zero‖ 表示 ____。

A、火警 B、匪警 C、急救中心

分析：B 火警119，匪警110，急救中心120。one one zero翻译成110，故选B。

（）10、 —Is he Li Ping？

—Yes， ____、

A、 I’m B、 he’s C、 he is

分析：C 一般疑问句的简单肯定回答中没有缩略式，故选C。

Unit 1 Topic3

一、知识目标

【重要短语】

How old

What class

in Class Four

English name

in the same school

look atin Grade Eight

【重点句型】

1、 What’s your My phone number is …

2、 How old are you？

I’m …

3、 What’s your

My English name is Tom、

4、 Who’s ？ That’s Nancy、

5、 W hI’m in Class Four。

6、What grade is she in？ She is in Grade Eight。

7、 What’s this ’s

七年级英语上册仁爱版课文跟读

Unit1Myname’sGina.

SectionA

一、教师寄语:

Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。

二、学习目标：

樱肆Knowledgeaims（知识目标）

Keywords：mynamenicemeetyouwhat’shisher

Keyphrases:myname,firstname,lastname,answerthequestion.

Keysentences:What’syourname?

What’shisname?

What’shername?及回答。

Abilityaims（能力目标）

1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。

2．掌握听的技能，在听的过程中准确获取数字信息。

Moralaims（情感目标）

礼貌待人，培养良好的人际关系。

三、教学重难点

介绍自己，问候他人。

四、学习过程

1、预习导学及自测

英汉互译

1.name_________2.好的，令人愉快的______________

3.too___________4.遇见______5.your____________

6.his_________7.她的名字______

2、自主学习

①．onenum.1,一：Oneandtwomakesthree.一加二等于三。

adj.①一个：Ihaveonebook.我有一本书。②有一（天）：Onedayhewillunderstandyou.有一天他会理解你的。

②meet/mi:t/v.遇到，碰到

【记忆法】－ee－双写，与meat为同音词。

【考点】tomeetsb.(orsth.)遇到某人/某事：Nicetomeetyou.初次见面时的客套话，不是初次见面时则用see。

【引申】meet也可用作名词，译为：会，集会：sportsmeet运动会。

③“What’syourname?”“MynameisGina.”“你叫什么名字？”“我叫吉娜。”

两人初次见面互相询问姓名时可用这个句型。如想反问时可说：Andyou?或者Andwhat’syourname?如：

A：Hello.What’syourname？

B：MynameisAnnRead.Andyou?/芦逗Andwhat’syourname?

A：I’mHanMei.

④Hello!你好！

Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：

A：Hello/Hi，Jane！你好，简！

B：Hello/Hi，Jim！你好，吉姆！

3、合作探究

①动词be的现脊哗轿在时态

动词be就是我们所学过的am,is,are的动词原形。如何使用这三种形式主要取决于主语。当主语是第一人称I（我）时，用am,缩写为I’m；主语是第二人称you（你）或复数时，用are,缩写为you’re，主语是第三人称it/she/he（它/她/他）或名词及代词的单数时，用is,缩写为it’s/she’s/he’s。如：

Iam(I’m)LiuYing.我是刘英。

Youare(You’re)LinTao.你是林涛。

Itis(It’s)3344278

下面介绍一则口诀，帮你熟记“动词be的构成”：

我(I)用am,你(you)用are，is连着他(he)，她(she)，它(it)。

单数名词用is，复数名词全用are。

变否定，更容易，be后not加上去。

变疑问，往前提，句末问号莫丢弃。

②hello与hi

(1)hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi！就可以了。用hello时，不能“Hello,hello,hello”这样反复使用。

（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。

③Do1CPracticetheconversation。

4、拓展创新

Step1

在英语中如何拼写中国人的姓名，联合国教科文组织已做规定“一律按汉语拼音的写法。姓和名分开，姓在前，名在后”。现举例说明：

（1）如果是单姓，名又是单字，则姓与名的第一个字母要大写，其余字母用小写。如：LiLei李雷。

（2）如果是单姓，名是双字，则姓的第一个字母大写，名的第一个字母大写，名的双字合在一起算一个词，不得分开。如：HanMeimei韩梅梅。

（3）如果是复姓，则把复姓字母连在一起，只是第一个字母大写，名字的拼写方法同上。如：SimaZhao司马昭，OuyangYunsong欧阳云松。

中英姓名比较──中文姓名是姓在前，名在后；英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能说成MrJim.

（4）如果名字里有可能造成音的混淆的拼写时，要用连字号“－”或隔音号“’”隔开。如：

YangXi-an(Xi’an)杨西安，如写成YangXian就成了杨仙。

Step23a、3b、4

5、梳理归纳

一、Greetings(打招呼)

1．常见的表达方式

(1)Goodmorning!/Goodafternoon!/Goodevening!分别用于上午、下午、晚上见面问好。

(2)Hello!/Hi!用于朋友或熟悉的人之间相互打招呼。

(3)Nicetomeet/seeyou.该句答语常用Nicetomeet/seeyou,too.

2.文化背景及注意事项

(1)英语口语中多用省略句，如Goodmorning!也可以直接说Morning!

(2)相互熟悉的人见面打招呼用Howareyou?，初次见面一般用Howdoyoudo？

(3)和外国人打招呼时，不要用中国式的问候语，如：你吃饭了吗？你上哪儿去？

(4)Howareyou?原用于询问对方身体状况，现在逐渐失去原来的涵义，成为日常生活中的寒暄用语。

二、Self-introduction(自我介绍)

1．常见表达方式

(1)Iam…我是……

(2)Mynameis…我的名字是……

(3)如果询问对方名字，可以问：What’syourname?/MayIhaveyourname?

2．文化背景及注意事项

(1)如果见了长辈或年龄比自己大的人，用Mr.,Miss,Mrs.等称谓词＋familyname(姓氏)。

(2)相互熟悉的同龄人之间可以直呼其名。

6、达标测试

Ⅰ.用所给词的适当形式补充完整

Bobby是个粗心的孩子，他写完作业不小心将墨水瓶打翻了。有的地方被墨水弄脏了，看不清了。

1.What's____________name?(you)

2.His____________Boris.(name)

3.Niceto____________you.(meet)

4.____________nameisGina.(I)

5.____________this?It'sabook.(what)

Ⅱ.单项选择

1.What'syourname?____________nameisJenny.

A.IB.I'mC.My

2.I'mHardy.____________tomeetyou.

A.LikeB.HappyC.Nice

3.Isthisyourbrother?What's____________name?

A.herB.hisC.your

4.MaryKingis____________newteacher.

A.IB.sheC.her

5.Hi!Thisis____________newteacher;____________nameisYangyan.

A.your;myB.his;yourC.your;her

五、典型例题解析

【例1】—yourname,please？—Mynameis.

A.What’s,JimGreenB.Who’s,JimGreen

C.What’s,GreenJimD.Who’s,GreenJim

精析What’syourname,please?询问对方的姓名，回答时用Mynameis…英语国家人的姓名结构顺序为：名＋姓，故选A。答案A

【例2】—Hello!—!

A.YesB.HelloC.GoodD.Goodmorning

精析Hello!与Goodmorning!都是问候语，它们的答语就是其本身，故选B。如：

—Goodmorning,Joan.琼，早上好!

—Goodmorning,WenBo.闻博，早上好!

答案B

【例3】Youateacher.Iastudent.Mysisterastudent,too.

A.am;is;areB.is;are;amC.are;am;isD.are;is;is

精析动词be在一般现在时中根据不同的人称有不同的形式，在本题中，You与are连用，I与am连用，Mysister为第三人称单数，应与is连用。答案C

【例4】情景交际(根据情景，用所给的选项填空。)

(1)Mike：Hi,LiLei：I’mLiLei.

Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.

A：What’syourname?B：I’mMike.

(2)MissKing：That’sanicedress.Ann：.

A：ThankyouB.No,itisn’t

精析(1)某种情况把迈克和李磊聚到一起，他们意识到双方必须相互了解，相互做自我介绍。因此气氛比较随便，自报姓名往往是为了打听对方姓名的一种策略。对别人自报姓名所做出的回答一般是自报自己的姓名。

(2)在西方国家，当有人赞美你时，要说谢谢，而不像中国人习惯在别人赞美你时要表示谦虚。

答案(1)B(2)A

【例5】用动词be的适当形式填空。

(1)IinRow6.

(2)Whatyourname?

(3)youten?

精析本题考查的是系动词be的用法。系动词be(是)，随着主语的人称和数的不同，又分为am,is,are三种不同的形式。Am用于第一人称单数；is用于第三人称单数；are用于第二人称单、复数和第一、三人称复数形式。如：Iam…;Itis…;Youare…。下面这则口诀可帮助记忆：我(I)用am，你(You)用are，is跟着他、她、它，一切复数都用are。答案(1)am(2)is(3)Are

六、中考链接

1.SheisastudentandnameisKate.

A.sheB.herC.hersD.his

2.ThisisMissGao.Sheyournewteacher.

A.beB.amC.isD.are

七、课后反思：

我的收获：____________________________________________

_______________________________________________________

我的不足：________________________________________________

我努力的方向是____________________________________________

仁爱版九年级上册英语课本

仁爱版英语七年级上册全套教案[整理]，内容很多，这里无法全部复制，你到我们誉颤宽网站去Unit 1Making New FriendsTopic 1Welcome to China!Section A Teaching times :2The main activities are 1a, 2a and 3a.Ⅰ.Teaching aims and demands 1.(1)Learn the letters Aa-Gg.(2)Learn some useful words and expressions:good, morning, welcome, to, China, thank, you, hello, I, am, I’m, are, yes, no, not, nice, meet, too2. Talk about greetings and introductions:(1)—Good morning.—Good morning.(2)—Hi/Hello!—Hi/Hello!(3)—I’m … Are you …?—Yes, I am./No, I’m not. I’m …(4)—Nice to meet you.—Nice to meet you, too.(5)—Welcome to China!—Thanks./Thank you.Ⅱ. Teaching aids 录音机/字母卡片/小黑板Ⅲ. Teaching Plan Step 1Introduction This lesson is the very beginning, teachers, all students should note the following two points: 1. The importance of learning English. 2. The right way to learn English. Objective: To stimulate students interest in learning English to improve learning efficiency.Step 2Presentation 1.T:Hi! S洞罩1:Hi! —Hello!—Hi!(非正式)—庆亮Hello!—Hi!T: Please look at the picture and see how they are greeting. Then you can use your name to greet each other.S3: Hi, Zhang Hua!S4: Hi, Chen Jun!S3: Hello, Zhou Jie!S5: Hello, Zhang Hua!(3) T: Good morning! Ss:Good morning! S5:Hi! S6.S6:Hi! S5. S7:Hello! S8. S8:Hello! S7. S9:Good morning! S10.2. T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.Step 3Consolidation 1. T: Listen to the tape and repeat, pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape.2. T: Practice a dialog according to 1a and 3a in pairs, then act it out.S1:Good morning!S2:Good morning!S1:I’m … Are you …?S2:Yes, I am.S1:Nice to meet you.S2:Nice to meet you, too.S1:Welcome to China!S2:Thanks./Thank you.Step 4Practice 1.T: Listen to me and read the letters after me. Learn Aa-Gg by heart. T: Now let’s learn how to write the letters.2. T: Now let’s listen and circle the letters you hear.Aa Bb Cc Dd Ee Ff Gg4.T: Copy the letters on the signs beside the letters on the line.Aa Bb Cc Dd Ee Ff GgStep 5Project 1. T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc.T: Group work. A group of seven students act as Aa-Gg, greeting each other.Example:SA: Hello!SB: Hello!SA: Are you Cc?SB: No, I’m not. I’m Bb.SA: Nice to meet you.SB: Nice to meet you, too.板书设计：Welcome to China!Section A1.— Hi! 5.— Are you Maria?— Hi!— No, I’m not. I’m Jane.2.— Hello! 6.— Nice to meet you.— Hello!— Nice to meet you, too.3.— Good morning!7.— Welcome to China.— Good morning! — Thanks./Thank you.4.— I’m Kangkang. Are you Michael?— Yes, I am.

Section BTeaching times:1The main activities are 1a, 2a and 3a. Ⅰ. Teaching aims and demands 1. (1) Learn the letters Hh-Nn.(2) Learn some useful words and expressions:this, is, Mr.=mister, see, my, mom, teacher, how, do2. Talk about greetings and introductions:①Miss Wang, this is Michael. Micheal, this is Miss Wang.②—Nice to see you.—Nice to see you, too.③—How do you do?—How do you do?Ⅱ. Teaching aids 字母卡片/录音机/多媒体课件/照片Ⅲ. Teaching Plan Step 1Review 1. T: Hi/Hello/Good morning!Ss: Hi/Hello/Good morning!2. T: Good morning, S1.S1:Good morning.T: I’m Miss Wang. You can call me Miss Wang.3.T: This is 姓名/This is Mr. …/This is Miss …

(让学生三人一组做类似的操练。)Step 2Presentation 1. 导入Nice to see you.和How do you do?问候语。①Michael和Miss Wang是初次见面，用Nice to meet you.②如果较熟悉的两个人相互问候，引导学生用Nice to see you.S1: Nice to see you.S2: Nice to see you, too.③如果较正式的场合相互问候，引导学生用How do you do?S1: How do you do?S2: How do you do?2. T: Let’s listen to 1a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.Step 3Consolidation 1. T: Now use your own names to practice 1a. Finish 1b.2. T: Look at the screen and learn the conversation.—Nice to see you.—Nice to see you, too.Mr. Lee, this is my mom. Mom, this is my teacher.—How do you do?—How do you do?3. T: Listen to the tape and repeat. Then I’ll ask the students to role-play the dialog.4. T: Please complete the conversation in 3b. Then act it out.5. T: Read the sentences in 4 and match them.6. T: Practice some dialogs according to 1a and 3a in pairs.Step 4Practice1. T: Now, let’s play a game together. “Which one is missing?”2. T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves. T: Please look at the blackboard, let’s learn how to write these letters.T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the letters first is the winner.3. T: Please rewrite the words using small or big letters in 2c.4. T: Listen and circle the letters you hear in 2b.Step 5Project 1. T: Please introduce your best friend to us group by group with the sentences below.Example:T: S1, S2, S3, your group please. Suppose S2 and S3 are S1’s friends. But they don’t know each other. So S1 introduces S2 to S3, OK?S1: Hi, S3, this is my friend S2. S2, this is my friend, S3.S3: Nice to meet you./ How do you do?S2: Nice to meet you, too./ How do you do?板书设计:Welcome to China!Section B1. This is Mr. … 3. Mom, this is my teacher, Mr. Lee.This is Miss … 4. —How do you do?2. —Nice to see you. —How do you do?—Nice to see you, too. Section CTeaching times:1The main activities are 1a and 2a. Ⅰ. Teaching aims and demands1.(1) Learn the letters Oo-Zz.(2) Learn some useful words and expressions:fine, goodbye, bye, afternoon, and, OK2.Talk about greetings and farewells: (1)—Good afternoon, Miss Wang!—Good afternoon, Mr. Lee!(2)—How are you?—I’m fine. Thank you. / Fine, thanks. And you?—I’m OK.(3)—Goodbye, Mr. Chen.—Bye.(4)—See you later, Mr. Lee.—See you.Ⅱ. Teaching aids 字母卡片/图片/录音机/字母表挂图Ⅲ. Teaching Plan Step 1Review 1. T: Let’s review the letters from Aa to Nn with some letter cards.2. T: Let’s play a guessing game. First I’ll ask one student to act letters. Then let the others guess what letter it is.3. T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?4.T:Good morning, S1.S1: Good morning, Mr./Miss××.T:Nice to meet you.S1: Nice to meet you, too.T: S1, this is S2. S2, this is S1.Step 2Presentation 1. T: Look at the pictures carefully, who are they? Where are they? What do they say? Now listen to the tape.2. T: Good morning, Mr. Chen!S: Good morning, Xiao Zeng!T: How are you?S: I’m fine. Thank you.T: Goodbye, Mr. Chen.S: Bye.3. T:It’s 2:00 p.m. now. Good afternoon, class!Ss:Good afternoon, Miss Wang!Good afternoon!4. Boys: Good afternoon, Miss Wang.Girls: Good afternoon, Mr. Lee.Step 3Consolidation 1.T: Listen to 1a and repeat, pay attention to the pronunciation and intonation.2.T: Now, please read the dialogs in 1a in pairs.3. T: Well, look at the pictures, imitate the dialogs.4. T: Practice the conversation in 1a using your own names.Step 4Practice 1. T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape three times. At last read the letters together. 2.T: Now please listen and circle the letters in 2b.5. T: Please make some letters with your matches after the models in 3 and then read them out.Step 5Project 1. (播放录音4，学唱ABC歌。)6. Homework:(1)练习字母Aa-Zz的写法，每个写5遍。(2)观察Aa-Zz小写字母的写法，把具有相同特征的进行归类：如：写在第二格的有：写在第一、二格的有：写在第二、三格的有：板书设计：Welcome to China!Section C1.—How are you!3.—See you later. —I’m fine, thank you./Fine, thanks. And you? —See you.—I’m OK.2.—Goodbye. 4.—Good afternoon! —Bye. —Good afternoon!5. A, E, I, O, U

Section DTeaching times:1The main activities are 1 and 5. Ⅰ. Teaching aims and demands 1. (1)Review greetings:①Hi!/Hello!②Good morning/afternoon! / Good morning/afternoon!③How are you? / I’m fine, thank you./Fine, thanks. And you?④How do you do? / How do you do?⑤Nice to meet/see you. / Nice to meet/see you, too.⑥Welcome to China!/Thanks./Thank you.(2)Review introductions:①—I’m … Are you …?—Yes, I am. / No, I’m not. I’m …②This is …(3)Review farewells:①—See you later.—See you.②—Goodbye.—Bye.2. Review the letters Aa-Zz.Ⅱ. Teaching aids 录音机/字母卡片/小黑板Ⅲ. Teaching Plan Step 1Review 1.T: Let’s review greetings and farewells.(1)T:Hi! Class.Ss: Hello! Mr. …/Miss …T:Nice to meet/see you. Ss: Nice to meet/see you, too.T:How do you do?Ss:How do you do?

仁爱英语八年级上册电子课本

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。

仁爱版七年级上册英语课件1

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种不迅袜同的颜色，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：桥昌睁

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敏岁句型。)

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)

仁爱版七年级上册英语课件2

【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---

仁爱八年级英语课件ppt

仁爱版七年级上册英语教案作为英语教师对课堂教学的一种预计和构想，在教学中占有十分重要的地位。下面是我为大家精心整理的仁爱版七年级上册英语教案，仅供参考。

七年级上册英语教案

Teaching Plan

Background information(背景知识):

Students: 52 Middle School students

Lesson duration: 45mins

Teaching contents(教学内容): Unit 2 Topic 1 I have a small nose. Section A

Teaching aims(教学目标):

1. Learn some new words:

(1)Learn words about parts of the head:

nose, eye, head, face, hair, ear, mouth, neck

(2)Learn some other new words:

guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,

2. Learn some useful sentences:

(1) I/You/We/They have…

(2) She/He/It has…

(3)---Do you have…

---Yes, I/We do. No, I/We don’t.

(4)--- I know.

--- You’re right.

3. Learn how to describe people’s appearances.

Teaching focus(重点)：words about parts of the head and adjectives of description

Teaching difficulties(难点)：The usages of have and has

Teaching procedures:(教学步骤)

Step1 Warm-up 第一步热身

greeting

sing a song : Head and shoulders.

Step2 Review 第二步复习

(1) 通过复习，培养学生根据卡片信息芹岁进行简单交流的能力。

(出示卡片上文字信息，师生进行互动问答。复习描述人的基本情况。)

Name: Jane

Age: 11

From: Canada

School: Beijing International School

Class: Nine

Grade: Seven

Phone number: (010)9267-6929

(1)T: What’s her name S1: Her name is Jane.

T: How old is she S2: She is eleven.

T: Where is she from S3: She is from Canada.

(2)(根据图画导入新内容。)

Step 3 Presentation 第三步呈现

利用简笔画教授人体部位的名称，并在图片的相烂首猛应位置板书单饥桥词，然后领学生拼读。

(2)(利用卡片，操练表示人体部位的名词。)

T: Let’s look at this picture. What’s this S1, please. S1: Eyes.

T: How do you spell it, please S1: E-Y-E-S,eyes.

(以同样方式操练其他表示人体部位的名词。)

T: Nice work, boys and girls. (教学boy and girl)

(3) 通过对比图片学习描写人体头部的形容词(long hair, big eyes, small eyes, a round face…)

(4) (出示2a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose

Ss: Yes. It’s big.

T: Good. He has a big nose. Are they big, too Ss: No. T: Very good. They are not big. They are small. They have small noses and small eyes.

(以同样方式操练其他四幅图片。)

(5) (在熟练掌握人体部位和描述人体部位形容词的基础上，结合2a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)

① have: S(I/We/You/They) +have …

② has: S(He/ She/ It)+has …

Step 4 Consolidation 第四步巩固

1. (小组竞赛。限定时间要求学生书面完成2b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)

2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)

S1: I have a small nose.

S2: I have a long face.

S3: I have a big head.

S4: …

…

Step 5 Practice 第五步练习

完成1a，1b进一步帮助学生巩固本课的功能项目，培养学生的听说能力。

Sing a song

Step 6 Summary 第六步总结

Summarize the new words.

Summarize the grammar.

Summarize the useful expression

Step 7 Homework 第七步作业

(1) 预习Section B 的生词

(2) 描述一位朋友的外貌。

七年级上册英语知识点

一、48个国际音标及26个英文字母的正确书写

要熟练掌握元音和辅音，5个元音字母(a, e, i, o, u),字母的正确占格及单词间距。

二、be动词的用法

be动词有三种变形，分别是：am, is, are。记忆口诀：

“我”用am, “你”用are, is用于“他、她、它”;单数全都用is，复数全部都用are。

七年级英语定语从句辨析

[误]I won't tell you the name of the person who teach me English.

[正]I won't tell you the name of the person who teaches me English.

[析]在定语从句中，关系代词作主语时，从它本身看不出其数的形式，这时要由它的先行词决定。这里who 应由 the person 单数决定，应该用单数谓语动词。又如：I who am a student want to find a spare time job. 这里的 who 应与 I 是一致的，所以其谓语动词应该用am。

[误]We talked about the things and the people who we met during the Second World War.

[正]We talked about the things and the people that we met during the Second World War.

[析]这里的关系代词不要用 who，因为其先行词有两个一个是 things (物)，而另一个是people (人)，这时既不可用 who，又不可用 which，因前者只能用于先行词是人的情况下，而后者则用于先行词是物的情况下，所以只能用 that，因为它的先行词既可以是人又可以是物。

[误]The book，that I bought yesterday，was very good.

[正]The book，which I bought yesterday，was very good.

[析]先行词与定语从句被逗号分割开来时，即作为非限制性定语从句。在非限制性定语从句中 which，when，who，whom，where，when，whose 等都可以和限制性定语从句中的作用一样，而独有 that 不易用于非限制性定语从句。

[误]The dictionary which I lent it yesterday is a very useful tool.

[正]The dictionary which I lent yesterday is a very useful tool.

[析]关系代词在定语从句中是要起语法作用的，它不是作主语就是作宾语。虽然在作宾语时它的位置由原来的宾语位置移到了句首，但它的作用依然存在，而且在原宾语位置上不能再出现宾语。

[误]The teacher I want to learn English from is the one which comes from America.

[正]The teacher I want to learn English from is the one who comes from America.

[析]the one，anyone，those 作代词并且是指某人、物时，其关系代词不能用 which 应用 who。