七年级英语上册unit6课件

第一篇：七年级英语上册unit6课件

教学观念是崭新的，教学的目标重在培养学生的学习兴趣。力争面向全体学生。接下来小编搜集了七年级英语上册unit6课件，仅供大家参考，希望帮助到大家。

篇一：七年级英语上册unit6课件

教学内容

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。

教学目标

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。

教学重点、难点

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；

C名词复数的使用。

难点：一般现在时中单数第三人称的变化形式。

课时安排

第一课时Section A la –lc

第二课时Section A 2a –

4第三课时Section B la –2c

第四课时Section B3a –4 Self-check

Period One

课前准备

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）。

教学设计

Step One： New words.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.Ss： L-I-K-E,like.T：Do you like oranges?

S2：Yes,I do.T： Do you like oranges?

S3：No, I don’t.(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.Ss：B-A-N-A-N-A,banana.T：Whtat color is it?

Ss：It’s yellow.(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.Step Two：Grammar.① Present the countable nouns and the uncountable nouns.T：Look!What are these?(Show a picture.)

S1：They are oranges.T：How many oranges are there?Let’s count.One,two.S1：Two.T：And what are these?(Show another picture.)

S2：They are apples.T：How many apples are there? Let’s count them.One,two,three.S2：Three.T：What’s this?

S3：It’s broccoli.T：Can we count it”Can we say a broccoli?

S3：Sorry, I don’t know.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.)

T：Check the answers.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?

S：Of course not.Step Three： Drills.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.(Holding apples)

Do you like them?

S1：Yes, I do.S2：No, I don’t.I like salad.T：Do you 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.)

Sa：Do you like…?

Sb： …

(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.)

Step Four： Task.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…

S2：…

Step Five ：Summary.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…?

Period Two

课前准备

教师：搜集关于食物的图片，制作表格（见教学步骤）。

学生：准备上一节课的调查表格，作好对话和调查的准备。

教学设计

Step One： Review the drill.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.Ss：…

Step Two： New drills.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?

S1：Yes, I do.T：Do you like ice cream?

S1：No, I don’t.(The teacher points at Kate and asks the class.)

T：Does Kate like tomatoes?

Ss：Yes, she does.T：Does Kate like ice cream?

Ss：No,she doesn’t.(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?

(The teacher points at Jane.)

S1：Sally is.T：Does she like tomatoes?

S1：Sally is.(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?

Sa： …

Step Three： Task.T：Do you love your parents?

S：Yes.T：How do you show your love to them?

S1：I’ll do as they say.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.)

(Give a sample to the students)

T：Does your father like chicken?(Point to a student)

S1： No, he doesn’t.T：Does your mother like eggs?

S1：Yes, she does.T：Do they like bananas?

S1： Yes, they do.T：Now work in groups and make a food survey.(The students work in groups.)

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.)

Step Four：Summary.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.Period Three

课前准备

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）。

学生：准备上一节课的家庭作业。

教学设计

Step One： Check the homework.T：Now let’s cxchange your exercise books and help each other.Try to correct it.(Ask different students to report his/her conversation.)

Step Twp： Review the words.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.)

Step Three： New words.① Present the new words.T：How many meals do you have every day?

Ss：Three.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.T：Why?

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.)

S1： …

T： How about chicken? Do you like it ?

S1： …

T： Can you guess what food I like?

S1： Do you like…?

T： No, I don’t.S2： Do you like…?

S3： Do you 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?

S： Yes, she does.T： Work in pairs about the chart.Step Five： Task.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.

Period Four

课前准备

教师：搜集关于食物和人物图片，制作表格（见教学步骤）。

学生：准备表格。

教学设计

Step One： New words.T： Do you like sports?

S： Yes, I do./ Of course.T： What sport do you like best?

S1：I like playing football/ baskball /table tennis …

S2：I like 跑步.T： Oh, Look!What is he doing?

(Show the students a picture of Liu Xiang.)

Ss： He is 跑步.T： Yes, he is running.Now, read after me, run.S： Run.T： R-U-N, run.S： R-U-N, run.T： Do you know him?

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.S： 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.S： 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?

Ss： “不健康的”.T： Yes, you are clever.Read after me, healthy, unhealthy.Ss： 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.Step Two： Task.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)

(Ask some groups to report.)

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.)

S： Fruits…

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.)

S： Four lunch …

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?

Sb： I like …

Sa： What do you like to eat for dinner?

Sb： I like …

(Then ask the students to work in pairs one by one.)

Step Four： Task.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.篇二：七年级英语上册unit6课件

一、教学目标

1.知识目标：new words and grammer focus

2.能力目标：talk about likes and dislikes freely.3.情感目标：to be friendly to your friends.4.学习策略：practising and listening for specific information.5.文化目标：the differences between english food and chinese food.二、教学重点

words and expressions.三、教学难点

how to talk about likes and dislikes.四、教学关键

let ss have more chances to practise.五、教具与学具

实物、教学磁带、录音机、多媒体课件等。

六、教材分析

本课的主要情景是在快餐店谈论自己的喜好，面对各种各样的水果和食物，主要学习疑问句do you like bananas?以及如何应答他人的询问.yes, i do./no, i don't.会用i like…/i don't like…句型表达自己的爱好。教学重点是句型的听、说两会；教学难点是灵活运用所学句型完成各项任务。

七、教学步骤

task 1，导课可以用袋子装个汉堡包，让一个同学来猜

t：guess.what's this? you can touch or smell it.it's very delicious.ss： it is a hamburger.t： i have a new fast food restaurant(课件呈现快餐店图片), you can find it here.let's go and have a look.(ok?)

task 1.learn food names

1.learn the english names for these food.look at it and tell us what you can see? you can answer in english or in chinese.(展示课件，让同学看书上图，说出他们知道的食物名称)

2.let's come to the food counter.(通过课件学单词，每个图片下都有单词)画面出现一个橘子说orange，再出现多个橘子说orange.(之后呈现：banana, hamburger, pear, tomato, strawberry, french fries, broccoli, salad and ice cream)

3.a guessing game.(一共10个标号的盒子，通过课件点击图片，让同学猜测里面是那种食物)学生分成4组进行比赛。回答正确的小组可以得到一张食物图片，并贴在黑板上。

4.match the words with the things in the picture.(准备复印的纸，上面有10个单词和10幅图a-j)让同学用最短的时间完成连线，同时也给最快完成连线的小组在黑板上贴上一张食物图片作为奖励。这张纸也是下个环节的调查问卷。)

task 2, an interview.老师拿着装着食物的袋子，让同学用手触摸，在猜出食物名称的同时，老师呈现新课。

t：do you like bananas? ss： yes, i do.t： she likes bananas.t： do you like pears? ss： no, i don't.t： she doesn't like bananas.1.do an interview in pairs.do you like…?(用课件提供给学生应该使用的句型并用连线的纸单，进行两个的问答)(circle the food names your good friend likes.生成一份点菜单menu)

2.t： i have two foreign friends.they are bill and bob.please help me find out what they like and don't like.(用课件呈现一张调查表，学生a和学生b的各有不同，两名同学互相提问，完成调查)

task 3.an employment.t： i want to find some good waters for my restaurant.还是以小组为单位，抢答，得分。(教师表演为同学服务的场景，表示业务忙想招聘服务员)

test 1.listening

t： listen and fill in the blanks.please tell me what you can hear.(课件内容为p32 2b)学生答完，集体对答案.test 2.memory.(考考你的记忆力)(课件)

t： i say one sentence to see who can say it again first.“i like apples and i don't like pears.” this time you will use 2 minutes to make up sentences like me, then say yours out and let others listen and repeat.学生互相出题，互相提问，重复正确小组加分。

test 3.food survey.t： make a food survey in groups.(表格见课件)4人为一组，一名组长提问，一名同学为记录员。然后以组为单位汇报调查结果，通过三关测试，让小组推举出本组表现好的同学做本组waiter。带上领结，伴着乐曲为同学提供食品。

task 4.enjoy yourselves.(让服务员走起来，为大家提供食品，大家边吃边用刚学习的话题进行交谈，选择自己喜欢的话题编成对话，谈话喜欢的歌曲，影星，动物…)之后选择一组汇取给大家。

topic 1.who do you like?(teachers, parents, singer, film star)

topic 2.which color do you like?

topic 3.what sport do you like?

topic 4.free topic.s1： hello!

s2： hello!who are they?

s1： they are my friends.she is rain, and he is jim.s2： nice to meet you!

s3,s4： nice to meet you, too!

s3： do you like hamhurgers?

s1,s2： yes, we do.s4： let's go to the restaurant, ok?

ss： ok!let's go.t： you can go on this step after class.it's your homework.goodbye class.ss： goodbye, teacher.

第二篇：新人教版七年级英语上册unit6课件

英语的教学一直是一个比较大的难题，要如何进行新人教版七年级英语上册unit6的教学呢？以下是小编整理的新人教版七年级英语上册unit6课件，欢迎阅读。

教学内容：Unit 6 Do you like bananas?

教材解读

本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物及回答；会描述一日三餐，会合理搭配一日三餐。

like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。

通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。

教学目标

一、知识与技能

1.掌握基本词汇：food、banana、hamburger、tomato、broccoli、French fries、strawberry、orange、ice cream、salad。

2.掌握句型：Do you like bananas? Yes, I do./No, I don’t.二、过程与方法

通过听说读写等任务型活动，熟练应用所学单词和动词词组。

三、情感态度和价值观

认识并了解各种食物，能分清水果和蔬菜并能认识到水果和蔬菜对人体有益。通过询问对方是否喜欢某食物来引起话题。

教学重点

基本单词、词汇和句型。

教学难点

1.认识并掌握重点词汇。

2.能流利地与对方开展关于食物喜好的对话。教法导航

采用任务型教学途径并配以多媒体辅助教学，同时考虑学生的不同层次采取分层递进的教学方法。

学法导航

让学生在游戏的情景中感受到轻松愉悦、民主和谐的环境气氛，学生积极主动参与，从而产生了强烈的求知愿望，增强学习兴趣。

教学准备

PPT、关于食物的图片。教学过程

Step 1: Greetings.Greet the students as usual.Step 2: Revision Show the students pictures and ask:What’s this? It’s a soccer ball.Do you have a soccer ball? Yes, I do./No, I don’t.Do you like it? Yes, I do./No, I don’t.Step 3: New words Show the students some food and ask:

2What’s this? It’s a hamburger.Do you like it? Yes, I do./No, I don’t.What are these? They’re bananas.Do you like bananas? Yes, I do./No, I don’t.运用图片和对话教学单词：hamburger、banana、tomato、broccoli、French fries、strawberry、orange、ice cream、salad，并运用这些单词进行对话。

Step 4: Pair work Work in pairs and try to match the words with the pictures of 1a.Step 5: Listening 1b Listen and number the conversations.After listening, show the dialogue on the screen and get the students to practice the conversations, and then make their own conversations.Step 6: Listening Listen and circle the food you hear.First get the students to check their answers in groups and then report their answers.Step 7: Listen again Listen again and fill in the blanks.I like hamburgers.Do you like hamburgers? Yes, I do.Do you like______? No, I don’t like ______.Let’s have _______.Oh, no.I don’t like_________.Step 8: Group work Make a food survey in groups by asking: Do you like...? Then fill in the blanks to complete the form.How many students like hamburgers? How many students like bananas? Step 9: Summary Let’s sum what we have learned this class.Words:banana, hamburger, tomato, ice cream, salad, strawberry.Sentences:Do you like hamburgers? Yes, I do./No, I don’t.Step 10: Homework 1.Remember the words in this class.2.Practise the dialogue in pairs.课堂作业

1.写出下列名词

(1)汉堡 ____________(2)西红柿 _____________(3)沙拉 ____________(4)草莓 ____________(5)梨 ____________(6)牛奶 __________(7)面包 __________(8)冰激凌 _________2.根据句意完成句子

(1)A:_______ you like salad? B:No, I _______./Yes, I ______.(2)I __________(喜欢)hamburgers.(3)_____________(你喜欢)hamburgers?(4)____________(我们吃)strawberries.参考答案：

1.(1)hamburger(2)tomato(3)salad(4)strawberry(5)pear(6)milk(7)bread(8)ice cream

2.(1)Do, don’t, do(2)like(3)Do you like(4)Let’s教学反思

这节课以学生的日常生活为话题，用丰富多彩的实物和图片激发学生的学习兴趣，学生踊跃参加课堂活动，效果很好。

第三篇：新目标英语八年级上册unit6课件

在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，下面为大家分享了新目标英语八年级上册unit6的课件，一起来看看吧！

一、教学目标：

1.语言知识目标：

1)能掌握以下单词：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with;self-improvement, take up, hobby, weekly, schoolwork

2)能掌握以下句式结构：

① ─What are you going to do next year?

─I’m going to take guitar lessons.② Many resolutions have to do with self-improvement.③ They’re going to take up a hobby like painting.④ Sometimes the resolutions may be too difficult to keep.2.情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1.教学重点：

1)掌握本课时出现的生词及表达方式。

2)进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2.教学难点

1.听力训练

2.阅读2b部分的短文并完成相关要求。

三、教学过程

Ⅰ.Warming-up and revision

1.Daily greeting.Check the homework.2.头脑风暴： 说出表示的职业名词

teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…

学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）

3.说理想，谈打算。

I want to be an engineer.I’m going to study math.让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用学生们自己刚才写的职业）

Ⅱ.Presentation

1.T: Do you have any New Year’s Resolutions?

Let some Ss answer your questions.2.Present some other New Year’s Resolutions on the big screen.e.g.learn to play the piano;make the soccer team;get good grades;eat healthier food;get lots of exercise

3.Let Ss try remember these resolutions and think of other resolutions.Ⅲ.Talking

1.Tell your partners your New Year’s Resolutions.2.S1: I’m going to get lots of exercise.I’m going to make a basketball team.S2: I’m going to learn another foreign language.I’m going to learn French.S3: …

3.Let Ss say as many resolutions as they can.Ⅳ.Listening

Work on 1c:

1.Tell Ss to read the resolutions in 1a.Tell Ss to listen and circle the resolutions they hear.3.Play the recording for the Ss to listen and circle.4.Check the answers:

Work on 1d:

1.T: Now please look at the chart in 1d.Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions.How are they going to do it? Listen and try to fill in the blanks.听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。

2.Ss listen to the recording carefully and try to fill in the blanks.3.Play the recording again and check the answers with the class.Ⅴ.Group work

1.Work in groups.Make a list of resolutions and how you are going to make them work.Then discuss with your group.2.Ask some pairs to act out the conversations.3.Ask Ss the two questions:

Did you make any resolutions last year?

Were you able to keep them? Why or why not?

Ⅵ.Reading

1.T: This passage is about resolutions.Now read the passage quickly and match each paragraph with its main purpose.2.Let Ss read the sentences in the box first.Let some Ss say the meanings.3.Ss read the passage quickly and match each paragraph with its main purpose.4.Let Ss underline the words and phrases that helped them decide.Ⅶ.Reading

1.T: Now let’s work on 2c.First, let’s read the sentences and make sure we know the meanings of all the sentences.Then read the passage again and chose which paragraph in the passage each sentence goes in.2.方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整个段落的意思来确定空格处应填的句子。综合段落的主旨大意及空格上下文的意思，确定最贴切的答案。

3.Ss read carefully and try to find the answers to the questions.4.Check the answers with the class.Ⅷ.Reading

1.T: Read the passage again.Then answer the questions with short sentences.2.方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如：第4和第5小题都应是回答自己的想法。

3.Ss try to answer the questions.Then discuss the answers with your partners.Explanation

1.Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关，……

1)此句中的planning为名词，表示“计划；规划”等意思，如：city planning（城市规划）等。英语中better planning类似汉语中的“合理规划”，指通过制定计划来更加充分的利用时间、空间、精力等。

2)have to do with这个结构表示“与……相关；与……有关联或有关系”。例如：What does this problem have to do with what we’re learning today?

这道题跟我们今天所学的内容有什么关系？

2.Sometimes the resolutions may be too difficult to keep.有时这些决定可能会太难而无法实现。

此处情态动词may表示推测，相当于汉语的“可能；或许；大概”之意。又如：You may be right this time, but I’m not sure.这一次你或许是对的，但我无法确定。

2)英语中too…to…是一种固定结构，表示“太……而不能够……”。又如：

The kid is too young to play this game.这孩子太小，不能玩这个游戏。

3)本句中的动词keep意为“履行（诺言等）；遵守（惯例等）”，这是keep的常见用法之一。类似的句子还有：

People hardly ever keep them!

人们很少履行它们（指计划）。

在这一语义下，常见的表示还有keep a promise(信守诺言)，keep one’s word(遵守承诺；说话算数)等。如：

We always keep our word.我们说话是算数的。

Homework

1.课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2.完成2e的任务；用这些词组来造句。

基础训练

汉译英。

１．吃早饭＿＿＿＿＿＿＿＿＿ ２．吃晚饭＿＿＿＿＿＿＿＿ ３．每天＿＿＿＿＿＿＿＿＿＿

４．冰淇淋＿＿＿＿＿＿＿＿ 5．薯条＿＿＿＿＿＿＿＿＿＿ 6．健康食品＿＿＿＿＿＿＿＿＿＿

7．大量的马铃薯＿＿＿＿＿＿＿＿＿8．喜欢吃蔬菜＿＿＿＿＿＿＿＿＿＿＿ 9．水果沙拉＿＿＿＿＿＿＿＿

１0．跑步明星＿＿＿＿＿＿＿＿＿＿＿ １1．我很喜欢打排球。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１2．他喜欢吃草莓。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１3．她不喜欢汉堡。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１4．你喜欢花椰菜吗？是的，我喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１5．你爷爷喜欢鸡肉吗？不，他不喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１6.彼德午餐吃什么？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１7．nick早餐吃蛋和牛奶吗？是的。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

18．他喜欢香蕉，但他不喜欢西红柿。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

19．早餐她只吃一个蛋，一个苹果和一些水。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

２0．你的朋友是个男孩还是个女孩？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

用括号中所给词的正确形式填空

1．there are some ________（tomato）in the basket.2．do you like french ________（fry）?

3．she ________（have）ice cream for dessert.4．________（health）food is important.5．she ________（do not）play sports.6．________ your mother ________（watch）tv every day?

7．the little girl likes ________（strawberry）a lot.8．lots of children like ________（play）football.9．chicken ________（be）very delicious.10．my daughter ________（go）to school from monday to friday.单项选择

（）11．—let’s have oranges.— ________.a．that’s sound good b．that sound good c．that’s sounds good d．that sounds good

（）12．— do you like apples? — ________.a．yes, i am b．yes, i do c．no, i’m not d．no, i not

（）13．— does your son like carrots? — ________.a．yes, she does b．yes, he is c．no, he doesn’t d．no, she doesn’t

（）14．he has ________ egg and ________ hamburger.a．an, an b．a, a c．an, a d．a, an

第四篇：新版七年级英语上册课件

新版七年级英语上册课件【1】

我说课的内容是北师大版数学七年级上册第三章的第一节课《字母能表示什么》，我主要从“教材分析”、“教法与学法分析”、“教学过程设计与说明”、“设计追求的特色”四个方面组织说课。

一、教材分析

（一）教材所处的地位

本节课北师大出版的新课程标准实验教材第三章的第一节课，在以前的学习中学生比较熟悉对具体数的操作，这是学生初次接触用较为抽象的字母来表示数，对字母表示数含义的理解有助于代数式以及方程的列出，是学习后续知识的关键。

（二）教学目标

1.知识目标：在现实情景中感受用字母表示数的意义，明确字母可以表示任何数，会用字母表示探索的规律，能用字母表示运算律和公式。

2.能力目标：经历探索数量关系，发现规律，运用字母表示规律，并通过运算验证规律的过程。

3.情感目标：一是体会字母表示数的意义，形成初步的符号感；二是进一步感受数学魅力，在学习过程中激发学生学习数学、探索数学奥妙的内在动力和外在的积极性，并在过程中培养学生的创新意识和实践能力。

（三）教学的重点、难点

1．立足本人的分析确定的：字母表示数的意义、数学规律的探索及符号表达，这些内容也是本课的难点。

2．可能基于学生个性差异、基础差异在学习过程中感觉困难的地方也是本课的难点。在教学过程中，我将认真注意，并尽力帮学生突破。

二、教法和学法分析

我校是定点的移民子女、进城务工子女就读学校，留守生在班级中占38%，学生的个性、基础能力差异很大，加上七年级学生处于小学与初中的衔接过渡初期，所以本节课我选择引导探索与分层教学相结合的方法。在新知的引出过程中，注意由浅入深，由特殊到一般地提出问题。引导学生自主探索，尤其在形成新知生长点的时候，充分发挥分层教学法的优点，帮学有余力的发挥潜能，挖掘

潜能，在先行的基础上发挥他们“先学后教”（后教就是帮助老师教，当老师的助手，在过程中达到教学相长的功效），教师抽出精力帮助学习困难的学生，帮助有“怪问题”的学生。注重时间分配，尽量做到先学在当堂，同层竞赛在当堂，异层帮辅在当堂，练习探讨在当堂、激发兴趣在当堂。

在教学过程中，关注每一学生，让每一个学生都动起来，促成学生成为学习的主人，从而发挥学生的主体作用。

三、教学过程设计及说明

（一）情景导入：利用电子白板的幕布创设问题情境（插入背景音乐，增加形象性和趣味性）：“一只青蛙1张嘴，2只眼睛4条腿，1声扑通跳下水。两只青蛙2张嘴，4只眼睛8条腿，2声扑通跳下水。三只青蛙3张嘴，6只眼睛12条腿，3声扑通跳下水。6767”，让学生把这首儿歌继续唱下去，唱几句即可，然后老师提问：在这首儿歌中假如有a只青蛙，那么请同学们思考一下，应该有多少张嘴，多少眼睛多少腿，以及多少声普通跳下水？问题设计具有一定的趣味性，引出可以用字母表示数。目的是激发学生的学习欲望，体现数学来源于实际生活，数学是从人的需要中产生这一认识的基本观点。

在这个过程中，尽量发挥不同层次学生的作用，体现出学生的自主学习、自我探讨、总结交流等主体性的过程。

（二）实验操作：用电子白板拉出问题。鼓励学生用火柴棒或木棒，按照“口”、“日”、“目”搭建正方形，然后填表，找规律。按照同层独立先竞争、异层小组后合作、全班交流分享的办法进行。

填写下表：

1在处理问题的过程中，充分抓住新知的生长点做文章，前四个空是铺垫，后一个空是新知生长点。对学有余力的学生，要求把100变成10000填空。这样做既培养了独立思考、勇于探索的能力，又培养了学生的帮扶意识和合作品质，还激发了学生的进取精神。

（三）问题解决和方法交流：按照小组交流和班级分享的办法进行。展示出想到的各种方法，小组推荐代表发言，鼓励学生对发言进行诊断评价，及时提醒学生注意发言、评价有无不妥，充分发挥教师平等中的首席作用。在这个过程中，还注意数学学习氛围的打造，保持教师刻意打造学习氛围的意识。

（四）随堂练习。分层次推出练习。设置三组，一是必做题2个；二是挑战题2个；三是攻坚题4个。设计时注重了层次，必做体现了保底；挑战和攻坚有层次的观注了个性差异。在同层之间进行竞赛性的统计，控制了学生思考的松紧度。

随堂练习的评价由先行的学生负责，教师给予适当的提醒。基本按照学生先做----代表评价-----教师适当帮助的步骤进行。

（五）课堂小结：主要通过学生回忆本节课所学内容，从内容、应用、数学思想方法、获取新知的途径方面先进行小结。教师尽量不补尾巴。以免形成学生总结时注意力不集中，教师总结才听的局面，在学生总结不全面可以给足时间让学生补充，真正当好平等中的首席。

（六）布置作业：内容略。

控制时间，尽量让学生当堂完成，不加重课后负担，不降低学习的积极性。

四、设计追求的特色

在本节课的设计过程中，我注重把握了以下几点：

1．既研究了教法，也研究了学法，基本按照以学定教的思路进行设计。

２.重视了新知生长点，在新知生长点创造学生思考的问题，给足思考的空间。

３．注重了先学后教，而且尽可能让学有余力的学生去教，实现将带兵，兵促兵，兵教兵的局面。

４．发挥先进的教学手段如电子白板在教学中的辅助作用。

５．发挥学生的主体地位，摆正教师平等中的首席地位。

６．尽量做到课外不留作业，作业、练习分层安排，真正关注学生的个体差异。

７．注重创设学习氛围，激发兴趣，培养兴趣，巩固兴趣。

新版七年级英语上册课件【2】

Unit 1 Topic 3 How old are you ?

Section D

学习目标

1.学习以短文形式谈论姓名、年龄、学校、班级和电话号码等个人信息

2.能读懂短文并能从简单的名片中获得信息

3.能向大家做自我介绍

学习重点

以短文形式谈论姓名、年龄、学校、班级和电话号码

学习难点

第一人称和第三人称的转变

学习过程

(一)导入

(二)自学指导

1、预习课本P23 Part 1 ,复习书上的六个音标

2、预习课本P23 Part 2 ,分别找出Jane 和 Huang Hua 的个人信息

3、预习P23 Part 3 ,根据所给信息把空补充完整

4、背诵课本P24 Part 4a 4b

(三)问题导学 再看课本P22 Part 2 ,回答问题。

Where is Jane from ?__________________________

How old is she ?___________________________

What class is she in ? _____________________

Where is Huang Hua from ? _______________

What’s his English name ? _____________________

Are they in the same class ? ______________

(四)典题训练

(五)精讲点拨

1、They are not in the same class ,but they good friends.他们不在同一个班，但是他们是好朋友。

解析：same 意思是“相同的”，前面一定要用定冠词“the”，后面接单数名词。

but 意为“但是，可是”，起转折作用。

eg : We are in the same school ,but in different classes.我们在同一个学校，但是在不同的班级。

五.当堂检测

(一)用be动词的适当形式填空

1、---How old ________ you ?

2、----I ________ ten.3、---What _____ this ?-

4、---It _________ a pen.5、----Who ________ that ?

----She _________ Lucy.6、---What _________ these ?

----They ________ schoolbags.7、---__________ this a pen ?

----Yes , it _________.(二)单项选择

1.What’s that _______ Chinese ?

A、on B、in C、with

2.Is he ____________ English boy ?

A、a B、an C、the3、These are my _____________.A、book B、pens C、a friend4、---Is this your eraser ?----Yes ,____________.A、it is B、this is C、it’s5、They are not ________ the same class ,but they

are good friends.A、in B、on C、from

七、作业布置

(一)根据句意和首字母提示填空

1.They are in the s________ class.2、--How o________ is she ?---She is 15.3.Li Ming and Wang Fei are good f___________.4、I’m in a h_________ school.5、Is your p__________ number 3264-7853 ?

(二)选择填空

1、______ is Zhou Lan._________ phone number is 1358429764.A、Her , her B、She , her C、She , She2、What grade ______ your brother in ?

A、is B、am C、are3、---Is that a car ?---No ,____________

A、that isn’t B、that is C、it isn’t4、Nine and eleven is __________.A、thirteen B、fifteen C、twenty5、_________ are good friends.A、you ,he and I B、I ,you and he C、you and he ,I This is an English boy(男孩).His name is Jim.He is twelve.He is in my school.He and I are in the same grade.I’m in Class Three, Grade Seven, but he is in Class Four.I’m his good friend.He is my good friend, too.根据短文内容, 补全对话。

A: Excuse me, what’s his name?

B: His name is Jim.A: 6.______________________________

B: Yes.J-I-M, Jim.A: Where is he from?

B: 7.______________________________

A: How old is he?

B: 8.______________________________

A: Is he in your school?

B: 9.______________________________

A: Is he in Class Three, Grade Seven?

B: 10.______________________________

He is in Class Four, but he and I are good friends.A: Thank you.汉译英：1.布朗是他的姓氏。Brown is his ____ ____.12.那是一张地图吗

Is that ____ ____.13.它们是五辆公共汽车。

They are ____ ____.14.让我帮帮你吧。

Let ____ ____ you.15.给你。____ ____ are.(五)作业：请写一份自我介绍，内容包括姓名、年龄、国籍、班级、学校、电话号码。

七年级英语知识点

现在进行时态

概念：表示现在(说话瞬间)正在进行或发生的动作，也可以表示目前一段时间内或现阶段正在进行的活动。

结构：由be动词(am, is, are)+ 动词ing构成，其中be动词要与主语保持性数一致。

Mary is flying a kite in the park.玛丽正在公园里放风筝。

--What are you doing now? 你现在在干什么?

--I’m reading English.我正在读英语。

Are they drawing the pictures now? 他们正在画画吗?

动词现在分词是动词原形变化而来的，规则变化如下：

动词ing形式叫动词现在分词，其构成如下：

1)直接在动词后加ing

play—playing, do—doing, talk—talking, sing--singing

2)以不发音的字母e结尾的动词，先去e，再加ing

make—making, write—writing, have—having, take—taking

3)以重读闭音节结尾的动词且词尾只有一个辅音字母，应双写这个辅音字母，再加ing

run—running, stop—stopping, put—putting, swim—swimming

注意对现在进行时态的判断。判断一个英语句子用什么时态，主要看句子的时间状语，一般说来，每种时态都有与之相对应的时间状语。现在进行时表示现在(说话瞬间)正在进行或发生的动作。因此，这个时态最常用的时间状语是now;但有不少句子并没有now，只能通过提示语如look、listen等或者通过上下文来确定用现在进行时。

She is cleaning her room now.她正在打扫房间。

Look!The girl is dancing over there.看!那个女孩在那里跳舞。

--Can you go and play games with me? 你能和我们一起做游戏吗?

--Can’t you see I am doing my homework? 你没看见我正在做作业吗?

第五篇：七年级上册英语电子课件

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！

教学目标

1．学习本课的知识点：

(1)字母：Ss，Tt，Uu，Vv，Ww，Xx，Yy，Zz

(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。

教学重难点

教学重点

熟练掌握Ss—Zz八个字母的大小写形式和颜色的表达方法。

教学难点

准确而熟 练地描述物体的颜色。

教学工具

多媒体

教学过程

Step 1：Warm-up

建议1：游戏活动

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：

T：What's this?

Get the students to answer the question like this：

S1：I think it's A/B...Then show the whole of the letter to let the students check whether they're right or wrong.教师指着带颜色的字母问：

T：What color is it?

S1：It's red...导入新课What color is it?

建议2：师生问答

通过字母卡片，复习前面学到的字母及交际用语。

T：Good morning!

S1：Good morning!

T：What's this?

S1：It's A....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：

T：What's this?

Ss：It's A.T：What color is it?

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：

T：What color is it?

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?

(Help the students to answer.)

S1：It's red.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.S1：It's “Z”；it's red...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。

Step 3：Present the skills

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's this？ B：It's V.A：What color is it？ B：It's red.A：What's that？ B：It's Z.A：What color is it？ B：It's black.Step 4：Practice the new skills

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。

Step 5：Study the new letters

1．Listen and repeat

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.Ss，Tt，Uu，Vv，Ww，Xx，Yy，Zz

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。

2．Listen and number

Look at the letters in 2b.They are not arranged alphabetically.Now listen to the tape and number the letters in order[1-8]，and then read them aloud.3．Copy and read

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。

4．Read and write

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。

5．Guess and discuss

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。

Step 6：Summary

建议1：教师带着学生总结。

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。

建议2：让学生自己总结。

建议3：通过做题来总结本节课的学习内容。

Step 7：Homework

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。

3．预习第二课时的单词。

课后小结

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？

—Yes，it is.是的，它是。

板书

Starter Unit 3 What color is it？

1a-2e

Letters

Ss，Tt，Uu，Vv，Ww，Xx，Yy，Zz

Words

blue，green，red，yellow，black，white，brown，purple，color

Sentences

What color is it？

It's red...