七年级英语上册Unit1 Topic2 SectionA精品课件 仁爱版
⑴ Are they from England ⑵ Where are they from ⑶ A: Excuse me, __________?
B: They’re Maria and Jane. ⑴ A: ____________________? B: No, they aren’t. ⑵ A: ____________________? B: Maria is from Cuba and Jane is from Canada.
3
4
Canada (C ) Japan( B)
2
A. Zhao Lin B. Kumiko C. Jim D. Tom
America (D) China(A)
1
Listen, and fill.
I am Zhao Lin. I am_____China. B A. to B. from C. / A: _____Japan,Kumiko? B A:Yes, I am.
A: Are you Kumiko? B: Are you from… C: I am from…
Listen, and fill.
Good afternoon! My name is Jim. I’m from ______Canada.
Where are you from A: ________________,Tom? B: I’m from America.
Homework
1. 背诵并默写本课的生词。 2. 背诵课文1a。
⑶ who are they
2a Enjoy the flash
Look at the picture and complete the conversation.
Huanhuan: _____ Who are they?
Yingying: _____ They are Dingding and Nana.
Unit1 Making friends Topic 2 Where are you from? Section A
Review
在Topic1中我们学到的打招呼用语 有哪些？你还记得吗？ Good morning/ afternoon! Hello ! Nice to meet you! Welcome to China! How are you? Goodbye! …………..
A: What’s your name? B: ________________ A: Where are you from? B: ________________
1b Listen and number the pictures. Then listen again and watch the names with the countries.
Huanhuan: Oh, is Dingding from America?
Yingying: No, he isn’t. ___is He from Japan.
Huanhuan: Where ______ is Nana from?
Yingying: She is from England.
Where are they from? 句型结构为： Where +be+主语+from? 句中的they是第三人称复数,译为他/她/它们,后面的 be动词要用are。 如:他们来自哪里？ Where are they from? 他们来自美国。They are from America. 他们来自日本吗？Are they from Japan?
be from “从……来，来 自……”, 表达某人的籍贯或来源地。
“Where +be+主语+from?” 意为“某人来自哪里？” Where 用于对地点提问。
What’ your name?
你知道小女孩在问什么吗？ 她在问：“你叫什么名字？” 如果你碰到不认识的人，也 可以这样问哟！
Do you want to know about your classmates? You can ask like this:
He is from Japan. / She is from England. 句中的he 和she 是第三人称的单数形式，译为他/她, 后面的be动词均用is。 如:他是Kangkang。He is Kangkang. 她来自英国。 She is from England.
Practice
—Where are you from? — I am from China.
— Where are you from?
— I am from Canada.
— Where are they from? — They are from Japan.
—Where is she from? — She is from America.
1. Where are you from? I’m from Canada. 2. Are you from America? No, I’m not. 3. Where are they from? 4. He is from Japan. 5. She is from England .
Let’s enjoy the pictures and match.
England
Canada
America Japan
1a Listen, look and say.
Where are you from?
I’m from Canada.
Enjoy the flash
Are you Jane ? Where are you from? Yes, I am. I’m from Canada.
Work in pairs.
Read 1a and practice the conversation. Then make up new ones with the foll and complete the conversation. Then practice with your partner.
仁爱版七年级英语上册 Unit 1 Topic 1 《Welcome to China! 》Section A课件(共22张PPT)
— Good morning! — Good morning! I’m Kangkang. Hello! / Hi! — Are you Maria? — Yes, I am. / No, I’m not. I’m Jane. —Nice to meet you. — Nice to meet you, too. _Welcome to China! _Thanks.
Unit 1 Making New Friends
Topic 1 Welcome to China! Section A
昭通市昭阳区洒渔镇中学 余平莲
There are several reasons why we why we should study English.
First, speaking English well is a sign of success. It makes us more fascinating and makes everybody envy us. It also earns us respect. As a result, our status and confidence will increase. In addition, English is fun. We can really enjoy this language because we can learn many things though it. Furthermore, English will make us happier because by being
able to speaking. We will make more friends. English will also open our eyes. We can learn a lot from English films, songs, and literature. They are all so informative. Finally, English is global. The world is getting smaller because of English. English is therefore great for traveling around the world. It’s like a secret weapon
仁爱版初中英语课件七年级上U1 T2 S A
where 在(到)哪里 from 来自，从
/'kænədə/ n. Canada 加拿大
/ə'merikə/ n. America 美国
/dʒə'pæn/ n. Japan 日本
/'iŋglənd/ n. /ðeɪ/ pron. /hu:/ pron. /'kju:bə/ n. /hi:/ pron. /ʃi:/ pron.
Where is she from?
She is from _t_h_e_U_S_A___ / _A__m_e_r_i_c_a__.
/'kæ nədə/ Canada Where is he from? He is from Canada.
Havana 哈瓦那
/'kju:bɚ/ Cuba
Where is Maria from? She is from Cuba.
1. be 动词的用法
我（I）是 am, 你（you）是are; is 跟着 他(he)她(she)它(it) 单数用is, 复数要用
Grammar
Be动词
单数
复数
主格 be动词 主格 be动词
第一人称 I am 第二人称 you are
he 第三人称 she is
it
we are you are
一、根据音标或意思写出下列单词
1./ik'skju:z/ 2./mi:/ 3./wɔt/ 4./jɔ:(r)/ 5./neɪm/ 6./'pli:z/ 7./weə/ 8./frɔm/
9. 加拿大 10.美国 11.日本 12.英格兰13./ðeɪ/
14./hu:/ 15.古巴
仁爱版七年级英语上册Unit1Topic2SectionA课件共26张PPT
Canada，too? Sally: No, I'm not. I am from America.
Work in groups
Read 1a again and make a conversation in your groups. And then show us.
from? Jane: I am from Canada. Are you from
Canada，too? Sally: No, I'm not. I am from America.
President Xi China
Obama America
Putin Russia
Suppose you are a reporter. Do an interview about President Xi and Obama, then make a name card and report.
1a Can you read the text now?
Pay attention to the intonation.
Sally: Excuse me, are you Jane? Jane: Yes, I am. What's your name? Sally: My name is Sally. Where are you
What's your name? My name is … Where are you from? I am from …
You can begin like this: This is President Xi. He is from…
Name:
仁爱版七年级英语上册Unit 1 Topic 2 Where are you from Section A教案
Unit 1 Topic 2 Where are you from? Section A【教学目标】1．学习am／is／are的疑问句及回答。
2．学习询问他人姓名、籍贯及应答语。
【教学过程】第一步：复习1．假设班里来了一名新同学，要求这个同学进行自我介绍，然后由班里的一个同学问候新同学。
例如：Sl：Good morning．I am...Nice to meet you．(面向全体学生。
)S2：Hi，S1! I’m… Nice to meet you．S1：Hi，S2! Nice to meet you，too.S2：S1，this is S3. S3，this is S1.S3：How do you do?S1：How do you do?2．问一学生，故意说错她的名字，引出Excuse me，are you…? 和No，I’m not．两个句型。
例如：T：Excuse me，are you...?S1：…(用中文或摇头表示否定。
老师引导学生说出No，I’m not。
)反复运用此法，加深学生印象，并板书句型：3．再问一名学生的真实姓名，引出What’s your name?及My name is… 的句型。
例如：T: Excuse me, are you …?S2：No，I’m not．T：What’s your name?S2：… (老师引导其说出My name is…)反复询问，让学生明白What’s your name?及My name is …的含义，并板书。
让学生两人—组操练Excuse me，are you…?及What’s your name?这两个句型。
第二步：呈现1．利用图片，老师以不同的人名作自我介绍，引出I’m from...句型。
T：My name is …. I’m from… (使用当地地名)My name is Yao Ming．I’m from Shanghai．(用姚明头像)反复使用此法，巩固I’m from…句型，并板书。
【课件】Unit+1Viewing+Pronunciation七年级英语上册课件(新仁爱版2024)
Thank you for your listening!
3. 正确朗读26个字母，掌握其顺序并能规范书写。 4. 学会介绍新朋友，并在日常生活中积极结交新朋友。
Review greetings.
Good morning! I am Miss Wang. Nice to meet you.
__G_o_o_d__m_o_r_n_in_g_!__ I’m Wang Junfeng. N__ic_e_t_o_m__e_e_t_y_o_u_,t_o_o.
2
3
1
Activity 3 Read the conversation and compelte Lingling’s name card.
Lingling: Hi, Kangkang! This is......这是......，用于介绍人/物 Kangkang: Hi, Lingling! This is Xiao Ya. Xiao Ya, this is Lingling. Lingling: Nice to meet you,Xiao Ya. Xiao Ya: Nice to meet you,too.Where are you from? Lingling: I'm from Beijing. And you? Xiao Ya: I am from Tianjin. Lingling: I'm in Class 6,Grade 7. Which class are you in? Xiao Ya: I'm in Class 6,Grade 7, too. Lingling: Wow! We are classmates. Xiao Ya: I'm thirteen years old. How old are you? Lingling: I'm twelve. See you around. Xiao Ya: See you.
仁爱版七年级上册英语unit1topic2
（一）重点词组1.Excuse me 对不起，原谅，请问，打搅2.be from…来自……，是……人 card 名片4.telephone number电话号码5.Good evening ! 晚上好6.Thank you very much.非常感谢7.That’s OK/You are welcome.不用谢8.family name/first name 姓 given name/last name 名（二）重点句型1.---Where are you from ? 你来自哪里？--- I’m from Canada. 我来自加拿大。
以 where 开头的特殊疑问句，是对地点提问，其答语通常是含有一个地点的词或词组。
如： ---Where is she/he from ? 她/他来自哪里？---She/He is from England. 她/他来自英格兰。
---Where are they from ? 他们来自哪里？---They are from Japan. 他们来自日本。
句中所含的词组 be from……,它的近义词组是 come from…,如：I am from China .= I come from China. 我来自中国。
2.---What’s your name ? 你叫什么名字？---My name is Maria我叫玛丽安。
1）What’s your name ?用于询问对方的姓名，常用在上级对下级、长者对年轻人、同学或平辈之间。
2）以what,how 等特殊疑问词开头的问句朗读时用降调，但生活中我们经常用升调以显得更加亲切。
3.---What’s your /his /her telephone number ? 你/他/她的电话号码是多少？--- It’s…. 它是……。
--- My telephone number is…. 我的电话号码是……4.Good evening! 晚上好！5.---Excuse me, are you Jane ? 对不起，请问你是简吗？---Yes ,I am . 是的，我是。
仁爱版初中英语七年级上册Unit2_Topic_1_Section_A_教学设计与反思
Teaching Plan for SectionA,Topic1, Unit2(Project English, Grade Seven)Self-introductionGood morning, ladies and gentlemen. Nice to meet you .I’m very glad to be here sharing my lesson with you. Today I am going to talk about Unit 2 Topic 1 Section A I have a small nose. I prepare to say the lesson from seven parts.Ⅰ、Analysis of the Teaching Material1. Status and function•Unit2 is the real beginning of the whole Junior Middle School English. The content in this unit is not only releated to the students’life , but also interested and colorful. This lesson tells us how todescribe a person and how to talk about possessions. Besideslearning this, students will also learn some words, phrases andexpressions of people's looks and so on. In this lesson, the main job is to understand the simple present tense using “have/has”.I willlead the students to pay attention to the new tense.2、Teaching Aims and Demands(1) Knowledge aimsa. Get the students master the words about parts of the body: nose, eye, head, face, hair, ear, mouth, neckb. Learn the simple present tense with “have/has” and understand some useful sentences:(1)I have a big nose.(2)They have round faces.(3)She has long hair.(4)It has big ears.c. Learn how to describe people’s appearances.(2) Skillful aimsa. Develop the students’ abilities of listening, speaking, reading and writing.b. Train the students’ abilities of communication.(3) Affective aimsa. Develop the students’ habits of paying close attention to the differences between Chinese culture and western culture.b. Strengthen the students’ conception of cooperation.c. Help the students feel the happiness of learning.3. Key points and difficult pointsAccording to the New English Curriculum Criterion and the students’ real situation, I choose the following materials as the key points and the difficult points of this class.(1)Key pointsa. Develop the st udents’ abilities of listening, speaking, reading and writing.b. Learn some information about people’s appearances.(2) Difficult pointsHow to use the simple present tense with “have/has”Part Ⅱ. Analysis of the StudentsThe students in my class are lovely and co-operative. Most of them are interested in English. They have learnt English for nearly three years. And they have learnt some basic skills of listening, speaking, reading and writing. But on one hand, they are eager to show themselves and want to have a try. On the other hand, in the daily life there are few chances for them to speak English and most of them are too shy to speak English in public or are afraid of making mistakes. So I will try my best to create a relaxing environment for them to practice using English.Part Ⅲ. Analysis of Teaching MethodIn this lesson I will mainly use Five Steps Method and Task-Based Language Teaching. I think if I want the students to improve their oral English, I must give them more chances to practice. That is “Learning by doing, learnin g by using”. In this case, by designing tasks according to the New English Curriculum Criterion, I will lead my students to study and cooperate with each other.Part Ⅳ. Analysis of Learning MethodThe main feature of the Task-Based Language Teaching is the students’ participation and creation. So I plan to enable the students to use “self-learning” and “co-operative learning” as their learning methods Thus, the students are required to do as follows:1. Be well prepared for the new lesson, look up some necessary information.2. In the class learning, the students should work actively and finish the tasks efficiently.3. The students should learn to work with others from their bottom of hearts.Part V. Analysis of Teaching ProceduresStep 1 Warming-up and Review(1)Show a table about Jane. Create a proper atmosphere for the new lesson . Then let the students answer the questions according to the table.T: What’s her name?S1: Her name is Jane.T: How old is she?S2: She is twelve.T: Where is she from?S3: She is from Canada.T: What class is she in?S4: She is in Class Four, Grade Seven.T: What’s her telephone number?S5: It’s (010)9267-6929.(2)Let the students look at a picture and review the words: eye, nose, mouth, ear, neck, head, hair.(3) In order to make the students remember the words quickly, I deside to play a game with them. And the name of the game is “Touch your body.”I say “Touch your nose”, the students touch it quickly. I’ll Praise the students with “well done. You are wonderful.Excellent” and so on . Reason: It is necessary for the students to review learned knowledge. Through this activity, the students can be cheered up, too.Step 2 Presentation1. Show some pictures and teach the phrases, such as, “a small nose, a wide mouth, long hair, big eyes, and so on.2. Let the students observe the picture, and try to say:She has long hair. He has a wide mouth.He has short hair. She has big eyes.3. Let the students read 1a after the tape and pay attention to the pronunciation and intonation. At the same time, let the students underline the words and phrases that they don’t understand.4. Read 1a again and complete 1b,check the answers. Encourage the students to get help from their group members.Reason: This step aims to make the students get the general idea of the article.Step 3 Consolidation1.Let the students look at the chart and discuss in groups. Showyourself. They will say: I have a small nose. He has a wide mouth.They have big eyes. She has long hair.2.I’ll let some students come to the front. Other st udents describehim/her using their words. They will feel excited.Reason: The step aims to make the students not only practicetheir speaking ability but also feel the happiness of learning. Step 4 Practice1.Work in groups. Show a picture and let the students writedown her appearance. Let them list as many sentences aspossible in groups.2.I’ll give the students some chances to shoe their passages infront of the students.Reason: Task-based language Teaching Method is used here to develop the students’ ab ility of writing and also their ability of their cooperation will be well trained.Step 5 HomeworkAfter class, I’ll let the Ss Write a passage about Jim’s appearance in the exercise book. I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some exercises after class to consolidate the knowledge they learned.Blackboard Design：Reason: In this step, I’ll write the important words to help the students understand the present tense with have/has.Reflection about this lesson1. In the teaching process, we should encourage the students to join, observe, practice, think independently and cooperate. Change their thought from “I have to study.” to “I want to study.”2. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Teaching Plan for SectionA,Topic1,Unit2(Project English, Grade Seven)。
仁爱版七年级英语上册Unit1Topic2SectionA教案
Unit 1 Making New FriendsTopic 2 Where are you from?Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标1. Learn some personal pronouns and possessive pronouns:me, your, she, he, we2. Learn some country names:Canada, Japan, England3. Learn other new words and phrases:excuse, excuse me, what, name, where, from, be from, the4. 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)—Are you from Canada, too?—No, I’m not.(5)—Is he/she …?—Yes, he/she is./No, he/she isn’t.(6)—Where is he/she from?—He/She is from …Ⅱ. Teaching aids 教具卡片/教学挂图/录音机Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。
1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。
七年级英语上册Unit2Topic1SectionA教案仁爱版
Unit 2 Topic 1 Section AThe main activitiesare 1a and 2a. 本课重点活动是1a和2a。
Ⅰ.Teaching aims and demands 教学目标1.Learn some useful words and expressions.(1)Learn words about parts of the body:nose, eye, head, face, hair, mouth, ear.(2)Learn other useful words and expressions:have, small, has, big, know, right, short, long, we, round, wide, girl, boy.2. Learn the simple present tense with“have/has”.(1)I have a small nose.(2)They have round faces.(3)She has long hair.(4)It has big ears.3. Learn how to describe the people’s appearances.This boy has a small face, small eyes, a big nose, a wide mouth and big ears.His hair is short.Ⅱ. Teaching aids教具小黑板/影片“Who am I”的封面或图片/录音机/教学挂图Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:15分钟)1. (挂出小黑板，利用小黑板上的图画与信息，进行师生互动问答，学生两两对话表演。
复习描述人的基本情况。
)(1)T: What’s her name?S1: Her name is Jane.T: How old is she?S2: She is twelve.T: Where is she from?S3: She is from Canada.T: What class is she in?S4: She is in Class Four, Grade Seven.T: What’s her telephone number?S5: It’s (010)9267-6929.(叫S6，S7就此对话表演。
仁爱版英语七年级上册Unit1__Topic1词汇精讲
Unit1 Topic1词汇精讲
1. good 好的
如：I have a good friend. 我有一个好朋友。
常常和一天的早上、上午、晚上等构成问候语。
如：
Good morning / afternoon / night / evening!
【拓展】good的反义词为bad，good的副词形式为well，意为“好地”。
2. morning 早晨，上午
Good morning! 早上好！
【拓展】in the morning是固定短语，意为“在早上，在上午”。
morning一般指12点以前的这段时间。
3. afternoon 下午
Good afternoon! 下午好！
【拓展】in the afternoon是固定短语，意为“在下午”。
4.welcome 欢迎
welcome to +地点名词，表示“欢迎到……来”，当所到达的地点是副词时，则不用to. 如：
Welcome to Beijing! 欢迎到北京来！
Welcome here! 欢迎到这里来！
当对方用welcome表示欢迎时，常用Thanks./ Thank you.来回答。
5. how 怎样，如何
How are you? 你好吗？
【拓展】how是特殊疑问词，对身体、程度、交通方式等进行提问。
6.fine 健康的；晴朗的
如：—How are you? 你好吗？
—Fine, thanks. 很好，谢谢。
It’s a fine day today. 今天天气晴朗。
1 / 1。