(仁爱版)七年级英语上册同步教学课件：Unit3Topic1SectionB
He wants to visit Beijing. want to do sth. 想要做某事 如：I want to buy some toys. want sth. 想要某物 如：He wants a pair of shoes.
Listen to 1a and complete the table.
The letter is He lives in He speaks from
Sam England English
He doesn’t speak
He knows He wants to
about
visit
Chinese China Beijing
This letter is from Sam. He is Kangkang’s pen pal. He lives in England and speaks English. He doesn’t speak Chinese, but he knows a lot about China. He wants to visit Beijing. He can help Kangkang with his English.
like English? (come)
• Suppose you have a pen pal. Let's talk about him/her.
key words: • …years old, live in • speak English • like Chinese food • want to visit … in China •…
1. _D_o_e__s_ he _s_p_e_a_k_ Chinese? ( speak) No, he doesn’t. He _s_p_e_a_k_s_ English.
2. Where d__o_e_s__ he _li_v_e__ ? ( live ) He _l_iv_e_s__ in England.
S: …
（录音P58-2a）
Listen and answer the questions.
1. Where does Lucy come from? _S_he_c_o_m_e_s_f_ro_m__En_g_la_n_d_. _____
2. Where does Lucy live now? S_h_e_l_iv_e_s _in_C_h_in_a_n_o_w_._______
3. What _d_o_e_s_ he _s_a_y__ in the letter? (say) He _w_a_n_t_s_ to visit Beijing. (want)
Yes, he does. 4) What does he say in the
letter? He wants to visit Beijing.
Listen to 1a and complete the table.
（录音P57-1a）
Read the table before listening. It can help you get the main idea of the conversation.
This is Lucy. She comes from…
Do you have a knife? (want)
Yes, I do. / No, I don’t. Does Kangkang want a pen
pal? (like)
Yes, he ቤተ መጻሕፍቲ ባይዱoes. / No, he
…
doesn’t. Does Li Ming
Where does he live? He lives in England.
Does he speak Chinese? No, he doesn’t. He speaks English. But he knows a lot about China.
He wants to visit Beijing.
T: （1） Do you have a good friend? （2） Does he/she like China? （3） Does he/she speak Chinese? （4） Where does he/she come from? （5） Where does he/she live now?
3. Does Lucy like China ? Y_e_s_, s_h_e_d_o_e_s._____________
4. Does Lucy speak Chinese ? Y_e_s_, s_h_e_d_o_e_s._____________
come from, live in, like, very much, speak English/Chinese, in Class-, Grade-, help … with
What does he say in the letter ?
（视频 P57-1a）
Listen and answer the questions.（视频 P57-1a）
1) Who is the letter from? It’s from my pen pal, Sam. 2) Where does he live? He lives in England. 3) Does Sam speak English?
【公开课课件】仁爱英语七上Unit3 Topic1 Section B
T:（1） Do you have a good friend?
（2） Does he/she like China? （3） Does he/she speak Chinese? （4） Where does he/she come from? （5） Where does he/she live now?
S: …
have like;
want know;
Do you have a friend? (have)
Yes, I do. / No, I don’t. pal? (want)
speak come; Does Kangkang want a pen
help; live;
Yes, he does. / No, he doesn’t.
Where does he live? [lɪv ]居住
He lives in England.
Does he speak English? Yes, he does.
Does he speak Chinese?
No, he doesn’t. He speaks English. But he knows a lot about China.
Does he ______ speak Chinese? ( speak) 1. ______ speaks English. No, he doesn’t. He _______ 2. Where does ______ he _____ live ? ( live ) lives in England. He ______ does he _____ say in the letter? (say) 3. What _____ He ______ wants to visit Beijing. (want)
仁爱版英语七年级上册Unit3Topic1SectionB教学设计
1.通过小组合作交流，培养学生的团队协作能力和口语表达能力。
2.通过阅读课文，培养学生的阅读理解能力和信息获取能力。
3.通过完成课后练习，巩固所学知识，提高学生的写作和语法运用能力。
4.通过课堂互动，激发学生的学习兴趣，培养学生主动参与课堂活动的习惯。
5.教师引导学生运用所学知识进行实际情境下的语言运用，提高学生的实践能力。
-此作业有助于扩大学生的词汇量，提高语言表达能力。
5.课后反思：
-学生在完成以上作业后，进行自我反思，总结自己在学习过程中遇到的困难和收获。
-在反思中，学生可以提出对课堂的建议和期望，以便教师了解学生的学习需求，调整教学策略。
4.学生在认知策略方面，已具备一定的自主学习能力，但在合作学习过程中，部分学生缺乏主动参与和沟通协作的能力。教师应引导学生积极参与课堂活动，提高学生的团队协作能力。
5.学生在价值观方面，正处于青春期，对新鲜事物充满好奇。教师可通过本章节的学习，引导学生树立正确的价值观，培养良好的道德品质。
三、教学重难点和教学设想
2.能够运用一般现在时态描述自己的学校和日常生活。
3.能够正确使用情态动词“can”表达能力。
4.学会使用how about...?和what about...?提供建议。
5.能够通过阅读课文，理解并获取相关信息。
6.提高学生的听说读写综合运用能力，特别是阅读理解能力。
仁爱版七年级英语上册Unit3Topic1DoeshespeakChineseB优质教案(2)
《Unit3GettingTogetherTopic1DoeshespeakChinese？SectionB》Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:live,say,visit,great,wall2.Learnsomequestionsandanswerswith does:(1)—DoeshespeakChinese?—Yes,hedoes./No,hedoesn’t.HespeaksEnglish.(2)—Whatdoeshesayintheletter?—HewantstovisittheGreatWall.3.Learnsomeusefulsentences:(1)—Whoistheletterfrom?—It’sfrommypenpal,Sam.(2)—IstheletterinEnglish?—Yes,itis.(3)—Wheredoeshelive?—HelivesinEngland.(4)Kangkangknowsme.Ⅱ.Teachingaids教具图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)以问题为线索，引出单词和话题，培养学生的语言表达能力。
1.(检查作业。
教师请学生登台表演上节课的家庭作业。
)T:Now,I’llcheckyourhomework.S1、S2,please,cometothefrontandperformyourdialog.2.(师生对话。
引入并运用China和Chinese。
)T:IcomefromChina.IamChinese.Ss:WecomefromChina.We’reChinese.(教师提问一名学生。
)T: Wheredoyoucomefrom,S3?S3:IcomefromChina.T: DoyouspeakChinese?S3:Yes,Ido.(学生两人一组互相问答。
Unit 3 Topic 1-Section D课件 仁爱版七年级英语上册
4.Zhang Ming can speak a l ittle English. 5.Many people wants to l ive in big cities(城市)now.
Practices
用括号中所给单词的适当形式填空。 1.Jane morning. 2. —Could you tell (tell) me your ID number? —Sure. 3.I meet a lot of people (people) every day. 4.Jim has many friends. Some of them (they)can speak Chinese very well. 5.Susan is a teacher. She often visits (visit) some different schools.
Warm up
Name: Alan From: Canada Language: English Wish: visit China
Where is Alan from? Does Alan speak English? What does Alan want to do?
Warm up
Name: Li Lin From: China Language: Chinese Wish: visit Australia
Unit 3 Topic 1 SectionB 教案 仁爱版七年级英语上册
通过听读整体感知了解对话内容。
自编对话熟练掌握本课词汇并感知一般现在时,肯,否,疑问句式.
通过出示练习过的句子
1.总结疑问句do/does用法
2.小组内听音回答问题
2.根据所听信息介绍Lucy
巩固提高一般现在时，体现重视知识传授与能力培养相结合，思维训练与操作训练相结合，循序渐进、因材施教，符合“以教师为主导，以学生为主体，以会学为主旨，以训练为主线”的四主要求。
六、教学过程
教师活动
学生活动
设计意图
1、导入笔友话题，出示图片与学生交谈
1、学生回答老师的问题，谈论图片
通过师生互动交流，导出笔友信息。
1,教师通过多媒体出示Sam 图片，指导学生读对话。
2、通过引导,学生能读懂所提问
3、指导阅读，讲解重点词汇
1，学生听音回答问题
2，读并完成1b/1d
3.总结一般现在时肯定句规律
教学设计
课题：Unit3Topic1SectionB
科目：初中英语
教学对象：七年级
课时：一课时
一、教学内容分析
本课是第三单元第一话题第二课时，谈论笔友为话题，主要学习实义动词speak,live, say,want 等的动词的第三人称单数一般现在时的表达法，包括陈述句，一般疑问句及其肯定和否定回答等，并在活动中培养学生的综合语言运用能力，学生学好本课会为本话题的后续学习奠定基础。
(2) - what does he say in the letter?
- He wants to visit Beijing.
(3) - Where does Lucy come from/live?
(4) -Does she like/want..?
Unit 1 Topic 3 Section B-七年级英语上册课件(仁爱版)
a desk/desk/
an eraser /i'reɪsə(r)/
Key points
Wang Junfeng: Excuse me, what’s this in English?
Jane: It’s an eraser.
这用英语怎么说？
Wang Junfeng: How do you spell it? Jane: E-R-A-S-E-R, eraser. 怎么拼读呢？
Is this a t_e_l_e_p_h_o_n_e_? No, it isn’t. It’s a _t_o_y_.
Is that a toy, too?
No, it’s an _e_r_a_s_e_r_.
An eraser? Wow!
eraser pencil toy telephone map
不定冠词
A: Excuse me , what’s _t_h_is_ in English? A: Excuse me, what’s _t_h_a_t in English?
B: It’s ___ห้องสมุดไป่ตู้__ pencil.
B: It’s __a_n__ apple.
A: How do you spell it?
Jane: Yes. M-A-P, map.
Wang Junfeng: Thanks.
Jane: You’re welcome. 不用谢。
谢谢的相关表达： Thanks! Thank you! Thank you very much! Thanks a lot!
不用谢的相关表达： You’re welcome. That’ s OK. That’s all right. Not at all.
仁爱版英语七年级上册Unit 1 Topic 3 How old are you (Section ABCD)教学课件
QQ number
What’s your QQ number?
one
eleven
你 two
twelve
发 three
thirteen
现 four + teen = fourteen
规 five
fifteen
律 six + teen = sixteen
了 seven + te say.
Excuse me, what’s this in English?
（视频P19-1a）
map
eraser
It’s an eraser.
pen pencil desk
A: What’s this in English? B: It’s a pen. A: How do you spell it? B: P-E-N, pen. A: Thank you. B: That’s OK.
(录音P18-3)
Hello, Maria! What grade are you in?
I’m in _G__ra_d_e_ _S_e_v_e_n_.
Are you in Grade Seven, too?
Yes, I am.
Who’s that?
That’s Nancy.
How old is she? What class is she in?
A: What’s that in English? B: It’s a toy. A: Can you spell it, please? B: Yes. T-O-Y, toy. A: Thanks. B: You’re welcome.
It’s __a__b_o_o_k_.
What’s that in English?
Unit3Topic1SectionB教案-仁爱版七年级英语上册
Unit 3 Getting TogetherTopic 1 Does he speak Chinese?Section BI. Material analysisThis lesson is the second lesson on this topic, the main activity is 1a. Through Jane and Kangkang talking about the pen pal's conversational scene, learn the real verb live/say/visit in the third person singular general present statement sentence, general question sentence and positive and negative answers, etc., but also further consolidate the use of the main character of the pronoun and Binger.II. Teaching aims1.Knowledge aimsThe following words can be read and spelled correctly and applied to situational dialogues according to the rules of speech, phonetic label and pronunciation learned: lot, a lot, how, live, say, visit;In situational dialogue and character reporting, the basic expressions of communication functions such as "expressing inquiry, talking about preferences, making pen pals" can be used, such as:（1）—Does he speak Chinese?—No, he doesn’t.（2）—Does he live in England? —Yes, he does.（3）—Does Lucy like China?—Yes, she does.2. Skill aimsBe able to understand simple conversations or narratives about expressing inquiries, requests, and talking preferences;You can write simple sentences that express your inquiries, requests, and talk about your preferences, and you can write a short article about the characters in a third-person singular.3.Emotional aimsIn the dialogue, reporting, question and answer and other classroom activities, improve the interest in learning English, and dare to speak English, actively participate in classroom activities.III. The key points and difficult pointsIn the dialogue drill, short text report presentation, two questions and answers and other activities, can skillfully use the real verb live/visit third-person singular statement sentence, the general question sentence and its affirmation, negative answer and the use of the main character of the human pronoun and Binger.IV. Learning strategies1.Students are able to read the text dialogue clearly and aloud.2. Ask your teachers and classmates for help in the course of your study.3.Cultivate the habit of helping students understand with non-textual information such as teaching wall charts and forms.V. Teaching aidsTape recorders, teaching flip charts, multimedia and blackboards.VI. Teaching proceduresStep 1 Introduction1. Greet students ready for learning.2. Help the students to express correctly.3. Read the words of Section A: could, tell, sure, pen pal, some, with, problem, well, often. Help the students to revise them.4. Check their pronunciation, the sentence stress and liaison while they are practicing.Step 2 Presentation1. Remind the students to use correct forms of the verbs and personal pronouns while asking and answering. Present some new words in this section: live, say, lot, a lot, about.2. Show the teaching pictures of 1a. Lead the students to guess before listening. Play the tape.Step 3 Consolidation1. Correct the students’ pronunciation, sentence stress, and liaison2. Check the answers. Make sure the students use the form of the verbs correctly.Step 4 Practice1. Lead the students to learn to guess the main idea by reading the questions before listening. Play the tape and check the answers after listening.2. Lead the students to correct the mistakes each other. It will make them feel more confident before reporting in front of the class.Step 5 Production1. Check out if the students use the correct forms of the verbs.2. Assign homework:Review the words and practice the conversations in Section B with your partner;Practice 1a with your partner;Write a short passage about your pen pal, using the verbs:like/speak/want/live;Preview the words in Section C.Ⅶ.Teaching Reflection谈论笔友的话题贴近学生实际生活，但是由于语言习惯的不同，学生在对实义动词的第三人称单数一般现在时以及由此引出的一般疑问句中助动词does的用法有一定的障碍和困难。
仁爱版七年级英语上册 Unit 3 Topic 1 Section B 课件(共29张PPT)
0%
25%
50%
75%
100%
计时开始
--- Does she…? ---Yes, she does. (2 points) No, she doesn’t. (1 point)
My pen pal, Sherry
be
has
She likes
She lives in America She wants to visit Quanzhou
live in
A: Does she live in England ? B: Yes, she does./ No, she doesn’t.
want; visit
A: Does she want to visit Quanzhou ? B: Yes, she does./ No, she doesn’t.
A
(
B
) 4.—Could you help me ____ my Chinese? —No problem. A. in B. with C. about
请选择括号内的单词完成以下小短文。
Wang Hua is my pen has pal. He ____(has/ have) comes a round face and big eyes. He______ (come/comes) from likes like Xiamen. He ____(like/likes)apples. I ____(like/likes) him very much.
wants
1
2
3
4
5
6
7 8
Choose Biblioteka he best answer.A ( )1.— ____ is the letter from?
仁爱英语七年上册Unit 3 Topic 1Section B说课稿
Unit 3 Topic 1 Do you like English? Section BGood morning, everyone! My name is Liu Lu. Today, I’d like to talk about my teaching idea about Section B, Topic 1 of Unit 3 in Grade Seven, Project English. The main content of this topic is “Does he/she …?〞I have decided to say the topic from four parts.Part One: Analysis of the Teaching Material1. Status and Function1)To attain “four skills〞request of listening, speaking, reading and writing.2)To help the student learn how to get a pen pals.3)To raise learning interests of students and to improve their spoken English.2. Teaching Aims and DemandsA.Knowledge objects1)Learn some new words and phrases:live, say, visit, great, wall, the Great Wall2)To learn and master the sentence patterns about the simple present tense.--- Does he/she …?--- Yes, he/she does. / No. he/she doesn’t.--- What does he/she say…?--- He/She wants to …B.Ability objects1)To improve the students` abilities of listening, speaking, reading and writing.2)To train the students` ability of working in pairs.3)To develop the students` abilities of communication by learning the usefulstructures.C.Moral objects1)Make the students have successful feeling and achievement.2)Make the students be interested in English study.3)Encourage the students to be more creative.3. Teaching Keys and Difficult Points1)Be able to express words, phrases and sentences in English.2)Let students learn the usage and pronunciation rules of the –(e)s form of verbs inthe simple present tense.3)Let students learn to use simple sentence patterns to talk about pen pals and therelevant information.4. Teaching AidsTape recorder, Power point, one letter, BlackboardPart Two: Teaching Methods and Studying Ways1. Teaching Methods1)Communicative teaching methods;2)Audio-visual teaching methods;3)Task-based teaching methods.Purpose of my designing: I want to make the students the real masters in class while the teacher acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.2. Studying Ways1) Teach the students how to be successful language learners.2) Make situation and provide meaningful duty, encourage the students to study the text by themselves.Part Three: Teaching ProcedureTask1 Warm-up and Lead-in1. Write down some key words on the blackboard, and ask students to make a dialog out according to these words. If the student can do it well, I will offer him/her a little gift.Key words: could, come from, pen pal. helpPurpose of my designing: In order to review the words and sentence patterns in Section A, at the same time, it will raise learning interests of students.2. Take out a letter to lead to the new lesson. Learn and master the new word “live〞. T: This is a letter. It’s from my friend, Sam. He is my pen pal. Now he lives in England.Purpose of my designing: In order to make the real situation, it is good for the students absorb the new knowledge easily.Task2 Presentation1. Listen to 1a by tape recorder and answer the following questions:1) Does Sam speak Chinese?2) Does Sam live in China now?3) Where does Sam want to visit? (Help students to answer.)Purpose of my designing: To make the students’ get the general idea of the text and also cultivate their ability to study independently.2. Show the picture of the Great Wall and quotes the sentence from the letter by PPT. Learn and master the new words and phrase “say〞, “visit〞, “great〞, “wall〞and “the Great Wall〞. For example:T: Please look at PPT. In the letter, he says he wants to visit the Great Wall. Purpose of my designing: After seeing the photos about the new words, the students can learn them quickly and easily.Task3 Consolidation and Practice1. Listen to 1a again by tape recorder and follow the tape by imitating the pronunciation and intonation. And then ask some students to act it out in pairs. Finish 1a.Purpose of my designing: To help students to get the general idea of the text and practice their abilities of reading.2. Let students discuss with their partner, and complete the conversation in 1b and check the answers. Finish 1b.Purpose of my designing: To cultivate students’abilities of communicating withothers.3. Summarize the sentence patterns by PPT and ask students to master the usage of the –(e)s form of verbs in interrogatives sentences of the simple present tense.1) --- Does he speak Chinese?--- No, he doesn’t.2) --- Does he live in England?--- Yes, he does.3) --- What does he say in the letter?--- He wants to visit the Great Wall.Purpose of my designing: To help students get the main content of this lesson.4. Listen to 2 and ask some students to read the questions and answers aloud. Then check the answer.Purpose of my designing: Let the students have the chance to practice the reading and speaking ability.5. Let students listen to 3 and follow the tape. I will write down the following verbs on the blackboard and compare them with their original forms.speaks →speakknows →knowhelps →helpwants →wantlives →liveAnd then I divide all the students into some groups, and ask every group to make a dialog by using the verbs as follows in the simple present sentence like 4. Finish 3 and 4.“have〞“like〞“want〞“know〞“speak〞“visit〞“help〞and “live〞Purpose of my designing: To develop students’ abilities of communicating with others. And also let students master the usage and pronunciation rules of the –(e)s form of verb in the simple present tense.Task4 Project and Homework1. Make a survey. Ask students to complete a table on the screen about their good friends according their basic information.Purpose of my designing: To develop the students2. HomeworkWrite a passage about the friend with the new sentence learnt this lesson.Purpose of my designing: To improve students’ ability of writing.Part 4 Blackboard DesigningPurpose of my designing: It is good for the students to review the knowledge in this lesson.OK. That’s all. Thanks for your attention.。