仁爱版英语七年级上册Unit3 Topic1
Unit3 Topic1
Section A
Ⅰ.看音标写单词。
1./kud/_________
2. /tel/_________
3./ʃuə/_________
4./'prɔbləm/ __________
5./wið/___________
Ⅱ.选择恰当的答语。
( )1. Could you please tell me your name? A. Yes, I do.
( )2. Do you have a pen pal in Japan? B. No problem. I can help you.
( )3. Can your pen pal speak Chinese? C. No, but I have one in England.
( )4. Could you help me with my English? D. Sure. My name is Fan Qin.
( )5. Do you come from the U.S.A? E. Yes, he can.
Section B
Ⅰ.句型转换。
1. My pen pal speaks Chinese. (改为否定句)My pen pal Chinese.
2. The boys live in Shanghai. (改为一般疑问句) the boys in Shanghai?
3. She says she likes China very much. (就划线部分提问) she say ?
4. Her Japanese is not very good. (同义句替换) Her Japanese .
Ⅱ.选择填空：
( ) 1. What does he ____ in the letter?
A. says
B. say
C. speak
( ) 2.—Where does he live?
—He ____ in Shanghai.
A. lives
B. live
C. is live
( ) 3. He ____ to visit China.
A. want
B. to want
C. wants
( ) 4. —____ is the letter from?
—It’s from Mike, my pen pal.
A. Where
B. How
C. Who
( ) 5. Tom speaks English. ____ Jane ____ English, too?
A. Do; speaks
B. Does; speak
C. Do; speak
Section C
Ⅰ.用代词的适当形式填空。
Ⅱ.
用所
给单
词的适当形式填空。
1. The teacher often helps ___________ (we) with English.
2. —Who is the girl in the photo? —It’s ___________(I) .
3. She is our English teacher. We like ____________(she) very much.
4. Tom and _________(me) are good friends.
5. The boy is Kangkang . _______ (him ) lives in China.
Section D
Ⅰ.根据要求完成句子。
1. I come from England. (改为一般疑问句)
________ you ________ __________ England?
2. We like the dog very much. (同义句替换)
We like the dog ________ __________.
3.请问你能告诉我你的电话号码吗？ — ___________ ___________ please tell me your telephone number?
4.我有一些中国笔友，他们能在汉语方面帮助我。
I have _______ pen pals in China. They can __________ me ___________ my Chinese. 5. — 你能给我一个苹果吗？—没问题。
— Could you give me an apple? — _________ _____________.
6.我们常常互相帮助。
We ________ help __________ ___________. 代词主格 I he it we you they 代词宾格 you her
Ⅱ.选择适当的人称代词或物主代词填空。
1. Peter is a boy. ___________ ( He/His) is eleven.
2. Her English is poor. So I often help __________( she/ her).
3. —What’s _______ ( you/ your) name? — My name is Jane.
4. They are our friends. We like ___________ ( their/them)very much.
5.—Is this ________ ( your/ you) classroom? —Yes, it’s ours.
6. I know ________ ( him/ he). His name is Tom.
7. These are my friends. ___________ ( They/ Them) are from the U.S.A.
8. It’s a bird. ________ ( It’s /Its) name is Polly.
9. We are new here. Could you help _________ ( we/us)?
10. Miss Hu is our English teacher. We like ________ (her/ him) very much.
Unit3 Topic1
Section A
Ⅰ.1. could 2. tell 3. sure 4. problem 5.with
Ⅱ.DCEBA
Section B
Ⅰ.1. doesn’t speak 2. Do live 3. What does 4. is poor
Ⅱ.1-5. BACCB
Section C
Ⅰ.me you him she it us you them
Ⅱ.1. us 2. me 3. her 4. I 5. He
Section D
Ⅰ. 1. Do come from 2. a lot 3. Could you 4. some help with 5. No problem 6. often each other
Ⅱ.1. He 2. her 3. your 4. them 5. Your
6. him
7. They
8. Its
9. us 10. her。
仁爱版英语七年级上册Unit3Topic1SectionA教学设计
2.培养学生尊重他人、关爱家人的价值观，让他们学会珍惜亲情、友情。
3.培养学生的团队协作精神，使他们学会与人沟通、交流，共同解决问题。
4.培养学生具有全球意识，了解不同国家文化背景，拓展国际视野。
5.引导学生树立正确的价值观，关注社会现象，提高社会责任感。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的核心词汇和句型，如：friend, family, mother, father, brother, sister等，以及一般现在时的用法。
难点：在实际对话中正确运用所学的词汇和句型，进行流畅的口语表达。
2.重点：学会使用一般疑问句和特殊疑问句进行家庭成员信息的询问。
2.教师提问：“Can you introduce your family members and their jobs?”，让学生尝试用英语介绍自己的家庭成员及其职业，为新课的学习做好铺垫。
3.教师播放一段关于家庭成员的英语歌曲，让学生在欣赏歌曲的同时，感受英语学习的乐趣，进而导入新课。
（二）讲授新知
1.教师呈现本节课的核心词汇，如：friend, family, mother, father, brother, sister等，并通过例句、图片等形式帮助学生理解和记忆。
2.教师讲解一般现在时的用法，结合家庭成员及其职业的例子，让学生学会用一般现在时描述家人及其特点。
3.教师教授一般疑问句和特殊疑问句的构成，如：“Is your father a doctor?”、“What does your mother do?”等，并引导学生进行实际操作，巩固所学知识。
4.关注学生个体差异，实施分层教学，满足不同学生的学习需求。
仁爱版英语七年级上册7A_Unit3_Topic1_SectionA_教学设计
Unit3 Topic1 SectionA 教学设计Ⅰ. Material analysis本节课是第三单元的第一课时，主要活动是1a 和3a。
通过Li Xiang 和Jane 的对话，学习“谈论喜好”、“询问、请求”、“结交朋友”等语言功能，同时也抛出实义动词“like”、“want”、“speak”的一般现在时第一人称、第二人称的用法以及人称代词主格和宾格的用法。
语音板块初步掌握元音音素/з:/和/ə/，辅音音素/H/，/E/ ，/C/ 和/_/的发音及发音规律，初步学习连读并了解其规律，并能在歌谣中进行连读和重音的训练。
Ⅱ.Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：could, tell, sure, pen pal, some, with, problem, well, often；能够在教师的帮助和指导下，在单词中朗读和辨别字母和字母组合ir, er, sh, s, ch, ge 的发音：/з:/，/ə/，/H/，/E/ ，/C/ 和/_/并总结其发音规律；能在教师的指引下，了解句子连读及重音，并能够准确地朗读；能结合谈论喜好、提出请求、结交朋友的表达方式，正确使用实义动词like/speak/want 一般现在时第一、第二人称单数的陈述句、一般疑问句及其肯定和否定回答；能正确使用人称代词的主格和宾格形式，如：I like it very much.Could you help me with it?能在真实的语言环境中，运用表达询问、请求和谈论喜好等交际功能的用法，与他人进行真实交流，如：Could you tell me your name?Could you help me with it?Do you like Chinese?I want to find a pen pal.2. Skill aims能听懂有关表达询问、请求、谈论喜好的简单对话或叙述；1能就表达询问、请求、谈论喜好等的话题进行交流；能正确地朗读对话，注意重音和连读；能写出表达询问、请求和谈论喜好的简单句子或者小短文。
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。
Unit3Topic1SectionC课件2022-2023学年仁爱版英语七年级上册
（3）so表示因果，承接关系，意为“因此，所以”。 He comes from America, so his English is very good.
2a Listen, read and learn. A: Jan简e,，d你o y喜ou欢li中ke文C吗hin？ese? B: Ye是s,的I l，ik我e i非t v常er喜y m欢u它ch。. A: What那ab你ou呢t ?y山ou姆, S？am? B: 不No，, I我d一on点't l也ik不e i喜t a欢t a它ll.。
□Jane and Sally are very nice.
□√ We often help each other.
□Jane can speak Chinese very well.
1b Read 1a and circle True or False.
1. Jane, Sally and I are in the same class.
so还可当副词，意为“如此，这么” Its hands is so small.它的手如此小。 She is so beautif
（1）and意为“和；又；并”，表示并列关系，用来连接语法作用相同的 词、短语或句子。如： I'm from Beijing and she is from Shanghai.我来自北京，她来自上海。
他来自美国，所以他英语很好。
Language points
用and,but,so填空 1.I like English __a_n_d___ Chinese. 2.I want to buy a pair of new shoes _b__u_t_ I don’t have enough money. （足够的钱）. 3.I often help my classmates ___so__ they think I’m a good student. 4.I’m a Chinese __a_n_d_ she is an American. 5.He likes English very much __b_u_t_ his English is not very good. 6.She likes English a lot __s_o___ she studies hard(努力学习） every day.
Unit 3 Topic 1 Section A-七年级英语上册课件(仁爱版)
Jane: Sure. My name is Jane.
动宾
Li Xiang : Do you come from America?
Jane : No, I don’t. I come from Canada.
Li Xiang : Oh, I have a pen pal in Canada. He can speak some Chinese .
( 3 ) Do you come from China? ( 6 ) Yes, I can. But my English is not very good. Could you
help me with it?
Key points
Li Xiang : Excuse me, could you please tell me your name?
Watch and read 1a after the video.
Post-listening Group work
1c Work in pairs. Read 1a and practice the conversation.
Then make up a new one.
A: Excuse me, could you please tell…? B: Sure. My name is… A: e from...? B: No, …I come from… A: Oh, I have a pen pal in ...He/She can speak... Do you like...? B: Yes,... But my... not good ... Could you help ...with...? A: No problem.
2 Listen to the passage and fill in the blanks.
仁爱英语七年级上册Unit3Topic1SectionD说课稿
Step 6练习
导学单:巩固练习 扩展练习
巩固练习一
巩固练习二
扩展练习
Step 7总结
问题引领
学生总结
Step8 作业
作业1
1.在笔记上总结动词第 三人称单数变化规则（ 参照课本语法附录）
作业2
2.完成本部分的 同步练习题。
课外巩固人称代词的用法
。
07 七. 说板书
七. 说板书
Unit 3 Topic1 Section D
1、因该内容丰富，扩展多， 课堂容量大，教学时间略显 不足，有些教学环节，像总 结环节需要要进一步斟酌， 使其更精练，过渡更自然流 畅。
5.对于学困生的了 解、帮助不够。
改进措施
1
要深入学习教师用书中对 教材的把握与分析讲解，
积极开展对教材的学习与
研究，认真备好每一节课
2 有必要对个别学生 进行个别辅导。
新课 导入
扩展练习
分析例 子 归纳 知识点
以重带难 巩固新知
05 五.说方法
说方法
1.
说教具
课本/黑板/ 导学单/多媒体
2. 说教法
3. 说学法
1.提问引入法 2.启发式教学法 3.多媒体辅助法
1.自主学习法 2.举例对比法 3.归纳总结法
06 六.说设计
1. 复习
（约2分钟）
3. 展目标 知方向
I
me
You
you
He/ She/it
they them
He/ She/it
对比式 体现了： 教学目的 教学重点
08 八. 说得失
七.说得失
成功之处 不足之处
改进措施
01 02 03
得
仁爱版英语七年级上册Unit 3 Topic 1《Does he speak Chinese》教学设
仁爱版英语七年级上册Unit 3 Topic 1《Does he speak Chinese》教学设计一. 教材分析本课选自仁爱版英语七年级上册Unit 3 Topic 1，主要介绍了一些基本的日常交际用语，如问候、介绍、询问个人信息等。
本课的重点是让学生掌握一般疑问句的构成及用法，并能够用英语进行简单的交流。
二. 学情分析七年级的学生已经掌握了基本的英语发音和一些常用的单词，但对于一般疑问句的构成和用法还不够熟悉。
因此，在教学过程中，教师需要通过各种教学活动帮助学生理解和掌握这些知识点。
三. 教学目标1.知识目标：–掌握一般疑问句的构成和用法。
–能够用英语进行简单的交流。
2.能力目标：–能够用英语询问和回答个人信息。
–能够用英语进行简单的日常交际。
3.情感目标：–增强学生学习英语的兴趣。
–培养学生的团队协作能力和自信心。
四. 教学重难点•一般疑问句的构成和用法。
•能够用英语进行简单的交流。
•一般疑问句的快速反应和运用。
•英语日常交际的流畅性和准确性。
五. 教学方法1.情境教学法：通过设置各种真实的交际情境，让学生在实践中学习和掌握知识。
2.任务型教学法：通过完成各种任务，让学生在实际操作中运用所学知识。
3.互动式教学法：鼓励学生积极参与课堂活动，增强课堂互动性。
六. 教学准备1.教材：仁爱版英语七年级上册。
2.多媒体设备：电脑、投影仪等。
3.教学卡片：用于展示关键词和句型。
4.教学道具：如国旗、图片等，用于创设情境。
七. 教学过程1.导入（5分钟）利用多媒体展示一些中国的传统文化和风俗，如春节、中秋节等，引导学生谈论中国文化。
2.呈现（5分钟）教师展示一些图片，如中国人、美国人等，并提问学生：“Do they speak Chinese?”，引导学生回答：“Yes, they do.”或“No, they don’t.”，从而引入一般疑问句的学习。
3.操练（15分钟）教师引导学生进行角色扮演，模拟各种日常交际场景，如在餐馆、机场等地方询问和回答是否会说中文。
仁爱初中英语七年级上册《Unit 3Topic 1 Does he speak ChineseC》精品教案 (3)
Topic 1 Does he speak ChineseSection CI. Material analysis本节课是本话题的第三课时，主要活动是1a和2a。
通过介绍“我”的两个同学Jane和Sally，进一步学习和巩固表示喜好的表达法、实义动词第三人称单数的一般现在时的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。
同时，通过匹配图片和音标，帮助理解单词意义，并根据音标拼写单词，再现和巩固了Section A中的音标教学，巩固了字母和字母组合ar,er,ir,o,ee,ch,sh等在单词中的发音规律，帮助学生尝试结合发音规律拼读新单词。
II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中： many, little, a little, so, them, each, each other, all, not ... at all；能在Section A的语法基础上正确运用come, speak, like, help等实义动词第三人称单数的一般现在时的陈述句、特殊疑问句、一般疑问句及其肯定否定回答，同时巩固人称代词的主格和宾格的用法；能在Section A已学的语音基础上结合图片和音标拼写单词，并能尝试结合语音发音规律拼读新单词；ar /3/ : march, farmer er /ə/: farmer, sisterir /8/ : first, bird, shirt o /4/ /əK/: go, orangeee /1/ : see ch /C/ : China, Chineses h /H/ : fish, shirt, ship能结合话题，运用“谈论喜好、朋友”等交际功能的基本表达形式，进行口头和笔头的信息输出，如：Where does he come from?Does he like Chinese?2. Skill aims能听懂有关表达谈论喜好的叙述与对话；能根据图文就谈论喜好等话题进行交流，能结合字母及字母组合的音标规律拼读新单词；能在阅读训练中进行读前猜测、读中验证的活动；能理解并执行有关“谈论笔友”的书面指令并形成短文。
仁爱版英语 七年级上册 Unit 3 Topic 1 课文及翻译
Unit 3 Getting Together一起去Topic 1 Does he speak Chinese ? 他讲中文吗？Section A1aExcuse me，could you please tell me your name?打扰一下，你能告诉我你的名字吗？Sure. My name is Jane.当然。
我的名字是简。
Do you come from America?你来自美国？No，I don’t. I come from Canada.不，我不是。
我来自加拿大。
Oh，I have a pen pal in Canada. He can speak some Chinese. Do you like Chinese?哦。
我有一个笔友在加拿大。
他会说一点中文。
你喜欢中文吗？Yes，I do. I like it very much. But my Chinese is not very good. Could you help me with it?是的。
我很喜欢中文。
但是我的中文不好。
你能帮我提高中文吗？No problem.没问题。
Section B1aWho is the letter from?这封信来自谁？It’s from my pen pai，Sam.来自我的笔友萨姆。
Does he speak Chinese?他讲中文吗？No，he doesn’t. He speaks English. But he knows a lot about China.不，他不讲。
他讲英文。
但是他很了解中国。
Does he live in England?他住在英格兰？Yes，he does.是的。
What does he say in the letter?他在信里说了什么？He wants to visit Beijing.他想浏览北京。
Oh，he can help you with your English.哦。
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.。