七年级英语下册 Unit 9 What does he look like Section A（1a-1c）教学设计 （新版）人教新目标版-（新版）人教新目标版初中七年级下册英语教案.doc

What does he look like教材分析现行人教版英语课本每一单元的第一课安排的都是听说课，听和说是此课型最重要的特征。Unit 9是新课标所倡导理念的较全面的展示，1a-1c以贴近学生生活的话题入手，直接且高效地激发学生的课堂积极性。教师在以教材内容为载体的基础上，整合教材内容，有目的地引入或创设形象、鲜活的教学情境，以引起学生的态度体验。本单元以贴近学生生活的描述外貌的话题为语言目标，教师在此基础上巧设情境、整合教材，合理安排操练及验收活动，并适时不着痕迹地促成情感教育的课堂“高潮”，此类的教学设计便与新课标要求的知识与技能、过程与方法、情感态度价值观的“三维目标”不谋而合。学情分析初一学生由于年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。Unit 9以描述外貌为主题，并将发型、身高和体型纳入教学内容，充分考虑到学生的趣味所向，教师的课堂活动设置也应以调动学生的求知欲和表现欲为主，以期让学生在玩玩、做做、猜猜、画画中完成该课时的学习任务。教学目标（1） 知识目标：A:What does your friend look like? B: Shes of medium height, and she has long straight hair.（2） 能力目标：学会描述人物的身高、体重、发型等外貌特征。（3） 情感目标：内在美比外在美更加重要。教学重点（1） 单词：curly, straight, tall, medium, height, (be) of medium height, thin, heavy, build, (be) of medium build（2） 句型：A:What does your friend look like? B: Shes of medium height, and she has long straight hair.教学难点（1） 学习运用重点句型“What .look like?”进行口语交际活动。（2） 能区别is/has在描述人的外观时的区别。教法学法任务型教学法、示范教学法、反馈教学法、讲授法、练习法教学准备多媒体课件、录音机、图画、教室及相关教学资源教学过程教学环节及内容学生活动教师活动设计意图Step 1. Lead inNext week, Bachuan Middle School will have a big party. Our school will invite some stars to come to the party.Which star do you like best?Why? Free talk（学生举手自由谈论ppt上展示的明星，并说出自己喜欢他/她的理由）学生作为发言主体，教师在学生表达不流畅时，给予鼓励并引导其用简易方式表达，鼓励学生张口说，树立自信。1、为听说课的“说”打下基调，调动学生张口的胆量及热情。2、适度引导学生使用is/has表述其喜爱的明星。Step 2. PresentationDo you like her? Whats this?Its hair.Its long straight hair.A:What does she/he look like?B: She has long hair./ straight hair./ long straight hair.He has short hair. / curly hair./ short curly hair.(1) Follow the teacher to read(2) Read together(3) Read one by one教师带读新单词及句型。教师将单词读音的难点在此处进行突破，如straight，curly的分音节带读。抽学生读时要有明确目的，各学生能代表个层次的学生水平。1、 呈现新单词和句型。2、 教师教读新单词和句型，输入工作充分进行。3、 输入后立刻检测学生的口头输出，了解学生是否掌握读音。4、 为pairwork做准备。Step 3. Check how the students master the new words and phrases.Task 1, memory challengeTask 2, describe hairstyleTask 3, pairwork(1) Do match(2) Use sentences to describe the hairstyle of the people in the pictures(3) Do pairwork1、 教师在学生完成三个任务之前给出明确指令，以免活动过程中由于指令不清造成学生做无用功。2、 在学生展示后给予评价和相对的激励语。1、 检测学生是否掌握新单词和句型的交际功能。2、 给学生激励语激励学生的课堂热情和学习兴趣。Step 4. PresentationLi Xiang and Tiantian will come to the party. Their family will come, too.This is Li Xiangs family.Angelas father is tall.Angela is short.Angelas mother is of medium height.This is Tiantians family.Tiantians father is thin.Tiantians sister is heavy.Tiantian is of medium build.A:What does she/he look like?B: She is tall./ short./ of medium height.He is thin. / heavy./ of medium build.(1) Follow the teacher to read(2) Read together(3) Read one by one教师带读新单词及句型。1、 呈现新单词和句型。2、 突破medium、build和height发音难点。3、 区分is/has的交际用法。4、 为pairwork做准备。Step 5. Check how the students master the new words and phrases.Task 1, talk about your father or motherTask 2, talk about your sisters and brothers(1) Talk to partner(2) Pairwork1、 教师在学生完成任务之前给出标准示范，是学生活动有范本可循。2、 在学生展示后给予评价和相对的评价。1、 检测学生是否掌握is/has的交际功能。2、 激发学生兴趣和开口热情。Step 6. Come to the textTask 1, Finish 1aTask 2, Finish 1bPre-listening(Introduce Amy and the picture to students)While-listening(Listen and check answers)After-listening(Whos Amys best friend?)(1) Do match in 1a(2) Filling blanks in 1b(3) Answer the question1、 核对答案，并给出学生核对答案时的准确用语。2、 巧设疑问：利用问题检测学生对本课内容的掌握。1、 在前面几个步骤，已经将新知识呈现完毕，此处完成书上的内容是恰当时机。2、 利用1a，检测学生是否能进行图文转换。3、 利用1b，检测学生的听力能力。4、 利用1c，检测学生对整堂课交际用语的掌握。Step 7. SummaryToday we learned how to describe peoples looks, height and build.How to ask?A:What does she/he look like?B: She has long hair./ straight hair./ long straight hair.He has short hair. / curly hair./ short curly hair.B: She is tall./ short./ of medium height.He is thin. / heavy./ of medium build.We should pay much attention to has/is. We use has because they are all nouns. We use is because they are all adj. and prep. (1) Listen and answer.(2) Filling the blanks.教师利用口述法和设疑法总结本课所学内容，并引导学生完成相对应的has/is的选择。教师在此处对整堂课程内容进行总结，系统梳理本课重难点，并对难点再次进行归类，有助于难点突破。Step 8. PracticeTask 1, describe your parents.Task 2, write your friend.Task 3, guessing game: who is his/her friend?(1) Take out the picture and describe their parents to their partners.(2) Write one of their friends on exercise books.(3) Guessing game:read the passage they wrote just now, let other students guess who are they.1、 认真聆听学生对其父母的描述，并在其描述结尾，给出评价或指出错误。2、 写作过程中可在班级中进行个别辅导指正。3、 猜谜活动中，引导学生抓住关键信息。1、 听说读写课堂的一线贯穿，将学生所学知识落到笔头。2、 猜谜活动推动课堂气氛、活跃学生思维，将课堂气氛逐渐推向高潮。3、 为下一步情感教育做铺垫。Step 9. Emotional educationJust now, you described your favorite friend.Why do you like him/her?Just because she/he is beautiful/handsome.But, inner beauty is more important than external beauty!Listen and think用学生作文及巧妙的课堂用语引出情感教育主题。贯彻新课标“三维目标”，树立学生正确的情感态度和价值观。Step 10. HomeworkA: Review what you learnt in class. B: Describe one of your classmates.Listen and write them down清晰表述作业要求课后巩固本课所学内容板书设计Unit 9 What does he look like?Section A (1a-1c)A: What does she/he look like?B: She/he has long straight hair. short curly hair. tall. thin. She/he is short. is heavy. of medium height. of medium build.教学后记1、 本节课主线较为明晰，但是活跃性不够，可加入猜谜活动，使课堂气氛活跃，调动学生情绪。2、 应该对家长、朋友、同学等人物的描述进行全方位的描述，不应该仅局限于父母。3、 可将Section B中的颜色单词放在本课内容中一起学习，充实本课内容。4、 总结时，若将内容分类，分成发型、身高和体型，将使课堂更有体系。