山东省滕州市大坞镇大坞中学七年级英语下册《Unit 9 What does she look like（第二课时）Section A(1a-2c)》教案 人教新目标版.doc

山东省滕州市大坞镇大坞中学七年级英语下册Unit 9 What does she look like（第二课时）Section A(1a-2c)教案 人教新目标版Learning Goals: In this lesson, the students will learn how to ask and describe peoples looks with the sentence patterns: What does she/he look like? She / He has / is The students will also learn how to ask peoples looks with alternative questions.Teaching and learning steps:Step I. Pre-listening activities1. Preview一、Ask the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.(1)卷曲的_ (2)直的 _(3)高的_ (4)中等的 _(5)身高；高度 _ (6)中等身高_ (7)瘦的 _ (8)重的 _(9)身材 _ (10)中等身材 _（11）去看电影_（12）有点 _（13）戴眼镜_二、Ask the Ss to translate the following sentences.（1）那是你的朋友吗？_（2）他长什么样？_（3）你的朋友长什么样？_（4）她中等身材，留着直的长发。_（5）你今天晚上去看电影吗？_（6）我们七点见，对吗？_（7）他是高还是矮？_（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）2. Lead inT: Hello, boys and girls! Look at me. I have long and straight hair. Im of medium height. What do you look like?S1: Im tall and Im of medium build.T: What about you?S1: T: OK, lets come to 1a.（设计说明：先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中初步感知如何依据事实做推测。）Step II. While-listening activities1. Listen and find the general idea.(1) 1. Listen for the general idea of 1b. The main idea (大意) of the conversation is _.A. What Amys father looks like?B. What Amys friend looks like?C. What Amys sister looks like?(2) 1. Listen for the general idea of 2a. The main idea (大意) of the conversation is _.A. describe peoples looks.B. describe peoples jobs.C. describe peoples families.2. Listen to the conversation more carefully and find the specific ideas(1) Listen and answer the questions.1. Is David tall or short?2. Does Sally have long or short hair?3. Is Peter short or tall?(2) Listen again. Fill in the chart.DavidSallyPeterisheavyhas(设计说明：本部分的内容重在培养学生们听寻大意,和听寻细节信息的能力。)Step III. Post-listening activities1. Read and retell 2a. (设计说明：本部分的内容重在培养学生们口头表达的能力。)Step V. Summary：Inquiry into knowledge by translation思考：哪些外貌特征用be动词？哪些外貌特征用has/have动词？1. be动词一般用于描述_He is tall (形容词）. He is of medium build. (相当于形容词） 2. has/have动词一般用于描述_He has long hair.（名词） He has big eyes.（名词）（设计说明：教师要引导学生们运用他们从实践中的感知来尝试归纳语言规律，然后再给以必要帮助。通过小组讨论的形式可获得更为准确的答案。）Step VI. Exercises: the end-of- class test1. What does your aunt _ _? She has long _ hair. And she is _ _ height. Shes a little _. 2. What does your math teacher _ _? He has _ straight _. Hes _ and of _ build. Does he wear _? Yes, he does. （设计意图：通过检测学生的学习情况，有助于以学定教。）Step VII. Homework1. 结所学过的描述人物长相的词汇，用英语写出来。2. 编写三个小对话来描述一下你的家庭成员（爷爷/奶奶；爸爸/妈妈；哥哥/妹妹）。教学反思：预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。不足：在小组活动时，由于选择表演的小组数多，占用时间稍长的原因，在听后活动这一环节时间稍紧，课堂显得匆忙。使用建议：1一定要提前布置给学生预习内容，便于学生更有目的性的去预习，提高课上做题速度。2尽可能创设生活情境，让学生在情境中感受如何询问和描述外貌。在实际生活中能够学以致用，培养学生学习英语的兴趣，让他们在说中逐步感知语言知识。