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 people’s looks with the sentence patterns: What does she/he look like? She / He has / is … The students will also learn how to ask people’s looks with alternative questions.
Teaching and learning steps:
Step I. Pre-listening activities
1. 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 in
T: Hello, boys and girls! Look at me. I have long and straight hair. I’m of medium height. What do you look like?
S1: I’m tall and I’m of medium build.
T: What about you?
S1: ……
T: OK, let’s 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 activities
1. 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 Amy’s father looks like?
B. What Amy’s friend looks like?
C. What Amy’s sister looks like?
(2) 1. Listen for the general idea of 2a.
The main idea (大意) of the conversation is _____.
A. describe people’s looks.
B. describe people’s jobs.
C. describe people’s 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.

David
Sally
Peter
is
heavy

has

(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 activities
1. 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 test
1. —What does your aunt ____ ____?
— She has long ______ hair. And she is ____ ________ height.
She’s a little _______.

2. —What does your math teacher ____ ____?
— He has ______ straight _____. He’s ______ 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. Homework
1. 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。