最新仁爱版七上案例设计Unit 2Topic 2What does she look like全套Word格式.docx
《最新仁爱版七上案例设计Unit 2Topic 2What does she look like全套Word格式.docx》由会员分享，可在线阅读，更多相关《最新仁爱版七上案例设计Unit 2Topic 2What does she look like全套Word格式.docx（27页珍藏版）》请在冰豆网上搜索。
鼓励学生把课堂上所学知识与自身生活实际相联系，培养学生热爱学习、热爱生活的情感态度。
Ⅲ.Thekeypointsanddifficultpoints
⒈Keypoints
正确使用表示询问颜色及描述人物外貌特征等的表达方法；
正确使用并列连词and和转折连词but；
正确使用特殊疑问词what引导的询问人物外貌特征及颜色的特殊疑问句；
掌握元音字母u的读音规则。
⒉Difficultpoints
特殊疑问词what引导的特殊疑问句;
并列连词and和转折连词but的应用；
元音字母u的读音规则。
Ⅳ.Learningstrategies
1.能通过分类聚词记忆词汇。
2.运用实物教学能帮助学生理解和掌握教学内容。
Ⅴ.Teachingaids
录音机、图片、教学挂图、多媒体和黑板。
Ⅵ.Teachingprocedures
Step
Interactionpatterns
Studentactivity
Teacheractivity
Introduction
（6minutes）
1.Thewholeclasswork.
2.Thewholeclass
work.
3.Individualwork.
4.Thewholeclass
workandindividualwork.
1.Studentsgreetwiththeteacher,“Goodmorning,MissChen.”
2.T:
Doesshehaslonghair?
Ss:
Yes,shedoes.
T:
Whatcolorisit?
It’sblack.
3.Thestudentanswers,“It’sblack.”
Anotherstudentanswersthequestion,“It’sblond.”
4.Studentsanswerthequestion,“It’sblue.”Thenstudentsanswerthequestiononebyone.
1.Theteachergreetswithstudents,“Goodmorning,boysandgirls.”
2.（老师以旧带新，由描述人物引入2a词汇学习。
）Drawapictureofagirlandaskstudents,“Doesshehavelonghair?
”Letstudentsanswerthequestion;
（老师然后指着自己的头发）Theteacherpointsanotherquestion:
（老师解释：
color意为：
颜色，Whatcolorisit?
对颜色提问）Helpstudentsanswerthequestion.
3.Walktoonestudent,thenpointatthestudent’shairandask:
Chooseonestudenttoanswerthequestion;
Changetheblackhairintoblondhairandaskthequestion:
Helpanotherstudentanswerthequestion:
It’sblond.（老师解释：
blond意为金色的）
4.Pointoutapieceofbluechalkandask,“Whatcolorisit?
”Helpstudentsanswerthequestion,”It’sblue.”（老师解释：
blue意为蓝色的）;
Thenpointatthehairandthechalktopracticethethreecolorswiththequestion:
Choosestudentstoanswerthequestiononebyone.
Presentation
（13minutes）
1.Thewholeclass
3.Pairwork.
4.Individualwork.
5.Individualwork
1.Do1a.Studentslookatthepictureandlistentothetapecarefully;
Thenanswerthequestion:
HeisYukio,Kangkang’sfriend.
2.Studentslistentothetapeagainandtrytofindtheanswer;
Onestudentanswersthequestion:
3.Studentsreadthedialogueinpairs;
Andthentwopairsreaditinrole.
4.Studentslistentotheteachercarefully;
Somestudentsmakesentencesorally.
5.Do1b.Studentsread1aanddo1b;
Onestudentcheckstheanswer.
1.Showthepictureof1aandletstudentslookatthepicture,thenlistentothetape;
Askthequestion:
Whoisthatboy?
Letstudentsanswerthequestion.
2.Playthetapeagainandpointoutonequestion:
WhatcolorisYukio’shair?
Chooseonestudenttoanswerthequestion.
3.Givestudents1minutetoreadthedialogueinpairs;
Andchoosetwopairstoreadthedialogueinrole.
4.Pointoutthesentences:
Wehaveblackhairandeyes.Ihaveblondhairandblueeyes.Wedon’tlookthesame,butwe’re…（老师解释：
and是并列连词，意为：
并且;
but是转折连词，意为：
但是，并呈现短语lookthesame及否定表达；
老师可给出几个汉语句子让学生练习but）Choosesomestudentstomakesentenceswithand/but.
5.Givestudents1minutetoread1a,andthendo1bbythemselves;
Chooseonestudenttochecktheanswerin1b.
Consolidation（8minutes）
1.Pairwork.
2.Thewholeclasswork.
1.Do2b.Studentstalkaboutthecolorsinthepictureinpairs.
2.Studentsfollowtheteacherforthreetimes.
3.Thestudentanswersthequestiononebyone.（学生可与老师互换角色，学生问，老师答）
1.Showthepictureof2bandletstudentstalkaboutthecolorsinthepicture;
2.Teachthecolorsinthepictureonebyone.Pointatthecolorandteachthewordforthreetimes.
3.Usethecolorsaroundhim/herintheclass:
（老师可指着任何有颜色的实物）Letonestudentanswerthequestiononebyone.
Practice
（12minutes）
1.Groupworkandindividualwork.
1.Do3.Studentsguessthecolorsingroupsandonestudentineverygroupgivestheirresults;
Studentslistenandchecktheirresults.
Thegroupthatguessesrightisthewinner.
2.Do4a.Studentsreadthewordstogether;
Thenlistentotheteacherandlearnthesound/7/.Readandpractice.
1.Dividethewholeclassintofivegroups:
thefirstgroupguessesthecolorofthefirstpicture,thesecondguessesthecolorofthesecondpicture,thenthenextandletstudentssaytheirguessingresults.Playthetapeandletstudentschecktheirresults.
2.Listthewordsthatincludethesound/ju/andaskstudentstoread:
unit,use;
Pointoutthewordcards:
bus,must,sun,readthewordsandthenletstudentslistenandfindmorewordswiththesound/7/.
Production
（6minutes）
1.Groupwork.
1.Do1c.Studentsdoitingroups;
Andthreegroupsharetheirpassageswiththewholeclass;
Thenallstudentslistentotheteachercarefully.
1.Letstudentsworkingroupsandintroducethethreeboysbasedon1bfor2minutes;
Choosethreegroupstoshowtheirpassagestothewholeclass;
Thenmakeasummaryaboutthegroupwork.
2.Assignhomework:
ReviewthecolorwordsandexpressionsinSectionA;
Makedialogueswiththesentence“Whatcolorisit?
”orally;
Previewthewordsand1ainSectionB.
Teachingreflection:
本节课介绍的表示颜色的单词较多，学生对红色，黑色，白色掌握的较好，但对于不常用的表示颜色的词掌握的不太好。
因此，学生在课后需要用表示颜色的词多做口头对话。
Ⅶ.Blackboarddesign
Whatdoesshelooklike?
SectionA
1.—Whatcolorisit?
Sounds:
—It’sblack/blond/blue/red/yellow/green
pink/orange/purple/brown/gray/white.
/7/
2.Wehaveblackhairandblackeyes./u:
/
3.Ihaveblondhairandblueeyes./K/
4.Wedon’tlookthesame,butwe’regoodfriends,too.
SectionB
Ⅰ.Materialanalysis
本节课主要活动是1a和2。
进一步学习询问人物外貌特征的表达方法“Whatdoeshe/shelooklike?
”同时学习把某物给某人“givesth.tosb.=givesb.sth.”;
交际语言:
Sorry,Idon’tknowher.Oh,Isee.I’llgiveittoher.等；
另外，还将综合复习颜色、身体部位类单词以及询问国籍和描述他人外貌特征的表达法。
语音板块将学习字母l,w和组合wh的发音规则。
能够掌握并应用新学习的单词:
give,letter,sorry,like,tall,will,young等;
能够用英语询问和描述人物外貌特征的表达方法:
Sheistallandshehasshortbrownhair;
能够用英语询问人物外貌特征的表达方法：
初步了解辅音字母l/w/wh的读音规则。
能听懂有关询问人物外貌特征的表达方式；
能运用表示询问人物外貌特征的表达方式进行简单的交流；
能根据图片内容口头做对话；
能正确书写和使用新学习的单词。
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范地书写单词；
能够培养学生善于观察周围人或物的能力。
正确使用英语描述人物外貌特征的表达法：
Sheistallandshehasshortbrownhair;
正确使用表示询问人物外貌特征的表达方法：
.正确使用实义动词：
have/has及其否定形式don’t/doesn’thave。
正确使用助动词：
do/does。
正确使用实义动词：
have/has，特别是have的第三人称单数否定形式;
助动词do/does的应用；
能够掌握由What引导的询问人物外貌特征的表达法；
辅音字母l/w/wh的读音规则。
能培养借助图片听说的习惯。
录音机、教学挂图、闪卡和黑板。
2.Individualwork.
3.Thewholeclasswork.
2.Do3.Studentsanswerthequestiononebyone,“It’sred.It’swhite.It’sblue.”
3.Studentsanswerthequestion,“HeisfromCuba.”
4.Thestudentdescribes,“Hehasbrownhairandblackeyes.”
2.Showthefirstpictureof3,thenaskthequestion,“Whatcolorisit?
”Pointattheflagandaskstudentstoanswerthequestiononebyone.
3.Askthenextquestion,“Whereishefrom?
”
4.Ask,“Whatdoeshelooklike?
”（老师解释：
他长什么样？
）Letonestudentdescribetheboy.（老师以相同的方式呈现以下三幅图片）
2.Thewholeclassworkandindividualwork.
3.Thewholeclassworkandindividualwork.
4.Pairwork.
1.Do1a.Studentsaskandanswerinpairs：
A:
B:
Shehas…
2.Readthewordaftertheteacher;
Somestudentsmakesomeexampleswith:
givesth.tosb./givesbsth.
3.Studentslistentothetapeandpayattentiontothequestion;
ToMaria;
Thenallstudentsfollowthetape.
4.Studentsreadthedialogueinpairs;
Andtwopairsactoutthedialogue.
1.ShowapictureofMaria,thenletstudentsdescribethepictureinpairs.
2.Showalettertostudentsandsays:
“HereisaletterforMaria.”Thenteachtheword“letter”forseveraltimes;
Theteacherthensays:
“Pleasegivethelettertoher.”（老师做出相应的动作并解释givesth.tosb.=givesb.sth.）Letstudentsmakesomeexamples.
3.Playthetapeandaskstudentstopayattentiontothequestion:
Whomistheletterto?
Thenchooseonestudenttoanswerthequestion;
Thentheteacherletstudentslistenandfollowthetape.Payattentionto“Sorry,Idon’tknowher.Oh,Isee.”
4.Givestudents2minutestoreadthedialogueinpairs;
Choosetwopairstoactoutthedialogue.
Consolidation（10minutes）
1.Individualwork.
2.Pairwork.
3.Groupwork,individualworkandpairwork.
1.Do1b.Studentsreadandfillintheblanksandonestudentcheckstheanswer.
2.Do1c.Read1aandmakeupanewconversatio
升级会员 