Unit 7Word格式.docx

1、 形容词:short, tall, medium, thin, heavy, blonde, brown, curly, straight, etc.3.短语:straight hair, curly hair, of medium build, of medium height, look like, etc.4.句型:What does he/she look like? He/She is tall. He/She has curly hair.What do you/they look like? Im thin. /Theyre of medium height.5.语法: Yes/

2、No问句及简略回答。 wear的一般现在时用法。 用于宽泛描述的形容词。（二）语言技能1. 能熟练的用英语进行对人外表特点进行描述。2. 能概括人物的外貌特征并根据人物特征推理出某一人物。3. 能掌握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平。（三）情感态度1. 通过描述同学、教师或自己的偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。2. 教育学生要多发现别人的优点，学会赞美别人，友好地描述别人的形象。3. 学会赏识，懂得心灵美比外表美更重要。4. 能在小组活动中积极与他人合作，

3、相互帮助，共同完成学习任务, 尽情享受学习的乐趣。（四）文化意识了解不同人的外貌和同一人的不同外貌，了解中西方文化中在表达自己的观点时存在很大的差异，我们比较委婉，而西方人则更直接些，对学生进行不同文化意识的渗透。三、教学重难点通过学习语言材料，让学生获得运用所学的有关词汇，短语及句型，描述人的外貌特征，并能结合实际生活进行灵活运用的能力。新词汇的运用，特别是has与is的正确使用，是本单元的一个难点。单元教学重难点一览重点难点1. The vocabulary2. -What does he/she look like? -He/She is tall-What do you look li

4、ke? -Im thinI have short hair.Use the language to talk about sbs look.四、学情分析 学生在七年级上册已经学过关于“What does he like?”这一特殊疑问句式，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。谈论人的外表形象是人们日常生活中遇到的话题。故学生喜于用英语表达此类知识。五、教学方法和学习策略教学方法： 情景交际法：本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实情境，引导学生在运用中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了能

5、用）。 任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。 开放性教学策略：教师要开放性地处理教材，结合教材插入学生感兴趣的图片等，丰富学生知识，拓宽他们视野，实现知识的整合。 2.学习策略 自主学习：要求学生采用自主学习的方式，能根据需要进行有目的预习，使其对教师的教学内容起补充作用。 合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考，善于抓住英语交流的机会。在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。 通过看图说话、听力训练、猜人物、情

6、景对话等一系列活动，创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习，让学生巩固所学语言知识。主题语表hair:short, long,curly, straight,others:wear glasses,height:tall, short,blonde, brown etcwear a yellow T-shirtmedium heightphysical appearanceface: beard, mustache,build:thin, heavy,eye （big blue.） etcmedium bui

7、ld 教学过程设计（Period 1）Step1Greeting and Small talk First, listen to a light music（幻灯片1）, greet with students and have a small talk:Then, tell students that today well learn how to describe peoples looks. And ask them to read the title： “What does he look like” （幻灯片2） and remember the sentence.Step 2 Le

8、ading-in First, find two students （one is short and thin, the other is tall and heavy） as models to stand before the blackboard.Then, teach the new words （tall, thin, heavy, short） by comparing their looks.Third, the teacher stands between the two students and leads students to say: “of medium heigh

9、t, of medium build”. Next, teach “long hair, short hair, curly hair, straight hair, black/brown/blonde hair”.Step 3 PresentationFirst, Lead students to ask about look.：“What do you/they look like? What does he/she look like?”Then, （to consolidate the new words） ask students to look at the pictures i

10、n the screen（幻灯片3-5） and answer “what do they look like?” together from height, build and hair. At the same time, tell them to pay attention to “is” and “has”.Next, ask students to open books, turn to Page 42. Change the listening 2a into the exercise. （幻灯片6）Ask them to have a think and circle “is”

11、or “has” in 2a. （In order to lead Ss to conclude the usage of “is”and “has”: is+adj, has+n）Step 4 ChallengeAsk students to take a breath and learn about the challenging rules（幻灯片7）.Task One: Good Memory（幻灯片8-11）First, ask students to watch the pictures carefully and keep the stars in mindThen, ask t

12、hem to answer the questions about the stars looks. （Give the students “smile” cards and praise them with different simple sentences）Task Two: Super Ear（幻灯片12-15）Ask them to listen, take notes and answer the questions.Task Three: Guessing Game（幻灯片16和幻灯片24-27）Guess the person in the picture with “Is h

13、e/she? Ask a student to guess, others describe.To give more students to describe, each student describes the person in the picture with one sentence. （Give the students joining in the game smile cards）Task Four: Spoken English Show（幻灯片17）According to the scene teacher designed and the useful words a

14、nd expressions offered, askstudents to have a role play. Give them rules: “Ss in Group 1 make a conversation between policeman and son. Ss in Group 2 make a conversation between policeman and father. Ss in Group 3 can make any conversation. ”Ask two pairs of students to act. （Policeman and son, Poli

15、ceman and father）Give them some comments and smile cards after acting.Give students two sample conversations and read the conversations.（幻灯片18-19）Step 5 Morality Education（幻灯片20-21）Watch a video about Yang Guang （a blind but talented man）.Tell students a moral education:“ Everyone is special. Its ni

16、ce to be me. Dont judge people by their look!Step 6 Homework（幻灯片22）Ask students to describe their favorite teacher and draw a picture of him/her.板书： Unit 7 What does he look like? Height Build Hair tall heavy long/short hair short thin curly/straight hair of medium height of medium build 我的设计思路 本节课是

17、“What does he look like?”的第一课时，话题是谈论人的外表形象, 教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型及着装特点。因此，在本课的设计中笔者首先通过一首令人放松的轻音乐的播放，让学生谈论对该音乐的看法，进而谈论音乐老师的外貌，从而自然而然地引入本课话题，轻音乐的引入既让学生更快进入课堂状态，又激发学生对本课话题的兴趣。通过外貌差异较大的学生及笔者本人的外貌对比，导出本课新词汇及短语，让学生直观地记住新词汇，更易记忆。通过幻灯片图片中具有代表性外貌特征的人物展示，引导学生正确运用谈论外貌方面的新词汇，这是由单词到句子的输入，并引导学生观察句子

18、中has和is的使用，进而归纳二者的使用规律，发展学生的观察及归纳能力。通过一系列的挑战活动将学生刚习得的的语言输入进行语言输出，活学活用于各个环节“比记忆”，“比听力”，“猜猜看”，“现场口语秀”。 最后，通过一段关于盲人杨光的模仿秀视频，告知学生“每个人都是特别的，不要以貌取人，做自己最好”，培养学生要学会欣赏自己和别人的情感态度。 其中，“比记忆”环节既考验了学生的关注及记忆能力，又考察了学生对本课词汇及句子表达的掌握程度；“比听力”环节实际上是教材中2b的听力内容，但笔者将课本的听力题目转换成了简易的外貌问答题，培养学生由听到说的语言表达能力；“猜猜看”环节引入了学生身边老师，同学等熟

19、悉人物的图片，要求学生尽可能地从多方面描述他们，进而让学生准确猜测这是谁，这一任务比前面的环节内容要更开放，能促使学生表达自身积累的语言知识，并培养学生的探究能力，同时让学生感知能用英语描述身边人的外貌是多么好的事，从而树立更大的自信；“现场口语秀”环节是联系生活情境所设计的对话环节，通过寻找失散的父亲和儿子，培养学生用所学的描述外貌的语言知识运用于类似的真实生活中，并根据实际情况拓展对话内容，将学生的所学真正的活学活用。 对于本节课，笔者除了精心设计各种激发学生兴趣的活动，调动学生的积极性，更是引导学生按照从词到句的输入再输出的规律，掌握本节课的目标语言，学中用，用中学，进而达到能说，会说，

20、最终运用并拓展于真实的语言生活中，以期取得较好的教学效果。第二部分课堂实录一、创设情境，导入新课 师：（播放轻音乐）Do you like music? Why? Whos your music teacher?Is she beautiful? 生： Our music teacher is Miss Gao. She is beautiful.Yeah, today well talk about peoples looks：“What does he look like?” （亮出标题）. First, lets find two students （one is short and t

21、hin, the other is tall and heavy） as models to stand next to me. （问题引入）Boys and girls, Is the student tall or short? Is he heavy or thin? （引导学生说出描述外貌的新单词）he isshortbut the other istall. Hesthinbut the other isheavy.Now Im between the two students. Im not short or not tall. And Im not thin or not hea

22、vy. So how can you describe me?（帮助学生说出）Youreof medium heightand youof medium build.Ok, listen: I havelong hair. Boys, do you have long hair? 男生：No, we haveshort hair.Boys and girls, I havecurly hair. Do you have curly hair?straight hair.And what color hair do you have?We haveblack hair.Yes, but I ha

23、vebrown hair. Some foreigners haveblonde hair. 老师将以上下划线词汇板书到黑板上并带读：Height Build Hairtall heavy long/short hairshort thin curly/straight hairof medium height of medium build black/brown/blonde hair 探究新知，强化词汇Do you know how to ask about looks?（齐声）What do you look like? What do they look like?OK, now l

24、ets have a look at some pictures and tell me what they look like.（多媒体演示）First., from height, say “What does he/she look like?”（Yaoming, a lady and a little kid）（齐声）He is tall. He is short. And she is of medium height.Then, from build, say “What does he/she look like?”（展示三位艺人的漫画头像，学生爆笑）（齐声）She is hea

25、vy. He is thin. And she is of medium build.Next, from hair, say “What does he look like?”（展示蜡笔小新的不同发型）（齐声）He has short straight black hair. He has short straight blonde hair.He has long straight brown hair. He has long curly brown hair.Now Open your book and look at 2a on Page 42. Pay attention to“i

26、s” and “has”, and have a think when to us them.生：is+形容词, has+名词 挑战活动，引人入胜Lets take a breath! There are many tasks waiting for you. Can you get my challenge? Here are some rules when youre getting my challenge （幻灯片展示挑战规则）. Ill give a smile card to the student who gets the right answer. And the studen

27、t who gets the most cards will get a big prize. Are you ready?（心情既紧张又迫不及待） Yes, go!活动一：比记忆（Good Memory）Ill show you the pictures of four stars. （幻灯片展示图片）You only see them once, so watch them carefully and keep the stars in mind. Then, you should hand up and answer the questions: What does the person

28、 look like in the first picture? What does the person look like in the third picture? What does the person look like in the last picture? Who is the person in the second picture? What does she/he look like?（抢答）Well done! Good memory! Great! Excellent! （以不同的语言表达给予鼓励并赠予微笑卡） 活动二：比听力（Super Ear）Now let me check your listening. Who has super ears? While listening, take notes. After listening, you should answer the questions: What does David look like? What does Sally look like? What does Pete look like?（举手抢答）