仁爱版七年级英语上册unit2topic2sectionb教学设计

Unit 2 Looking DifferentTopic 2 What does she look like?（Section B）设计：吴敏 审核：郑海燕 陈瑶Teaching aims1.Knowledge aims：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: She is tall and she has short brown hair：能够用英语询问人物外貌特征的表达方法：What does she look like?初步了解辅音字母l/ w/ wh 的读音规则。2.Skill aims：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；能正确地朗读对话，并能注意语音语调；能正确书写和使用新学习的单词。3.Emotional aims：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。The key points and difficult points1. Key points： 正确使用英语描述人物外貌特征的表达法：She is tall and she has short brown hair;正确使用表示询问人物外貌特征的表达方法：What does she look like?正确使用实义动词：have /has及其否定形式dont/doesnt have。正确使用助动词：do/does。2. Difficult points：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。Teaching procedures一、 自主学习1、The teacher greets with students, “Good morning, boys and girls.” Students greet with the teacher, “Good morning, Miss ”2、Individual work. Do 3.3、Show the first picture of 3, then ask the question, “What color is it?” Point at the flag and ask students to answer the question one by one.4、Then ask the next question, “Where is he from?” “What does he look like?”（老师解释：他长什么样？）Let one student describe the boy.(以相同的方式呈现以下三幅图片)二、合作探究1、Pair work. Do 1a.2、Show a picture of Maria, then let students describe the picture in pairs. Show a letter to students and says:“Here is a letter for Maria.” Then teach the word “letter” for several times; The teacher then says: “Please give the letter to her.” (老师做出相应的动作并解释give sth. to sb.= give sb. sth.) Let students make some examples.3、Play the tape and ask students to pay attention to the question：Whom is the letter to? Then choose one student to answer the question;Then the teacher let students listen and follow the tape. Pay attention to “Sorry, I dont know her. Oh, I see.”4、Give students 2 minutes to read the dialogue in pairs；Choose two pairs to act out the dialogue.5、Do 1b .Let student read the dialogue and fill in the blanks by themselves. Choose one student to check the answer.6、Do 1c.Let students read 1a again and make up a new conversation in pairs; Choose two pairs to show their conversations.7、Do 2. Teach the new words: young, man, women; Then show the pictures of 2 and let students match the descriptions with the pictures one by one（注意提醒have的第三人称单数否定形式）; Check the the answer;8、Do 4. Show the picture of a snowman, then use the picture to teach the word for several times.（提醒注意复数snowmen）Play the tape and let students answer the questions; Play the tape again and check the answers with the students;9、Do Section A4a. Show a card with the word letter, and let students read the word, then show the other cards: lake, like, long, then teach students to read the words; Let students make a summary about the pronunciation of l.(老师可用同样的方式呈现w和wh的读音规则)三、 小组展示1、Group work. Do 5.2、The teacher divides the whole class into two groups: one is boys and the other is girls. Boys say one sentence, girls change the sentence patterns.Let students do it at least five turns.四、Assign homework:Review the new words and expressions in Section B; Make dialogues with the sentence: What does she/he look like? Preview the words and 1a in Section C.五、达标测频( )1、- _are the boxes? -Theyre red.A.Whats color B.What colors C.Which color D.What color( )2、Japanese and Chinese look_.A.like B.the same C.at D.black( )3、-_-Yellow,I guess.A.What is it? B.Who is he?C.What color is it? D.Which girl is your good friend?( )4、-Do you know Maria？-No，I dont know. _ girl? -The one _brown hair and gray eyes.“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。A.What；with B.Which；in C.Who；with D.Which；with( )5、-Whats your favorite color? -My favorite color is_.A.whitw and pink B.white but pinkC.white with green D.a white and pink二、从方框中选择出恰当的选项补全对话。A:Hello，JimB: _1_Who is the boy over there?A: _2_B:The one with black eyes and black hair.A:Oh,he is my new friend,Liu Ping.B: _3_A:He is from Hainan,China.B:But you look the same.A: _4_Japanese and Chinese look the same.We have black hair and black eyes.要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。B:I have blond hair and blue eyes.A:We have different looks. _5_A. 死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。Where is he from?B. Thats right.C. Hello.D. 课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是