英语人教版七年级下册Unit9 Grammar Focus 3a-3d.doc

参赛教学设计基本信息 作者姓名罗云开性别女出生年月工作单位韶关市田家炳中学 邮政编码通讯地址韶关市田家炳中学 联系电话电子邮箱所用教科书书名 初中新目标英语 Go For it ! （人民教育出版社）所教年级七年级所教册次、单元下册 第九单元设计主题Unit 9 What does he look like? Section A Period 2 Grammar Focus 3a3d1.整体设计思路、指导依据说明（1）整体设计思路本节课采用任务型教学法，视听法，交际法，归纳法等多种教学方法，围绕一个教学目标：询问及描述人物长相进行。这个目标主要是通过两个课堂任务达成的。任务一，描述本班同学，老师及名人的长相。在第一个任务设计了三个活动，即通过观看photo story辨别同学；问答照片中人物的长相；通过对话游戏猜测出指定的老师。开展任务的前后，老师启发学生归纳总结目标语言所用的词汇及句子。任务二，描写自己喜欢的明星。最后，观看微课进行课堂总结以及拓展练习。课堂所采用照片和素材均取自于老师和学生的各种生活学习场面以及热点名人明，让学生在亲切轻松有趣的氛围中运用目标语言。另外，本节课在教学中渗透教育学生善于欣赏他人以及自己的长相，并通过欣赏他人和自己建立友善和谐的人际关系。（2）指导依据 义务教育英语课程标准（2011年版）认为，英语课程承担培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听说读写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后的继续学习奠定基础。在教学中设计与学生学习和生活密切相关的任务，鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略，促进健康人格的发展。社会主义核心价值观在公民层面提出“爱国，敬业，诚信，友善”，在学科教育中药渗透培养谁主义核心价值观。2.教学背景分析本节课是本单元的第二节课，也是Section A的语法课。学生在前一节课中已经通过较多的听说活动对目标语言有了比较充分的感知和体验。这一节课是在上节课的基础上进一步运用目标语言描述人物长相并总结相关词汇和句型。本班学生语言学习能力比较好，在上一节课中已经能基本描述人物的长相，但是有不少同学的句子存在一些语法错误。他们对身边的老师和同学以及名人明星都充满兴趣和好奇并热衷于讨论和了解。所以本节课从学生的兴趣点出发进行设计，让学生能熟练运用所有句型准确地描述人物的长相。3.教学目标分析语言目标：1.能认读并使用新单词：handsome, blonde, person, actor, actress2.能使用以下句型：What does he look like? Hes really tall.What does she look like? She has long straight hair.What do they look like? Theyre of medium build.Do they have straight or curly hair? They have curly hair.Is he tall or short? He isnt tall or short. Hes of medium height.3.能正确回答选择疑问句：Do they have straight or curly hair? They have curly hair.能力目标：1.能听懂对人物长相的描述，辨别所描述的人物。2.能熟练准确地询问人物长相以及描述人物长相。3.能写一段描述人物长相的话。情感目标及价值观：培养善于欣赏他人以及自己长相的审美观。通过欣赏他人及自己培养和谐的人际关系。4.教学重点、难点分析重点：1. 描述人物长相的句型以及一般疑问句。2. 如何在句子结构中区分使用be和have/has。3. 正确回答选择疑问句。4. 培养谁主义核心价值观之友善品质，建立和谐的人际关系。难点：1. 如何在句子结构中区分使用be和have/has2.描述头发的形容词顺序：长短+形状+颜色5.教学过程设计教学步骤教师活动学生活动Step 1 Watch a photo story and find the girlPlay a photo story of A Lovely Girl to let students guess who she is in our class.Watch the photo story and find out who she is according to the description of her look.设计意图: 课前通过生动的photo story视频描述了其中一个女生的外表，引起学生的兴趣并展示了描述人物外表的所有句型，帮助学生在视听中复习目标语言，并训练了学生的听力。Step 2Presentation Show a photo of the English teacher and lead the students to describe the teacher.Look at the teachers photo and describe the teacher. 设计意图：通过学生熟悉的英语老师的照片带动学生复习描述人物长相的句型。并为下面的问答环节作示范。Step 3Ask and answer: Describe the people in the photos 1. Show some photos of the students, famous people and movie stars one by one and get the students to ask and answer like this: Teach the new word: handsome2. Give more pictures at a time and get students to practice the conversations in pairs according to the sentence patterns.1. Ask and answer about the peoples looks in the photos. Study the new word: handsome2. Look at the photos and practice the conversations in pairs according to the sentence patterns.设计意图：学生使用关于人物长相的一般疑问句问答自己的同学，名人和明星的长相。最后，同伴对话描述所给四张照片的人物长相。这个环节让学生充分使用提问人物外表的问句及答语。Step 4Find out the sentence structures and do the exercise in the textbook1. Lead students to summarize the sentences describing the peoples looks.2. Draw students attention to the important and difficult points : the use of “be” and “have /has” in the sentences.3. Ask students to do 3a and 3b in the textbook.4. Check the answers and explain the difficult points.1. Observe the sentences and find out the sentence structures.2. Pay attention to the important and difficult points and understand the use of “be” and “have /has” in the sentences.3. Do Exercise 3a and 3b in the textbook.4. Correct the answers.设计意图：在充分的语言体验和实践的基础上，让学生自己探究发现并归纳总结描述人物外表的肯定句结构。在此过程中，老师引导学生关注句子结构的重点和难点，即如何在描述人物外表的句型中区分使用be与 have/has。最后，通过课本的练习进行巩固。Step 5 Play a guessing game about the teachers 1. Explain the rules of the game ：Student A has the card with the teachers names on it. The other students ask A questions to help guess the names of the teachers. A answers the questions.2. Present an example of playing the game. Draw students attention to the Yes or No questions and the answers to the questions. 1. Read and understand the rules of the game.2. Pay attention to the Yes or No questions and the answers.3. Play the game using the Yes or No questions to help guess which teacher it is. 设计意图：这个游戏创设了一个学生真实使用目标语言的情景，调动了学生使用英语的兴趣。学生在游戏中使用描述人物长相的一般疑问句询问对方来帮助自己猜测各科老师的名字，A学生则需要正确回答问题，达到了让学生正确使用描述人物长相的一般疑问句及其答语的教学目的。Step 6Summarize the Yes or No questions Lead the students to summarize the sentence structures of the Yes or No questions. Introduce the “or” question.Summarize the sentence structures of the Yes or No questions. Learn how to answer the “or” question.设计意图：学生在猜测游戏中使用了一般疑问句，在此让学生发现并总结一般疑问句的结构，同时认识选择疑问句。Step 8Write about your favorite actor or actress.1. Show two photos of the famous actor and actress and introduce the new words: actor, actress2. Give an example of describing the favorite actor or actress.3. Ask the students to write in 3c1. Look at the photos and guess the meanings of the new words of actor and actress.2. Study the example and learn to write.3. Write about the favorite actor or actress in 3c.设计意图：根据听说领先读写跟上的原则，在前面充分的听说任务之后，3c环节设计了一个简单的写作练习，让学生在听说写三个方面都能使用目标语言。写作所用的句子在前面的听说任务中都有充分的使用，所以对学生来说难度不大。Step 9Watch a micro-class and have a summary 1. Play a micro-class. 2. Ask students to summarize the sentence structures in the task paper.3. Check the answers in the task paper.1. Watch a micro-class and review the sentences.2. Summarize the sentence structures in the task paper.3. Correct the answers.设计意图：通过微课视频简洁生动地呈现并总结本节课的语法重点。通过任务纸的句子总结老师可了解到学生是否能准确使用本节课句型。Step 10Chicken soup and homework 1. Tell the students to be friendly to others and you