初中英语人教版七年级下册unit9 Section A(1a-1c).doc

重庆市江津区支坪中学教学设计Unit 9 What does he look like?(1a-1c)单元话题 What does he look like? 单元功能是描述人的外貌一. 教材分析：现行人教版英语课本每一单元的第一课安排的都是听说课，听和说是此课型最重要的特征。Unit 9是新课标所倡导理念的较全面的展示，1a-1c以贴近学生生活的话题入手，直接且高效地激发学生的课堂积极性。教师在以教材内容为载体的基础上，整合教材内容，有目的地引入,创设形象、鲜活的教学情境，以引起学生的态度体验。本单元以贴近学生生活的描述外貌的话题为语言目标，教师在此基础上巧设情境、整合教材，合理安排操练，此类的教学设计便与新课标要求的知识与技能、过程与方法、情感态度价值观的“三维目标”不谋而合。二. 学情分析：七年级下的学生由于年龄小，生性活泼好动，喜欢直观形象思维，对猜测方面的游戏感兴趣,有一定的词汇基础,能自主拼读单词,能简单对话.对谈论自己喜欢的人物感兴趣.三. 教学设计主要思路： 以Running man 为脉络,通过展开听说活动,让学生能熟练运用相关词汇,句型描述人物外貌.四. 教学过程：Teaching content: Go for it! Grade 7 Unit 9 Section A(1a-1c) Listening and SpeakingLearning Objectives: By the end of this class, students will be able to: 1. remember the following new words and phrases: tall, short, of medium height, heavy, thin, of medium build, long hair, short hair, curly hair, straight hair. 2. Use the sentence What does he/she look like? He/ She is/ hasTo describe peoples looks.Focus and difficulties: Focuses: Use the words and phrases to describe peoples looks.Difficulties: 1.How to use is and has when describing peoples looks. 2.Use “What does he/she look like?” to have coversations with group members.Stage1 Greeting and Leading in ( 3 minutes ) Ts Activities outline TSsSs ActivitiesAims T: Whats this?(Its a TV.)T:Do you like to watch TV? (Yes.)Teacher has the students watch a TV show. Watch a TV show about Running Man and guess the person in the picture in Angelababys hand. To make the students know theyll learn to describe peoples looks.Stage 2 Pre-listening ( 8 mins) Ts activities outline Ss/Half/G Ss ActivitiesAims1.Have the students learn the new words with a group.Teacher gives help if necessary.2.Have some students teach the new words as little teachers.3. Have the students read the new words together.1. Group leaders lead the group members to learn the new words.2. Read the new words after the little teachers.3. Read the words on the blackboard together.Students can read the new words correctly.1. To check if the students can use the new words to describe peoples looks by making sentences to describe the students looks in the class. And then have the students describe the people in Running Man.2. Tell the students that one person in the Running Man is coming to Jiangjin, but we dont know who is coming. So they have to listen and guess the person. 1. Stand and say the words and phrases and try to make sentences according to some students looks. 3. Describe the looks of the people in Running Man .1.Students can read and use the new words to describe peoples looks.2. Lead the students to listen to a conversation.Stage 3 While-listening ( 10 mins)Ts activities outline T-Ss-Sind-GSs Activities Aims1. Let the students listen to the conversation for the first time.2. Let the students listen to the conversation for the second time and give some tips.3. Let the students listen to the conversation for the third time and give some tips.4. Let the students guess who is the running man. 1. Listen and circle the new words.2. Listen and write the missing words.3. Listen and write the missing sentences.4. Guess and describe the running man.Input the information about how to ask about and describe a persons look.Stage 4 Post-listening ( 18 mins)Ts activities outline SsSs Activities Aims1. Have the students play a guessing game in groups.2. Show time. Have one group act out the conversation, and have the other students guess who they are talking about.3. Have the students review what they have learnt in class.1. Group leaders ask one member to take out one piece of paper with a name on it. Ask the other group members about the looks and guess who he/she is according to the information they get.2. Act out the conversations or listen to them carefully and guess the name on the paper.3. Review what they have learnt in class.1. Output :students can ask about and describe peoples looks.2. Have the students listen to the conversations carefully.Stage 5: Homework(1 min) Write a passage named My best friend, some questions can help them.课后反思：1.本节课主线较为明晰，Running Man是学生所熟悉喜欢的节目，因此他们喜欢描述猜测其中的人物，活跃性比较高。2.学生在对话时对have的用法掌握不够好，尤其是在用have询问头发时感觉吃力。可在小组活