初中英语人教版七年级下册Unit9SectionA1a-2c.doc

人教版（新目标）七年级（下册）Unit 9 What does he look like ?Period1（Section A 1a2c）贵港市港南区新塘一中 黄艳华一、教材分析：本课时的核心话题是谈论人的外貌形象，教材内容围绕着描述人的外貌特征展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。通过对本课时的学习，学生能掌握描述人物外表的词汇及句型。以人的外貌特征为主线，兼顾交际功能的学习，引导学生谈论自己或他人的外表长相。本课时的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和教师之间的情感交流，增进情谊。二、学情分析：初一学生大胆、活泼、好动、喜欢交流、乐于竞争，但也存在自我意识过强、自主能力薄弱、学习缺乏策略、与他人合作的能力不够等缺点。根据学生学习这些特点，我在教学中选取与学生生活贴近的图片、情景等，激发学生学习英语的兴趣，让学生主动参与到教学活动中来，同时通过一系列的师生互动、生生互动、小组合作等形式，进一步提高学生的听、说、读、写及运用的综合能力。三、教学目标：1、语言知识目标通过对本课时的学习，学生能掌握描述人物外表的形容词、短语及句型。能熟练地用英语进行对人外表特点的描述，并根据描述画出人像。能替自己和别人进行新形象设计，能和合作伙伴互相交流信息。并能结合实际生活，灵活运用所学词汇及句型，提高写作水平。1) 识记描述人物外貌特征的词汇short, long, curly, straight, blonde, brown, hair, tall, thin, heavy, of medium height2) 学会使用询问、描述人物外貌特征的句型。a. What do you look like?- Im short . I have curly hairb. What do they look like?- They wear glasses.c. What does he/she look like?- He/She is tall/short/of medium height/thin/heavy.- He/she has long/short/blonde/brown/black/straight/curly hair- He/She wears glasses/a white T-shirt2、语言技能目标：（1）学会询问他人外表。（2）学会谈论，描述身高，体重，发型，面部特征及着装等外貌特征。并根据描述画出人像。（3）继续提高听说能力。3、 情感态度目标：通过描述身边同学、朋友、教师、家人的外表，增加彼此之间的感情，培养人际交往能力，同时感受到语言使用的趣味性。启发学生不要以貌取人，培养正确的审美观。4、学习策略目标：培养学习通过对人物特征的描述，提高直接用英语理解、表达和思维的能力、交际能力及语言的综合运用能力。5、文化意识目标：了解生活中怎样去描述人物外貌特征的常识，灌输在生活中处处留心观察的意识。四、教学重难点：教学重点：（1）掌握本课新单词并熟练掌握描述人物外貌的方法，并能灵活运用于生活中。（2）要求学生掌握“询问一个人的长相是怎么样的”表达方式以及回答。a. What do you look like? - Im short. Im thin.b. What does he/she look like?- He/She is tall and has long hair.c. What do they look like?- They are of medium height.教学难点：（1）回答What do you look like?/What does he look like?时，可以有两种回答方式，一种为Im /Hes注意：be动词后跟着形容词/表示身高(of medium height)/表示体形；另一种为I have/He has注意：后跟着（形容词）+名词例如：你长得怎么样？我长的很瘦，我是中等身材。 What do you look like? Im thin. Im of medium height.她长得什么样？她有一头短短的黑发。What does she look like? She has short black hair.（2） 熟练掌握描述人物外貌的方法并画图。五、教具、学具准备：多媒体六、设计思路：结合教材重难点以及英语学科的特点，利用教学挂图、多媒体课件、实例等，采用启发式教学，循循善诱、循序渐进的教学方法，以活动为主线，将个人竞赛、小组竞赛贯穿全课堂，创造轻松、活跃的课堂学习氛围，引导学生主动投入到学习中，从而实现以教师为主导，学生为主体的互动方式进行教学，使学生通过看图说话、句型操练、实际描述、对话表演等一系列活动，熟悉掌握本单元核心话题的句型。并在愉快的氛围中有效地学习初步运用英语交际的能力，发展听说读写的综合语言技能，同时还学会识别不同人物外貌特征，丰富学生生活 ，增加学生的语言实践。七、教学过程设计：教学步骤教师活动学生活动教学依据、作用与意义Step1Greet the studentsGreet the teacher相互问候，拉近师生间的距离StepReview and Leading-in1. Show a picture of Yao Ming to ask and answer with students. Who is this? What does he do? Do you like him? Why? What does he look like?2. T: It doesnt matter.This class we will learn Unit 7 to describe peoples looks. First we learn to describe the hair. 1. Answer the teachers question. He is Yao Ming. He is a basketball player. Yes. Because he is great clever. 选取学生喜欢的图片，创设情景，用前面学过的句型，激发学生的兴趣，活跃气氛，引出课题。Step Presentation1. Show some picturelearn the new words and phrases: Look at the girls hair. Is her hair long or short? Right, she has long hair. How about the mans hair? Is his hair long or short? Good! He has short hair.2. learn the other new words and phrases in the same way: straight hair, curly hair, tall, short, medium height, thin, heavy, medium build 1. Answer the teachersquestions and learn the new words : Long. (repeat) She has long hair. Short. (repeat) He has short hair.2. learn the other new words and phrases inthe same way: straight hair, curly hair, tall, short, medium height, thin, heavy, medium build通过领读与重复的方式呈现新知识并学习，使学生有足够的输入，以便在下一步顺利输出。Step Consolidation1. (Work on 1a) T: Please open your books and turn to Page 41. Please work on 1a. Match the words with the people in the picture. Check the answer.Read the words.Group competition: the one who can read the words can win a star.2. ExercisesShow the pictures of Yao Ming, Zeng Zhiwei, Zhang ShaoHan, and so- me sentences , ask stude-nts to fill in the blacks. Ask three studentsto show their answers , check the answers(The student who fill the blanks correctly can win one star) Read the sentences1. work on 1a. Match the words with the people in the picture.Check the answer.Repeat the words. Read the new words (The whole class, one by one in groups)2. Exercises fill in the blacks. Three students show their answers , the others check the answers. Repeat the sentences.1、用头脑风暴来让学生进行小组中的竞赛，更能激起学生的积极性。2、通过练习的方式，由浅入深对新知识加以巩固，再次确保学生有足够的输入，以便在下一步顺利输出。Step Speaking practice 1Work on 1c1. T: One of the people in the picture in 1a is your friend. Describe your friend. For exa-mple:( read the conversa-tion with a student.)A: What does your friend look like?B: She is of medium height and she has long hair. 2. Move around the room monitoring the students work.3. Ask some pairs to act out their conversation.Work on 1c1. One student read the conversation with the teacher.2. Choose a person in the picture and describe the person with partner.3. Some pairs act out their conversation. 有了充分的新知识的输入后，学生通过pairwork的形式，进行简单的说的训练，检查输出的情况，学以致用。Step Listening practice1. Play the tape for 1b.2. Check the answer to 1b3. Play the tape for 2a.4. Check the answer to 2a5. Play the tape for 2b.6.Check the answer to 2b7. Ask students to find out the key points and difficult points (work in group of four) and then the teacher show the key points and difficult points.(The group which found the most correctly can win five stars, the other group can get two star)1. Listen and fill in the blanks in the picture, find Amys friend. 2. Check the answer to 1b then read the conversati- on (Group1,2 ask; Group 3,4 answer; then change.)3. Listen and answer the question in 2a.4. Check the answer to 2a5. Listen again and fill in the chart in 2b.6. Check the answer to 2b7. find out the key points and difficult points(work in group of four) 1、灵活运用教材，用简单的听力入门训练，调节学生的学习情绪，增加他们进行听力练习的信心。2、学生通过小组探究性的自主学习，合作探究发现问题，找出新知识点。在这一环节中，所有的小组都会得到奖励，使学生获得成功的体验。Step Speaking practice 2Work on 2c1. T: Please look at the chart in 2b. Talk about David, Sally, and Peter. For exa-mple:( read the conversa-tion with a student.)A: What does he look like?B: He is of medium height.2. Move around the room monitoring the students work.3. Ask some pairs to act out their conversation.1. look at the picture and fill in the blanks. 2. Check the answer.3. Read the conversation after the teacher. Then read the conversation (Girls-A; Boys-B) 1、学生通过填写对话内容，再次巩固了新知识。2、让学生分角色朗读对话，增强了学生的合作，也丰富、活跃了课堂。Step Guessing game1.Give an example: desc- ribe a student and ask students to guess: Who is heshe?2. Move around the room monitoring the students work, and take part in some groups activities.1. Listen carefully and guess. (The one who guess correctly can win a star for hisher group)2. Play the game in group of four: each one describe a classmate, the other guess and then choose the one who describe the best.3. Play the games in the class: the best one in each group will descri- be again, the other group guess( the group who guess correctly will win a star). 通过游戏的形式，让学生根据自己的实际能力，综合本节课所掌握的知识进行一次总练兵，进行自我消化和检测，同时也加强了学生的合作与交流。 Step Sum up1. Let students sum up what we learned in this class, point at th