人版七年级英语（下册）全套教学案

...wd......wd......wd...Unit7It’sraining教材分析：本单元的中心话题诗谈论天气。整个单元的内容围绕天气展开听、说、读、写的活动。通过本单元的学习，使学生掌握描述天气的基本词汇及对天气的提问，学会准确的表达自己对某中天气的喜好并说明原因，学会坐天气预报，学会表达在不同的天气背景下做什么。通过以上活动，使学生能够在实践中体会到学习英语的乐趣，更积极地运用目标语言，培养学生在实际生活中综合运用所学语言的能力。教学目标：知识目标A学习重点词汇：raining,sunny,cloudy,snowing,windy,hot,cool,warm,humid和局部现在分词。B掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及答复。C学会描述人们在各种天气里的感受。能力目标A学会谈论自己对不同天气的喜好及原因B学会表达在不同天气里所做的事情。C学会通过询问天气展开话题，提高与人的交流的能力。情感目标通过实践让学生体验在生活中运用英语的乐趣，并通过小组活动谈论彼此的观点。通过展示个人的特长，培养学生互相合作、互相学习的团队精神。教学重难点重点A学习并掌握词汇：raining,sunny,cloudy,snowing,windy,hot,cool,warm,humid.B熟练掌握现在进展时的用法。C学会表达对不同天气的不同态度及原因。难点学会描述人们在不同天气里所做的各种活动。课时安排：第一课时SectionA1a—1c第二课时SectionA2a—1c第三课时SectionB1a—2c第四课时SectionB3a—SelfCheckTheFirstPeriod课前准备：教师：准备世界地图、表格及天气预报录音带学生：了解一些天气知识教学设计：Step1.Newwords.1.Presentthenewwords.T:Let’slookatthepictures.(showstudentstheblackboarddrawingofasunnyday)T:what’sthis?S:It’sthesun.T:Wecansay,“It’ssunnytoday.〞Readafterme,“sunny,s-u-n-n-y,sunny.〞Ss:s-u-n-n-ysunny.(Showstudentstheblackboarddrawingofarainyday.)T:What’sthis?S:It’srain.T:Wecansay“It’srainytoday.〞Readafterme,“rainy,r-a-i-n-yrainy〞Ss:r-a-i-n-yrainy(Teachtheotherwords,suchas“snowy,windy,cloudy〞inthesameway.)T:Let’slookatallthepictures.(Showstudentsalltheblackboarddrawings.)T:Thesewordsareaboutweather,Readafterme,“weather,w-e-a-t-h-e-rweather〞.Ss:w-e-a-t-h-e-rweather.Practicethenewwords.利用图画和游戏练习单词。T:let’splayagame.Guesstheweather.(Asktwostudentstocometothefront.Onepointsatthepictureontheblackboard,theotherfacesthestudentsandguessestheweatherwiththedrill“Isit….?〞Sa:Isitsunny?Ss:No.Sa:Isitsnowy?Ss:Yes,it’ssnowy.(Askmorestudentstopractice.)Step2.Newdrills.Presentthenewdrills“Howistheweather?It’s…〞.T:Lookatthepicturesandanswermyquestions.(Showstudentsthepictureofasunnyday.)T:Howistheweather:S1:Sunny.T:Yes,it’ssunny.Howistheweather?S2:It’ssnowy.T:“Howistheweather?〞inanotherwaywecansay,“What’stheweatherlike?〞利用简笔画创设情景，导入新课，并在情境中学习新单词。(Askanotherfourstudentstopractice,andthenwritedownthedrills“Howistheweather?〞,What’stheweatherlike?〞ontheblackboard〕Practicethedrills.T:Let’sdochaindrilllikethis.Sa:Howistheweather?(Theteacherpointsatthe“rainy〞picture.)Sb:It’srainy.Howistheweather?〞(Theteacherpointsatthe“snowy〞picture.)Sc:It’ssnowy.(Thenasksomemorestudentstopractice.)Do1a.T:Let’slookat1a,matchthewordswiththepictures.(Askstudentstomatchthewordswiththepictures.)T:Checktheanswer.Step3.Listening.Presentthenewdrill“Howistheweatherin…?〞(ShowstudentsapictureofNewYork.Theweatherissunny.)T:Canyoutellthenameofthecity?S1:Yes.It’sNewYork.T:How’stheweatherinNewYork?S2:It’ssunny.(Showstudentsthepicturesoftheothercitieslike“Tokyo,Paris,London〞,andthenpracticethedrill“Howistheweatherin…?/What’stheweatherlikein…?〞.)S1:What’stheweatherlikeinLondon?S2:It’s…(Asksomepairstopracticelikethis.)Do1b.(Showstudentsthepicturesofthesecities,“Beijing,Moscow,Toronto,Boston,Shanghai〞.)T:Pleaselookatthesepictures.Canyoutellmethenamesofthen?Ss:TheyareBeijing,Shanghai…T:ThisisMoscow.Readafterme,“Mosow〞Ss:Moscow.(Teachtheotherwords,“Toronto,Boston〞inthesameway.)T:Nowlet’slookat1b,listenandwritethesecitynamesintheboxedabove.(Playtherecordingandthenchecktheanswersbyaskingstudentstomakeconversations.)S1:What’stheweatherlikeinBeijing?S2:It’ssunny.S1:How’stheweatherinToronto?S2:…T:Workinpairs.Practicethedrill.Askandanswerlikethemodel.Model:A:How’stheweatherinMoscow?B:It’s…How’stheweatherinToronto?A:It’s…(Asktwomorepairstopractice.)T:Nowworkinpairsandfillinthechart.(OnestudenthasChartAandtheotherhasChartB.)ChartAHow’stheweatherin…?CityNewYorkLondonWeatherwindcloudysunnyChartBHow’stheweatherin…?CityTokyoParisWeathersnowycloudyrainywindyListeningpractice.T:Nowlet’slookat1b,listenandwritethesecitynamesintheboxesabove.(Playtherecordingandthenchecktheanswers.)Step4.TaskT:Nowworkingroupsofsix.Let’slistentotheweatherreport,trytowritedownthedifferentweatherinsixcities.Atlast,havetheweatherreport.(Theteacherplaystherecordingforstudents.)1.Studentslistentotheweatherreportandwritethedifferentweatherinsixcities.2.Somestudentsdrawtheweathersignsonthemapandonestudenthasaweatherreport..3.Askstudentstohavetheweatherreportandchoosewhichgroupisthebestandwhoisthebestweatherreporter.T:Readthemodelbelowandreportlikethis.Goodmorning,ladiesandgentlemen.Hereistheweatherreport.TodayisThursday!Beijingissunny.Shanghaiiscloudyandwindy.Guangzhouisrainy.Thisistoday’sweatherreport.Thankyouforlisteningtoourweatherreport.Step5.Homework.Makeasurveyabouttheweatheryou,yourfatherandmotherlike.SunnyCloudyWindyRainySnowyYourselfFatherMotherEachstudentlistenstotheweatherreporttomorrowandthenwritesdownmorethanfourcities’sweather.CityWeatherTheSecondPeriod课题准备：教师：准备表格及与天气有关的图画，照片学生：查找自己所喜欢城市的天气，调查不同天气里人们喜欢做的活动，准备一张自己最好的朋友的照片。教学设计：Step1.Revision.Reviewthedrills.T:Pleasetakeoutyourhomework.Askandansweraccordingtoyoursurveyusingthedrill“How’stheweatherin…?〞CityWeather(Eachstudenthasthechartinhisorherhand.Thefourstudentstaketurnstoaskeachotherandfillinthechart.Theneachgroupcanchooseonetoreportit.)T:Whocangiveusareport?S1:Ican.Beijingiscloudy.Shanghaiissunny.(Askthreeorfourstudentstoreport.)Step2.NewlessonPresentation.(Showstudentsapictureinwhichthereisaboyswimmingandtheweatherissunny.)T:Pleaselookatthepicture.Howistheweather?S1:It’ssunny.T:Look!What’stheboydoing?S1:Heisswimming.〔Showstudentssomeotherpictureslikethis,andthenaskstudentstopracticeaskingandansweringquestions.〕S1:How’stheweather?S2:It’s…S1:What’sshedoing?S2:Sheis…Havealisteningpractice.T:ScottandLucyaregoodfriends.NowScottiscallingLucy.DoyouknowwhatLucy’sfamilymembersaredoing?S:No.T:OK,let’slookat2a.Listenandtrytonumberthepicturesasyouhearthem.(Playtherecordingandthenchecktheiranswers.)T:Let’slistenagain.Matchthenameswiththeactivities.(Playtherecordingagain,checktheiranswersbyaskingandanswering.)T:Answermyquestions.What’sUncleJoedoing?S1:Heisplayingbasketball.T:What’sJeffdoing?S2:Heis…(Askstudentstopractice,andthenmakeconversationsonebyone.)Sa:What’sMarydoing?Sb:SheiswatchingTV.Sa:What’s…Practicethesedrills.T:Pleaselookatmecarefullyandtrytoanswermyquestions.(Doanactionthattheteacherfeelsveryhot.)T:How’stheweather?Ss:It’ssunny.(Dotheactionofrunning.)T:WhatamIdoing?Ss:Running.T:Youaregreat.Let’sworkingroupsoffour.Trytothinkupsomeactivitiesaboutweatherandactions.Thenlettheotherclassmatesguessbyaskingquestions.(Doanactionthattheteacherfeelsveryhot.)T:How’stheweather?Ss:It’ssunny.T:WhatamIdoing?(Dotheactionofrunning)Ss:Running.T:Youaregreat.Let’sworkingroupsoffour.Trytothinkupsomeactivitiesaboutweatherandactions.Thenlettheotherclassmatesguessbyaskingquestions.(Askstudentstoprepareandthenchoosesomestudentstodoit.)Model:Sb:Howistheweather?Sc:It’srainy.Sb:what’sshedoing?Sc:Sheisplayingwiththewater.Step3.NewDrill.Presentthenewdrill“Howisitgoing?〞T:Nowyouhaveknownyourclassmates’ideas.Doyouwanttoknowsomethingaboutthepeoplearoundme?Ss:Yes.(Showstudentsthepicturewherethereisaboyplayingandtheweatherissunny.)T:ThisismyfriendJeff.Howistheweather?S1:It’ssunny.T:What’shedoing?S1:He’splayingfootball.T:Howisitgoingwithhim?Lookatthissign.Ithinkitisprettygood.Readafterme,“prettygood〞,Ss:prettygood.(Teachstudentstheotherwords,suchas“great,terrible,notbad〞inthesameway.)Practicethenewdrillandwords.T:Lookat3a,andtrytomatchthewordswiththefacesintheboxes.(Askstudentstoprepareitandthenchecktheanswers.)T:Workinpairs.Practicethedrill“Howisitgoing?〞accordingtomypictures.(First,theteachergivesthestudentsanexample.)T:LookatPicture2.Howisitgoing?S3:Notbad.T:Howistheweather?S3:It’swindy.T:What’shedoing?S3:Heisplayingcomputergames.(Askmorepairsofstudentstopracticeonebyoneaccordingtothepicturesthattheteacherpointsat.)T:Lookat3b.Let’sworkinpairstomakeyourownconversations.(Askstudentstoprepareandthenaskstudentstomaketheconversations.)Playthegames.T:Nowlet’splayagameinPartFour.Youlookatthepictureonpage81andyourpartnerlooksatthepicturesonpage82.Findthedifferencesbetweenthedrillswelearnt.Step4.Task.(Showstudentsthephotoofasunnyday.Thereisaboyswimminginit.Heisveryhappy.)T:Look!Theboyismyyoungerbrother.HeisinBeijing.It’sprettygoodandtheweatherissunny.He’sswimminginthepoolwithhisfriends.He’sveryhappy.Thisismyfavoritepicture.Doyouhaveyourfavoritepictures?Ss:Yes.T:Pleasetakeoutyourpictures.Workingroupsoffour.Practiceaskingandansweringwiththestructures“Howisitgoing?How’stheweather?Whereareyou?Whatareyoudoing?〞andthenactitout.Step5.Homework:Makeasurveyabouttheweatheryourfatherandmotherlikeandthereason.FavoriteweatherReasonYourselfFatherMotherTheThirdPeriod课题准备：教师：为学生准备表格及与天气有关的图片。学生：准备好作业。教学设计：Step1.NewWords.Learnthenewwords.T:Lookatthepicture.(Showstudentsthepictureofasunnyday.)T:Howistheweather?S1:It’ssunny.T:Yes.It’ssunny.It’shot.Readafterme,“hot〞,H-O-T,hot.Ss:H-O-T,hot.(Showstudentsanotherpicture.)T:How’stheweather?S2:It’ssnowy.T:Yes.It’ssnowy.It’scold.Readafterme,“cold〞,C-O-L-D,cold.Ss:C-O-L-D,cold.(Teachstudentstheotherwords“cool,warm,humid〞inthesameway.)T:Readaftermeonebyone,“hot,cold,warm,humid〞.Ss:“hot,cold,cool,warm,humid〞.Practicethenewwords.T:Pleaseopenyourbooksanddo1aasquicklyasyoucan.(Thestudentsdo1aandtheteachercheckstheanswers.)T:HowistheweatherinPicturea?S1:It’scold.T:HowistheweatherinPicturec?S2:It’shumid.(Asktwomorestudentstopractice.)T:Let’sworkinpairs,askandanswerlikethis.Step2.ListeningpracticeT:MariaandSamarefriends.Theyarecallingeachother.Let’slistentothetapeandfillinthefirstcolumnin2a.WritetheanswersMariaandSamgivetothequestion“Howisitgoing?〞(Playtherecordingforstudents,andthenchecktheanswers.)T:Nowlistenagainandfindoutwhattheyaredoingandhowtheweatheris.(Playtherecordingagainandaskstudentstofillinthelasttwocolumns.)T:How’sitgoingwithMaria?S1:…T:What’sshedoing?S1:Sheis…T:How’stheweather?S1:It’s…(Asktwomorestudentstopractice.)T:Let’sworkinpairs.Askanansweraccordingtothechartlikethis.(Askstudentstopracticeandthendoitonebyone.)Step3.Newdrills.Presentthenewdrills“Whatkindofweatherdoyoulike?〞Whydoyoulike…?T:Lookatthechartagain.DoesSamlikecoldandrainydays?S1:No.T:SodoI.ButIlikesunnyandwarmdays,becausetheweatheriswarmandIcangoswimmingwithmyfriends.Whatkindofweatherdoyoulike?S1:Ilikewindydays.T:Whydoyoulikewindydays?S1:Becauseit’scoolandIcanflykites.(Asktwomorestudentstopracticeandthenwritedownthedrills“Whatkindofweatherdoyoulike?〞and“whydoyoulike…?〞ontheblackboard.)Practicethedrills.T:Workinpairs,askandanswerthequestionsandthenfillintheChartAChartANameTheweatheryoulikeReasonModel:A:Whatkindofweatherdoyoulike?B:Ilikerainydays.A:Whydoyoulikerainydays?B:Becauseit’scoldandIliketowalkinrainydays.(Thestudentsaskandanswerlikethis.Whileasking,theyfillinthechart.Thenpracticeonebyone.)Presentthenewdrill“Whatkindofweatherdoeshe/shelike?〞T:Whocanyoutellmewhatkindofweatheryourpartnerlikesandwhy?S3:Ican.Jacklikessunnydays,becausetheweatherishotandhecaneatalotoficecream.(Askthreeorfourstudentstoreporttotheclass.)T:Grace,whatkindofweatherdoesyourpartner,Tom,like?S4:Helikessnowydays.T:Whydoeshelikesnowydays?S4:Becausetheweatheriscold,hecanseesnowandmakesnowmen.(Asktwomorestudentstopractice.)T:Nowchangeyourpartnerandworkinpairsusingthedrills“Whatkindofweatherdoeshe/shelike?Whydoeshe/shelike…?〞,andthenfillintheChartB.(EachstudentshasadifferentChartAintheirhandsandtheyaskeachotheraboutthestudentinChartA,thenfillinChartB.)ChartANameTheweatheryoulikeReasonTomSnowydaysCold,canseethesnowandmakethesnowmenChartBNameTheweatheryoulikeReasonModel:A:WhatkindofweatherdoesTomlike?B:Helikessnowydays.A:Whydoeshelikesnowydays?B:Becauseit’scold,hecan…(Askstudentstoworkinpairslikethisandfillintheirchart.)T:Whocanreporttous?S:Ican.Tomlikes…Becausehe…Step4.Task.T:Pleasetakeoutyourhomework.Workingroupsoffourtomakeasurvey.Findoutwhatkindofweathermostofyourpartners’fatherandmotherlikeandthereason.NameParentsTheweatherhe/shelikeReasonFatherMother…………Theleadermakesasurveyandfillsinthechart.Theleaderhasthereportlikethis,“Bob’smotherlikes…becauseshecan…Findoutwhatkindofweatheristhemostfavorite.Step5.Homework:Makeasurveyabouttheweatheryou,yourfatherandmotherdon’tlike.Theweather…don’tlikeReasonYourselfFatherMotherTheFourthPeriod课题准备：教师：准备与天气有关的图画。学生：收集自己喜爱的城市的信息〔季节、天气、适合的活动〕。教学设计：Step1.NewDrills.Presentthenewdrills.T:Look!How’stheweather?(Showstudentsapictureofarainyday.)S1:It’srainy.T:Doyoulikerainydays?Ss:Yes./No.T:Oh,Ialsodon’tlikerainydays,becausetheweatherishumidandIcan’tdoanything.Whatkindofweatherdon’tyoulikeS1:Idon’tlikesunnydays.T:Whydon’tyoulikesunnydays?S1:Becausetheweatheristoohot,Ihavetodrinkmorewater.(Asktwomorestudentstopractice.)Practicethedrills.T:Workinpairs.Askandanswerthequestionsaccordingtoyourhomework.NameTheweather…don’tlikeReasonScottYourselfSunnydayshot,havetodrinkwaterFatherSnowydayscold,havetowearmoreclothesMotherWindydaysCool,can’tdoanything(Eachstudentshastheirownhomeworkintheirhands,askandanswerlikethemodelaccordingtothechart.)Model:A:Scott,whatkindsofweatherdon’tyoulike?B:Idon’tlikesunnydays.A:Whydon’tyoulikesunnydays?B:IlikesportsbutIcan’tdoanysports.Whataboutyou?A:…T:Whocantellmewhatkindofweatheryourpartnerdoesn’tlike?S1:Ican.Scottdoesn’tlikesunnydays,becausehethinksit’s…(Asktwoorthreestudentstoreporttotheclass.)T:Doyouwanttoknowyourpartner’sfather’sandmother’sidea?Ss:Yes.T:Let’sworkinpairs.Askandansweraccordingtoyourhomework,andthenhaveareport.(Askstudentstohaveareportlikethis.)Scott’sfatherdoesn’tlike…days.Hethinkstheweatheris…andhehasto…(Askmorestudentstohaveareport.)Step2.Newlesson.Learnthenewwords.T:Lookatthepicture.(Showstudentsthepictureofasnowyday.)T:How’stheweather?S1:It’ssnowy.T:Whatseasonisit?S1:Winter.T:Yes.It’swinter.Readafterme,“winter〞,W-I-N-T-E-R,winter.Ss:W-I-N-T-E-R,winter.(Teachtheotherseasons“spring,summer,autumn〞inthesameway.)T:Insummer,theweatherishotandsunny,wecanswim.Whocandescribetheotherseasonslikethis?S1:Ican.Inautumn,theweatheriscoldandwindy,wecanflykites.\(Askmorestudentstopracticelikethis.)Learnnewlessons.T:Ihaveafriend,YuanYuan.Sheisareporter.NowsheisreportingforCCTV’sAroudTheWorldshow.Let’slookatherreporttogetherandunderlinethethingsthatpeoplearedoingandcirclethewordsthatdescribetheweather.(Askstudentstoreadthereportandfinish3a,thenchecktheanswers.)T:Lookatthereportcarefully,whocantellmehowtohaveareportonTV?(StudentscanalsosayitinChinese.)T:WemustsaytheTVstationthatweareworkingfor,andthenweshouldsaytheplace,seasonandweather.Atlast,wemustsaywhatpeoplearedoing.(Ifnecessary,theteachercanexplainitinChinese.)T:YuanYuanisdoinganotherreport.Lookat3b,let’shelphertofinishthereportaccordingtothepicturein3b.(Askstudentstodo3bandchecktheanswer.)Step3.Task.T:Nowtellyouapieceofgoodnews.Thereisachanceforyoutobeareporter.Haveareportaboutthecity,weatherandseasonyoulikeandwhatpeoplearedoinglike3a.Step4.Homework:PretendyouarethereporterfromCCTVAroundTheWorldshow.Youareinterviewingpeopleinfivedifferentplaces.FillinthechartinSelfcheck3,andthenwriteareport.Unit9Whatdoeshelooklike主备人：刘雪红辅备人：教材分析本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册中第九单元，本单元的核心话题是谈论人的外表形象〔image〕，因此“talkingaboutsb’simag〞是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。talkingaboutsb’simage是教学重点，同时也是教学难点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型，并能运用这些词组及句型描述别人的外表，进而描述自己喜欢的人物，比方美术家和音乐家〔Usethelanguagetowriteyourfavoriteactorormusician〕。谈论人的外观形象是人们日常生活中时常遇到的话题，故学生会热衷于用英语表达此类知识。因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的根基上创设语言情景，加强说写能力的训练。此外，还要充分借用课本插图来扩大学生的写作面，以提高其写作水平。学生在学习过程当中已熟练掌握了描述某人外表的句型，通过各种形式创设情景，让学生自由演习，并借用媒体来提高学生的学习兴趣。同时对学生进展情感教育，要求他们多发现别人的优点，学会友好地描述别人的形象。二、单元知识构造词汇：名词：hair,height，build，captain，team，joke，person，heard，image，winneretc．形容词：short，curly，straight，high，thin,heavy，etc2．短语：looklike,good一looking，alittlebit，etc3.句型：Whatdoeshe/shelooklike?--He/Sheistall．Whatdoyoulooklike?--I’mthin．4.语法：Whatdoeshe/shelooklike?--He/Sheistall．Whatdoyoulooklike?--I’mthin．三、教学目标分析1、知识目标：描述人的外貌，运用以下简单句型进展交际交流：Whatdoeshe/shelooklike?He’s/She’stall./short…He/Shehasstraighthair/mediumbuild…2、能力目标：〔1〕、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。〔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、情感目标：通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。四、教学重点及难点1、掌握并运用描述人物特征的词汇：1〕tall,short,mediumheight身高特征2〕thin,heavy,amediumbuild体重特征3〕shorthair,curlyhair,longhair,straighthair,blackhair,blondehair,brownhair发型特征2、掌握并运用简单的英语交际句型：-Isthatyourfriend?-No,itisn’t.-Whatdoeshe/shelooklike?-He/Sheis…../has…-Doyouknow….?-No,whatdoeshe/shelooklike?五、单元学情分析学生在七年级上册已经学过关于“Whatdoeshelike?〞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展衔接。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。七、单元课时分配本单元共4课时SectionA教学内容SectionA中1a.1b.1c.2a.2b.3Grammarfocus教学目标知识与能力1.Matchthevocabulary：like，looklike，short，hair,curly，straight,height，thin，heavy，build2.Masteranduse：--Whatdoeshe/shelooklike?--He/Sheistall．--Whatdoyoulooklike?—I’mthin．过程与方法：学生在以前已学过What引导的特殊疑问句式，已具备了学习本课的初步知识，能自然的与本课知识相衔接。通过例子“Iamthin;Whatdoyoulooklike"引人创设情景，让学生有如身临其境，采用学生提出问题，学生答复以下问题，借助媒体来提高学生的主动性。情感态度价值观：让学生学会赞美别人。教学重、难点及教学突破：重点：1.Thevocabulary．2、language：Whatdoyoulooklike/Whatdoeshe/shelooklike?难点：Usethelanguagetotalkaboutothersimage．教学准备：教师准备：录音机、磁带、课件学生准备：预习生词和课文教学步骤：教学步骤、时间教师活动学生活动媒体应用Step1Organization2'Nowboysandgirls，let’ssingthecolorssongSingingtogether多媒体Step2Freetalk4Askthestudentstodescribehis/herownappearance.TalkingingroupsStep3Presentation15〔用班里的学生为例做下面的练习〕1．whatdoyoulooklike?〔pointtoSstandingnow〕Heistall,andhehasshorthair．〔板书tall,shorthair.带读两遍〕2．WhatdoesTomlooklike?〔PointtotwoSs)3．Pointtootherstudentsinpictures〔shorthair/curlyhair/longhair/straighthair/tall/short/mediumheight/thin/heavy/amediumbuild)4.用卡片出示不同形象的人物图片与学生进展两两问答〔仿照lc)Whatdoesyourfriendlooklike?She/Hehas/is…5．出示一张与课本一样的图画，学生完成1aMatchthewordswiththepictures．Thisactivityintroducethevocabulary)．〔帮助学生做出正确答案．〕学生模仿练习〔inPairs〕并表演Whatdoyoulooklike…模仿练〔inpairs〕并写在练习本上模仿练习〔inPairs〕Whatdoeshelooklike...Heis/has…〔学生看图互问〕课本图p45图片录音机6．Listen1b．ListencarefullyandfillintheblanksandfindAmy’sfriend?Wewilllistentwice．Thefirsttime,justlister．Thesecondtime，listenandfillintheblanks．AndsayAmy’sfriend’sunage．He'sreallytall．Andhehascurlyhair.7．Listen2aand26Andfindthedifferencebetweenisandhas．看图模仿并表演LookattheirbooksListenandfillcareful-1y.Step4Practice6PairworkPracticetheconversationbelow．Thenaskandintroduceotherpersoninthepictures.Sspracticethedialogueinpairs〔lc/3)多媒体放映Step5Summary2WordsandphrasesofthisclassLanguage:Whatdoeshe...looklike?He...is/has...GrammarFocus.SBStep6test4SelfcheckAsaboveStep7Consolidation(4’Ifyouhave～goodfriends，butyourfriendsdon’tknowthem.A:Whatdoesyourfriendlooklike?B:He\Sheismediumbuild,andshehaslonghair.Asksomepairstoactouttheirconversations.(培养学生的口语表达能力)Step8HomeworkDescribeyourgoodfriendtoyourpartenerandmaketwodialogues．WB练习设计：翻译以下句子：I．你的朋友Tom长得什么样子2．她中等身材，长长的头发。3．他长得很高，卷头发。4．玛丽长得高还是矮SectionA〔二〕教学内容：SectionA中3a.3b．4教学目标：知识与能力1.Vocabulary：captain．team．popular，blonde．good一looking．alittlebit．joke．never.etc．2.Masteranduse：Howtodescribeaperson，。appearancebyusingthewordsandphrasesabove．过程与方法Toshowseveralpictureswithdifferentpersonsinthemandaskastudenttodescribeone’sappearanceofthem．教学重、难点及教学突破:重点:Thevocabularyandhowtouseittodescribeaperson难点:UsethelanguagetotalkaboutSb'simagine．教学突破:1．对于本课的单词短语仍可通过卡片或图画来学习掌握。2．利用同一个人的以前的相片与他现在的形象做对比，进展描述。教学准备:教师准备:课件及学生每人的一张相片．学生准备:预习生词和3a局部教学步骤:教学步骤、时间教师活动学生活动媒体应用Step1organization1organizeSsbyshowingapictureofminetakentenyearsago．Letthestudentsguesswhowasitinthepicture．Step2Freetalk(2’Askthestudentstodescribemyphoto．ThestudentstalkaboutsomechangesStep3Presentation51．Nowboysandgins，pleasetakeoutyourpictures〔教师从中找几张让其他同学来描述其外观形象〕2.〔用课件展示1a局部的Picture1Introduction：Thisismygoodfriend，LiuPeng．Pleasedescribehimwithyourpartener.〔板书tall,curly,brownhair，amediumbuild)学生模仿练习〔inpain;〕并表演看图谈论〔inpairs)并表演多媒体放映图一3〔课件出示3a中的Picture2〕给学生以下提示〔板书〕然后进展描述Name：XuQianLikes：tellingjokesAppearance:short，alittleheavy，beautiful，longandblackhair4.出示课本图画a,b两局部让他们读后讨论答复：1)WhatdoesMaYanlooklike?2)WhataboutWangLin'sappearance?〔帮助学生具体问答，板书thin，blonde,good-looking，basketballteam，straighthair．〕5．listenandmatchthedescriptionsyouhearin3a看图描述〔inpairs)并表演学生自读后展开讨论答复以下问题多媒体放映图二录音机Step4practice6'pairwork3bPracticethedescriptionsofpeople'sappearance．ThenaskandanswerquestionsaboutthemSspracticethedialogueinpairsWhatdoesPaullooklike?多媒体放映Step5Summary2'WordsandphrasesofthisclassLanguage：He/SheisshortStep6test41.Selfcheck多媒体放映Step7Consolidation4Ifyouwanttointroduceyourclassmatetoanotherone,you’dbetterdescribehimorherclearly，soyoumustlearnhowtodescribeaperson．step8HomeworkPracticetodescribesb’sappearanceinEnglish．本课小结:本节课学习了captain,team,popular,blonde,good-looking,alittlebit,joke及brown生词与短语，和描述人外表特点的She/Heisverytall-等句式的练习运用。通过本节课的学习，学生能熟练地用英语进展对人外貌的描述。练习设计:Completethefollowingsentences：1，DengFeiisa____〔高的〕boy．Heisthe_______thebasketball______〔篮球队长〕2．MaYanis_______and_______〔中等个子〕.Sheis________〔好看〕．3．She__________〔看起来像)hismother.SectionB教学内容:Sections中的la.16.2a.2b教学目标:知识与能力:1.Vocabulary：bald，beard，glasses，mustache，blackhair,blondehair.etc．2.Masteranduse：thewordsandphrases；todescribeaperson’sappearanceactorsandaskbyusingthewordsandphrasesabove．过程与方法:Tocollectseveralpicturesoffamousmusiciansorstudentstodescribe．One’sappearanceofthem.教学重、难点及教学突破:重点:Thevocabularyandhowtouseittodescribeaperson难点:UsethelanguagetotalkaboutSb'simagine教学突破:1.对于本课的单词短语用图画或肢体语言来学习掌握．2.利用名人图片对他的形象进展描述．教学准备:教师准备:课件图片B局部中的a至b学生准备:预习生词、搜集名演员或音乐家的图片教学步骤:教学步骤、时间教师活动学生活动媒体应用Step1Organization1,OrganizeSsbyintroductingthemselvesStep2Freetalk2Askastudenttodescribehisorherclassmate．TheotherstudentslistentohimorhercarefullyandguesswhoitisStep3Presentation1.(以班上的同学为例来描述其外观形象)ZhangLinisshort,butheisveryheavy,Hehashandsomeblackhair.2.〔用课件展示Picture1〕Nowboysandgirls，watchthescreen,please．〔板书1．bald；2．beard；3．glasses；4．blackhair;5．blondehair6．mustache)3．领读以上单词4．toshowsomepicturesoffamousmusiciansoractors1)XianXing一haihasblackhair.2)Beethovenhasamustache3〕…..5.学生拿出自己搜集的图片让学生利用以下词语，板书：beard,glasses,blondehair,bald对著名音乐家或演员进展形象描述。学生模仿练习〔认Pam〕并表演。看图谈论〔inpairs)对应连线。跟读两边后拼读。看图描述〔inpairs)并表演。学生看图，小组讨论，进展描述。CarlNielsenHasabeard．多媒体放映图一多媒体放映图二展示图片Step4Practice6pairworkLetthestudentspractisethedescriptionsofhisorherfavouritemusician，actorandathlete．SsdescribewitheachotherintheirgroupsStep5Summary2WordsandphrasesofthisclassLanguage：JackieChenhasblackhair.Step6'rest…Watchthescreenanddoing多媒体展示Step7Consolidation(4'〕Mostofusknowsomefamousmusiciansoractors，wecandescribethemusingtheknowledgewelearnedinthisperiod．Step8HomeworkPraticetodescribeoneofthefamousmusiciansoractorsyouknowinEnglishandwriteitout．本课小结:本节课主要学习了bald,beard,glasses,mustache,短语，然后重点是运用以上所学内容描述著名音乐家及演员的外表特征。通过本节课的学习，学生能熟练的用英语进展对人外表特点的描述。练习设计:用每一句中的形容词的反义词填空：1．MybrotherDavidisn’ttall．Heis_______．2，Jonnyhascurlyhair.Buthismotherhas_______hair.3．Samisaheavyman.Tomisa______man.SectionB教学内容:第四课时SectionB中3a.3b.3c.4以及SelfCheck3教学目标:知识与能力:1、Matchthevocabulary:image，remember，newSeattle，winner，award，etc．2、Masteranduse：Usingthefollowingtodescribeother’simage．--Whatdoeshe/shelooklike?--He/Sheistall．--Whatdoyoulooklike?--I’mthin.过程与方法:学生在前三个课时当中已熟练掌握了描述某人外表的句型，通过答复的形式引入创设情景，让学生自由答复，大面积操练，并借用媒体来提高学生的学习主动性，以切人交际为主的读写课，会收到令人满意的效果。情感态度价值观:教育学生要多发现别人的优点，学会友好地描述别人的形象。教学重、难点及教学突破:重点:1、Thevocabulary2、Read3aand36，thenfillintheblanks．难点：Usethelanguageto