第一篇：Unit 7教案

2013.4.15 Unit 7 ： Animals YaoJi primary school : HuLonghua

Ⅰ.Teaching contents : part 5—part 7 Ⅱ.Teaching aims:

1.Pupils are able to understand the meanings of the words such as “does/farm/live/eat/other/grass” etc, 2.Pupills are able to react with the questions like “can it swim? Is it white? Has it got two long legs? Does it eat other animals?” and can ask and answer them.3.Pupils are able to apply those questions into the guessing games: guess my animal.Ⅲ.Teaching key and difficulties: 1.Understand the meanings of the words: farm, live, eat, other.2.Apply the structures into animal guessing game.Ⅳ.Teaching aids : PPT Ⅴ.Teaching process: Step 1 : warming up How many animal words can you remember? Can you tell me? Step 2 : presentation 1.Show two words :

①Show the picture of hippo and ask : what’s this ? it’s a … ②Show the picture of crocodile and ask like above.Then stress : cro-co-dile crocodile, crocodile 2.Show several words and structures with that pupils are familiar.①Show the picture of duck and ask : can it swim ? ②Show the picture of snake and ask : can it fly ? Has it got four legs ?

③Show the picture of fox and ask: can it fly? Has it got four legs? Is it brown? 3.Introduce new structures

①Show the picture of sheep and ask : does it eat grass? Then stress : eat, grass;the sound of the word :does.Read the sentence after me.②Show the picture of tiger and ask : does it eat grass? Does it eat other animals ? then stress : other.③Show the picture of lion and ask pupils to answer the questions with “yes or no” according to the picture: can it fly? Has it got four legs? Is it brown? Does it eat grass ? does it eat other animals ? etc.Step 3 :practice and consolidate 1.Pupils ask and answer : Teacher first shows his picture of wolf to four pupils and then ask others to ask the four pupils ,then decide what animal it is according to the answers given by the four.2.Guessing games : guess my animal.Ask pupils do it in groups.Teacher give the helpness on the screen.3.Show your games in the open.4.Guess teacher’s animal: elephant.Step 4 : Extension 1.Change the structures.2.Put these sentences into a complete text.Ⅵ.Homeworke : Write a complete text about elephant.The Blackboard Design:

Unit 7 : Animals 1.Has it got four legs ?

Yes，It has got four legs.2.Is it white ?

Yes.It is white.3.Does it eat grass ?

No.It doesn’t eat grass.4.Does it eat other animals ?

Yes.It eats other animals.Animals教 學(xué) 反 思

胡龍華

本課屬于animals單元，以疑問句的教學(xué)為主。我在教學(xué)的過程中貫徹了學(xué)生主體的原則，倡導(dǎo)情景教學(xué)，對(duì)學(xué)生的聽說讀寫能力進(jìn)行全方位的培養(yǎng)。運(yùn)用信息溝和信息差原理創(chuàng)設(shè)認(rèn)知沖突，激發(fā)學(xué)生的求知欲望和參與活動(dòng)的積極性，本節(jié)課的教學(xué)實(shí)現(xiàn)了預(yù)定的目標(biāo)。

一、以舊帶新，層層鋪排。

復(fù)習(xí)舊知，引出新知是教學(xué)中常用的方法。本節(jié)課的句子和生詞眾多。好在眾多的句子中有幾個(gè)是以前學(xué)過的舊知識(shí)，幾個(gè)新句子也與它們有直接的關(guān)聯(lián)，這為復(fù)習(xí)舊知，引出新知?jiǎng)?chuàng)造了條件。在教學(xué)中我先呈現(xiàn)“Can it fly? Has it got four legs? Is it white?”等幾個(gè)舊句子，然后再呈現(xiàn)新句子“Does it eat grass? Does it eat other animals?”這種辦法既復(fù)習(xí)了舊知也引出了新知，沒有打的認(rèn)知障礙，使教學(xué)得以順利進(jìn)行。

我用層層鋪排的方法來組織教學(xué)。先呈現(xiàn)兩個(gè)詞，然后呈現(xiàn)幾個(gè)熟悉的句型，之后是兩個(gè)新句型，之后呈現(xiàn)所有的句型為后面的活動(dòng)作鋪墊，之后是運(yùn)用句型參與活動(dòng)，最后是句型變換。層層鋪排使教學(xué)成為了一個(gè)有序的活動(dòng)，各個(gè)層面的學(xué)生都有所獲，而且獲得了聽說讀寫全方位的順練。

二、適度留白，步步驚心。

課堂教學(xué)也有起承轉(zhuǎn)合和抑揚(yáng)頓挫，留白就是“頓”，是語言知識(shí)輸入和輸出之間的停頓，是學(xué)生把教師呈現(xiàn)和教授的新知內(nèi)化的關(guān)鍵節(jié)點(diǎn)。把課堂還給學(xué)生，教師的教轉(zhuǎn)化成學(xué)生的學(xué)，留白起著不可或缺的作用。留白是對(duì)學(xué)生的尊重，同時(shí)也給學(xué)生造成了一種壓力，因?yàn)榱舭卓偸且獙?duì)學(xué)生提要求和給任務(wù)的。教師留白時(shí)，學(xué)生可交流探討，可質(zhì)疑問難，可凝神苦思，這是思維最活躍互動(dòng)最充分的時(shí)候，最有可能碰撞出驚心動(dòng)魄的思維火花。在本節(jié)課中，我共有三處留白：一是呈現(xiàn)完了所有的句型之后，二是猜完老師喜愛的動(dòng)物之后，三是學(xué)生互動(dòng)結(jié)束之后。第一處留白主要是為了讓學(xué)生消化剛剛呈現(xiàn)的所有句型，這是學(xué)生能否掌握所學(xué)的關(guān)鍵，也是后續(xù)活動(dòng)的必要準(zhǔn)備。第二次留白是為了讓學(xué)生反思剛才的活動(dòng)，從中汲取有用的東西，為自己的活動(dòng)作準(zhǔn)備。第三處留白是為了讓學(xué)生總結(jié)和回想之前的所有活動(dòng)，強(qiáng)化對(duì)一般疑問句的認(rèn)識(shí)，為后續(xù)的句型變換作一個(gè)知識(shí)的和心理的準(zhǔn)備。這三處留白起了很重要的作用，讓教師的教學(xué)真正的著眼于學(xué)生，而不僅僅是為了完成預(yù)案。

本課的不足之處主要是間安排稍欠妥，應(yīng)該做到前輕后重。另外留白還不夠，應(yīng)該多幾處留白就完美了。

2013.4.15

教學(xué)設(shè)計(jì)與反思

五年級(jí)胡龍華 2013、4、15

第二篇：unit7 Its raining 教案

Unit7 It’s raining.Section B 3a-3c Ⅰ教學(xué)目標(biāo)

1、語言目標(biāo)

(1)Learn some new words and phrases: skate,snowy,winter,Russian,snowman,rainy, have fun,take a photo

(2)Learn some important sentences:

①Where are you?

②What’s the weather like? ③What are you doing right now? ④Are you having a good time?

2、能力目標(biāo)

能運(yùn)用目標(biāo)語言對(duì)天氣情況進(jìn)行描述及對(duì)正在進(jìn)行的活動(dòng)進(jìn)行描述。

3、情感目標(biāo)

學(xué)會(huì)談?wù)撎鞖?熱愛自然,增進(jìn)與他人之間的交流。

4、教學(xué)重難點(diǎn)

1.現(xiàn)在進(jìn)行時(shí)態(tài)的使用。2.天氣的描述。

5、教學(xué)過程

Step1 Greeting and revision 1.Greeting 2.T instructs students to review the weather and what people are doing by the pictures:

T: How’s the weather?

Ss: It’s sunny.T: What’s he doing? Ss: He’s swimming.Step2 Leading in and presentation

1.T instructs students to look some pictures about Harbin’s winter, and guess what people are doing.2.Students learn some new words by the pictures.3.Students read the words and after T.Then they read them together.Step3 Reading 1.T asks students to read the words in the box.2.Students read the passage and fill in the blanks with the words.3.T checks the answer.4.T asks students to read the passage aloud.4.T leads students to think: how to write a postcard to tell your friend about your vacation.Step4 Writing 1.T asks students to imagine they are on vacation in Sanya.Write notes about their vacation according to the questions in 3b.Where are you? What’s the weather like? What are you doing right now? What are your friends or family doing? Are you having a good time? 2.Students write their passages with the pictures,words, and phrases.3.T checks some students’ passages.Step5 Summary How to write about a vacation? Step 6 Homework Write a vacation to a friend.板書設(shè)計(jì)

Unit 7 It’s raining.Section B 3a-3c

skate 滑冰 snowy 下雪的 winter 冬天

Russian 俄羅斯的，俄羅斯人

snowman 雪人

rainy

多雨的

第三篇：初三英語unit7教案定稿

禹王中學(xué)初三英語導(dǎo)學(xué)案 編號(hào)：0701

使用時(shí)間：2016-11-21

主編人: 劉夢迪

審核人：

Unit7 Films（第一課時(shí)）

Comic strip & Welcome to the unit Class：________

Name：________

Group：________ 一．學(xué)習(xí)目標(biāo)

1.掌握有關(guān)電影名稱的詞匯。

2.感知so…that…從句和such… that…從句。3.能夠運(yùn)用所學(xué)詞匯談?wù)撾娪靶袠I(yè)。

二．重難點(diǎn)

1.western, industry, so…that…, such… that… 2.運(yùn)用所學(xué)詞匯談?wù)撾娪靶袠I(yè)。三．導(dǎo)學(xué)流程

1.導(dǎo)入

2.流程

Step1.閱讀P93 Part A, 了解與電影種類相關(guān)的詞匯。Step2.完成A部分習(xí)題并核對(duì)答案。（點(diǎn)清）Step3.聽P93 Part B 對(duì)話兩遍，回答問題。

1.Who does Sandy think would be suitable for entering the film industry? _________________________________________________

初三（上）英語 第1頁（共2頁）

2.What would Sandy like to do in the film industry? ________________________________________

Step4.大聲朗讀對(duì)話，劃出自己難以理解的地方。Step5.講評(píng)

.Step6.談?wù)撟约褐車耐瑢W(xué)誰適合進(jìn)入電影行業(yè)。Step7.聽P92漫畫部分對(duì)話一遍，大聲朗讀并展示。Step8.講評(píng)

四．歸納總結(jié)

初三（上）英語 第2頁（共2頁）

禹王中學(xué)初三英語導(dǎo)學(xué)案 編號(hào)：0701

使用時(shí)間：2016-11-21

主編人: 劉夢迪

審核人：

初三（上）英語 第1頁（共2頁）

初三（上）英語 第2頁（共2頁）

第四篇：七年級(jí)英語下學(xué)期Unit7教案

七年級(jí)英語下學(xué)期Unit 7教案

教材分析

1、教學(xué)內(nèi)容

本單元是Go for it七年級(jí)下冊(cè)中第七單元“What does he look like?”。本單元的核心話題是談?wù)撊说耐獗硇蜗?look), 教材內(nèi)容圍繞著描述人的外貌特點(diǎn)展開,讓學(xué)生學(xué)會(huì)談?wù)撊说纳砀?、體重、發(fā)型、面部特征及著裝特點(diǎn),因此 ‘talking about sb’s look’ 是教學(xué)重點(diǎn)。通過對(duì)本單元的學(xué)習(xí),學(xué)生能掌握本單元出現(xiàn)的表示人外觀的詞組及句型。

2、教材的地位及作用

以人的外貌特征為主線,兼顧交際功能的學(xué)習(xí),以一種循序漸進(jìn)的生活化的學(xué)習(xí)程序,引導(dǎo)學(xué)生學(xué)會(huì)用英語介紹自己或他人的外表特征。本單元的教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān),易于引發(fā)學(xué)生運(yùn)用簡單的英語進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中,學(xué)生能通過交換對(duì)不同人物的描述及看法,促進(jìn)學(xué)生之間和師生之間的情感交流,增進(jìn)情誼。

二、教學(xué)目標(biāo)分析

1、語言知識(shí)

1.語音:了解語音在語言學(xué)習(xí)中的意義。

2.詞匯:名詞: hair, height,build,captain,team, bit, joke, beard,glasses,look, singer etc.形容詞:short, tall, medium, thin, heavy, blonde, brown, curly, straight, wise, popular, huge, teeny etc.動(dòng)詞:wear, stop, remember, say etc.3.短語: straight hair, a medium build, look like, good-looking,a little bit etc.4.句型:What does he/she look like? He/She is tall.He/She has curly hair.What do you/they look like? I’m thin./They’re medium height.Do you know David?

No/Yes.5.語法:①Yes/No問句及簡略回答②wear的一般現(xiàn)在時(shí)用法③用于寬泛描述的形容詞

2、語言技能

1.能熟練的用英語進(jìn)行對(duì)人外表特點(diǎn)的描述,并根據(jù)描述畫出人像。

2.能概括人物的外貌特征并根據(jù)人物特征推理出某一人物。

3.能替自己和別人進(jìn)行新形象設(shè)計(jì),能和合作伙伴互相交流,充分交換信息。

4.能掌握本單元出現(xiàn)的表示人外觀的詞組及句型,并能結(jié)合實(shí)際生活進(jìn)行靈活運(yùn)用這些詞組及句型描述別人的外表,提高寫作水平。

3、情感態(tài)度

1.通過描述同學(xué)、教師或自己的偶像的外貌,簡單地表達(dá)自己的觀點(diǎn)或好惡,學(xué)會(huì)交換不同的看法,使學(xué)生在人際交往中學(xué)會(huì)尊重和理解別人。

2.教育學(xué)生要多發(fā)現(xiàn)別人的優(yōu)點(diǎn),學(xué)會(huì)贊美別人,友好地描述別人的形象。

3.學(xué)會(huì)賞識(shí),懂得心靈美比外表美更重要。

4.能在小組活動(dòng)中積極與他人合作,相互幫助,共同完成學(xué)習(xí)任務(wù), 盡情享受學(xué)習(xí)的樂趣。

4、文化意識(shí)

了解不同人的外貌和同一人的不同外貌,了解中西方文化中在表達(dá)自己的觀點(diǎn)時(shí)存在很大的差異——我們比較委婉,而西方人則更直接些,對(duì)學(xué)生進(jìn)行不同文化意識(shí)的滲透。同時(shí)讓學(xué)生在給自己或別人畫像時(shí)提高繪畫水平和審美意識(shí);讓學(xué)生了解不同外貌作用的背景知識(shí),實(shí)現(xiàn)跨學(xué)科交流的目的。

三、教學(xué)重難點(diǎn)

通過學(xué)習(xí)語言材料,讓學(xué)生獲得運(yùn)用所學(xué)的有關(guān)詞匯,短語及句型,描述人的外貌特征,并能結(jié)合實(shí)際生活進(jìn)行靈活運(yùn)用的能力。新詞匯的運(yùn)用,特別是has與is的正確使用,是本單元的一個(gè)難點(diǎn)。

單元教學(xué)重難點(diǎn)一覽

重點(diǎn)

難點(diǎn)

1.The vocabulary.2.--What does he/she look like?--He/She is tall.--What do you look like?

--I’m thin.I have short hair.Use the language to talk about sb’s look.四、學(xué)情分析

學(xué)生在七年級(jí)上冊(cè)已經(jīng)學(xué)過關(guān)于“What does he like?”這一特殊疑問句式,具有了學(xué)習(xí)本單元知識(shí)的認(rèn)知前提,能自然地與本單元話題進(jìn)行銜接。談?wù)撊说耐獗硇蜗笫侨藗內(nèi)粘Ｉ钪杏龅降脑掝}。故學(xué)生喜于用英語表達(dá)此類知識(shí)。

五、教學(xué)方法和學(xué)習(xí)策略

1.教學(xué)方法:

(1)情景交際法:本單元話題源自生活,立足這一點(diǎn),充分利用學(xué)生已有的知識(shí)和經(jīng)驗(yàn),創(chuàng)設(shè)生活化的真實(shí)情境,引導(dǎo)學(xué)生在運(yùn)用中學(xué)習(xí)語言,然后在學(xué)習(xí)新的語言知識(shí)后創(chuàng)造性地運(yùn)用語言(為用而學(xué),在用中學(xué),學(xué)了能用)。

(2)任務(wù)型語言教學(xué)法:設(shè)計(jì)多種任務(wù)活動(dòng),提供給學(xué)生合作交流的空間和時(shí)間,促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作,為完成任務(wù)進(jìn)行探究學(xué)習(xí)。

(3)開放性教學(xué)策略:教師要開放性地處理教材,結(jié)合教材插入學(xué)生感興趣的圖片、電影片段等,豐富學(xué)生知識(shí),拓寬他們視野,實(shí)現(xiàn)知識(shí)的整合。

2.學(xué)習(xí)策略

(1)自主學(xué)習(xí):要求學(xué)生采用自主學(xué)習(xí)的方式,能根據(jù)需要進(jìn)行有目的預(yù)習(xí),使其對(duì)教師的教學(xué)內(nèi)容起補(bǔ)充作用。

(2)合作學(xué)習(xí):在與同學(xué)合作完成任務(wù)的活動(dòng)中形成合作學(xué)習(xí)和探究學(xué)習(xí)的學(xué)習(xí)方式,引導(dǎo)學(xué)生積極思考,善于抓住英語交流的機(jī)會(huì)。在活動(dòng)中相互探討、相互交流、相互合作,從而獲得知識(shí)、技能和情感體驗(yàn),發(fā)展他們的能力。

(3)通過匯報(bào)、猜明星、車站接人、做目擊證人、繪畫等一系列比賽,創(chuàng)設(shè)情景和有意義的任務(wù)活動(dòng),激發(fā)學(xué)生的學(xué)習(xí)熱情,培養(yǎng)他們的概括和推理能力,發(fā)揮他們自己的主觀能動(dòng)性,把被動(dòng)的學(xué)習(xí)變?yōu)橹鲃?dòng)學(xué)習(xí),讓學(xué)生鞏固所學(xué)語言知識(shí)。

(4)能利用網(wǎng)絡(luò)上的學(xué)習(xí)資源查找信息,用所學(xué)內(nèi)容進(jìn)行真實(shí)的交際,積極參與課外英語學(xué)習(xí)。

六、主題語表

hair: short, long，curly, straight, bald，others: wear glasses，height: tall, short，blonde, brown etc

wear white shoes…

medium height

↖

↑

↗

physical appearance

↙

↘

face: beard, mustache，figure: thin, heavy，eye(big blue..)etc

a medium build

七、課時(shí)結(jié)構(gòu)

根據(jù)《英語課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述,為了能較好地實(shí)現(xiàn)既定的教學(xué)目標(biāo),結(jié)合本單元的教學(xué)內(nèi)容及基于對(duì)教材的分析和學(xué)生的學(xué)習(xí)規(guī)律,我對(duì)本單元的內(nèi)容進(jìn)行如下處理,目的是突出重點(diǎn),使課堂節(jié)奏緊湊,連貫。本單元分為四課時(shí):

Period1

(Section A 1a/1b/1c/3b SectionB1a/1b/2c/Selfcheck3)

Period2

(Section A 2a/2b/3/3a/SectionB3c)

Period3

(Section B 2a/2b/3a/3b)

Period4

(Section A 4/SectionB4 /Selfcheck1&2)

八、教學(xué)過程設(shè)計(jì)

Period1

I.教學(xué)目標(biāo):

1.知識(shí)目標(biāo):

1).單詞: hair, curly,straight, height, tall, medium, thin,heavy,build ,beard,glasses, blonde, brown

2).句型:--What does he/she look like?

--He/She is tall and has long hair.--What do you look like?

--I’m thin.He/She wears glasses/…

2.能力目標(biāo):1)學(xué)完本課,學(xué)會(huì)描述人物外貌。2)能積極思維,運(yùn)用所學(xué)單詞,短語及句型,結(jié)合實(shí)際生活進(jìn)行靈活運(yùn)用。

3.情感態(tài)度目標(biāo):讓學(xué)生學(xué)會(huì)友好地描述別人的形象。

II.教學(xué)重點(diǎn): 掌握本課新單詞和句型和怎樣描述一個(gè)人的外貌。

III.教學(xué)難點(diǎn):掌握描述人物外貌的方法。

IV.教學(xué)設(shè)計(jì):

Step1游戲----新課程的導(dǎo)入

找出兩名外貌差異較大的學(xué)生來做游戲,一個(gè)胖而高大的男生(a fat and tall boy),另一個(gè)瘦而較矮的男生(a thin and short boy)。

游戲內(nèi)容:(1)拔河(tug-of-war)(2)跳遠(yuǎn)(long jump)

目的:引起學(xué)生的學(xué)習(xí)興趣,了解人物的外貌特征,通過游戲的最后結(jié)果(即不管外貌如何在不同的游戲中都能獲勝)的對(duì)比培養(yǎng)學(xué)生的情感和態(tài)度:不要以貌取人(Don’t judge by appearance)。

然后用這兩名學(xué)生為例教heavy ,tall, thin, short及兩個(gè)句型:

1.what do you look like? 2.What does Tom/he look like?

Step2 Presentation(SectionA1a/SectionB1a)

引導(dǎo)學(xué)生熟悉有關(guān)描述人的外貌特征的詞

1.三個(gè)漫畫人物教有關(guān)height 和 figure 的單詞。然后用三個(gè)人操練“What does he look like?”注意be 動(dòng)詞的用法。

2.一個(gè)cartoon girl 教身體的各部位。(ear, face, hair, eye, nose, mouth)

3.Touch your body(nose etc), 接著操練“What does she look like?”最后是 hair,注意has的用法。

4.4 pictures 來教有關(guān)頭發(fā)的詞匯,注意has的用法。連著教a beard, a moustache, glasses, wear.5.Drill: Let’s design the new look for George Bush.操練“What does he look like?”(以一種比較滑稽的手法讓學(xué)生鞏固本課的詞匯。)

Step3: Practice(B1a, A1a)

1.Finish P44, B1a.2.學(xué)習(xí)課本的第一部分P41,1a先看圖片,然后搭配圖片和相關(guān)的外貌特征的詞。

Now please look at P41, Use the letters to match the people in the picture with one of the numbered words.Write each letter next to a numbered word.You can use some letters more than once.Point out the sample answer.(Keys: c, f, a, a, d, h, e, b, g, e)

Step4: 聽力練習(xí)Listen 1b.(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice.The first time, just listen.The second time,listen and fill in the blanks.And say Amy’s friend’s look.(He's really tall.And he has curly hair.)

Step5: Practice(1c and 3b)(因?yàn)橛玫哪繕?biāo)語言作用差不多,訓(xùn)練的側(cè)重點(diǎn)在3b)

1.Ask two students to read the sample conversation to the class.Then ask the class to point to the girl in the picture who has long hair and a medium build.2.Make a dialogue with a student.And ask the student to point out the person you described.Then

Ss practice the dialogue in pairs.3.(3b)1).A 同學(xué)把名字填在圖里的每個(gè)人旁,B同學(xué)通過問問題找到這個(gè)人。

2).Act the dialogue.3).Finish the form.(任選三個(gè)人來完成這個(gè)表格。)

is

has

Paul

Cathy

Yujie

(讓學(xué)生自主發(fā)現(xiàn)用is 和has 的區(qū)別來突破本單元難點(diǎn),最后終結(jié)陳述他們的用法。)

Step6: make sentences(Section B 1b)

1.(1b)配四幅圖連線 說句子 Hanhong wears glasses.?

2.學(xué)生拿出自己搜集的著名音樂家或演員等的圖片說句子。

Step7: describe(shelfcheck3)

1.播放一個(gè)如何描述別人的視屏。

2.讓學(xué)生描述shelfcheck3(先在小組內(nèi),然后推人匯報(bào),讓全班同學(xué)聽,評(píng)價(jià))。

Step7: a guessing game(SectionB2c)

1.小組內(nèi)pairwork.Asking and guess who is my favorite musician,actor and athlete.2.猜李永 潘長江

全班同學(xué)分為兩組,每組選出一名同學(xué)作為組代表到黑板前面來,這兩位同學(xué)面向其他同學(xué),背向黑板,不許回頭。老師將兩幅名人圖片粘到黑板上或打在屏幕上等,然后分別請(qǐng)這兩組同學(xué)向本組的組代表描述本組圖片上人的外貌、工作(第四單元知識(shí)點(diǎn))或其他相關(guān)情況,讓本組的組代表最快猜到本組圖片上名人是誰的小組獲得勝利。在游戲過程中注意:描述的同學(xué)每人只能描述一次,并且只能描述一句,并盡可能多的描述人物外貌,在很難猜出時(shí),可以描述工作或其他相關(guān)情況。

目的:鞏固這節(jié)課所學(xué)知識(shí),培養(yǎng)和提高學(xué)生語言的綜合運(yùn)用能力及其概括與推理能力。在描述的過程中可以談?wù)摗八?她是做什么工作的”,這樣還可以復(fù)習(xí)第四單元的內(nèi)容。

Step8

homework

1.Describe your family member and draw a picture of him/her.2.預(yù)習(xí)P42.P43.P46生詞和P43/3a部分。

Period2

I.教學(xué)目標(biāo):

1.知識(shí)目標(biāo):

1).單詞:always, captain, popular,team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise

2).句型:如同第一課時(shí)。

Do you know David?

No/Yes.2.能力目標(biāo):1).提高聽讀能力。2).能抓住人物的主要特征來描述人物的外貌。3).能概括人物的外貌特征并根據(jù)人物特征推理出某一人物。4).能和合作伙伴互相交流,充分交換信息,進(jìn)行合作學(xué)習(xí)。

3.情感態(tài)度目標(biāo):1).教育學(xué)生要多發(fā)現(xiàn)別人的優(yōu)點(diǎn),學(xué)會(huì)贊美別人。2).懂得心靈美比外表美更重要。

II.教學(xué)重點(diǎn): 掌握本課新單詞和句型和熟練掌握描述人物外貌的方法。

III.教學(xué)難點(diǎn):熟練掌握描述人物外貌的方法并成功的根據(jù)人物特征推理出某一人物。

IV.教學(xué)設(shè)計(jì):

Step 1作業(yè)匯報(bào)

According to the picture to describe your family member.Step 2 listening(Section A 2a/ 2b)

Listen 2a and 2b And find the difference between is and has.目的:培養(yǎng)和提高聽讀能力。

Step3 Pairwork(SectionA 3)

1).Have students do the activity individually.2).Practice the conversation.3).Describe Nancy to your partner.Step 4 Presentation

1.listen and match the descriptions you hear in 3a.2.(用課件展示3a部分中的Picture a)

Introduction:This is my good friend,Liu Peng.Please describe him with your partner.(板書tall, curly brown hair, medium build)看圖談?wù)?in pairs)并表演

3.(課件出示3a中的Picture b)給學(xué)生下列提示(板書)然后進(jìn)行描述(看圖描述(in pairs)

并表演)

Name:Xu Qian

Likes:telling jokes

Appearance: short,a little bit heavy,beautiful long black hair

3.讓學(xué)生讀課本(3a)1, 2兩部分后討論回答:(學(xué)生自讀后展開討論回答問題)

1)What does Ma Yan look like?

2)What about Wang Lin's appearance?

幫助學(xué)生具體問答,板書thin,blonde, good-looking,basketball team,straight hair.)

4.Fill the form

name

is

has

wears

likes

Liu Peng

Step5

What does your best friend look like?

1.survey

name

is

has

wears

likes

2.report her /him to the class

Step6 車站接人

任 務(wù):車 站 接 人

目 的:模擬交際,鞏固用英語描述人物外形特征的詞匯,強(qiáng)化“辨別人物”的語言功能。

材 料:卡片數(shù)張

語言技能:Listening, reading, speaking and writing

語言知識(shí): What does he/she look like? He is tall and thin/medium height/medium build.His hair is straight/curly/black/brown/blonde/short/long.He has big eyes/a round face? He is wearing?

活動(dòng)形式:whole-class activity

教學(xué)過程:

(1)教師布置任務(wù):接人者在車站并根據(jù)卡片上的描述找到所要找的客人。提出具體要求,并對(duì)教室進(jìn)行適當(dāng)?shù)牟贾?創(chuàng)設(shè)一個(gè)模擬車站的情景。

(2)教師發(fā)給每位同學(xué)一張卡片,讓其在卡片的正面用英語描述自己的外貌特征,在 反面做記號(hào),完成后教師把卡片收回。

(3)教師選出十名學(xué)生去車站接人,每人從收集的卡片中抽取一張,并根據(jù)卡片的描 述找到所要找的“客人”;(若時(shí)間允許可進(jìn)行第二、三輪。)

(4)學(xué)生評(píng)委和老師根據(jù)找出所接客人的時(shí)間和準(zhǔn)確性,選出“火眼金睛”數(shù)名。

這些活動(dòng)使學(xué)生置身于自然、真實(shí)的語言環(huán)境中,進(jìn)行大膽、合理的想象,創(chuàng)造性地使用課文中學(xué)到的有關(guān)人物外貌特征的知識(shí),這樣,不僅鞏固了所學(xué)內(nèi)容,訓(xùn)練了語言組織能力,而且還聯(lián)系與接觸社會(huì)實(shí)際,拉進(jìn)了學(xué)生與社會(huì)、與生活的距離,拓寬了學(xué)習(xí)內(nèi)容。

Step7 homework

1.(SectionB3c)According to the picture you draw to write about him or her down.2.Design yourself a new look that you are twenties later.3.預(yù)習(xí)Section B的生詞和課文并填空3c。

Period3

I.教學(xué)目標(biāo):

1.知識(shí)目標(biāo):

1).單詞:look, remember, nobody, singer, pop singer, now, say

2).句型:復(fù)習(xí)前面句型

2.能力目標(biāo):1).繼續(xù)提高聽讀能力。2).能概括人物的外貌特征并區(qū)別人物和推理出

某一人物。3).能替自己和別人進(jìn)行新形象設(shè)計(jì),能和合作伙伴互相交流,充分交換信息。

3.情感態(tài)度目標(biāo): 1)通過描述同學(xué)、教師或自己的偶像的外貌,簡單地表達(dá)自己的觀點(diǎn)或好惡,學(xué)會(huì)交換不同的看法,使學(xué)生在人際交往中學(xué)會(huì)尊重和理解別人。2).培養(yǎng)正確的審美觀。

II.教學(xué)重點(diǎn): 掌握本課新單詞和句型和熟練掌握描述人物外貌的方法并能靈活運(yùn)用于生活中。

III.教學(xué)難點(diǎn):熟練掌握描述人物外貌的方法和畫疑犯圖。

IV.教學(xué)設(shè)計(jì):

Step1 organization 1’

organize Ss by showing a picture taken about ten years ago.(Let the students guess who was me in the picture.)

Step2 a song <>

Why do most people can find themselves(他們自己)in a picture first?

Please enjoy the song and answer my question.Step3 Free talk

1.Ask the students to describe my old photo.2.Let the students talk about some changes.(老照片與現(xiàn)在的我對(duì)比。Height , hair, build, wear glasses etc.)

Step4 My new look

學(xué)生出示二十年后的new look并描述他自己的new look.Step5 Listen(Section B 2a and 2b)

You will hear Maria and Danny talking about Tina Brown and Johnny Dean.1.Your job is to write the job each person does.Point to the heading “Job” on the chart.2times.Check the answers.2.This time your job is to write what each person looks like.Point to the heading “l(fā)ooks like”.Check the answers.Johnny Dean

Tina Brown

Job

rocker singer

movie actor

Looks like

tall, thin, long curly hair, glasses

medium height, long blonde hair

Step6 Section B 3a

1.Read the magazine article to the class.And find the difference between the two pictures of Johnny Dean.2.Point to the blanks in the chart.Describe Johnny before and now.Point out the simple answer.Step7 Section B 3b

3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph.Step8 Eye-witness

目 的:模擬交際:目擊證人向警方提供疑犯情況,鞏固用英語描述人體部位和外形特征

的詞匯,強(qiáng)化“辨別人物”的語言功能,豐富學(xué)生社會(huì)知識(shí),培養(yǎng)學(xué)生用英語思維的能力。

材 料:Student A信息卡、Student B 調(diào)查表

語言技能:Listening, reading, speaking and writing

語言知識(shí):What does he/she look like? He is tall and thin/medium height/medium build.His hair is straight/curly/black/brown/blonde/short/long.He has big eyes/a round face/moustache? He is wearing?

活動(dòng)形式:Pair work: A—the eyewitness;B—the police officer

教學(xué)過程:

(1)教師布置任務(wù),提出具體要求,并創(chuàng)設(shè)一個(gè)情景: A目睹一女孩被人綁架,案發(fā)后B來向目擊證人A調(diào)查疑犯情況。

(2)教師發(fā)給每位 eyewitness信息表,讓其仔細(xì)觀察疑犯的外貌特征,回收信息表;同時(shí)發(fā)給每位police officer調(diào)查信息表并思考如何提問完成表格;(要求A、B兩人不能互看資料)

(3)B向A提問,并根據(jù)A的回答完成信息表;

(4)A、B合作畫出疑犯的肖像;

(5)每小組向全班展示調(diào)查表和畫像,并評(píng)出“最佳eyewitness”并把作品存入個(gè)人檔案袋中。

Step9 homework

1.學(xué)生A、B根據(jù)Eyewitness活動(dòng)合作擬寫一份通緝令;

2.背誦selfcheck1。

Period4

I.教學(xué)目標(biāo):

1.知識(shí)目標(biāo):

1).單詞:復(fù)習(xí)整個(gè)單元。

2).句型:復(fù)習(xí)整個(gè)單元。

2.能力目標(biāo):1).能熟練的用英語進(jìn)行對(duì)人外表特點(diǎn)的描述,并根據(jù)描述畫出人像。2).能掌握本單元出現(xiàn)的表示人外觀的詞組及句型,并能結(jié)合實(shí)際生活進(jìn)行靈活運(yùn)用這些詞組及句型描述別人的外表,提高寫作水平。

2.情感態(tài)度目標(biāo):能在小組活動(dòng)中積極與他人合作,相互幫助,共同完成學(xué)習(xí)任務(wù), 盡情享受學(xué)習(xí)的樂趣。

II.教學(xué)重點(diǎn): 描述人物外貌特征和寫作。

III.教學(xué)難點(diǎn):聽文畫圖,看圖寫文。

IV.教學(xué)設(shè)計(jì):

Step1.Who remembers best?

words Selfcheck 1(檢測本單元單詞的掌握情況)

Step 2.Who describes best?(SectionA/4)

In groups, ask a student to describe his or her classmate.Use only words and sentence patterns from this unit.For example, She's short and thin.She has curly hair.(The other students listen to him or her carefully and guess who it is.)

Give a sample description of someone in the class and ask the class to guess who you are describing.Ask some students to describe a person while their classmates guess who it is.課堂上,我要求同學(xué)們以四人為小組, 描述班上任意某個(gè)人的外貌和個(gè)性,讓全班同學(xué)猜一猜他(她)是誰。任務(wù)布置下去后, 同學(xué)們馬上投入到緊張的討論中去了。首先要商量好描述對(duì)象是誰(在這一過程中, 有較多的人際交往)。在描述的過程中, 成績較差的同學(xué)能說幾個(gè)簡單的句子如 She is tall.She is 13 years old.而成績中等或較好的同學(xué)接上較復(fù)雜的句子如 She often wears a pair of glasses.She has beautiful, long, black hair.She likes reading and playing the piano.(在這一過程中, 幾乎每個(gè)同學(xué)都有口頭訓(xùn)練的機(jī)會(huì),而且大家在小組中也不必?fù)?dān)心出洋相。大家抓緊機(jī)會(huì)練習(xí),互相請(qǐng)教,邊學(xué)邊用,邊用邊學(xué),氣氛非常融洽)。有可能部分小組會(huì)描述深受他們喜歡的老師,會(huì)說到老師的、個(gè)性、外貌,最喜歡的顏色、運(yùn)動(dòng)、電影、音樂等等。在這種互動(dòng),雙動(dòng)的教學(xué)中,課堂氣氛達(dá)到了非常和諧、融洽的地步,師生間的感情進(jìn)一步加深。

Step3 Who draws best?(Section B/ 4)

This activity provides listening and speaking practice using the target language.1.Ask each student to draw a picture without letting ,anyone else see it.2.Have students get into groups of four.Tell the students in each group to give themselves numbers from 1 to 4.3.Ask the other three students in each group to listen to the description and draw the person.You may wish to have them listen to the description several times.4.Ask each group to swap its pictures with another group.That group votes to decide which of the three copies looks most like the original picture.The student who drew that copy is the winner.Step4 Who writes best?

Choose a picture you draw and write the description on the exercise books.Step5 homework

1.Revise the useful expressions in this unit.2.Look for some more beautiful passages to read.3.Write down a notice for looking for the lost people

九、教學(xué)探討與反思

本單元的核心話題是談?wù)撊说耐獗硇蜗?look),‘talking about sb’s look’是教學(xué)重點(diǎn),同時(shí)也是教學(xué)難點(diǎn)。本單元的設(shè)計(jì)通過創(chuàng)造性運(yùn)用任務(wù)型教學(xué)模式,設(shè)計(jì)多姿多彩的切合學(xué)生實(shí)際的各種任務(wù),充分借助聽力材料,在聽讀的基礎(chǔ)上創(chuàng)設(shè)語言情景,加強(qiáng)說寫能力的訓(xùn)練,還要充分通過各種手段來擴(kuò)大學(xué)生的寫作面,以提高其寫作水平。并借用媒體來提高學(xué)生的學(xué)習(xí)興趣,讓學(xué)生通過親身體驗(yàn)、實(shí)踐、合作與探究等方式學(xué)習(xí)英語。使學(xué)生確實(shí)從學(xué)習(xí)中學(xué)會(huì)了如何談?wù)撏饷?同時(shí)還學(xué)會(huì)了識(shí)別不同人物外貌特征,豐富了學(xué)生生活,同時(shí)也是一種真實(shí)的體驗(yàn).增加學(xué)生的語言實(shí)踐,促進(jìn)他們?cè)谡麄€(gè)教學(xué)活動(dòng)中主動(dòng)參與。

同時(shí)對(duì)學(xué)生進(jìn)行情感教育,要求他們多發(fā)現(xiàn)別人的優(yōu)點(diǎn),學(xué)會(huì)友好地描述別人的形象。

但教師在教學(xué)中要善于觀察和了解學(xué)生的心理狀態(tài),及時(shí)糾正學(xué)生的不良心理,改變學(xué)生學(xué)習(xí)英語的方式,培養(yǎng)學(xué)生合作學(xué)習(xí)的意識(shí);注意運(yùn)用適當(dāng)?shù)谋頁P(yáng)和鼓勵(lì),一個(gè)親切和信任的目光、一句熱情而激動(dòng)的話都能激發(fā)學(xué)生的上進(jìn)心、自尊心和集體榮譽(yù)感。

十.形成性評(píng)價(jià)在每課時(shí)中的具體運(yùn)用

在上課過程中,教師應(yīng)隨時(shí)注意對(duì)學(xué)生所做出的任何反映進(jìn)行評(píng)價(jià),如“very good, Ok, wonderful.How clever you are!If you can speak a little louder, that’ll be better.”等等。實(shí)現(xiàn)教師對(duì)學(xué)生的即興評(píng)價(jià),這對(duì)學(xué)生學(xué)習(xí)的積極性有著良好的促進(jìn)作用。

在每節(jié)課的結(jié)束時(shí),安排一個(gè)詢問學(xué)生過程中的感受及所獲取知識(shí)的表格,通過對(duì)學(xué)生學(xué)習(xí)過程中的感受的反饋,可以幫助的是更好地了解學(xué)生的學(xué)習(xí)情況,也能幫助教師找出自身教學(xué)中的成功及不盡人意之處,為以后的教學(xué)打下更好的基礎(chǔ),也為學(xué)生的進(jìn)一步獲取知識(shí)奠定了基礎(chǔ)。表格設(shè)計(jì)如下圖:(第四課時(shí)為例)

Shills(學(xué)習(xí)技能)

Comfort Level(學(xué)習(xí)效果)

Who remembers best? 2 3 4

Who describes best? 2 3 4

Who draws best? 2 3 4

Who writes best? 2 3 4

Reflection

I learnt(我學(xué)會(huì)了)_______________________________________________

I would like to know more about(我還想學(xué) ?)____________________________

I'm still not sure about(我仍然不會(huì) ?)___________________________________

After we learn this new lesson.How did you feel when you were learning? If your don't feel comfortable, you think it's too hard, you can choose 1.If you feel just so so, you can choose Number 2.If you feel good, choose Number 3.If you feel very comfortable or great, choose Number 4.Are you ready?

第五篇：Unit7 topic2 Section D教案

Unit7 Topic2 Section D

The main activity is 1a.Ⅰ.Teaching aims

Learn different eating habits around the world: In Europe，there are two or more courses for every meal and people use knives and forks to eat.In Korea, people use a spoon or chopsticks to eat, but it is not polite to use both of them at the same time.II．Teaching Focus：

1．Review the object clause：

I ask him what the most popular food in his restaurant is.I ask him if he likes Chinese food.2．Review useful expressions in this topic： Help yourself to some soup.Finally，put the other piece of bread on top.3.Review how to cook a kind of food.4.Review how to describe a process.III．Teaching Difficuties： 1． Object Clause 2． How to discribe a process Ⅱ.Teaching aids

blackboard,flash cards,radio,real objects(such as fork,chopsticks,spoon,etc)Ⅲ.Five-Step Teaching Plan

Step 1 Review(10min)1.Review the names of food(flash cards)(1.5min)use flashcards to help the students to review the names of food such as hamburger, cheese, noodle, pizza,etc.2.Review the names of eating tools(real objects)(1.5min)use real objects to help the students to review the names of eating tools such as fork, chopsticks,spoon.etc.3.Review how to make a dish, such as noodles, sandwiches and so on..(by inviting one or two students to give their answers)(3min)4.Review the table manners.(by giving real examples,such as asking students:“Have you ever been to Haokelai Sneak Canteen?”to introduce the table manners of eating formal western dinner)(2-3min)5.Praise the students.“you have a good memory or you have done a good job”.6.Asking the students some questions about eating habits to raise their interests.(by giving qustions and ask some students to answer)(4min)T：I think people around the world have different eating habits.Do you know something about eating habits in different parts around the world——especilly in the countries of East Asia，South Asia and Southeast Asia.Discuss in groups，and each group gives us a short report，please.Students may answer : “In China：In the south of China people eat rice，in the northern part they eat noodles.Most of the Chinese use chopsticks to eat.In Italy：pizza and spaghetti.In Japan：Japanese eat seafood and sushi.,they use chopsticks to eat.?

Praise the students:“you are know quite a lot things!Good!” Then ask students :“Do you want to know something more about different eating habits about different countries on the world?” to raise their interests.Step 2 Presentation(5min)

1.Listen to the radio and read 1a(2min)T：Why all the smiling faces?Oh，I see，you are all interested in eating habits in different parts of the world.Now，please listen to the tape carefully and find out the answers to these questions.What do people eat in the south of China? What do people eat in the north of China? What do they use to eat it? What do people use to eat in North America? In which country do people use fingers and bread to pick up the food? What do Korean use to eat? Is it polite to use both of them at the same time 2.(Listen again)T：Listen again and check your answers.(3min)

Step 3 Consolidation(8min)

1.Read 1a(2min)T：Follow the tape，please.2.Pair works(3min)T：Talk about eating habits in different parts around the world without looking at your books.Work in pairs after the example.Example：

T：What do people eat in the south of China? S1：I remember that people eat rice.T：What do they use to eat it? S2：I remember that they use chopsticks to eat.??.3.Play a game(3min)Invite some student to go to the front and give performance of using eating tools(chopsticks, fork, fingers,etc)to having different food in different parts of the world, and ask the rest ones to guess which or which countries’ food do they eat.T：Who can try? Please come to the front and give us a “eating show”.Would you mind having a try?

Step 4 Practice(14min)

1．Review the Object Clause(make similar sentences,3mim)T：Read “Grammar focus” and make similar sentences，using the questions of the text.Work in pairs，please.(Showing the questions in the blackboard)first, showing the students examples as follows: I ask him/her what people use to eat in North America.I want to know what Koreans use to eat? I don’t know if it is polite to use both of them at a time.Then divide the students into several groups and invite some of them to practise.2．.Review the useful expressions.(3min)T：Read the useful expressions and make a conversation，using these sentences.Work in groups.T：Would you please come here and have a try?/Group A，can you try? Then invite one or two groups to practise.3.。Interview(role play,3min)T：Here is the interview note.Suppose you are Beth，report the information to your partner.Please work in pairs like this：

I ask him/her what the most popular food in his restaurant is.And he/she says that hot dogs are the most popular food.4 T：You can practice for 1~2 minutes，and some of you will be asked to have a try in front.Then invite two students to do the interview.4.。Number the pictures of cooking chicken soup(listen to the tape ,chrous,then invite some student to show the procedure)(5min)T：Boys and girls，now look at the pictures in 4a.Listen to the tape carefully and number the pictures.Listen again and check the answers.T：Would you please tell me how to cook chicken soup? Ask someone to tell how to make chicken soup, encourage them to use “first?next?then?after that?finally?”.Step 5 Project(7min)

T：Now，I’d like you to make a talk show or a cooking show.The host and the chef will tell us how to make a dish and also tell us eating customs or cooking culture you know about the dish.Would you mind working in groups and then give your talk show or cooking show one by one? Give them 2minutes to prepare.Then invite some volunteers to show.Make comment on their performance.(encourage the students to use the words they had learned and the useful expressions ,make comment on their show and praise them appropriately.)Homework :read the text by themselves and do the exercise.