2022年unit教学设计 3.pdf

Unit7 What does he look like? 教材版本：人民教育出版社年级册次：七年级下册Section A 第一课时（一）学生分析：1. 本班大部分学生英语学习兴趣浓厚，乐于积极参与游戏， 问答，竞猜等课堂活动。2. 学生在七年级上册应经学过What 引导的特殊疑问句式，已具备了学习本课的初步知识，学生课前已经预习过相关生词，为新授课的学习奠定了一定基础。（二）教材分析：1. 本课是 Unit7 中的第一课时，需要完成1a,1b,1c,2a,2b,3a 的内容。2. 本课的核心话题是谈论人的外观形象，也是人们生活中常遇到的话题，故能激起学生用英语表达的欲望。3. 本课时让学生熟悉运用What does he look like? He is , he has hair. I am , I have hair .为他们学习 3b,4 和 Section B 打好基础。（三）教学目标：1.语言知识目标：能熟悉运用以下单词或短语look like, tall, short, medium height, heavy, thin, medium build, long hair, curly hair, straight hair 和 What does he look like? He is, he hashair. I am , I have hair .等句型，来描述他人和自己的外观。2.语言技能目标：通过学习本课，学生能够熟练的用英语描述他人及自己的外观。3. 情感目标：通过描述他人及自己的外观，让学生学会赞美别人，不要以貌取人。4.学习策略目标：在游戏、对话、竞猜、小组活动的过程中，让学生获取语言知识，按次序排列信息，并能归纳运用。完成学习任务后，学生会进一步学会并探索适合自己的学习方法，大胆地训练自己开口说的能力。5. 文化意识目标：培养学生实际运用英语能力，使学生进一步明白语言也是文化，拓展他们的文化视野，增强他们的跨文化交际的意识和能力。（四）教学重点：学会使用What does he look like? He is, he has hair. I am , I have hair .等句型，来描述他人和自己的外观。（五）教学难点：能够运用所学知识, 熟练的用英语描述他人及自己的外观。（六）教具准备：课件，视频，录音机，课堂练习。（七）教学过程：Step1: Leading in the topic by a touching game.Aims: Incite the students interest and lead in the topic.Teacher s activity: Do some actions such as, put up hands, touch my hair, touch my face, touch my body Students activity: Do like me. Teache r s activity: Say: Touch your hair, touch your face, touch your body 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 1 页，共 4 页 - - - - - - - - - Students activity: Listen and do. 在这 pre-task阶段，通过跟学生一起做游戏，一方面活跃课堂气氛，并通过触摸身体部位导入本课，从而激发了学生的学习兴趣和学习欲望，为一节成功的课做好了准备。Step 2: Presentation Aims: Lead the students to learn the new words and patterns with the help of some famous persons pictures. (1) Teacher s activity: Show pictures of Yao Ming, Pan Changjiang and Zhao Benshan. Teach: He is tall/ short/ of medium height. Practice “ tall/ short/ of medium height”with the help of some actions. Students activity: Look the pictures and read after me. Do actions like me. (2) Teacher s activity: Ask: What does he look like? Students activity: Answer: He is . (3) Teacher s activity: Show pictures of Liu Huan, Ge You and Jackie Chan. Teach: He is heavy/ thin/of medium build. Do actions to show “ heavy/ thin/of medium build” to help the students get more practice. Students activity: Look the pictures and read after me. Do as I do. Work in pairs: Boys ask and girls answer, then exchange. (4) Teacher s activity: Show pictures of girls who have different hairstyles. Teach: She has long/ short hair. Practice “ long/ short hair” with the help of some actions. Students activity: Look the pictures and read after me. Do actions like me. The picture “ Chen Peisi has no hair ” can make the students more active. (5) Teacher s activity: Show another two pictures of girls who have different hairstyles. Teach: She has long curly blonde hair. She has long straight black hair. Do actions to show “ long curly hair/ long straight hair” to help the students get more practice . Students activity: Look the pictures and read after me. Act and say the new words like me. Work in pairs: One asks and the other one answers. Then show for us. 充分考虑学生的年龄及心理特点以兴趣入手，利用滑稽幽默又有明显对照的明星照片学习新知，再加上充分发挥肢体语言的作用，形象直观，学生乐学。Step 3: Play a game. Aims: Practice and strengthen the new vocabularies.Teacher s activity: I say: I am or I have , and do some actions. Students activity: Say: tall/short or long hair/short hairWork in pairs: One does and the other one says. Then show for us. Ask one student to do actions. I say: He is / or He has . The other students say: tall/short or long hair/short hair通过做肢体游戏，既巩固了单词，又对句型 I am or I have , He is / or He has 做了系统的练习，为下一步的描述自己和他人奠定了基础。Step 4:Descriptions (1) Describe others by watching a video. Aims: Practice and strengthen the language: What does he/she look like? He/She hashair .Teacher s activity: Show a video. Different people have different looks. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页，共 4 页 - - - - - - - - - Students activity: Ask and answer: Look at the different people and describe their hair. 在这一环节，主要是通过直观、形象的视频，使学生在描述各种发型的过程中更好的掌握头发长短、曲直、颜色的顺序。进一步突破教学难点。(2) Describe yourself and play a guessing game. Teacher s activity: Show a model. Students activity: Write a short passage to describe their own looks. Teacher s activity: Get some students descriptions. Students activity: Ask one student to read the descriptions out and the others guess who he/she is. 通过这一环节，一方面巩固所学知识，另一方面为下一环节的听力填表做准备。Step 5: Listening practice in activity 2a,2b.Aims: Improve the students listening skills and oral English. Step: Ask students to read the information in activity 2a to get ready for listening. Step: Ask the students to listen and circle “is ” or “has”.Step: Check the students answers by asking and answering. Step: Ask the students to listen again and fill in the chart in activity 2b. Step: Check the students answers by asking and answering.Pairwork, ask the students to ask and answer with the target language in the chart of 2b. 在这一任务的设计中，考虑到1b 的听力任务的难度不大，于是直接进行2a,2b的听力任务，在这一任务的设计中，既加强了对听力技巧的指导，又通过对听力答案的订正很自然对目标语言的进行了对话练习。为下面 3a 人物外貌描述活动的开展奠定了基础。Step 6: ReadingAims: Help the students to feel how to use the new words and patterns by reading and retell, and get ready for their own writing. Step: Ask the students to read 3a and answer my questions. Step: I read, the students follow me. Step: Ask the students to read the passage, first I draw, then ask two students to draw. Step: Ask the students to retell the articles with the help of the pictures on the blackboard. 通过以上四步，加上形象的简笔画做提示，使学生达到对所学语言运用自如，当堂达标。Step 7: Have a test. Teacher s activity: Show some exercises. Students activity: Complete or translate the sentences. 通过这一任务为 Homework做准备。Step 8:Summary. The students say what they have learned this class. Step 9: emotional theme. Help the students to know that everyone is special, and don t judge others by their looks. Homework: Describe one of your good friends and write it down. Aims: Ask students to write a short passage.I mprove students writing skills. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 3 页，共 4 页 - - - - - - - - - 作业设计也是紧紧围本课话题，要求学生写一篇介绍自己好朋友的短文。使学生将本节课所学知识运用于写作，同时将“学会赞美别人，不要以貌取人”这一情感目标得到很好的贯彻和提炼。课堂评价设计：注重过程性评价，对学生在课堂上的表现，依托小组合作学习模式，采用小组成员间互评、老师评价和自我评价相结合的方式，通过比、学、赶、帮、超，促使学生自省并不断为自己的进步和集体荣誉而不断努力。课后反思：本节课成功的方面：（1）整节课在新课标理念的指引下采用了task-based language teaching、Communicative Approach 的教学模式，以学生为中心，让学生真正做到“learning by doing ”。（2）课堂气氛跌宕起伏， 课前热身 Touching your nose 游戏，使学生兴趣盎然。 Step2中的师生肢体语言的互动，使课堂气氛活跃起来。Step 4 观看变化多端的视频和Step6 师生共同作画，掀起两次高潮，整堂课的各个活动自始至终围绕着本科话题进行操练和实际运用，学生在轻松、愉悦的环境中达到了学习目标，感受到了学习的乐趣。（3） 重点突出，形式多样：通过 playing games, watching a video, pair work, doing actions , listening, drawing 等形式，让学生充分练习运用提供帮助的句型，从而能熟练掌握，激发兴趣。名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页，共 4 页 - - - - - - - - -