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1、1Unit 7 What does he look like?教案Section B 3a-3c单元教材整体分析本单元的核心话题是谈论人的外表形象(appearance),因此 “talking about ones appearance”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物外观的词组及句型。talking about others looks是教学重点,同时也是教学难点。通过对本单元的学习,使学生学会如何从不同角度、不同方面对人物的外貌特征进行详细的描述。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
2、读材料,训练提高学生的听力阅读水平。在听读的基础上创设语言情景,加强读说能力的训练。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。同时对学生进行情感教育,要求他们多发现别人的优点,学会友好地描述别人的形象。单元知识结构1. 词汇:名词:hair, height,build,captain,team,joke,person ,look, etc形容词:short,curly,straight,tall,thin, heavy,etc2短语:look like, a little bit,not any more, etc3. 句型:What does he/she look l
3、ike? -He/She is tallWhat do you look like? -Im thin4. 语法:What does he/she look like? -He/She is tallWhat do you look like? -Im thin单元总体目标1. Master the vocabulary2. Master and use:-What does he/she look like? -He/She is tall-What do you look like? Im thin.单元教学重难点一览重点 难点1. The vocabulary2. -What does
4、he/she look like?He/She is tall-What do you look like?-Im thinUse the language to talk about others looks.单元学情分析学生在第一单元已经学过了“Wheres your pen pal from?”, 初步掌握了介绍人物的方法,学会了谈论人们的国籍、居住城市、所学语言、爱好及兴趣,通过互相交流获取所需的信息。在此基础上,通过本单元的学习,学生可以进一步地谈论人物的外貌来进行更深入的交流,2有利于学生知识范围的延伸,也是学生乐意交谈的话题。本单元话题源于实际生活,能够激发学生说英语的欲望。单元
5、教学建议听说读写等技能是相辅相成的,而听读是说和写的基础,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。在听读的基础上创设语言情景,加强说写能力的训练。此外,还要充分借用课本描图来丰富学生的写作知识,以提高其写作水平。单元课时分配本单元共5课时:Section A(1a-2c)第1课时Section A(3a-4)第2课时Section B(1a-2c)第3课时Section B (3a-4) 第4课时Self check 第 5 课时第四课时(3a-4)分析一教学目标语言知识目标: (1) 学会运用本课时的重点词汇,如:remember, pop singer, nobo
6、dy, say, notany more.(2) 正确使用句型,如:He doesnt wear glasses any more.He doesnt have long straight hair any more.技能目标: 学会使用所学的词句来描述人物的新旧外貌变化。情感态度目标: 利用多媒体素材和生活中的人物来强化读、写的能力,培养审美意识。学习策略目标: 培养学生观察思考能力,大胆实践,及时反馈。重点:掌握新词,理解篇章,描述人物新外貌。难点:怎样熟练运用所学知识描述人物新旧外貌的变化。教学用具:PPT,a piece of paper教学步骤:3Step 1 Warming up
7、and lead-in1. GreetingsT: Good morning, everyone. Im your new teacher in this class. I hope to be your friends. Do you want to be my friends? Ok, lets play a crossword game. In each line, there is a word. Can you spell these words?Let Ss think and tell the answers: hair, build, height, age ,look. T:
8、 Do you remember these words? And here “look” is a countable noun. 2. Word powerT: Can you think of more words to describe hair, build, height, age? Lets have a competition, boys PK girls.Let Ss list the words they have learnt. 3. Describe Miss Jiangs new lookShow a photo of Miss Jiang, and ask Ss t
9、o guess the person in the photo. Then try to describe her looks.T: Who is she in the photo? What did I look like before?That is my old look in a middle school. What do I look like now?Do you like my old look or my new look?Step 2 Reading1. Talk about Johnny Deans old look.Present a photo of Johnny D
10、ean. T: Do you remember Johnny Dean? What does he do?What does he look like now?That is his old look. Now he has a new look. What does he look like now? 2. Read the article and fill in the chart.3. Ask Ss to read again and answer three questions:1) What do people think of his new look?2) What does R
11、uth say? What about his mother?3)What do you think of his new look?Step 3 Writing1. Ss describe Gloria Greens new look.2. Ss look at 3b and fill in the blanks.3.T: Does Gloria Green like her new look? What does she say about her new look?Do you want to have a new look?If yes, what do you want to be
12、like? Can you design your new look?3.Give Ss an example and ask them to design their own new look. Step 5 HomeworkLevel A: Talk about one of their familys new look to classmates.Level B: Look up more words to describe peoples looks.设计说明由 crossword game 导入,直接复习人物外貌描写的主要几个部分,是学生感到简单轻松。通过男生女生PK,复习已学描述外
13、貌的形容词,并呈现新单词,能充分调动学生学习积极性。呈现教师本人旧照片,让学生进行新旧对比,更能激起学生说的欲望。先说后读,减少阅读难度,带动中下水平学生的阅读热情。让学生设计自己的新形象,充分发挥学生的想象力和笔头运用能力。并且要求学生尽可能使用本节可所学词汇,巩固了新知识。4教学反思 What does he look like?(Section B 3a-3c) 本次七年级英语教研活动的主要话题是关于词汇教学。初中英语词汇量大,学生难掌握,难记住,这一直是初中英语教师在指导学生英语学习中最大的困难;而且对英语教师来说如何在阅读中进行词汇教学是一个大挑战。今天,我有幸在前辈们面前展示了一堂
14、阅读课,并得到大家的点评和指导,受益匪浅。现将本堂课反思如下:一成功之处:1.阅读前呈现词汇利用“ Play a crossword game”和 “Word power”,充分调动学生搜索大脑记忆库的积极性,同时复习了已学的描述人物的形容词并适时扩展词汇,为后面的学生阅读和写作进行了很好的铺垫。紧接着,对教师本人新旧外貌进行比较,引出本课重点词汇,过渡自然贴切。2.阅读中巩固词汇通过引导学生“先说,后读,再深思” ,进一步巩固本课重点词汇和句型。3.写作中运用词汇首先,模仿课文 3a 完成 3b;然后,引导学生对他们自己的新旧外貌的进行比较,充分运用已经学过的词汇和本堂课的重点词句。二反思改
15、进:1.词汇教学形式应该多样化阅读课中的词汇教学可以多样化,如:呈现图片引单词法,词缀罗列法,一词多义法,创设情境学习词汇等等。但是,我今天这堂课词汇教学方式有些单一,最多的就是通过创设情境呈现单词,老师自己讲的比较多,学生自己猜词的能力没有得到很好的展示。2.尽可能拓展容易记住的新词在本课时导入设计时,我的初衷是扩展词汇,但最终由于本人一开始紧张导致词的拓展很少,我本应该多增加一些比较有用的描述性词汇,如“gray hair, bald, out-going, strict”等等,这些单词理解掌握不是很难,尤其是对于中上水平的学生扩大词汇量很有帮助。3.书面表达直接教师呈现应该相当清晰最后一环节到写作,我呈现得不够清晰,主要是因为自己准备不够充分,还是没有站在学生的立场去思考作文话题,以至于有些学生对任务要求很茫然。三总结总而言之, “有付出,才有回报。 ” 意识到了自己的不足,那么今后我应该多学习专业知识,多向其他老师学习,多方面的了解学生,把握好教学进度,分析好学情,弥补自己的不足,充实自己,上好课,教好书,迅速成长起来,争取尽快成长为一名优秀的教学工作者。