Section B教案1

Unit7 What does he look like?

教学设计

教材版本

课型

学校

教学目标

人教版

Unit7 What does he 单元名称

七年级下册

look like? Listening & Talking

课时

Period 1 中山市新长江学校

设计教师

胡

柳

核心素养

1.

语言能力

在以视频引入的情境中，通过听、说、读、写、看的方式使学生更有效地掌握并巩固外貌描述的词汇；在理解话题的基础上，对外貌描述这个话题进行更实际的语言交流。

需熟练掌握重点词汇及目标语言：

(1)height, build, short hair, curly hair, long hair, straight hair，

tall，short, of medium height, thin, heavy, of medium build, wear glasses (2)

–What does he look like? – He is tall. – He has short hair. – He wears glasses.

– Is he tall or short?

– He is tall. 2.

文化意识

在描述人物外貌的主题背景下，学生在学习总结外貌描述的内容时，能真切地感受到外貌描述在生活中的实际用途，不要以貌取人。

3.

思维品质

通过词汇分类，推理猜测等一系列的思维训练，自主运用相关语言信息,在英语教学中培养学生的思维品质，提高学生思维的广阔性。

思维训练：Skill 1 Classifying：words Skill 2 Infering Skill 3 Indetifying structure Skill 4 Estimating Skill 5 Summaring 4.

学习能力

学生能熟练运用所输入的话题内容，根据课堂所涉及的听说任务，进行多样化的思维训练，自主高效地把英语运用到日常生活中。

学会运用

What does … look like?询问某人的外貌，并能做出相应的回答

在描述外貌时is /has 的恰当使用，选择疑问句的句式特点

教学重点

教学难点

教学流程

Step1: Lead-in

设计意图

观看视频，利用问题引出本课题“What does he look like?”，

设计通过完成听说任务获取罪犯线索为本课的主线，吸引1 1.

Watch a video . Questions:

①

Can you see the criminal？

②

What does he look like?

Tell Ss that they can get the information of the criminal after some tasks. 学生的注意力，提高学生的学习兴趣。

图片直观教学，形象的人物图片突破重点相关单词，激发学生的兴趣与想象力，活动中注意关注语音教学，帮助学生正确发音，为下一步听力和口语扫除障碍，树立了学生学习英语的自信心。

Step2: Presentation

1.

Show some pictures, and guide Ss to learn the following words or phrases about looks: height: tall, short, of medium height build: thin, heavy, of medium build hair: short hair, long hair, straight hair, curly hair others: wear glasses 2.

Lead Ss to make sentences: - What does he/she look like? - He /She is…

- He/She has…

- He/She wears glasses. For example: -What does he look like? -He is tall.

Step3: Pair work

1.

Show a picture about

《Happy Camp》, ask Ss to practice in pairs. 2.

Then ask several pairs to show. For example:

-What does He Jiong look like? -He is thin. (After this task, Ss can get the first piece of the information about the criminal.) 展示《快乐大本营》五位主持人的图片，结合刚刚输入的词汇和句型，引导学生运用合作学习的方法进行语言实践，让学生在语境中感知模仿所学语言，培养学生运用语言进行交际的能力。

设计学生完成这部分任务获得第一条线索，激励学生完成对话任务。

Step4:

1.

Listening 1b 通过听的方式再次输入本课2

Listening ①

Ask Ss to listen and fill in the chart, and then check the answers. ②

According to the listening, ask Ss to find Amy’s friend. 3.

Listening 2a Listen and answer the questions. 4.

Listening 2b Listen again. Fill in the chart.

(After these listening tasks, Ss can get the second piece of the information about the criminal.) 的重点词汇和功能句，达成知识目标。

设计学生完成这部分任务获得第二条线索，激励学生完成听力任务。

Step5: Guessing Game 1.

Show some pictures about

《王牌对王牌》, tell Ss the rule：

Each group gets an envelope with some sentences inside, ask Ss to practice the 设置有趣的听猜任务能够激发学生的积极性和想象力，提高课堂效率。

设计学生完成这部分任务获sentences in group. Ask 1 or 2 students to 得第三条线索，激励学生完成read the sentences loudly and other students to guess who he is or who she is. (After this task, Ss can get the third piece of the information about the criminal.) 猜想任务。

Step6: Report Look at a picture of missing girl. Make Ss

practice in group, then ask several students to show their report. (After this task, Ss can get the last piece of the information about the criminal.)

让学生自主学习和合作学习相结合，学以致用，把本课学习的重点内容融入到语言情境任务中。

学生根据自己获得的线索找出最终罪犯，满足成就感。

总结本课重点内容，再现本课重点，同时引导孩子树立积极正确的价值观。

3 Step7: Summary 1.

Ask students to summarize what we learnt in this lesson. 2.

Moral

Education

“Never judge a person by his appearance.”

Step8: Homework Write a passage about your family.

What do they look like?

Use what we learnt to describe your family members.

以课时重点内容为依托，为学生创设语言学习任务，提高其语言综合运用能力。

Blackboard Design Unit9 What does he look like？

Period 1·Listening & Talking – What does he look like？

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