Section BPPT配套教学设计内容

新目标（Go for it!）七年级英语下Unit 7教学过程设计

Unit 7 What does he look like? （第一课时1a-1c）

设计理念：

根据新课程标准提倡的任务型教学，为了培养学生的主动和创新能力，在教学中我设计了多种形式的任务，让学生在老师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标,让学生在活动中感受成功,增强学习英语的兴趣。

教材分析：

本课是新目标七年级下册第7单元的第一部分，教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。

三维目标(Teaching objectives)：

1．知识与能力(Knowledge and ability objects):

Students should be able to describe people’s looks 2．过程与方法(Method objects): 观察名人及周围的人并用恰当的语言去描述；

师生对话；

小组活动；借助多媒体来提高学生的主动性。

3．情感目标(Moral objects): 通过观察和描述人物，增进人与人之间的关系; 学会做一个有爱心的人，关怀身边的家人和朋友。

教学重点（The important point）：

1．

The vocabulary：hair，curly，straight，tall，medium，height，thin，heavy，build，like 2．

Language：What do you look like？/ What does she/he look like？

教学难点（The difficult point）：

Use the language to talk about people’s looks

教具（Teaching aids）：图片，课件，录音机，磁带

教学过程（Teaching procedures）：

Step 1 Leading in T: Good morning, boys and girls. Do you like Pan Changjiang? Do you like Yao Ming ? Who is your favorite actor, player or actor? Can you describe the people that you like? Can you describe their looks?

(Show people’s photos to students.) Do you want to learn how to describe people’s looks in English?

OK. Let’s start our class. 设计意图：激起学生想用英语描述他人外貌的欲望。

Step 2 Present the new words (Play PPT.

Point to Picture 1)

T: Look at Picture 1.Who is he? Ss: He is Yao Ming. T: What does he do? Ss: He is a basketball player. T: Yes. He has short straight hair. Can you guess the meaning of the word “straight”? Ss: “直的”

T: Yes, very good. (Use the same way to teach the other new words.) 设计意图：利用图片展示引入新单词,让学生熟悉。由于学生的年龄特征所定，他们对形象的事物特别感兴趣，于是采用了大量的人物图片。本课的教学内容主要是要求描述人物的发型与身材，所以选了一些有代表性的图片。比如：高个——姚明；矮个——潘长江；胖的——韩红；瘦的——张柏芝等等。让学生一看就能明白这些单词的含义。

Step 3 Practice the new words (1a) T: 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 the once. (About two minutes later) T: Who can tell me the answer? S1:The answers are 1.c, 2.f, 3.a, 4.a, 5.d, 6.h, 7.e, 8.b, 9.g, 10.e. 设计意图：进一步巩固所学的新单词。

Step 4 Task Ask three students with obviously different looks to stand up to as models; other students describe their hair, height and build. 设计意图：利用身边的例子，要求其他同学按发形，身高，体重的类别描述三位外貌典型的同学，再小组练习。这样更形象，更贴近生活，学生更容易接受，且加强了学生间的合作与交流。

Step 5 Listening (1b) T: I have a good friend. Her name is Amy. Look, this is Amy. Now she comes to the station to meet her friend. But there are so many people. She can’t find her friend. Can you help her? Now let’s listen to the tape and help Amy find her friend. OK? (After Listening) T: Who can tell me what Amy’s friend look like? S1: He is really tall. And he has curly hair. 设计意图：训练学生的听说能力。

Step 6 Present the new drill (Point to the picture of Pan Changjiang) T: Look at the man. Who is he? Ss: He is Pan Changjiang. T: What does he look like? Ss: He is short. He has short hair. He is of medium build. 设计意图：用学生熟悉，外貌特征又明显的名人的图片引出新句型What does/do sb. look like? Step 7 Practice the new drill Play PPT to show pictures of some famous people, ask students to talk about their looks. For example：Yao Ming is tall. He is of medium build. He has short straight hair.

设计意图：这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。

Step 8 Task T: Now please use the words and the drill we have learned in this class to describe yourself to your

classmates. S1: I’m tall. I’m thin. I have long curly hair. S2: I’m of medium build. I’m short. I have short straight hair. …

设计意图：通过描述自己的外貌特征，让每个学生都积极参与到本节课的学习中，并且还让他们明白“人不可貌相”。

Step 9 Play a game Guess “Who is he/she?”

At first the teacher gives the Ss an example. Then ask Ss to describe anyone in the classroom. Let the others guess.

设计意图：让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。

Step 10 Summary In this class we have learned some new words and drills to describe people’s looks. New words: hair, curly, straight, tall, medium, height, thin, heavy, build New drill: What does/do sb. look like? Don’t judge people by appearance. Step 11 Homework Write a composition to describe one of your friends, your teachers or your family members. 通过以上几步的语言输入练习，让学生进一步创造性活用所学语言，提高学生的写作能力。

教学反思：

本课的设计有丰富的图片信息，也合理利用了现实的教学资源，贴近学生的生活，让学生的口、手齐动，使学生确实从学习中学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，设计简单形象，同时也是一种真实的体验，促进他们在整个教学活动中主动参与。但是学生的激情还是没有充分的调动起来。我发现自己还有很多不足：首先培养学生大胆发言习惯不够。因此我想在今后的教学中我应该注意培养学生大胆开放的性格,让学生在任何场合都能勇于发言，积极思考。

其次，课堂调控能力仍需加强。可能由于自己教学经验不足，导致调控能力不够好，所以没有把学生的激情完全调动起来，导致课堂上没有那么活跃。我应该把握好学生学习的反馈情况，及时调整教学进度。意识到自己的不足，所以今后我应该多学习专业知识，多向其他老师学习，多方位的了解学生，把握好教学进度，分析好学情，争取尽快成长成为一名优秀的教育工作者。