人教七年级英语下Unit9SectionB2a-2c.doc

新目标英语七年级下册Unit9教学设计主讲教师： 秦皇岛市卢龙县卢龙镇中学 张玉环 教学内容Unit 9 What does he look like?（Section B 2a-2c）教学目标1. Knowledge goals1) Learn to use the following words: Students can master the new words: artist, put, each, way, describe, differently, another, end, real.2)To master the key structures: The criminal is of medium height and young. He has long straight brown hair and big eyes. He is tall and thin, and he has curly blond hair.Many people dont always see things the same way , also，they dont always remember well.2.Ability goals To develop Ssabilities of getting information by reading. let Ssmaster some reading skills such as scanning and skimming. To train Ssabilities of working in pairs. By describing appearance, develop the students ability of observation, let Ssknow the importance of appearance description in daily life.3.Emotion goals To encourage students to be brave to speak English, learn to cooperate with others. let Ss know different jobs have different meanings, to encourage students to study hard and do what they like.教学重点Students can describe appearance by using the new words and sentences.教学难点To find the logical relationship according to reading the passage and have a good comprehension of the passage.教学方法Situation Approach Task-Based Teaching methods课前准备教师PPT学生教学活动设计教师活动学生活动Step、Pre-reading Free talk1、The teacher talk with the students about the jobs . T: Good morning, boys and girls. S: Good morning, teacher.T: Today lets talk about jobs. What does your mother /father do? Whats your mothers/fathers job. Then teacher show the PPT to students, tell students: “I have a good friend, he has a special job”, let the students guess what he does according to the pictures, then the teacher tell something about his job.设计意图：创设情境，引出话题，唤起学生的关注和思考。教师以师生间的 free talk带动话题的深入展开，再次呈现新单词，使其得到进一步的巩固。并通过话题的带动，引导学生构建该话题的知识网络，有助于知识系统化。Step、While-reading 1、Skim reading: Get students to read quickly and answer the questions.Q1. What does Joe Brown do？/Whats Joe Browns job?Q2. Is his work interesting? 设计意图：这个活动设计的比较简单，让学生略读文章的标题与开头，学会快速锁定信息，培养学生快速阅读获取信息的技巧。2、 Scan reading: Read the article again and find the words describing what the three people look like in the article. Which picture shows the real criminal? 设计意图：学生通过再读文章，进一步寻找描述外貌的内容，加深对文章内容的理解，培养学生寻读的能力，通过外貌描述，培养学生观察的能力。3、Detailed reading:(1) Get the students read the passage and try to answer the question.Q1. Is Joe Browns job easy or difficult?Q2. Why the people may describe the same person differently? 设计意图：学生通过再读文章，了解文章的细节。并在语篇中让学生理解重点词汇的运用如differently，教师给予补充和拓展。（differently adv. 意为“不同地”，主要修饰动词。 1) _ students learns_ (different). 2) Is that a _ (really) plane? No. Its a model plane.）(2) Work on 2c. Read the article again and write what the words in bold refer to.1） He =2） it =3） him =4) this=5) they=6) He=设计意图：学生通过再读文章，进一步了解文章的细节。通过阅读上下文，分析篇章中的指示代词关系，使学生更准确理解文章内容，进一步突破难点。Step、 post-reading1、Listen to the tape and read the article by themselves.Pay attention to the pronunciation.2、Memory challenge. Fill in the blanks according to the article.设计意图：学生通过听录音，进一步纠正自己的发音。根据文章内容填空，加深对语篇的理解。3、Role play.Work in groups. Four students each group, a policeman ,a police artist, witness A(目击者) ,witness B. Make a conversation and act it out .e g:The police: Thank you for coming. Now I ask you some questions , please answer me truthfully(如实的）。 Witness A B：OK.The police：Is the criminal a man or a woman?Witness A The police：How old is he /she?Witness B: The police：What does he/she look like? . Witness A : 设计意图：通过安排学生进行模拟生活实际的对话使学生置身于自然、真实的语言环境中，进行大胆、合理的想象，创造性地使用课文中学到的有关人物外貌特征的知识。并且通过role play，使学生理解该工作的趣味性。不仅巩固了所学内容，训练了语言组织能力，而且还联系与接触社会实际，拉进了学生与社会、与生活的距离，拓宽了学习内容。 4、 Emotional educationDifferent jobs have different meanings, to encourage students to study hard and do what they like.设计意图：让学生了解不同的工作有不同的意义，鼓励其努力学习做自己喜欢的工作。Step 8 Homework 1.Level A: 1. 总结描述人物形象、穿戴的一些词汇，强化记忆。()2. Level B: 描述一下自己的最熟悉的人. ( ) 设计意图： 分层作业,延续课堂。Look at the picture and talk with the teacher.Read quickly and answer the questions. Read the passage again and find the words describing what the three people look like in the article. Check the answers together.Get the students read the passage and try to answer the question.Differentdifferentlyreal1)_ students learns_ (different). 2) Is that a _ (really) plane? No. Its a model plane.）Work on 2c. Read the article again and write what the words in bold refer to.Listen to the tape and read the article by themselves.Work in pairs to make conversations.Role play the convercations.板书设计 Unit 9 What does he look like?（Section B 2a-2c）specialpolice artistdifferent Study hard and you can do what you like. differently教学反思阅读课在英语教学过程中既是教学重点，也是教学难点。如何让有限的课堂时间成为学生提过阅读能力，提升阅读质量的手段之一，显得尤为重要。因此我在备课的过程中充分考虑学生的实际水平，根据学生的能力设计有效的教学手法和活动，使教学效果能达到最优。本节课谈论的主要话题是jobs,主要活动围绕着pre-reading ,while-reading ,post-reading 三方面展开，可以简单概括为：精彩呈现激发学生参与，限时阅读激励学生思考，生动讲解帮助学生理解，开放性话题培养学生英语思维。在课前热身环节，教师以师生间的 free talk带动话题的深入展开，唤起学生的关注和思考，同时再次呈现新单词，使学生得到进一步的巩固。并通过话题的带动，引导学生构建该话题的知识网络，有助于知识系统化。在读中环节，通过设计由易到难的活动，引导学生采用相应的阅读方法完成相应活动，培养学生的阅读技巧，提高其阅读能力。在读后环节，首先生根据语篇内容进行情景表演，引导学生在真实的语境中运用语言，熟练语言。不仅巩固了所学内容，训练了语言组织能力，而且还联系与接触社会实际，拉进了学生与社会、与