初中英语获奖教研课教案

1、英语教研课教案授课者：唐娜娜时间： 2009年 3月 19日Unit 7 What does he look like?一、教材分析1、教学内容本单元是Go for it 七年级下册中第七单元“ What does he look like?”。 本单元的核心话题是谈论人的外表形象(look), 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,因此 谈论人物外貌特征是教学重点。通过对本单元的学习,学生能掌握本单元出现的表示人外观的词组及句型。2、教材的地位及作用以人的外貌特征为主线,兼顾交际功能的学习,以一种循序渐进的生活化的学习程序 ,引导学生学会

2、用英语介绍自己或他人的外表特征。本单元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。在学习活动中,学生能通过交换对不同人物的描述及看法,促进学生之间和师生之间的情感交流,增进情谊。二、教学目标分析1、语言知识1 .语音:了解语音在语言学习中的意义。2 .词汇:名 词 : hair, height,build,captain,team, bit, joke, beard,glasses,look,singer etc.形容词 :short,tall,medium,thin,heavy, blonde, brown, curly, straight, wise, p

3、opular,etc.动 词 :wear, stop, remember, say etc.3 .短语: straight hair, a medium build, look like, good-looking,a little bit etc.4 .句型:-What does he/she look like? -He/She is tall. /He/She has curly hair.-What do you/they look like? -I m thin. /They re medium height.-Do you know David?-No/Yes.5 .语法:Yes/

4、No问句及简略回答；wear的一般现在时用法；描述性形容词的使用。2、语言技能1 .能熟练的用英语进行对人外表特点的描述, 并根据描述画出人像。2 .能概括人物的外貌特征并根据人物特征推理出某一人物。3 .能替自己和别人进行新形象设计,能和合作伙伴互相交流,充分交换信息。4 .能掌握本单元出现的表示人外观的词组及句型,并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平。3、情感态度1 .通过描述同学、教师或自己的偶像的外貌,简单地表达自己的观点或好恶,学会交换不同的看法,使学生在人际交往中学会尊重和理解别人。2 .教育学生要多发现别人的优点,学会赞美别人,友好地描述别人的形

5、象。3 .学会赏识,懂得心灵美比外表美更重要。4 .能在小组活动中积极与他人合作,相互帮助,共同完成学习任务, 尽情享受学习的乐趣。4、文化意识了解不同人的外貌和同一人的不同外貌,了解中西方文化中在表达自己的观点时存在很大的差异我们比较委婉,而西方人则更直接些,对学生进行不同文化意识的渗透。同时让学生在给自己或别人画像时提高绘画水平和审美意识;让学生了解不同外貌作用的背景知识,实现跨学科交流的目的。三、教学重难点通过学习语言材料,让学生获得运用所学的有关词汇,短语及句型,描述人的外貌特征,并能结合实际生活进行灵活运用的能力。新词汇的运用 ，特别是has与 is的正确使用，是本单元的一个难点。单

6、元教学重难点一览重点难点1. The vocabulary.2. -What does he/she look like? -He/She is tall.-What do you look like?-I m thin.I have short hair.3. Use the language to talk about ones look.四、学情分析学生在七年级上册已经学过关于“ What does he like?”这一特殊疑问句式,具有了学习本单元知识的认知前提,能自然地与本单元话题进行衔接。谈论人的外表形象是人们日常生活中遇到的话题。故学生喜于用英语表达此类知识。五、教学方法和学习

7、策略1 . 教学方法 :(1)情景交际法:本单元话题源自生活,立足这一点,充分利用学生已有的知识和经验 ,创设生活化的真实情境,引导学生在运用中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学,在用中学,学了能用)。(2)任务型语言教学法: 设计多种任务活动,提供给学生合作交流的空间和时间 ,促使学生为完成任务和同学进行合作,为完成任务进行探究学习。(3)开放性教学策略:教师要开放性地处理教材,结合教材插入学生感兴趣的图片、电影片段等,丰富学生知识,拓宽他们视野,实现知识的整合。2 .学习策略(1)自主学习:要求学生采用自主学习的方式,能根据需要进行有目的预习,使其对教师的教学内容

8、起补充作用。(2)合作学习:在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式,引导学生积极思考,善于抓住英语交流的机会。在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体验,发展他们的能力。(3)通过汇报、猜明星、车站接人、做目击证人、绘画等一系列比赛,创设情景和有意义的任务活动,激发学生的学习热情,培养他们的概括和推理能力,发挥他们自己的主观能动性,把被动的学习变为主动学习,让学生巩固所学语言知识。(4)能利用网络上的学习资源查找信息,用所学内容进行真实的交际,积极参与课外英语学习。六、课时结构根据英语课程标准关于总目标的具体描述,为了能较好地实现既定的教学目标,结

9、合本单元的教学内容及基于对教材的分析和学生的学习规律,我对本单元的内容进行如下处理,目的是突出重点,使课堂节奏紧凑,连贯。本单元分为四课Period1(Section A 1a/1b/1c/3b SectionB1a/1b/2c/Selfcheck3)Period2(Section A 2a/2b/3/3a/SectionB3c)Period3(Section B 2a/2b/3a/3b)Period4(Section A 4/SectionB4 /Selfcheck1&2)七、教学过程设计Period1I.教学目标：1. 知 识 目 标 ： A 、 单 词 : hair, curly

10、,straight, height, tall, medium, thin,heavy,build ,beard,glasses, blonde, brownB、 - What does he/she look like?-He/She is tall and has long hair.-What do you look like?-I m thin.2 .能力目标：A、能够运用所学过的词汇和基本句型描述人物的外貌特征。B、能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。3 .情感目标：培养学生的审美观,让学生学会友好地描述别人的形象。II .教学重点：掌握本课新单词和句型和

11、怎样描述一个人的外貌。难点：掌握描述人物外貌的方法。III . 教具：明星挂图，磁带和录音机，课本等。IV .教学过程：Step1 Leading in.1.Play a game. 找出两名外貌差异较大的学生来做拔河游戏,一个胖而高大的男生(a fat and tall boy),另一个瘦而较矮的男生(a thin and short boy)。目的:引起学生的学习兴趣,了解人物的外貌特征,通过游戏的最后结果(即不管外貌如何在不同的游戏中都能获胜)的对比培养学生的情感和态度:不要以貌取人(Don t judge byappearance)然后用这两名学生为例教 heavy ,tall, th

12、in, short及句型：What does Tom/he look like?Step2. Presentation (SectionA1a/SectionB1a) 引导学生熟悉有关描述人的外貌特征的词。1. Check and correct the accent.T: Now, who can try to read these words? Si：T: Good! But pay attention this word height” S2:T： Very good! Let s read tighter. Ss:2. Practice the words.T: Please look

13、 at 1a. Match the words with the people in the picture.(Give Ss one minute to finish it. Then Check the answers.)T: (One minute later.) Who will try to tell us the answers?S1: Short hair, 短发， c.S2：Step3.Activity.(Show a picture of a singer, Li Yuchun)T: Do you know her?Ss: Yes. She is Li Yuchun.T: Y

14、eah. I like her. She is beautiful. What does she look like?S:She has short hair. She is thin.(Show another picture of a singer with long curly hair. Practice in the same way.) Step 4 New drills.1. Present the drills and practice.T: Look at me, please. What do I look like? Can you describe my look?Ss

15、: You have long curly hair. You are of medium height, and you are of medium build.T: Thank you. You are so clever. Yeah. I have (Write this sentence on the blackboard.) And what about you? What do you look like? (Write it on the blackboard.) Give you one minute to write down your answers.(After one

16、minute.)T: Who will try to tell us your answer?Si： I have short hair. I am T: Good. You have S2： I have short straight hair. I am T: Very good! You have What does he look like? (Write this on the blackboard) (Ask S1)Si： He has short straight hair- - . (Write this on the blackboard)(Ask more Ss to pr

17、actice like this. And then ask a group of three to have a report.)S3: What do you look like ?S4： I have .S3: What does she look like? (Ask S5)S5： She has- - . 2. 听力练习Listen 1b.T: Amy is looking for her friend. What does her friend look like? Let s listen to a conversation and help Amy find out her f

18、riend.(First ask two Ss to read this uncompleted conversation.)Si：S2：(Play the recording. Ss write their answers.)T: Have you finished it? Let s listen again and check the answers.(Play again and follow the tape.)T: What does Amy s friend look like?53: Hes really tall. And he has curly hair.(Ask Ss

19、to practice like this.)S4：.S5：Step5: Practice (ic and 3b )(因为用的目标语言作用差不多,训练的侧重点在3b)1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.2. Make a dialogue with a student. And ask the student to p

20、oint out the personyou described. Then Ss practice the dialogue in pairs.3. (3b) 1).A同学把名字填在图里的每个人旁,B同学通过问问题找到这个人。2). Act the dialogue.(练习过程中，让学生自主发现用is和has的区别 来突破本单元难点，最后终结陈述他们的用法。)Step6: Make sentences (Section B 1b)配四幅图连线 说句子 Hanhong wears glasses. Step7: Describe(shelfcheck3)(让学生描述shelfcheck3优在小

21、组内，然后推人汇 报,让全班同学听，评价)。Step8: a guessing game (SectionB2c) Asking and guess who heshe is n our class. 全班同学分为两组来猜，叫一个个学生来描述班里的同学，哪一组猜对得多就获 胜。目的：巩固这节课所学知识，培养和提高学生语言的综合运用能力及其概括与 推理能力。Homework for today一、单项选择。1. -What he like?-He's tall and thin.A. is; look B. does.; looks C. does; look D. is; look2.

22、 She beautiful long black hair.A. isB. hasC. with D. have3. The girl tall and thin.A. isB. haveC. withD. has二、句型转换。4. She has long hair.改为否定句）She long hair.5. He is of medium build.（就画线部分提问） he look like?6. The boy has short hair.改为否定句） the boyshort hair?三、根据句意及首西魏示写出单词。7. The little dog has white c hair.8. He is not fat. He's t .9. My sister is of medium h .Unit 7 What does he look like?板书设计：look外貌 short短的 long长的 hair头发 -What do you look like?-I have long curly hair. I am of medium height, and I am of medium build.52. I have short