2019-2020年七年级英语上册Unit3《Whatdoeshelooklike》教案2鲁教版

2019-2020年七年级英语上册Unit3《Whatdoeshelooklike»教案2鲁教版一、教材简析：本单元的主要学习目标是学会介绍自己的外貌， 能够谈论他人的外貌， 并发表自己的看法。相对于其他单元来说，本单元知识与其他语法项联系较少，是一个相对独立的单元。在进行教学设计时，可以相对灵活地处理。学习本单元所需知识储备主要是有关人的相貌的一些词汇如tall,short,straight,hair,eye,和句型Shehas,Heis及“Yes/No'questions等。本单元的能力培养目标是运用 Guessing的策略，结合现实中的人物，培养学生的仔细观察和准确描述人的相貌的能力。二、教法设计：生词短语通过集中识词的方法 ；对于习语放在语境中讲释并进行模仿运用 ；对本单元重点“谈论人的外貌”，通过由词到句反复操练的方法突破。三、单元教学目标：.Knowingallthenewwordsandexpressionsofthisunit..Usingthesentencepatternsfreely:Whatdoeshe/shelooklike?He/Shehas/He/Sheis&Yes/Noquestions..Usingthephrasesfreely.（教学重难点2）.Developingstudents'observinganddescribingabilities.四、教学重难点：——）谈论人的相貌（Talkaboutone'sphysicalappearance）二）重点单词和词组（KeywordsandPhrases）likeprep.像；像 一样looklike 看起来像，看起来是……样子shortadj. 短的；矮的hairn.头发；毛发；（动物的）毛curlyadj. 卷曲的；卷缩的6.straightadj.直的；直线的；笔直的heightn. 高度；身高thinadj. 瘦的heavyadj.重的；沉的buildn. （人的）体格popularadj. 为大众喜爱的；流行的；通俗的blondeadj.（或 blond）金发的；金发碧眼的good-lookingadj.好看的；漂亮的bitn.一点儿；少许；微量alittlebit有点儿；一点儿brownadj.棕色的；褐色的baldadj.秃头的；无发的或少发的beardn.胡须glassesn.眼镜mustachen. 长在嘴唇上部的胡须rememberv. 想起，记得winnern. 获胜者awardn.. 奖品；奖金nobodypron.. 没有人；无人五、课时课型安排：新授课3课时1课时&Selfcheck1课时讲练课1课时单元测试课 1课时六、教具：CAI课件录音机七、交际用语Whatdoyoulooklike?

I’mshort.Ihavecurlyhair.Whatdotheylooklike?They’remediumheight.Whatdoeshe/shelooklike?He/Sheistall/mediumheight/short//thin/heavy//bald.He/Shehasamediumbuild//abeard//amustache.He/shehaslong/short〃blonde/brown/black …/straight/curlyhai rHe/Shewearsglasses//awhiteT-shirt八、重点难点释义 (LanguagePoints)haveamediumbuild中等体格bemediumheight中等身高haveshort,blonde,curlyhair留着短的金色的卷发haveabeard长着络腮胡子therocksingerwithfunnyglassesandlongcurlyhair那位戴着滑稽眼镜，长着长卷发的摇滚歌手Whatdoeshelooklike?他看上去什么样子 ?looklike表示 “看起来像 "在这里注意一下和 belike的区别looklike指的是“外观上像”的意思belike则是指“品德,相貌”等,例如:Whatishelike?他是个什么样的人 ?Sheisgood-lookingbutsheisalittlebitquiet. 她长得漂亮但有些内向。(1)good-looking为合成形容词(尤指人)漂亮的，好看的。指男女均可。其同义词有：beautiful“好看的”尤指妇女，儿童。pretty“好看的”，尤指妇女，儿童。handsome“好看的”，用于男子。beautiful是个有分量的，表示赞许的形容词，含有高雅和完美的意思。pretty指娇媚温柔的容貌。abit“有点儿”，“稍微”。alittle“少量”，“稍许”，与不可数名词连用，此句中用来修饰bit.quiet，指“有点儿内向”。quiet，指“有点儿内向”。high 与tallhigh和tall 都有“高”的意思。(1)high一般表示物体的高度，它的反义词是 low。如：Canyouseethehighwall? 你能看见那堵高墙吗?Thebigtreeisabouttenmetreshigh. 那棵大树约有十米高。high还可以作比喻用，有“高度的”，“高级的”，“高等的”意思，这时不宜用tall取代。如：highprice(高价)，highfever(高烧)等。(3)tall可指身材的高度，一般用于人和动物，它的反义词是 short。如：LiPingistallerthanWeiFang. 李平比魏芳个子高。(不能用higher)(4)tall与high都可用来指 tree，building，tower(塔)等的高度，但指mountain时，只能用high.thin瘦的thin为形容词，可表示“瘦的”，其反义词是 fat。也可以表示“薄的”，其反义词为thick厚的”。如：她看上去很瘦，而且虚弱。．大部分女士想保持身材的苗条。她看上去很瘦，而且虚弱。．大部分女士想保持身材的苗条。．课桌上有一本很薄的书。强调动作，是终止性短语动词，不能跟表示一段MostladieswanttokeepthinThereisathinbookonthedeskputon，wear与haveon(1)puton是“穿上”，“戴上”，强调动作，是终止性短语动词，不能跟表示一段时间的状语连用。如：Thenheputonhiscoatandhatandwenttoachemist'sshop.于是，他穿上外衣，戴上帽子，到一家药店去了。Maryputonherglassestoreadtheletter．玛丽戴上眼镜看信。wear是“穿着”，“戴着”的意思，强调状态。常用一般时态表示经常状态，用进行时态表示暂时状态，用完成时态表示动作所造成的结果。wear还可用来表示佩戴手表、首饰、徽章、花儿的“佩”或“带”以及留头发、胡须的“留”等。如：Lucyalwayswearsbrownshoes．露西总是穿着棕色的鞋子。WeiFangiswearingaredshirttoday．魏芳今天穿着一件红衬衫。Hehadwornhiscoattorags.他把衣服穿得破烂不堪。她的头上插了一朵红花。Sheworearedflowerinherhair.她的头上插了一朵红花。(3)haveon意为“穿着”，“戴着”，与 wear同义，指穿的状态，其后可以接表示衣服、帽子、鞋子的名词。如，Hehadonabluecoatandgreytrousers. 他穿着一件蓝上衣和一条灰裤子。Thechildhadhardlyanythingon. 这孩子几乎什么衣服都没穿。Sheneverstopstalking.never副词，“从不，未曾，永不”的意思。如：Ineverheardofthenews. 我从未听说过这个消息。We'llneverforgethim. 我们永远忘不了他。stopdoingsth. 表示“停止做某事”，意思是停止某一动作。如：Theystoppedworkingandwentbackhome.他们停止干活，回家了。Thegirlsoonstoppedcrying.那女孩很快就不再哭泣了Hehasanewlook他现在有一个新面貌 /形象此句中look为名词“外表，形象”。Sheneverstopstalking.Stopdoingsth停止IthinkIknowher此句中 Sheneverstopstalking.Stopdoingsth停止IthinkIknowher此句中 her“她”为代词宾格，一般放在动词，介词后面。注意其他代词的宾格形式：him他/it它/them/他(她,补充：人物外表描述相关信息：年龄：年轻的 young老年的 elderly30多岁inhis/her30’steens二十五六岁inhis/hermid-20’s外形：肥胖fat 瘦thin适中(不胖不瘦)medium-build宽肩膀broad-shouldered(M)我想我认识她。她总是不停地说话。般放在动词，介词后面。注意其他代词的宾格形它)们/you你，｛^们/me我/us我们中年的middleaged老的old青少年时期inhis/her40出岁inhis/herearly40’s苗条slim 丰满plump健壮wild-build(M)太胖overweight身高：不高不矮mediumheightaverageheight较矮belowaverage高tall头发颜色：黑色black身高：不高不矮mediumheightaverageheight较矮belowaverage高tall头发颜色：黑色black金黄色blonde褐色 brunette(F)矮short棕色brown灰色grey红头发的redheaded(F)稍高的tallish红色白色redwhite暗灰褐色金色fair染色的dyedmousy深色dark发型：长的long 长的long 短的short卷曲的curly 整齐的neat前刘海afringe向后梳的sweptback直的 straight 波浪形的wavy不整齐的untidy编辫子的withplaits圆发髻inabun(F)马尾巴发型 pony-tail(F)马尾巴发型 pony-tail(F)光头的bald 谢顶receding(M)脸形：瘦脸thin方脸脸形：瘦脸thin方脸square薄嘴唇thinlips长脸long突前额highforehead厚嘴唇fulllips圆脸round瓜子脸oval高颧骨 highcheekbones长鼻子 longnose直鼻梁straightnose裂下巴acleftchin朝天鼻turned-upnose直鼻梁straightnose裂下巴acleftchin翘下巴apointedchin双下巴doublechin眼睛：蓝色的blue灰色的grey 棕色的brown黑色的black绿色的green 长睫毛thineyebrows 浓眉毛bushyeyebrows淡眉毛thineyebrows双眼皮doubleeyelid身体特征：络腮胡子beard小胡子moustache 连鬓胡子side-burns(M)未剃胡子unshaven(M)刮过脸的clean-shaven 一道伤痕ascar黑痣amole带雀斑的黑痣amole带雀斑的withfreckles带酒窝的withdimples带斑的withspots 有皱纹的withwrinkles;withlines戴眼镜的withglasses化妆的(well)made-up(F)肤色：苍白的pale棕褐色的sunburned;suntanned白皮肤fair-skinned棕色皮肤brown黑皮肤black(注：M指男性，F指女性)九、语法知识一般现在时一般现在时表示经常性或习惯性的动作或现在存在的状态，还表示主语具备的性格和能力及客观真理。如：Igetupat6:30inthemorning. 我早晨6:30起床。Heisathome．他在家。WeallliketeacherLi．我们都喜欢李老师。ShecanspeakEnglish．她会说英语。一般现在时的构成 (动词do)：肯定句：主语 +谓语动词 +其他。如：IreadEnglisheverymorning. 我每天早上读英语。否定句：主语 +don't(doesn't)+动词原形+其他。如：Idon'treadChineseinthemorning．我早上不读语文。Hedoesn'treadEnglishinthemorning．他早上不读英语。一般疑问句：助动词Do(Does)+主语 +动词原形 +其他+?如：DoyoulikeEnglish?你喜欢英语吗 ?Yes，Ido．是的，我喜欢。DoesshelikeEnglish? 她喜欢英语吗No，shedoesn't．不，她不喜欢。特殊疑问句：特殊疑问词+一般疑问句+?如：Whatdoyoudoeveryday?你每天做些什么?Whatdoeshedoeveryday?他每天做些什么?除此之外，还有 be动词/therebe结构也可以用于一般现在时，它也有相关的肯定句、否定句、一般疑问句和特殊疑问句形式。不同于动词 do的是，它在进行句式转换时，不需要加助动词，而是直接在 be上进行转换。拓展延伸：本单元学习的重点交际用语是：.Whatdo/does——looklike?.He/Shehas ..He/Sheis ..Yes/No疑问句型。在学生掌握以上句型的基础上，教师可以适时拓展一下，将本单元的知识点与“ Whatis like?”这一后边将学到的问性格的句型相联系，并点出其不同。2019-2020年七年级英语上册Unit3教案人教新目标版Languagegoals:Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons.Newlanguages:Let'sseethepandasfirst.Whydoyoulikekoalas?Becausethey 'recute.Becausethey 'reprettyinteresting.Becausethey'rekindofshy.Becausethey'reverysofanimalssuchastiger,elephant,koalas,dolphindescriptionwordssuchassmart,cute,clevernamesofcountries:Australia,SouthAfricaRecycledlanguagebetween,acrossfromHe's/She'sfrom…He's/Shesfiveyearsofcountries:China,JapanDifficultpoints:Listeningforthenamesofanimals.Listenforthedescriptionwordsaboutanimals.Readthedescriptionwordsaboutanimals.Writeabouttheanimalyouknow.why,what,wherequestions,because,adjectivesofqualityTeachingaids:AtaperecorderSomepicturesTeachingperiods:Period1:SectionA1a,1b,1cPeriod2:SectionA2a,2b,2cPeriod3:SectionA3a,3b,4Period4:SectionB1,2a,2b,3Period5:SectionB3a,3b,3c,4Period6:SelfCheckPeriod1Teachingaims:Teachvocabularywords.Targetlanguages:Let’sseethepandas.Whydoyouwanttoseethelions?Becausethey’recute.Enablethestudentstotalkaboutanimals.Helpthestudentslearnhowtolistentoandtalkaboutanimals.HomeworkHomeworkTeachingprocedures:Step1.WarmingupTalkaboutanimalsusingpictures.Teachnewwordsaboutanimalsbythepictures.Step2.Matchwork(1a)Askthestudentstoreadthewordsandthepicture,andthenmatchthenameswiththepicturesa-h.Encourageorhelpthestudentstosaysomethingaboutthepictureanddothematchwork.Step3.Listening(1b)Pointtothenumberedlistofwordsinactivity1aandplaytherecording.Askthestudentstolistentotherecordingandcirclethecountriesin1a.Playthetapeandthenchecktheanswers.Askthestudentstolistentoandrepeataftertherecordingandthenchecktheanswers.Furtheractivity:Askthestudentstodosomepairworkinthefollowingwayiftheycanunderstandthelisteningmaterialwell.Step4.Pairwork(1c)Askthestudentstomakeconversationsinpairs.Showthefollowing.Let’sseethepandas/giraffes/lions/penguins/dolphins/koalas/elephants/tigers?—Why?Becausethey’recute/interesting/fun/interesting/smart.Say:Nowpleasemakeconversationsinpairs,usingtheanimalsinactivity1aandthedescriptionwordsinactivity1c.sdosometellmetheanimalsandsdosometellmetheanimalsandcarefullyAskthestudentstorememberthenewwordsinthisperiod(onpage116)byheart.Askthestudentstopracticetheconversationinactivity1c.Period2Teachingaims:Learnthevocabularywordsandusefulexpressions.Targetlanguages:Ilikedolphins.Whydoyoulikedolphins?Becausetheyarekindofinteresting.Enablethestudentstotalkaboutanimalsandtellwhytheylikethem.Helpthestudentslearntotalkaboutanimalsandtellwhytheylikethem.Teachingprocedures:Teachingprocedures:Step1.Freetalkandlead-inRevisethenamesoftheanimals.Say:Inlastperiodwelearntthenamesofsomeanimals.Nowletrevision.Pleaselookatthepicturesonebyoneandyouhavetonameoftheanimalinthepicture.OK?Showthestudentstheanimalpicturesonebyone.Revisetheconversationlearntinthelastperiod.Givemorechancestomorestudentstopracticetalkingabouttheexpressingwhytheyliketheanimals.Step2.Listening(2a,2b)Firstaskthestudentstolistenandfillinthechartinactivity2a.Playtherecordingforthefirsttime.Askthestudentstolistenandwritedowntheanimals.Playthetapethesecondtime.AskthestudentstopayattentiontothewordsintheboxinActivity2b.Askthestudentstopayattentiontotheconversationinactivity2b.Afterthat,checktheanswers.Thenaskthestudentstolistentoandrepeatthedialogueaftertherecording.Afterthis,askthestudentstopracticetheconversationwithoutthehelpoftherecording.Step3.Pairwork(2c)Askthestudentstoworkinpairs,askandansweraboutanimalstheyknow.Askthestudentstopractice:Why?Becausetheyare…Step4.GrammarfocusAskthestudentstoreadthesentencesinthegrammarboxandsumupthesentencestructure.Practicesuggestion:AskthestudentstoworkingroupsandwritedowntheirownopinionsontheanimalsinActivity1aonapieceofpaper;showtheirworktothegroupmembers.Andthenaskandanswerquestions.HomeworkAskthestudentstodothefollowing:Makesimilardialoguesaccordingtotheconversationin2c.Usethewordsintheboxinactivity2btomakesentences.Askthestudentstofindmoredescriptionwordsaboutanimals.Period3Teachingaims:Teachvocabularywords.Targetlanguages:Wherearelionsfrom?LionsarefromSouthAfrica.HomeworkHomeworkEnablethestudentstosaywheresomeanimalarefrom.Helpthestudentstosaywheresomeanimalsarefrom.Teachingprocedures:Step1.Freetalkandlead-inShowthestudentssomepicturesandasksomequestions.Showthefirstpicturewithapandainit.Showotherpicturesofanimalsandaskquestionsandgoonwithothersinthesameway.Step2.Matchwork(3a)Askthestudentstoreadthemapsandtheanimalsinactivity3a.Letthestudentslookatthethreeanimals.Letthestudentsmatchthecountriesandtheanimals.Movearoundtheclassroomtoseeifthestudentsneedhelp.Askthestudentstodrawlinestomatchthemapswiththepictures.Step3.Pairwork(3b)Askthestudentstoreadtheconversationinactivity3b.Askthestudentstoworkinpairsandaskandanswerquestions.Step4.GameAskthestudentstoreadthelistofcountriesandanimals.LetthestudentslookatthelistofcountriesandanimalsandfindapersontotranslatethelistofcountriesandanimalsintoChinese.Showthestudentshowtoplaythegame.Playtherecordingforthefirsttime.Playtherecordingagainandchecktheanswersbyreplayingthetape.AskthestudentstopracticetalkingaboutwhereanimalsefrominActivity3a.Period4Teachingaims:Teachvocabularywords.Targetlanguages:Whatanimalsdoyoulike?Ilikeelephants.Enablethestudentstotalkaboutwhytheylikesomeanimals.Helpthestudentstolearnhowtotalkaboutwhytheylikesomeanimals.Teachingprocedures:Step1.Warmingandlead-inCheckthehomeworkbyaskingsomequestions.Showthepicturesoflions,pandasandkoalas.Say:Wherearepandasfrom?Wherearekoalasfrom?Wherearelionsfrom?Showapictureofabigelephant.Step2.Matchwork(1)Askthestudentstoreadthewordsandthepicture,andthenmatchthenameswiththepicturesa-h.Pointtothepicturesonebyone.Askthestudentstoreadtheeightnumberedadjectivesatthetop.Askthestudentstodothematchwork.Step3.Listening(2a,2b)Pointtothenumberedlistofwordsinactivity1andplaytherecording.Askthestudentstolistentotherecordingandcirclethedescriptionwordsinactivity1.Playthetapeforthefirsttime.Andthenplaytherecordingthesecondtime.Askthestudentstopayattentiontotheheadingsin2b.Playthefirstfourlinesoftherecordingoftheconversationandstopthetape.Playtherestoftheconversation.Checkifthestudentsgettherightinformation.Ifnot, playthepartstudentscan’tunderstandwellorgettherightinformationagain(andagain).Step4.Pairwork(3)Askthestudentstoreadthedialogue.Asthestudentswork,movearoundtoseeifhelpisneeded.Askthestudentstoworkinpairs.HomeworkAskthestudentstotrytorememberthenewwordslearnedinthisperiod.Askthestudentstotrytopracticetalkingabouttheanimalstheylikeaccordingtoactivity3.Period5Teachingaims:Teachvocabularywords.Targetlanguages:Shelikestoplaywithherfriendsandeatgrass.Pleasebequiet.Hesleepsduringtheday,butatnighthegetsupandeatsleaves.Enablethestudentstowriteadescriptionofananimal.Helpthestudentstowriteadescriptionofananimal.Teachingprocedures:Step1.RevisionBeforethenewlesson,dosomerevisiontocheckthehomework.Showsomepictureswithapanda,alion,akoala,anelephant,adolphin,atigerandpenguinineachofthem.Say:Morning,boysandgirls.Nicetoseeyouagain.Haveyourememberedwelearnedhowtodescribeanimals?Canyousaysomeofthem?Asksomestudentstoanswerquestions.Givemorestudentschancestosay,andletthemhaveenoughpractice.Step2.Presentation(3a)Letthestudentsreadthepicturesandthedescriptions.Askthestudentstoreadthearticlesin3aandanswerthefollowingquestions.Showthefollowing.Explainsomelanguagepointsthatstudentsmaynotunderstand.Forexample,thedifferencebetweenplayandplaywith.Step3.Readingandfillingintheblanks(3b)Askthestudentstolookatthepicturesinactivity3aandteachnewwords.Say,Lookatpictured.Whatisthepandaeating?Whatisthekoalaeating?Writeleavesontheblackboard.AskastudenttogivetheChinesemeaningandgoonwiththeothersinthesameway.Askthestudentstoreadtheboxontheleftinactivity3b.Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Asthestudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.Askthestudentstotrytorecitethedescription.Step4.Writing(3c)Askthestudentstowriteanarticleabouttheanimaltheylike.Showthefollowing.What’sthenameofyourfavoriteanimal?Howoldisit?Whereisitfrom?Whatdoesitliketodo?Whatdescriptionwordscanbeusedtodescribeyourfavoriteanimals?Afterthathavethempresenttotheclass.Afterthestudentsfinishwritingthedescription,letthemsharetheirwritingwithothersintheclass.Step5.Groupwork(4)Pointouttheexampleinthespeechbubblesinactivity4.Asktwostudentstoreadit.Thendividetheclassintogroupsoffour.Say:Youwilltaketurnsreadingyour