二0二三学年七年级下unit7whatdoeshelooklike

TeachingPlanUnit7Whatdoeshelooklike?(periodone1a-3)1.AnalysisofteachingmaterialThisperiodisaimedtomakestudentsknowhowtodescribepeople’sappearance.Themostimportantsentencesinthisperiodare“Whatdoeshe/shelooklike?He/Sheis/has…”Thetopicisinterestingthatmanystudentsareeagertotakepartin.Itisnotdifficultforstudentstolearnthisperiodwell.Teachingobjectives1).Knowledgeobjectives(1)Studentsshouldbeabletouseadjectivesandphrasestodescribepeople’sappearance.Suchas,short/curly/straighthair,mediumbuild,height,thin,heavy,wear(2)Studentsshouldmasterthesentenceslearnedinthisunit.Suchas,Whatdoeshe/shelooklike?He/Shehas…2).Abilityobjectives(1)Studentscandescribepeople’sappearancefelicitously.(2)Studentscanfindoutthepersonwhotheyaretalkingaboutaccordingtothedescription.3).FeelingsandattitudesobjectiveLetstudentsknowhowtodescribepeople’sappearanceandexpresstheirideasfelicitously.4).CulturalobjectiveMakestudentsunderstandthedifferencesbetweennativecultureandwesterncultureindescribingpeople’sappearance.5).Learningstrategyobjectives(1)Helpstudentsformthehabitofobservationindailylife.(2)LetstudentsknowhowtolearnEnglishwellbycommunicatingwithothers.Importantteachingpoints1.Importantwordsandphrasesofthisunit:short/curly/straighthair,mediumbuild,height,thin,heavy,wearandsoon。2.Importantsentences:Whatdoeshe/shelooklike?He/Sheistall/short…He/Shehasstraight/curlyhair.3.Topics:describepeople’sappearanceDifficultteachingpointsUsethesewords“am/is/are,have/has”correctlyandproficiently.AnalysisofstudentsThestudentsareGradeoneinjuniormiddleschool.TheyhavesomeknowledgeinEnglishlearning.However,thesestudentscomefromdifferentplaces,theirbasisaredifferent.6.Teachingaids:blackboard,chalk,computer7.TeachingprocedureStep1:Warmingup(letstudentslistentomusicbeforeclass)T:Myclass,welcometomyclass.Beforewecometoournewlesson,let’slookatthesetwopictures.Canyouguesswhoisshe?S1:SheisourEnglishteacher.T:Sheisme.Andpleaselookatthispicture.Whoisshe?S2:Sheismypartner.T:Sheisalsome.Lookatthesetwopictures.Wecanknowtheyhavedifferent…?Ss:Height.设计说明：课前让学生听音乐，刚上课的时候让学生猜照片中的人是谁，然后自然引出“height”这个话题，更能吸引学生的注意力，调动课堂气氛。Step2:PresentationT:Pleaselookatthispicture.Whoishe？Ss:HeisYaoMing.T:Whatdoeshelooklike？S1:Heistall.Thentheteacherpresentsthenewwordsonebyoneaccordingtothepictures.设计说明：通过各种具有明显特征的图片呈现新单词，更形象，更直观，让学生更有兴趣学习。Step3:SpeakingT:Pleaselookatthispicture.Andtellmewhatdotheylooklike?S1:Heisshort.S2:Heisofmediumheight.S3:Heistall.设计说明：此环节主要是巩固有关height的句型，帮助学生掌握刚学的知识点。Step4:PresentationT:Pleaselookatthispicture.Whatdoesshelooklike？S1:Sheisthin.Thenpresentthenewwordsonebyoneaccordingtothepictures.设计说明：通过图片教授新词和句型，更能吸引学生的眼球和注意力。Step5:PracticeT:Myclass,pleaselookatthesepictures.Whatdoeshelooklike？S1:Heisshort.S2:Heisheavy.T:Sowecansayheisshortandheavy.T:Whatabouther?Whatdoesshelooklike?Ss:Sheisofmediumbuildandthin.设计说明：通过练习巩固了刚学的新单词，同时整合了体型和身高的表达，起到综合的作用。Step6:PresentationT:What’sthis?Ss:It’shair.T:Whatdoesshelooklike?S1:Shehaslonghair.Thenhaveafreetalkwithstudentstopresentthenewwordsonebyoneaccordingtothepictures.设计说明：通过生动、对比明显的图片来教授有关描述头发的表达方式，更能吸引学生的兴趣，更直观。Step7:PlayagameT:Myclass,canyourememberthehairstylesnow?Ss:Yes,wedo.T:Good.Nowlet’splayagame.Pleaseremembertheorderofthehairstylesandthentellyourclassmatestheorder.Ok?Now,let’sbegin.设计说明：让学生记住发型的播放顺序，然后告诉全班同学这个顺序。这个环节不仅调动了课堂的气氛和学生的学习兴趣，同时巩固了发型的表达方式，在玩中运用了所学的语言点。Step8:PracticeAskstudentstodo1a.Thentheteachercheckstheanswers.T:Myclass,wehaveseenmanykindsofpeopleonPPT.Andinourbook,itintroducessomeotherpeopletous.Pleaseopenthebookandfinish1a.设计说明：让学生完成1a的练习，是对本节课的新单词进行一次全面性的巩固，为接下来的学习做好准备。Step9:PairworkT:Boysandgirls,pleaselookatthispicture.SheisAmy.Anddisherfriend.Whataboutyou?Doyouhaveafriend？S1:Yes,Ido.T:Whatdoesyourfriendlooklike?S1:He/Sheis…T:Now,pleasemakeasimilardialoguelikethis.设计说明：先让好生示范，再让学生自己编对话，提高学生的口语表达能力。Step10:PracticeT:Pleasecircleisorhasbelow.Thenchecktheanswers.Atlast,theteachersumsup.Askstudentstodoamatchpractice.设计说明：把听力改为直接的选择练习，可以更好地了解学生的掌握情况，最后再以连线的形式总结这个知识点。Step11:ListeningT:Boysandgirls,youhaveagoodmemory.Doyoualsogoodatlistening?Nowpleaselistencarefullyandfinishthechart.设计说明：此环节是本节课的一个亮点，学生的基础不怎么好。把原来的听力练习改为选择的形式，更符合学生目前的水平，实现了因材施教。Step12:ExerciseT:Pleaselookatthechart.Sallyhasafriend.Hernameislily.Whatdoesshelooklike?S1:Sheisshort.AndshehasbigeyesS2:shewearsadressandwhiteshoes.T:Pleasefillintheblanksasquicklyasyoucan.设计说明：先让学生看图说出外貌特征，再让学生完成对话，强化了本节课所学的知识，同时为基础薄弱的学生做了练习的铺垫。Step12:GuessinggameT:Sallyhasanotherfriend.HeisfromTaiwan.Heisasinger.Canyouguesswhoishe?Youcanasklikethis:Ishetall？Doeshehaveshorthair?Thenaskstudentstodescribethepersonafterhavingalookatthepicture.设计说明：本环节的设计增加了课堂的趣味性，同时给学生描述一个人的外貌做了个范例，为接下来环节做了铺垫。Step13:DescribeyourclassmatesT:Pleasedescribeoneofyourclassmates.Ifyouthinkhe/sheistalkingaboutyou.Pleasestandup.设计说明：此环节是综合运用本节课的知识点，对课文的内容进行拓展和升华。Step14:HomeworkthesentencesinGrammarfocus（抄写Grammarfocus中的句子）2.De