仁愛版七年級英語上冊unit2topic2sectionb教學(xué)設(shè)計

Unit 2 Looking DifferentTopic 2 What does she look like?（Section B）設(shè)計：吳敏 審核：鄭海燕 陳瑤Teaching aims1.Knowledge aims：能夠掌握并應(yīng)用新學(xué)習(xí)的單詞: give, letter, sorry, like, tall, will, young等;能夠用英語詢問和描述人物外貌特征的表達(dá)方法: She is tall and she has short brown hair：能夠用英語詢問人物外貌特征的表達(dá)方法：What does she look like?初步了解輔音字母l/ w/ wh 的讀音規(guī)則。2.Skill aims：能聽懂有關(guān)詢問人物外貌特征的表達(dá)方式；能運用表示詢問人物外貌特征的表達(dá)方式進行簡單的交流；能根據(jù)圖片內(nèi)容口頭做對話；能正確地朗讀對話，并能注意語音語調(diào)；能正確書寫和使用新學(xué)習(xí)的單詞。3.Emotional aims：能夠與同學(xué)積極合作，參與課堂活動，大膽實踐；能夠認(rèn)真、規(guī)范地書寫單詞；能夠培養(yǎng)學(xué)生善于觀察周圍人或物的能力。The key points and difficult points1. Key points： 正確使用英語描述人物外貌特征的表達(dá)法：She is tall and she has short brown hair;正確使用表示詢問人物外貌特征的表達(dá)方法：What does she look like?正確使用實義動詞：have /has及其否定形式dont/doesnt have。正確使用助動詞：do/does。2. Difficult points：正確使用實義動詞：have /has，特別是have的第三人稱單數(shù)否定形式;助動詞do/does的應(yīng)用；能夠掌握由What引導(dǎo)的詢問人物外貌特征的表達(dá)法；輔音字母l/ w/ wh 的讀音規(guī)則。Teaching procedures一、 自主學(xué)習(xí)1、The teacher greets with students, “Good morning, boys and girls.” Students greet with the teacher, “Good morning, Miss ”2、Individual work. Do 3.3、Show the first picture of 3, then ask the question, “What color is it?” Point at the flag and ask students to answer the question one by one.4、Then ask the next question, “Where is he from?” “What does he look like?”（老師解釋：他長什么樣？）Let one student describe the boy.(以相同的方式呈現(xiàn)以下三幅圖片)二、合作探究1、Pair work. Do 1a.2、Show a picture of Maria, then let students describe the picture in pairs. Show a letter to students and says:“Here is a letter for Maria.” Then teach the word “l(fā)etter” for several times; The teacher then says: “Please give the letter to her.” (老師做出相應(yīng)的動作并解釋give sth. to sb.= give sb. sth.) Let students make some examples.3、Play the tape and ask students to pay attention to the question：Whom is the letter to? Then choose one student to answer the question;Then the teacher let students listen and follow the tape. Pay attention to “Sorry, I dont know her. Oh, I see.”4、Give students 2 minutes to read the dialogue in pairs；Choose two pairs to act out the dialogue.5、Do 1b .Let student read the dialogue and fill in the blanks by themselves. Choose one student to check the answer.6、Do 1c.Let students read 1a again and make up a new conversation in pairs; Choose two pairs to show their conversations.7、Do 2. Teach the new words: young, man, women; Then show the pictures of 2 and let students match the descriptions with the pictures one by one（注意提醒have的第三人稱單數(shù)否定形式）; Check the the answer;8、Do 4. Show the picture of a snowman, then use the picture to teach the word for several times.（提醒注意復(fù)數(shù)snowmen）Play the tape and let students answer the questions; Play the tape again and check the answers with the students;9、Do Section A4a. Show a card with the word letter, and let students read the word, then show the other cards: lake, like, long, then teach students to read the words; Let students make a summary about the pronunciation of l.(老師可用同樣的方式呈現(xiàn)w和wh的讀音規(guī)則)三、 小組展示1、Group work. Do 5.2、The teacher divides the whole class into two groups: one is boys and the other is girls. Boys say one sentence, girls change the sentence patterns.Let students do it at least five turns.四、Assign homework:Review the new words and expressions in Section B; Make dialogues with the sentence: What does she/he look like? Preview the words and 1a in Section C.五、達(dá)標(biāo)測頻( )1、- _are the boxes? -Theyre red.A.Whats color B.What colors C.Which color D.What color( )2、Japanese and Chinese look_.A.like B.the same C.at D.black( )3、-_-Yellow,I guess.A.What is it? B.Who is he?C.What color is it? D.Which girl is your good friend?( )4、-Do you know Maria？-No，I dont know. _ girl? -The one _brown hair and gray eyes.“師”之概念，大體是從先秦時期的“師長、師傅、先生”而來。其中“師傅”更早則意指春秋時國君的老師。說文解字中有注曰：“師教人以道者之稱也”?！皫煛敝x，現(xiàn)在泛指從事教育工作或是傳授知識技術(shù)也或是某方面有特長值得學(xué)習(xí)者。“老師”的原意并非由“老”而形容“師”。“老”在舊語義中也是一種尊稱，隱喻年長且學(xué)識淵博者?！袄稀薄皫煛边B用最初見于史記，有“荀卿最為老師”之說法。慢慢“老師”之說也不再有年齡的限制，老少皆可適用。只是司馬遷筆下的“老師”當(dāng)然不是今日意義上的“教師”，其只是“老”和“師”的復(fù)合構(gòu)詞，所表達(dá)的含義多指對知識淵博者的一種尊稱，雖能從其身上學(xué)以“道”，但其不一定是知識的傳播者。今天看來，“教師”的必要條件不光是擁有知識，更重于傳播知識。A.What；with B.Which；in C.Who；with D.Which；with( )5、-Whats your favorite color? -My favorite color is_.A.whitw and pink B.white but pinkC.white with green D.a white and pink二、從方框中選擇出恰當(dāng)?shù)倪x項補全對話。A:Hello，JimB: _1_Who is the boy over there?A: _2_B:The one with black eyes and black hair.A:Oh,he is my new friend,Liu Ping.B: _3_A:He is from Hainan,China.B:But you look the same.A: _4_Japanese and Chinese look the same.We have black hair and black eyes.要練說，得練聽。聽是說的前提，聽得準(zhǔn)確，才有條件正確模仿，才能不斷地掌握高一級水平的語言。我在教學(xué)中，注意聽說結(jié)合，訓(xùn)練幼兒聽的能力，課堂上，我特別重視教師的語言，我對幼兒說話，注意聲音清楚，高低起伏，抑揚有致，富有吸引力，這樣能引起幼兒的注意。當(dāng)我發(fā)現(xiàn)有的幼兒不專心聽別人發(fā)言時，就隨時表揚那些靜聽的幼兒，或是讓他重復(fù)別人說過的內(nèi)容，抓住教育時機，要求他們專心聽，用心記。平時我還通過各種趣味活動，培養(yǎng)幼兒邊聽邊記，邊聽邊想，邊聽邊說的能力，如聽詞對詞，聽詞句說意思，聽句子辯正誤，聽故事講述故事，聽謎語猜謎底，聽智力故事，動腦筋，出主意，聽兒歌上句，接兒歌下句等，這樣幼兒學(xué)得生動活潑，輕松愉快，既訓(xùn)練了聽的能力，強化了記憶，又發(fā)展了思維，為說打下了基礎(chǔ)。B:I have blond hair and blue eyes.A:We have different looks. _5_A. 死記硬背是一種傳統(tǒng)的教學(xué)方式,在我國有悠久的歷史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學(xué)生能力發(fā)展的教學(xué)方式,漸漸為人們所摒棄;而另一方面,老師們又為提高學(xué)生的語文素養(yǎng)煞費苦心。其實,只要應(yīng)用得當(dāng),“死記硬背”與提高學(xué)生素質(zhì)并不矛盾。相反,它恰是提高學(xué)生語文水平的重要前提和基礎(chǔ)。Where is he from?B. Thats right.C. Hello.D. 課本、報刊雜志中的成語、名言警句等俯首皆是,但學(xué)生寫作文運用到文章中的甚少,即使運用也很難做到恰如其分。為什么?還是