初三英语unit7教案定稿

第一篇：初三英语unit7教案定稿

禹王中学初三英语导学案 编号：0701

使用时间：2016-11-21

主编人: 刘梦迪

审核人：

Unit7 Films（第一课时）

Comic strip & Welcome to the unit Class：________

Name：________

Group：________ 一．学习目标

1.掌握有关电影名称的词汇。

2.感知so…that…从句和such… that…从句。3.能够运用所学词汇谈论电影行业。

二．重难点

1.western, industry, so…that…, such… that… 2.运用所学词汇谈论电影行业。三．导学流程

1.导入

2.流程

Step1.阅读P93 Part A, 了解与电影种类相关的词汇。Step2.完成A部分习题并核对答案。（点清）Step3.听P93 Part B 对话两遍，回答问题。

1.Who does Sandy think would be suitable for entering the film industry? _________________________________________________

初三（上）英语 第1页（共2页）

2.What would Sandy like to do in the film industry? ________________________________________

Step4.大声朗读对话，划出自己难以理解的地方。Step5.讲评

.Step6.谈论自己周围的同学谁适合进入电影行业。Step7.听P92漫画部分对话一遍，大声朗读并展示。Step8.讲评

四．归纳总结

初三（上）英语 第2页（共2页）

禹王中学初三英语导学案 编号：0701

使用时间：2016-11-21

主编人: 刘梦迪

审核人：

初三（上）英语 第1页（共2页）

初三（上）英语 第2页（共2页）

第二篇：初三Unit7

Unit 7 Where would you like to visit?

第一课时 Section A(1a—2c)

()1.Don’t let the children walk ____ the road.A.acrossB.crossC.throughD.over

()2.I’d like to go ____.A.to somewhere relaxingB.to relaxing somewhere

C.somewhere relaxingD.relaxing somewhere

()3.Please take it ____, or you can’t work it out.A.awayB.easyC.upD.out

()4.I hope ____ the moon some day.A.I can fly toB.me to fly toC.him to fly toD.he would fly to

()5.---Would you like visit Singapore ?----____.A.Yes, I’d loveB.No, I’d like toC.Yes, I’d love toD.Yes, I’d like not.1.This is the most ____________(educate)experience I have ever had.2.I hope the world will be ________(peace)in the future.3.We would like ________(travel)to an exciting place.4.It’s a ________(tired)job, but you should try your best.5.I prefer __________(trek)through the jungle to going hiking.6.I hope I can use the computer freely.(给为简单句)

I hope _______ _______ the computer freely.7.I’d like to visit the city again in two years.(给为一般疑问句)

______ _______ like to visit the city again in two years?

8.Where would you like to visit with your family this year?(给为同义句)Where do you _______ _______ visit with your family this year?

9.I like America.The weather in America is warm.(合并为一句)

I like America _______ the weather _______ warm.10.Would you like to go out for a walk with me?(作肯定回答)

Yes.______ ______ ______.11.I like ________(令人兴奋的)vacations.12.Many ________(游客)come to China every year.13.Bill feels like ________(参观)Paris.14.I have never seen such beautiful __________(瀑布).15.He can speak three __________(语言).第二课时 Section A(3a--4)

()1.Where would you like ____ vacation?

A.to go inB.going inC.to go onD.going on

()2.It’s easier ____ around Beijing ____ bus.A.to get , by theB.getting, byC.to get, byD.getting, by the

()3.The computer ____ me 4.000 yuan.A.costB.spentC.tookD.paid

()4.It’s ____ an interesting book that everyone likes reading it.A.quiteB.suchC.veryD.rather

()5.One thing ____ is not expensive in France is the wine!

A.whoB.whatC.whereD.that

6.Beijing is the c______ of China.7.He has a l______ daughter.He loves her very much.8.There are ten people, i______ there girls.9.I’m very busy now.It’s not c________ for me to ring him up.10.I’d like a glass of red w____ , please.11.She’d like to go somewhere ________(relax).12.Why not consider _________(visit)the Great Wall? It’s so beautiful.13.Notre Dame Cathedral is one of the most famous ________(church)in the world.14.I hope ___________(buy)a car one day.15.My mother doesn’t want to __________Hawaii because it’s too _________(tour).16.今年暑假你想去什么地方度假？

Where would you like ______ ________ _______ ___________ this summer?

17.别紧张，你会说的很好。

______ ________ ________ , you will speak well.18.黄山有迷人的风光。

Huangshan has some _________ _________.19.一般来说，英语比数学容易的多。

_________ _________, English is _________ __________ than math.20.香港是一个相当拥挤的地方。

Hong Kong is ______ _________ ________ place.第三课时 Section B(1a –2c)

Ⅰ、单项选择

()1.I feel ____ because the subject is ____.A.tired, tiredB.tiring, tiredC.tired, tiringD.tiring, tiring

()2.------What ____ do you want to say?------____.A.else, Nothing elseB.other, Nothing else

C.other, Nothing otherD.else, Other nothing

()3.I like places ____ the weather is always warm.A.whoB.whereC.whatD.which

()4.“What a nice MP3!Is it yours?”“Of course, I ____ 300 yuan on it.”

A.costB.spentC.paidD.take

()5.I’m thinking about _____ to spend my summer holidays.A.whoB.whatC.whereD.whom

Ⅱ、句型转换。

1.I’d like to go to Hawaii for a holiday.(对划线部分提问)

_______ _______ _______ _______to go for a holiday?

2.Most students take a bus to school.(给为同义句)

Most students go to school ______ ______.3.Buying the bicycle cost me 400 yuan.(给为否定句)

It _______me 400 yuan _______ _______ the bicycle

4.Kunming has a lot of interesting museums.(给为否定句)

Kunming________ ________ a lot of interesting museums.5.The meeting won’t begin if you don’t come.(给为同义句)

The meeting won’t begin ________ you come.Ⅲ、补全对话，根据对话内容，填入适当的单词，是对话完整。

A.Where would you like to go this summer holiday?

B.I’d like to go to places _________ the weather is always warm with my family.A.What about Singapore?

B.Isn’t it __________ to be very hot all year round?

A.Yes, it is.But you only need to _______ light clothes.B.What about Kunming? I think Kunming is a good place to visit.It has very beautiful scenery.A.I’ll go there.How do you plan to spend your holiday?

B.I am going to ______ at home to review the lessons.A.Why?

B.Because I _______ in the English exam last term

Ⅳ、根据汉语提示完成句子。

1.I want to go some places near the _________(海洋).2.Wuhan is one of the ________(热)cities in summer.3.This room is _________(暖和)than that one.4.He has ________(告诉)me that news.5.Can you ____________(翻译)this sentence into English?

第四课时 Section B(3a--4)

()1.I hope you can _____ us with some drinks.A.giveB.provideC.offerD.supply

()2.Can your firm offer some _____ for vacation sports?

A.suggestionsB.advicesC.suggestionD.plan

()3.It has to be a place _____ we can do lots of _____.A.where, exercisesB.where, exerciseC.that, exercisesD.that, exercise

()4.I’ll _____ home for 3 days.A.leaveB.be awayC.be away fromD.leave from

()5.It would be nice if I ____ a job as a reporter.A.can getB.will getC.could getD.would get

6.She o________ the latest news to me just now.7.We’re going to Africa for vacation.We h______ to see some elephants.8.The tall man has a lot of money to s_______ on the vacation.9.We want to go somewhere in e________ China.10.He does lots of outdoors a__________.11.Please let us ________(know)if it’s best to travel by plane.12.Would you mind my ________(open)the window?

13.They spent ten minutes ________(walk)there yesterday.14.You need _______(have)a good rest.15.Could you please ________(give)me some writing paper?

16.如果我们能够得到一个带厨房的房间就太好了。

It would be nice if we could get a room _______a _______.17.他们通过自己做饭省了不少钱。

They _______ much money _______ _______ their own meals.18.这间房大得足够三人住。

The room is _______ ________ for three people to live in.19.当你去旅游时，什么事对你重要？

What things are important when you ________ _______ ________?

20.我想去某个暖和的地方旅游。

I’d like to go _______ _______ for a trip.第五课时 Self Check—Reading(Sections 1--2)

()1.------What shall I do this weekend?------___ go for a walk with us?

A.Why notB.Why not youC.Why don’tD.Why you don’t

()2.I dreamt _____ the house that I used to live in.A.forB.withC.ofD.to

()3.------Do you think we’ll have a holiday in July?

------_____.It’s too hot to go anywhere.I prefer to have a holiday in September.A.I hope soB.I hope itC.I hope not soD.I hope not

()4------What would you like to do after finishing your education, Tom?

------I’d like to start work _____.A.as quickly as I doB.so early as I canC.as soon as possibleD.as good as possible

()5.Do you like reading books ____ written in English?

A.those areB.that areC.that isD.who are

()6.I don’t know the answer.Maybe you could ask ____.A.someone otherB.anyone else

B.someone elseD.other someone

()7.There are about two ______ students in the newly built school.A.thousandB.thousandsC.thousand ofD.thousands of

()8.I’m studying hard ____ I can get good grades.A.soB.thatC.so thatD.because

()9.Make a _____ among the books.A.chooseB.choiceC.chanceD.decision

()10.Walk ____ the road when the green light is on.A.throughB.onC.crossD.across

11.I r________ a letter from my friend yesterday.12.Are you w______ to play volleyball?

13.Fred would like to sail across the P______.14.A________ to his opinion, we have to change the way we are using.15.It’s clear from the s_______ we had yesterday that teenagers have similar hopes.16.Here are some of the _________(find)based on such a survey.17.After dinner, they continued _________(discuss)the problem.18.Mao Dun is both a writer and a ___________(translate).19.What are you going to do after _________(finish)school?

20.Jim’s uncle __________(live)there since he was born.21.We all _______ _______ _______(参加)sports meeting last week.22.________ ________(看来)that most students hope to have a ____ ______(好工作).23.______ ______ _______(坚持)your dreams.One day they may ______ _____(成为现实).24.Many students said they ______ ______ ______(乐意)work hard to achieve their dreams.25.Would you like to come ______ _______(吃饭).26.我不知道他是否愿意来我家。

I don’t know if he’s __________________ to my house.27.她好像已经去了美国。

_____________________ she has gone to America.28.你应该尽快完成作业。

You should finish doing your homework _____________________.29.如果我们相信某事是真的，就应该坚持。

If we believe something is true, we should __________________ it.30.很明显，你的答案是错的_________________ that your answer is wrong.单元测试

（）1.---How long will your mother ____ next month?----For twenty days.A.leaveB.go awayC.be awayD.go

()2.Could you ___ us ____ some information about your firm.A.provide, atB.provide, withC.give, toD.offer, with

()3.---Can you tell me when you will give me your answer?

---I’ll call back at a more ____ time.A.usefulB.beautifulC.convenientD.comfortable

()4.---I think our parents are more ____ than us.---I agree.They often think more about how to make a living in the future.A.popularB.interestingC.believableD.realistic

()5.---Space travel used to be just a ____.---But now people have achieved it.A.mistakeB.dreamC.choiceD.experience

()6.Other students hope to continue ____ after _____ school.A.to study, to finishB.studying, finishing

B.study, finishingD.studying, to finish

()7.What a nice bike!How long have you ___ it?

A.buyB.boughtC.hadD.have

()8.---I hope to go to France ____ next year.---That’s a nice place to visit.A.some daysB.sometimeC.sometimesD.some times

()9.The concert hall is ___ 2000 people.A.enough big forB.big enough forC.big enough toD.enough big to

()10.---I’d like ____ the after—school club, but I’m not sure what I should do.---What do you like ____?

A.to join, doB.to join, doingC.joining, to doD.joining, doing

()11.I dream ___ a job in the USA.A.findB.of findC.look forD.of finding

()12.Is it the fastest way ____ by plane?

A.travelB.to travelC.travelsD.traveled

()13.Sanya is ____ China.A.in the east ofB.in the south ofC.on the east ofD.to the south of

14.Teenagers have all kinds of hopes and d_________.15.We have q_______ a lot of homework to do.16.It’s so l_______ that a child can lift it.17.Paris has some fantastic s_______ , like the Eiffel Tower.18.There was a l______ discussion in our class.Everybody gave his or her ideas.19.他拿起书继续读。

He picked up his book and ________ _________.20.我们打扫了很多地方，包括厕所。

We ______ many places, ________ the washrooms.21.你能给我们一些关于度假地方的建议吗？

Can you please _________ us some ________ about vacation spots?

22.最好每年七月份去澳大利亚。

It’s ________ to go to ___________ in July every year.23.每年数以千计的外国人来中国旅游。

_____________ ___________ foreigners come to China for a trip every year.

第三篇：七年级英语下学期Unit7教案

七年级英语下学期Unit 7教案

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 ‘talking about sb’s look’ 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, popular, huge, teeny 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:①Yes/No问句及简略回答②wear的一般现在时用法③用于宽泛描述的形容词

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.Use the language to talk about sb’s 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、主题语表

hair: short, long，curly, straight, bald，others: wear glasses，height: tall, short，blonde, brown etc

wear white shoes…

medium height

↖

↑

↗

physical appearance

↙

↘

face: beard, mustache，figure: thin, heavy，eye(big blue..)etc

a medium build

七、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。本单元分为四课时:

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)

八、教学过程设计

Period1

I.教学目标:

1.知识目标:

1).单词: hair, curly,straight, height, tall, medium, thin,heavy,build ,beard,glasses, blonde, brown

2).句型:--What does he/she look like?

--He/She is tall and has long hair.--What do you look like?

--I’m thin.He/She wears glasses/…

2.能力目标:1)学完本课,学会描述人物外貌。2)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.情感态度目标: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怎样描述一个人的外貌。

III.教学难点:掌握描述人物外貌的方法。

IV.教学设计:

Step1游戏----新课程的导入

找出两名外貌差异较大的学生来做游戏,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)。

游戏内容:(1)拔河(tug-of-war)(2)跳远(long jump)

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 by appearance)。

然后用这两名学生为例教heavy ,tall, thin, short及两个句型:

1.what do you look like? 2.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

1.三个漫画人物教有关height 和 figure 的单词。然后用三个人操练“What does he look like?”注意be 动词的用法。

2.一个cartoon girl 教身体的各部位。(ear, face, hair, eye, nose, mouth)

3.Touch your body(nose etc), 接着操练“What does she look like?”最后是 hair,注意has的用法。

4.4 pictures 来教有关头发的词汇,注意has的用法。连着教a beard, a moustache, glasses, wear.5.Drill: Let’s design the new look for George Bush.操练“What does he look like?”(以一种比较滑稽的手法让学生巩固本课的词汇。)

Step3: Practice(B1a, A1a)

1.Finish P44, B1a.2.学习课本的第一部分P41,1a先看图片,然后搭配图片和相关的外貌特征的词。

Now please look at P41, Use the letters to match the people in the picture with one of the numbered words.Write each letter next to a numbered word.You can use some letters more than once.Point out the sample answer.(Keys: c, f, a, a, d, h, e, b, g, e)

Step4: 听力练习Listen 1b.(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice.The first time, just listen.The second time,listen and fill in the blanks.And say Amy’s friend’s look.(He's really tall.And he has curly hair.)

Step5: Practice(1c 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 point out the person you 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.3).Finish the form.(任选三个人来完成这个表格。)

is

has

Paul

Cathy

Yujie

(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)

1.(1b)配四幅图连线 说句子 Hanhong wears glasses.„

2.学生拿出自己搜集的着名音乐家或演员等的图片说句子。

Step7: describe(shelfcheck3)

1.播放一个如何描述别人的视屏。

2.让学生描述shelfcheck3(先在小组内,然后推人汇报,让全班同学听,评价)。

Step7: a guessing game(SectionB2c)

1.小组内pairwork.Asking and guess who is my favorite musician,actor and athlete.2.猜李永 潘长江

全班同学分为两组,每组选出一名同学作为组代表到黑板前面来,这两位同学面向其他同学,背向黑板,不许回头。老师将两幅名人图片粘到黑板上或打在屏幕上等,然后分别请这两组同学向本组的组代表描述本组图片上人的外貌、工作(第四单元知识点)或其他相关情况,让本组的组代表最快猜到本组图片上名人是谁的小组获得胜利。在游戏过程中注意:描述的同学每人只能描述一次,并且只能描述一句,并尽可能多的描述人物外貌,在很难猜出时,可以描述工作或其他相关情况。

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。在描述的过程中可以谈论“他/她是做什么工作的”,这样还可以复习第四单元的内容。

Step8

homework

1.Describe your family member and draw a picture of him/her.2.预习P42.P43.P46生词和P43/3a部分。

Period2

I.教学目标:

1.知识目标:

1).单词:always, captain, popular,team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise

2).句型:如同第一课时。

Do you know David?

No/Yes.2.能力目标:1).提高听读能力。2).能抓住人物的主要特征来描述人物的外貌。3).能概括人物的外貌特征并根据人物特征推理出某一人物。4).能和合作伙伴互相交流,充分交换信息,进行合作学习。

3.情感态度目标:1).教育学生要多发现别人的优点,学会赞美别人。2).懂得心灵美比外表美更重要。

II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法。

III.教学难点:熟练掌握描述人物外貌的方法并成功的根据人物特征推理出某一人物。

IV.教学设计:

Step 1作业汇报

According to the picture to describe your family member.Step 2 listening(Section A 2a/ 2b)

Listen 2a and 2b And find the difference between is and has.目的:培养和提高听读能力。

Step3 Pairwork(SectionA 3)

1).Have students do the activity individually.2).Practice the conversation.3).Describe Nancy to your partner.Step 4 Presentation

1.listen and match the descriptions you hear in 3a.2.(用课件展示3a部分中的Picture a)

Introduction:This is my good friend,Liu Peng.Please describe him with your partner.(板书tall, curly brown hair, medium build)看图谈论(in pairs)并表演

3.(课件出示3a中的Picture b)给学生下列提示(板书)然后进行描述(看图描述(in pairs)

并表演)

Name:Xu Qian

Likes:telling jokes

Appearance: short,a little bit heavy,beautiful long black hair

3.让学生读课本(3a)1, 2两部分后讨论回答:(学生自读后展开讨论回答问题)

1)What does Ma Yan look like?

2)What about Wang Lin's appearance?

帮助学生具体问答,板书thin,blonde, good-looking,basketball team,straight hair.)

4.Fill the form

name

is

has

wears

likes

Liu Peng

Step5

What does your best friend look like?

1.survey

name

is

has

wears

likes

2.report her /him to the class

Step6 车站接人

任 务:车 站 接 人

目 的:模拟交际,巩固用英语描述人物外形特征的词汇,强化“辨别人物”的语言功能。

材 料:卡片数张

语言技能:Listening, reading, speaking and writing

语言知识: What does he/she look like? He is tall and thin/medium height/medium build.His hair is straight/curly/black/brown/blonde/short/long.He has big eyes/a round face„ He is wearing„

活动形式:whole-class activity

教学过程:

(1)教师布置任务:接人者在车站并根据卡片上的描述找到所要找的客人。提出具体要求,并对教室进行适当的布置,创设一个模拟车站的情景。

(2)教师发给每位同学一张卡片,让其在卡片的正面用英语描述自己的外貌特征,在 反面做记号,完成后教师把卡片收回。

(3)教师选出十名学生去车站接人,每人从收集的卡片中抽取一张,并根据卡片的描 述找到所要找的“客人”;(若时间允许可进行第二、三轮。)

(4)学生评委和老师根据找出所接客人的时间和准确性,选出“火眼金睛”数名。

这些活动使学生置身于自然、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,这样,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。

Step7 homework

1.(SectionB3c)According to the picture you draw to write about him or her down.2.Design yourself a new look that you are twenties later.3.预习Section B的生词和课文并填空3c。

Period3

I.教学目标:

1.知识目标:

1).单词:look, remember, nobody, singer, pop singer, now, say

2).句型:复习前面句型

2.能力目标:1).继续提高听读能力。2).能概括人物的外貌特征并区别人物和推理出

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。

3.情感态度目标: 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).培养正确的审美观。

II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于生活中。

III.教学难点:熟练掌握描述人物外貌的方法和画疑犯图。

IV.教学设计:

Step1 organization 1’

organize Ss by showing a picture taken about ten years ago.(Let the students guess who was me in the picture.)

Step2 a song <>

Why do most people can find themselves(他们自己)in a picture first?

Please enjoy the song and answer my question.Step3 Free talk

1.Ask the students to describe my old photo.2.Let the students talk about some changes.(老照片与现在的我对比。Height , hair, build, wear glasses etc.)

Step4 My new look

学生出示二十年后的new look并描述他自己的new look.Step5 Listen(Section B 2a and 2b)

You will hear Maria and Danny talking about Tina Brown and Johnny Dean.1.Your job is to write the job each person does.Point to the heading “Job” on the chart.2times.Check the answers.2.This time your job is to write what each person looks like.Point to the heading “looks like”.Check the answers.Johnny Dean

Tina Brown

Job

rocker singer

movie actor

Looks like

tall, thin, long curly hair, glasses

medium height, long blonde hair

Step6 Section B 3a

1.Read the magazine article to the class.And find the difference between the two pictures of Johnny Dean.2.Point to the blanks in the chart.Describe Johnny before and now.Point out the simple answer.Step7 Section B 3b

3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph.Step8 Eye-witness

目 的:模拟交际:目击证人向警方提供疑犯情况,巩固用英语描述人体部位和外形特征

的词汇,强化“辨别人物”的语言功能,丰富学生社会知识,培养学生用英语思维的能力。

材 料:Student A信息卡、Student B 调查表

语言技能:Listening, reading, speaking and writing

语言知识:What does he/she look like? He is tall and thin/medium height/medium build.His hair is straight/curly/black/brown/blonde/short/long.He has big eyes/a round face/moustache„ He is wearing„

活动形式:Pair work: A—the eyewitness;B—the police officer

教学过程:

(1)教师布置任务,提出具体要求,并创设一个情景: A目睹一女孩被人绑架,案发后B来向目击证人A调查疑犯情况。

(2)教师发给每位 eyewitness信息表,让其仔细观察疑犯的外貌特征,回收信息表;同时发给每位police officer调查信息表并思考如何提问完成表格;(要求A、B两人不能互看资料)

(3)B向A提问,并根据A的回答完成信息表;

(4)A、B合作画出疑犯的肖像;

(5)每小组向全班展示调查表和画像,并评出“最佳eyewitness”并把作品存入个人档案袋中。

Step9 homework

1.学生A、B根据Eyewitness活动合作拟写一份通缉令;

2.背诵selfcheck1。

Period4

I.教学目标:

1.知识目标:

1).单词:复习整个单元。

2).句型:复习整个单元。

2.能力目标: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。

2.情感态度目标: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。

II.教学重点: 描述人物外貌特征和写作。

III.教学难点:听文画图,看图写文。

IV.教学设计:

Step1.Who remembers best?

words Selfcheck 1(检测本单元单词的掌握情况)

Step 2.Who describes best?(SectionA/4)

In groups, ask a student to describe his or her classmate.Use only words and sentence patterns from this unit.For example, She's short and thin.She has curly hair.(The other students listen to him or her carefully and guess who it is.)

Give a sample description of someone in the class and ask the class to guess who you are describing.Ask some students to describe a person while their classmates guess who it is.课堂上,我要求同学们以四人为小组, 描述班上任意某个人的外貌和个性,让全班同学猜一猜他(她)是谁。任务布置下去后, 同学们马上投入到紧张的讨论中去了。首先要商量好描述对象是谁(在这一过程中, 有较多的人际交往)。在描述的过程中, 成绩较差的同学能说几个简单的句子如 She is tall.She is 13 years old.而成绩中等或较好的同学接上较复杂的句子如 She often wears a pair of glasses.She has beautiful, long, black hair.She likes reading and playing the piano.(在这一过程中, 几乎每个同学都有口头训练的机会,而且大家在小组中也不必担心出洋相。大家抓紧机会练习,互相请教,边学边用,边用边学,气氛非常融洽)。有可能部分小组会描述深受他们喜欢的老师,会说到老师的、个性、外貌,最喜欢的颜色、运动、电影、音乐等等。在这种互动,双动的教学中,课堂气氛达到了非常和谐、融洽的地步,师生间的感情进一步加深。

Step3 Who draws best?(Section B/ 4)

This activity provides listening and speaking practice using the target language.1.Ask each student to draw a picture without letting ,anyone else see it.2.Have students get into groups of four.Tell the students in each group to give themselves numbers from 1 to 4.3.Ask the other three students in each group to listen to the description and draw the person.You may wish to have them listen to the description several times.4.Ask each group to swap its pictures with another group.That group votes to decide which of the three copies looks most like the original picture.The student who drew that copy is the winner.Step4 Who writes best?

Choose a picture you draw and write the description on the exercise books.Step5 homework

1.Revise the useful expressions in this unit.2.Look for some more beautiful passages to read.3.Write down a notice for looking for the lost people

九、教学探讨与反思

本单元的核心话题是谈论人的外表形象(look),‘talking about sb’s look’是教学重点,同时也是教学难点。本单元的设计通过创造性运用任务型教学模式,设计多姿多彩的切合学生实际的各种任务,充分借助听力材料,在听读的基础上创设语言情景,加强说写能力的训练,还要充分通过各种手段来扩大学生的写作面,以提高其写作水平。并借用媒体来提高学生的学习兴趣,让学生通过亲身体验、实践、合作与探究等方式学习英语。使学生确实从学习中学会了如何谈论外貌,同时还学会了识别不同人物外貌特征,丰富了学生生活,同时也是一种真实的体验.增加学生的语言实践,促进他们在整个教学活动中主动参与。

同时对学生进行情感教育,要求他们多发现别人的优点,学会友好地描述别人的形象。

但教师在教学中要善于观察和了解学生的心理状态,及时纠正学生的不良心理,改变学生学习英语的方式,培养学生合作学习的意识;注意运用适当的表扬和鼓励,一个亲切和信任的目光、一句热情而激动的话都能激发学生的上进心、自尊心和集体荣誉感。

十.形成性评价在每课时中的具体运用

在上课过程中,教师应随时注意对学生所做出的任何反映进行评价,如“very good, Ok, wonderful.How clever you are!If you can speak a little louder, that’ll be better.”等等。实现教师对学生的即兴评价,这对学生学习的积极性有着良好的促进作用。

在每节课的结束时,安排一个询问学生过程中的感受及所获取知识的表格,通过对学生学习过程中的感受的反馈,可以帮助的是更好地了解学生的学习情况,也能帮助教师找出自身教学中的成功及不尽人意之处,为以后的教学打下更好的基础,也为学生的进一步获取知识奠定了基础。表格设计如下图:(第四课时为例)

Shills(学习技能)

Comfort Level(学习效果)

Who remembers best? 2 3 4

Who describes best? 2 3 4

Who draws best? 2 3 4

Who writes best? 2 3 4

Reflection

I learnt(我学会了)_______________________________________________

I would like to know more about(我还想学 „)____________________________

I'm still not sure about(我仍然不会 „)___________________________________

After we learn this new lesson.How did you feel when you were learning? If your don't feel comfortable, you think it's too hard, you can choose 1.If you feel just so so, you can choose Number 2.If you feel good, choose Number 3.If you feel very comfortable or great, choose Number 4.Are you ready?

第四篇：七年级英语下册unit7 教案

七年级英语下册Unit7 教案

Section A 主要活动：1,2和3a 课时建议：1～2 教学目标：

一、1.学习序数词：

first, second, third, fourth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth 2.学习月份名称：

January, February, March, April, May, June, July, August, September, October, November, December

3.学习其它新单词：

birthday, celebrate, party, date, alone

二、学习1－100的基数词和序数词以及日期的表达法和读法。

三、讨论日期。--What’s the date today?--It’s May 8th.教学过程： 第一步：复习

1.学生活动,两人一组,就双方掌握的地点进行提问： Could you tell me the way to …?

2.教师课前准备一些写有交通法规和交通警示牌的纸片出示给学生,并引导学生进行讨论。如：“No parking”,让学生讨论它的意思和它所出现的场合。第二步：呈现

1.教师提出问题：Could you tell me the way to Kangkang’s home? We want to celebrate his birthday.推出新单词：celebrate 2.教师提出问题：When is Kangkang’s birthday?

学生听录音1,找出问题的答案。（May the thirteenth）3.再放一遍录音,学生听录音跟读,并找出关键词。4.两人一组练习对话1。

5.让学生由1数到100,可以找几个学生来数,也可分为几组,进行接力赛。6.学生看书,播放录音 2,学生跟读几遍。

7.引导学生找出基数词变序数词的规律,提醒学生注意first,second,third,fifth,eighth,ninth,twelfth, twentieth。

8.放3b录音,学生跟读,反复几次,确定每一个学生都会读一年的十二个月。第三步：巩固 1.快速问答：

A:What’s the first month of the year? B:It’s January.A:What’s the second month of the year? B:It’s„ 2.双人活动 A:January!B:It’s the first month of the year.A:September!B:It’s the ninth month of the year.3.学生两个人一组练习3a。

4.听录音3b,学生跟读,反复几次确定每一个学生都能熟练地读出月、日。第四步：练习

1.用所学的数字、月份,对1部分做替换练习。2.游戏数字接龙：

全班同学参加。从1到100,遇到7,7的倍数或带7的数字,说“pass”。如five,six,pass,...sixteen,pass,eighteen...说错的站起来。数数时可用基数词也可用序数词。“pass”也可用学生感兴趣的词代替。下课前或下节课让说错的同学表演节目。

第五步：综合探究活动 1.总结知识点。

2.课堂活动Let’s chant,让学生稍微放松一下。

3.布置作业：让学生自制日历或月历,标出自己和全家人的出生日期。如: Feb.4th, 2006 Saturday

Section B 主要活动：1a,2a和3a 课时建议：1 教学目标：

一、学习新单词和短语 were, be born, was, thousand

二、学习一般过去时was, were的用法。

三、继续谈论有关日期的话题。

四、掌握下列重点句型：

1.When were you born? I was born in June, 1970.2.Were you born in Hebei? Yes, I was./No, I wasn’t.3.When was your daughter born? She was born on Octorber 22nd.4.Where was he born? He was born in China.5.-Was she born in Hebei, too?-No, she wasn’t.教学过程： 第一步：复习

1.学生值日：如：I’m on duty today.Today is „ It’s my birthday.这项工作可加入以后的课堂中,让学生汇报上一节课学过的知识,谈论日期、天气等做为一个课前2分钟的free talk。

2.游戏,数字接龙：全班同学参加。从1到100,遇到8,8的倍数或带8的数字,说“pass”。如：five,six,seven,pass,...fifteen, pass, seventeen,...第二步：呈现 1.师生对话：

A:When is your birthday? B:It’s„

A:When were you born? B:I was born„ 2.推出新单词“be born”。3.听录音1a,回答下列问题：（1）When was she born?（2）When was her daughter born?（3）Where was her daughter born? 答案：（1）She was born in June,1970.（2）She was born on October 22nd,1996.（3）She was born in Henan.4.两人一组练习1a的对话。第三步：巩固

1.两人一组练习1b。

2.学生独立完成1c,教师核对答案。3.带领学生读2。第四步：练习

1.学生模拟例句独立完成3a,教师核对答案。

2.学生合上书,教师举起写有各种资料的卡片引导学生说出类似的句子。如： Maria was born on July the twelfth.3.学生两人一组完成3b。

4.听录音,学生独立完成4,教师核对。第五步：综合探究活动 1.总结知识点。

2.让学生写几句话,介绍自己的出生时间、出生地点、年龄,越详细越好。

Section C 主要活动：1,2b和3 课时建议：1 教学目标：

一、1．学习有关形状的单词

shape, square, circle 2.学习有关其他新单词和短语

present, hill, just now, ago, machine, football

二、学习谈论物品的形状、颜色、大小和用途。

三、掌握下列句型：

（1）What’s the shape of your present?

It’s round.What does it look like? It looks like a star.（2）What color is it? It’s black and white.（3）How long is it? It’s 20 centimeters long.（4）How wide is it? It’s 15 centimeters wide.教学过程： 第一步：复习

1.检查上节课的作业。

2.学生自由谈论当天的日期、自己的生日等。第二步：呈现

1.告诉学生,今天是某某的生日,老师想送她／他一件礼物,但你们要先猜一猜是什么,从而引出本课目标语言。What’s the shape of the present? What color is it? 2.推出新单词“shape”。3.听录音1,回答下列问题：

（1）What’s the shape of your present?（2）What color is it? 答案：（1）It’s round.（2）It’s black and white.4.学生再听一遍录音并跟读,找出关键词。5.学生根据关键词练习对话1。第三步:巩固

1.将所学的新词写在黑板上,如2a部分,教师领读几遍,确保每个学生都会拼读。

2.学生个人活动：观察周围,用所学的词描述周围物品的形状,如:This is my pencilbox.It is green and blue.It is a rectangle„ 3.分组练习,完成2b。

学生谈论一些物品,提醒学生注意物品的形状、大小、颜色等,在对话中回答下列问题。(1)What color is it?(2)What shape is it?(3)How long is it?(4)How wide is it? 第四步：练习

1.听录音3,学生独立完成表格,教师核对答案。

2.双人练习：学生说出一件物品,另一个学生说出它的形状、大小、颜色,可如此反复几次。

3.抽几组学生到台前表演。第五步：综合探究活动 1.课堂活动：猜谜游戏。

2.布置作业：描述你熟悉的一些物品（至少三件,包括颜色、形状、长度和宽度）。

Section D 主要活动：1,3和6 课时建议：1 教学目标： 1.学习音标

2.复习一般过去时was,were的用法。3.复习日期的表述。4.复习描述物品特征。教学过程： 第一步：复习1.教师在黑板上列出音标。耐心教会学生音标的读法,并尽可能多地列出单词,完成1。

2.给出一些单词,让学生试着去拼读,以便巩固读音和加深记忆。3.通过猜词游戏让学生学习物品的形状、大小、颜色的表达方式。4.复习日期的表达法。问： What day is it today? What’s the date? When were you born? When was he born? 5.复习描述物品。问： What shape is it? What color is it? How long is it? How wide is it? 第二步：呈现

1.学生独立完成2a,教师核对答案。2.完成2b。第三步：巩固

1.给出一些课前准备的纸片,如：Kangkang, May 1st, 1990（Beijing）,10月5日,星期日等,让学生根据图片进行问答。

2.学生自己制作各种卡片。两人一组,根据卡片内容进行问答。第四步：练习1.总结知识点。2.完成3a和3b。第五步：综合探究活动 1.用下列问题做一个调查。(1)When were you born?(2)Where were you born?(3)What’s your favorite present? 2.根据调查的信息练习对话。教学评估： 听写

1）A:When was he born? B:He was born on September 10th, 1990.A:Where was he born? B:He was born in Henan.2）A:What’s the shape of your present? B:It’s a rectangle.A:What color is it? B:It’s white.A:How long is it? B:It’s 20 centimeters long.A:How wide is it? B:It’s 10 centimeters wide.

第五篇：Unit7教案

Language goal In this unit students learn to describe people.New language What do you look like? I'm short.And I have curly hair.What do they look like? They're medium height.And they have short hair.What does he look like? He's heavy and he wears glasses.What does she look like? She's thin and she has long hair.Section A

Ask students to name some ways of describing people.You can start students off with examples such as tall and short.Point out various students in the class and ask students to say if they are tall or short.Continue with examples of students who have long hair and short hair.Write the words on the board and ask students to repeat these words.Then point at different students' hair and ask the class, Long hair or short hair? Culture note In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.la

This activity introduces the key vocabulary.Focus attention on the words.Ask students to read the list of words.Then say each word and ask students to repeat it.On the board, make a simple drawing to illustrate each of the words.As you complete each drawing, point to it and ask students what it shows.If they don't know, say the word and ask students to repeat it.For example, draw a stick figure with very long legs and a long body, When you point to the figure, students say tall.Call attention to the picture.Point to the letters next to the people in the picture.Say, Use the letters to match the people in the picture with one of the numbered words.Write each letter next to a numbered word.You can use some letters more than once.Point out the sample answer.Check the answers.1 b

This activity provides guided listening and writing practice using the target language.Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line.Say, you will hear a conversation between Amy and her friend.Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.Play the recording the first time.Students only listen.Unit 7: What does he look like? Play the recording a second time.This time, students fill in the blanks in the speech bubbles.Say, Who are they talking about? Correct the answers.1 c

This activity provides guided oral practice using the target language.Call attention to the various people in the picture.Say, One of these people is your friend.Point out the sample conversation.Ask two students to read it to the class.Then ask the class to point to the girl in the picture who has long hair and a medium build.Say a dialogue with a student.Have the student ask you the question.You then answer it using a description of one of the people in the picture.Ask the student to point out the person you described.Say, Now work with a partner.Ask and answer the questions.Then have students work in pairs.As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed.2a

This activity provides guided listening practice using the target language.Point to the list of nine phrases and ask a student to read them to the class.Say, Now you will hear three conversations.The people are talking about friends.They are using these words to describe their friends.Some of these words go with “has” and some go with “is”.Point to the circle around the word “circle”.Say, Circle the correct word, either is or has, when you hear it in the conversation.Play the recording the first time.Students only listen.Point out that there are three different conversations about three different people.Play the recording a second time.This time say, Circle “has” or “is”.You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.Correct the answers.2b

This activity provides listening and writing practice using the target language.Point at the chart with space for two words used with is and two words used with has after each name Call attention to the sample answers.As you point to the word is, say a sentence using the sample answer tall: He's tall.Point to the word has and say a sentence using the sample answer curly hair: He has curly hair.Play the recording.Ask students to listen to the descriptions and write the words in the correct column after cad person's name.3 This activity provides guided writing practice using the target language.J Call attention to the dialogue in the box and the picture.Explain that students have to complete the dialogue with words to describe Nancy's appearance.Have students do the activity individually.As they work, move around the classroom offering help as necessary.3a This activity provides reading practice using the target language.Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions.Point out the example.Have a student read the first description.Students do the activity individually.3b This activity provides oral practice using the target language

Call attention to the picture and the names in the box.Say, Student A has to write the names in the box next to the people in the picture.Then Student B has to ask questions to find the people.Remind students that they should not look at each others' textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles.Then ask students to do the activity in pairs.As students talk, walk around the classroom listening and offering assistance as necessary.After several minutes, stop the activity and have several pairs present their dialogues to the class.4

This activity provides open-ended oral practice using the target language.Give a sample description of someone in the class and ask the class to guess who you are describing.Use only words and sentence patterns from this unit.For example, She's short and thin.She has curly hair.Ask some students to describe a person while their classmates guess who it is.Section B

New language beard, mustache, black, blonde, bald Additional materials to bring to class: large scrap paper for the drawing activity in activity 4 1 a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask students to tell what they see in each picture.Confirm each correct answer and supply any words students don't know.Point at the numbered list of words.Say each word and ask students to repeat these words.Then ask students to match each word with one of the pictures.Say, Write the letter next to the picture in front of one of the words.Point out the sample answer.1 b

This activity provides oral and writing practice using the target language.Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs.Have students write the name of a famous person in each blank.Ask some students to read the sentences they completed.Have other students say whether the sentences are right or wrong.2b

This activity provides listening and writing practice using the target structures.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again.This time your job is to write what each person looks like.Point to the heading “looks like”.Play the recording.Ask students to fill in the blanks next to the words “looks like” on the chart.Correct the answers.2a

This activity provides listening and writing practice using the target language.Point out the picture of Johnny Dean and Tina Brown and Maria and Danny.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does.Point to the heading “Job” on the chart.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks in the chart.Correct the answers.2c

This activity provides oral practice using the target language.Name a famous actor, musician or athlete and describe that person.For example, My favorite actor is Leonardo DiCaprio.He's medium height and he has brown hair.Ask students to work in small groups.Have students describe a famous person to the group.Ask others in the group to add information to each description, if possible.3a

This activity provides reading and writing practice using the target language.Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people.Lead students to understand that they are before and after pictures.Ask students to read the magazine article individually.Move around the room answering any questions students may have.Read the magazine article to the class.Answer any further questions about the words in the story students may have.Point out the blanks in the chart.Say, Under “Before” write words that describe Johnny before be changed.Under “Now” write words that describe Johnny after be changed.Point out the sample answer.As students work, move around the room monitoring progress.3b This activity provides guided writing practice using the target language.Call attention to the passage and the pictures below.Explain that the passage describes how Gloria Green's look has changed.Point out the sample answer, and ask a student to provide the second answer(short hair).Point out the numbered blanks in the paragraph.Say, Write words describing Gloria's appearance in each blank.Ask students to finish the activity on their own.3c

This activity provides writing practice using the target language.Ask students to name their favorite actors or musicians.Write some of the names on the board.Ask each student to choose an actor or musician and write a short description of the person.Ask what new words students want to use in their descriptions.When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it.Limit this to two or three new words.As students write, move around the room answering questions and offering language support.Read some of the completed descriptions to the class and have students guess who the person is.4

This activity provides listening and speaking practice using the target language.Read the instructions.Check to see that students understand how the game is played.Ask each student to draw a picture without letting, anyone else see it.Have students get into groups of four.Tell the students in each group to give themselves numbers from 1 to 4.Ask the other three students in each group to listen to the description and draw the person.You may wish to have them listen to the description several times.Ask each group to swap its pictures with another group.That group votes to decide which of the three copies looks most like the original picture.The student who drew that copy is the winner.