Unit 7教案

第一篇：Unit 7教案

2013.4.15 Unit 7 ： Animals YaoJi primary school : HuLonghua

Ⅰ.Teaching contents : part 5—part 7 Ⅱ.Teaching aims:

1.Pupils are able to understand the meanings of the words such as “does/farm/live/eat/other/grass” etc, 2.Pupills are able to react with the questions like “can it swim? Is it white? Has it got two long legs? Does it eat other animals?” and can ask and answer them.3.Pupils are able to apply those questions into the guessing games: guess my animal.Ⅲ.Teaching key and difficulties: 1.Understand the meanings of the words: farm, live, eat, other.2.Apply the structures into animal guessing game.Ⅳ.Teaching aids : PPT Ⅴ.Teaching process: Step 1 : warming up How many animal words can you remember? Can you tell me? Step 2 : presentation 1.Show two words :

①Show the picture of hippo and ask : what’s this ? it’s a … ②Show the picture of crocodile and ask like above.Then stress : cro-co-dile crocodile, crocodile 2.Show several words and structures with that pupils are familiar.①Show the picture of duck and ask : can it swim ? ②Show the picture of snake and ask : can it fly ? Has it got four legs ?

③Show the picture of fox and ask: can it fly? Has it got four legs? Is it brown? 3.Introduce new structures

①Show the picture of sheep and ask : does it eat grass? Then stress : eat, grass;the sound of the word :does.Read the sentence after me.②Show the picture of tiger and ask : does it eat grass? Does it eat other animals ? then stress : other.③Show the picture of lion and ask pupils to answer the questions with “yes or no” according to the picture: can it fly? Has it got four legs? Is it brown? Does it eat grass ? does it eat other animals ? etc.Step 3 :practice and consolidate 1.Pupils ask and answer : Teacher first shows his picture of wolf to four pupils and then ask others to ask the four pupils ,then decide what animal it is according to the answers given by the four.2.Guessing games : guess my animal.Ask pupils do it in groups.Teacher give the helpness on the screen.3.Show your games in the open.4.Guess teacher’s animal: elephant.Step 4 : Extension 1.Change the structures.2.Put these sentences into a complete text.Ⅵ.Homeworke : Write a complete text about elephant.The Blackboard Design:

Unit 7 : Animals 1.Has it got four legs ?

Yes，It has got four legs.2.Is it white ?

Yes.It is white.3.Does it eat grass ?

No.It doesn’t eat grass.4.Does it eat other animals ?

Yes.It eats other animals.Animals教 学 反 思

胡龙华

本课属于animals单元，以疑问句的教学为主。我在教学的过程中贯彻了学生主体的原则，倡导情景教学，对学生的听说读写能力进行全方位的培养。运用信息沟和信息差原理创设认知冲突，激发学生的求知欲望和参与活动的积极性，本节课的教学实现了预定的目标。

一、以旧带新，层层铺排。

复习旧知，引出新知是教学中常用的方法。本节课的句子和生词众多。好在众多的句子中有几个是以前学过的旧知识，几个新句子也与它们有直接的关联，这为复习旧知，引出新知创造了条件。在教学中我先呈现“Can it fly? Has it got four legs? Is it white?”等几个旧句子，然后再呈现新句子“Does it eat grass? Does it eat other animals?”这种办法既复习了旧知也引出了新知，没有打的认知障碍，使教学得以顺利进行。

我用层层铺排的方法来组织教学。先呈现两个词，然后呈现几个熟悉的句型，之后是两个新句型，之后呈现所有的句型为后面的活动作铺垫，之后是运用句型参与活动，最后是句型变换。层层铺排使教学成为了一个有序的活动，各个层面的学生都有所获，而且获得了听说读写全方位的顺练。

二、适度留白，步步惊心。

课堂教学也有起承转合和抑扬顿挫，留白就是“顿”，是语言知识输入和输出之间的停顿，是学生把教师呈现和教授的新知内化的关键节点。把课堂还给学生，教师的教转化成学生的学，留白起着不可或缺的作用。留白是对学生的尊重，同时也给学生造成了一种压力，因为留白总是要对学生提要求和给任务的。教师留白时，学生可交流探讨，可质疑问难，可凝神苦思，这是思维最活跃互动最充分的时候，最有可能碰撞出惊心动魄的思维火花。在本节课中，我共有三处留白：一是呈现完了所有的句型之后，二是猜完老师喜爱的动物之后，三是学生互动结束之后。第一处留白主要是为了让学生消化刚刚呈现的所有句型，这是学生能否掌握所学的关键，也是后续活动的必要准备。第二次留白是为了让学生反思刚才的活动，从中汲取有用的东西，为自己的活动作准备。第三处留白是为了让学生总结和回想之前的所有活动，强化对一般疑问句的认识，为后续的句型变换作一个知识的和心理的准备。这三处留白起了很重要的作用，让教师的教学真正的着眼于学生，而不仅仅是为了完成预案。

本课的不足之处主要是间安排稍欠妥，应该做到前轻后重。另外留白还不够，应该多几处留白就完美了。

2013.4.15

教学设计与反思

五年级胡龙华 2013、4、15

第二篇：unit7 Its raining 教案

Unit7 It’s raining.Section B 3a-3c Ⅰ教学目标

1、语言目标

(1)Learn some new words and phrases: skate,snowy,winter,Russian,snowman,rainy, have fun,take a photo

(2)Learn some important sentences:

①Where are you?

②What’s the weather like? ③What are you doing right now? ④Are you having a good time?

2、能力目标

能运用目标语言对天气情况进行描述及对正在进行的活动进行描述。

3、情感目标

学会谈论天气,热爱自然,增进与他人之间的交流。

4、教学重难点

1.现在进行时态的使用。2.天气的描述。

5、教学过程

Step1 Greeting and revision 1.Greeting 2.T instructs students to review the weather and what people are doing by the pictures:

T: How’s the weather?

Ss: It’s sunny.T: What’s he doing? Ss: He’s swimming.Step2 Leading in and presentation

1.T instructs students to look some pictures about Harbin’s winter, and guess what people are doing.2.Students learn some new words by the pictures.3.Students read the words and after T.Then they read them together.Step3 Reading 1.T asks students to read the words in the box.2.Students read the passage and fill in the blanks with the words.3.T checks the answer.4.T asks students to read the passage aloud.4.T leads students to think: how to write a postcard to tell your friend about your vacation.Step4 Writing 1.T asks students to imagine they are on vacation in Sanya.Write notes about their vacation according to the questions in 3b.Where are you? What’s the weather like? What are you doing right now? What are your friends or family doing? Are you having a good time? 2.Students write their passages with the pictures,words, and phrases.3.T checks some students’ passages.Step5 Summary How to write about a vacation? Step 6 Homework Write a vacation to a friend.板书设计

Unit 7 It’s raining.Section B 3a-3c

skate 滑冰 snowy 下雪的 winter 冬天

Russian 俄罗斯的，俄罗斯人

snowman 雪人

rainy

多雨的

第三篇：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）

第四篇：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?

第五篇：Unit7 topic2 Section D教案

Unit7 Topic2 Section D

The main activity is 1a.Ⅰ.Teaching aims

Learn different eating habits around the world: In Europe，there are two or more courses for every meal and people use knives and forks to eat.In Korea, people use a spoon or chopsticks to eat, but it is not polite to use both of them at the same time.II．Teaching Focus：

1．Review the object clause：

I ask him what the most popular food in his restaurant is.I ask him if he likes Chinese food.2．Review useful expressions in this topic： Help yourself to some soup.Finally，put the other piece of bread on top.3.Review how to cook a kind of food.4.Review how to describe a process.III．Teaching Difficuties： 1． Object Clause 2． How to discribe a process Ⅱ.Teaching aids

blackboard,flash cards,radio,real objects(such as fork,chopsticks,spoon,etc)Ⅲ.Five-Step Teaching Plan

Step 1 Review(10min)1.Review the names of food(flash cards)(1.5min)use flashcards to help the students to review the names of food such as hamburger, cheese, noodle, pizza,etc.2.Review the names of eating tools(real objects)(1.5min)use real objects to help the students to review the names of eating tools such as fork, chopsticks,spoon.etc.3.Review how to make a dish, such as noodles, sandwiches and so on..(by inviting one or two students to give their answers)(3min)4.Review the table manners.(by giving real examples,such as asking students:“Have you ever been to Haokelai Sneak Canteen?”to introduce the table manners of eating formal western dinner)(2-3min)5.Praise the students.“you have a good memory or you have done a good job”.6.Asking the students some questions about eating habits to raise their interests.(by giving qustions and ask some students to answer)(4min)T：I think people around the world have different eating habits.Do you know something about eating habits in different parts around the world——especilly in the countries of East Asia，South Asia and Southeast Asia.Discuss in groups，and each group gives us a short report，please.Students may answer : “In China：In the south of China people eat rice，in the northern part they eat noodles.Most of the Chinese use chopsticks to eat.In Italy：pizza and spaghetti.In Japan：Japanese eat seafood and sushi.,they use chopsticks to eat.„

Praise the students:“you are know quite a lot things!Good!” Then ask students :“Do you want to know something more about different eating habits about different countries on the world?” to raise their interests.Step 2 Presentation(5min)

1.Listen to the radio and read 1a(2min)T：Why all the smiling faces?Oh，I see，you are all interested in eating habits in different parts of the world.Now，please listen to the tape carefully and find out the answers to these questions.What do people eat in the south of China? What do people eat in the north of China? What do they use to eat it? What do people use to eat in North America? In which country do people use fingers and bread to pick up the food? What do Korean use to eat? Is it polite to use both of them at the same time 2.(Listen again)T：Listen again and check your answers.(3min)

Step 3 Consolidation(8min)

1.Read 1a(2min)T：Follow the tape，please.2.Pair works(3min)T：Talk about eating habits in different parts around the world without looking at your books.Work in pairs after the example.Example：

T：What do people eat in the south of China? S1：I remember that people eat rice.T：What do they use to eat it? S2：I remember that they use chopsticks to eat.„„.3.Play a game(3min)Invite some student to go to the front and give performance of using eating tools(chopsticks, fork, fingers,etc)to having different food in different parts of the world, and ask the rest ones to guess which or which countries’ food do they eat.T：Who can try? Please come to the front and give us a “eating show”.Would you mind having a try?

Step 4 Practice(14min)

1．Review the Object Clause(make similar sentences,3mim)T：Read “Grammar focus” and make similar sentences，using the questions of the text.Work in pairs，please.(Showing the questions in the blackboard)first, showing the students examples as follows: I ask him/her what people use to eat in North America.I want to know what Koreans use to eat? I don’t know if it is polite to use both of them at a time.Then divide the students into several groups and invite some of them to practise.2．.Review the useful expressions.(3min)T：Read the useful expressions and make a conversation，using these sentences.Work in groups.T：Would you please come here and have a try?/Group A，can you try? Then invite one or two groups to practise.3.。Interview(role play,3min)T：Here is the interview note.Suppose you are Beth，report the information to your partner.Please work in pairs like this：

I ask him/her what the most popular food in his restaurant is.And he/she says that hot dogs are the most popular food.4 T：You can practice for 1~2 minutes，and some of you will be asked to have a try in front.Then invite two students to do the interview.4.。Number the pictures of cooking chicken soup(listen to the tape ,chrous,then invite some student to show the procedure)(5min)T：Boys and girls，now look at the pictures in 4a.Listen to the tape carefully and number the pictures.Listen again and check the answers.T：Would you please tell me how to cook chicken soup? Ask someone to tell how to make chicken soup, encourage them to use “first„next„then„after that„finally„”.Step 5 Project(7min)

T：Now，I’d like you to make a talk show or a cooking show.The host and the chef will tell us how to make a dish and also tell us eating customs or cooking culture you know about the dish.Would you mind working in groups and then give your talk show or cooking show one by one? Give them 2minutes to prepare.Then invite some volunteers to show.Make comment on their performance.(encourage the students to use the words they had learned and the useful expressions ,make comment on their show and praise them appropriately.)Homework :read the text by themselves and do the exercise.