仁爱版七年级上册 Unit 2 Topic 2 What does she look like? Section A 表格式教案

教材分析 该部分是仁爱版七（上）第二个单元的第二个话题，将进一步谈论人物的外貌特征，并引入新的教学内容，如，辨别颜色、描述人物外貌特征及衣着特征等。通过引导学生注意观察生活找哪个人物外貌和衣着特征，引导学生关注人物细节，以便学生能够更好地与人相处。本节课重点学习对人物外貌特征的提问及回答；对物品颜色的提问及回答；辨别事物是否相同。主要涉及的单词包括人物身体部位Hair,eyes;以及其他的表颜色的词，如red，white，black等。涉及的句子主要有What color is it What color are they We look/don’t look the same等。
课题 Unit 2 Topic 2 Section A 课型 听说课
教学目标 1.语言知识 （1）语音 A:能够准确读出表颜色的新单词，如，red，blude,blond,brown,green,gray,pink,purple,yellow,white,orange,color. B: 能准确读出一般疑问句、陈述句及特殊疑问句的语调，特别注意在含有多个事物的句子中，前几个为升调，最后一个为降调，如，we have black hair(升) and black eyes(降)。 （2）词汇 A: 能听懂、会说，并能够正确书写本课表颜色的单词； B：能根据表颜色的卡片正确说出该卡片的颜色； C：能正确判断本课中hair，eyes单复数。 （3）语法 A：能运用what引导的特殊疑问句对物品的颜色进行提问及其回答； 如：What color is it It’s ... What color are they They’re ... B:能运用what引导的特殊疑问句正确询问人物外貌特征及其回答； 如：What does she look like She has ... What color is her hair It’s ... What color are her eyes They’re ... C: 复习have/has的用法区别。 D：能根据图片，准确使用句子 a. We/They look the same. b. We/They don’t look the same. （4）功能 能正确运用所学what引导的特殊疑问句询问颜色及人物外貌特征，并能用该知识进行简单的日常交流。 2.语言技能 （1）听 A：能听懂简单的课堂指令语并作出相应反应； B：能听懂有关询问物品颜色及人物外貌特征的句子，并正确回答； C：能识别句子中的升调及降调； D：能根据听到的词语识别、匹配及指认相应物品。 （2）说 A：能根据带有颜色的卡片准确说出相应的颜色单词； B：能使用所学what引导的特殊疑问句对颜色及人物特征进行提问，并回答； C：能在口头表达中做到发音清晰，注意升调及降调，能让他人清楚明了； D：能在教师的指导下进行角色扮演； E：能根据老师所设计的听力题干，将答案联系起来，说出完整的句子。 （3）读 A：能正确地朗读课文1a，并注意语音语调； B：能准确读出教师所设计的相应题干； C：能准确地将题干及答案联系起来朗读，构成正确的句子。 （4）写 A：能根据音标写出部分表颜色的单词； B：能模仿课文，编写询问他人外貌特征或事物颜色的句子； C：能运用所学知识描述人物外貌特征，如颜色，大小，长短等，并结合所学的其他的身体部位相关的词，对自己的朋友进行描述。 3.学习策略 （1）能清楚、大声地进行朗读； （2）能通过思维导图的方式对所学的单词进行归类，如，表颜色的词，表身体部位的词等； （3）能够根据图片进行一定的预测，培养其借助图片来辅助听说及阅读理解的习惯； 4.情感态度 （1）学生能够将课上所学知识与生活中的实际知识相结合； （2）学生能够善于发现生活中的不同颜色、不同事物的美； （3）学生能够积极参与在课堂之中，敢于模仿，勇于开口。 （4）学生能够意识到每个人都有各自的特点，但是我们应该互相尊重、互相帮助。 5.文化意识： （1）对不同外貌特征的人以求同存异之心； （2）了解不同国家的人外貌特征，对不同肤色的人种公平对待，不歧视。
教学重点 1.What引导的询问颜色的特殊疑问句：What color is it？/What color are they 及其回答It’s pink./They are pink. 2.What引导的询问人物特征的句子：What does she/he look like 3.表相同特征的句子 They look the same.及其否定句，They don’t look the same.
教学难点 What引导的询问颜色的特殊疑问句：What color is it？/What color are they 及其回答It’s pink./They are pink.
教学方法 任务型教学法，直观教学法。
学法指导 听前预测；小组合作学习。
教学具 PPT, video, cards
教 学 过 程 教师活动 学生活动 设计理念
Stage 1.Greetings Say hello to students and give some ordinary greetings. Stage 1.Greetings Say hello to the teacher and give some ordinary greetings. Stage 1.Greetings Attract students to come back to class quickly.
Stage 2.Lead-in Paly a video about chameleon in the forest. It can change its color according to different environment. Stage 2.Lead-in Watch the video and pay attention to the chameleon’s different colors. Stage 2.Lead-in Arouse students’ interests. Students can have a brief knowledge about different colors.
Stage 3.Pre-listening 1. To teach new words by using cards. 2. To ask and answer about the colors according to cards. 3. To ask and answer about body parts’ colors. 4. To learn look the same and don’t look the same phrases according to pictures. Stage 3.Pre-listening 1. to speak aloud what they have watched in the video about the colors, then teacher teach others colors they don’t know. 2. Students speak aloud the new words about colors according to the cards. 3. Students look at the pictures about the body parts’+color. 4. Students look at the four pictures to learn the phrase look the same and don’t look the same. Stage3.Pre-listening 1.use video and cards to teach and learn the new words will be more interesting. 2. To check whether they can tell different colors and can remember how to read. 3. (1)To learn new words in phrases;（2）also to get ready for learning the phrase look the same and don’t look the same. 4. To reduce the difficulties while listening about the color and body parts in 1A.
Stage 4.While-listening 1. To let students have a guess. 2. Play 1a for the 1st time. 3. Play 1a for the 2nd time. 4. Play 1a for the 3rd time. Stage4.While-listening 1. Look at the picture to guess what are Michael and Kangkang talking about. 2. Students read the questions and then listen to 1A to get the main points and finish the exercises, choose A,B or C. (1)Who is he A. Kangkang B. Yukio C. Michael (2).Where is he from A. China B. America C. Japan (3)Is he Kangkang’s friend A. Yes, he is. B. No, he isn’t. C. We don’t know. 3. Students read the questions and then listen to 1A to get the main points and finish the exercises, mark T(true) or F（false）. (1)Kangkang and Yukio look the same (2) Kangkang and Michael look the same 4. Students listen to 1A and complete the table, then ask and answer according to the table. NameHair(color)Eye(Color)YukioKangkangMichael
A: What color is Yukio’s hair B: It’s black. A: What color are Yukio’s eyes B: They are black. Stage4.While-listening 1. To develop students ability to predict. 2. To train students’ ability to get the main idea. 3. To train students’ ability to get the details. 4. (1) To train students’ ability to get more details； (2) the ability of transfer information according to the table; (3) the ask and answer parts will give a foundation for students to retell the table and introduce their favorite actor.
Stage 5.Post-listening 1. play 1a again and pay attention to stop. 2. Ask students to role-play. 3. Show a table about the main information of 1a. 4. To show a table about the information of Michael, Kangkang and Yukio. 5. To give many actor’s poster, and let students to choose. Stage 5.Post-listening 1. Studets read after it and pay attention to the intonation. 2. Students to role-paly 1a. 3. Students finish the table according to 1a. NameCountryHair(color)Eye(Color)YukioKangkangMichael
4.Stuents give a introduction about Michael, Kangkang and Yukio according to the table. This is my friend, Michael. He is from __________.He has_____ hair and _____ eyes. We ____ look the same, but we are good friends. They are Kangkang and Yukio. Kangkang is from____. Yukio is from______. They have_____ hair and _____ eyes. We look ____ _____, and we are good friends。 5. Choose their favorite actor to make a new short passage according to exercise4. Stage 5.Post-listening 1. To let students to imitate the pronunciation and intonation. 2. Check whether they can read correctly. 3. To train students’ ability to get the information by coming back to the text . 4. To train students’ ability of conclusion. 5. It is important for us to let students to apply what they have learnt.
Stage 6.Summary Ask students what we have learnt. Stage 6.Summary Students to make a conclusion about the new words, phrases and sentences. Stage 6.Summary To train students ability to make a conclusion and check whether they have learned the knowledge.
板书设计
作业设计 1. To introduce your favorite actor to your classmates. 2. Recite Section A 1a and do exercise book.
自自我评价 缺点： 1.时间把握欠佳，听前部分耗费太多时间，导致听后活动没有完成； 2.没有很好地调动学生积极性，课堂氛围比较沉闷； 3.回答问题大多是整体回答，应该多增加小组回答及个人回答，增强学生的小组合作精神，也让不同层次的学生展现自己的能力； 4.课堂用语不够规范，学生有些不懂； 5.课堂评价语比较单一，可让课堂评价语更具多样性； 6.课堂评价单一，大多是老师对学生进行评价，没有学生之间的评价。 优点： 1.对教材内容进行了一定的整合； 2.通过视频进行课堂导入，比较有趣； 3.根据学生实际情况设计不同的听力活动，以适应不同层次学生； 4.听力题型多样，且由易到难，具有梯度性；
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