鲁教（五四）版七年级上册Unit 1 What does he look like？ Section A 教案

鲁教五四学制七年级上册
Unit 1 What does he look like
Section A: Grammar focus-3d
【Teaching objectives】
Knowledge objectives:
1. Vocabulary: straight, curly, actor, actress, handsome, person.
2. Useful phrases:be of medium height,be of medium build, wear glasses,
3. Sentence patterns:
(1)---What does he/she look like
---He’s really tall./She has long straight hair.
(2) ---Is he tall or short
---He isn’t tall or short.He is of medium height.
Ability objectives:
1.To improve the students’ abilities of communication through large quantities of communicative activities.
2. To develop students’ abilities of speaking and writing.
3. To enable students to talk about what people look like.
Emotional objectives:
1. Describe people’s looks objectively.
2. Encourage students to be kind and friendly to others and not to judge people by their looks.
3.Increase the students’ interests in learning English.
【Important and difficult points】
1. To mater new words and phrases.
2. To master the sentence patterns about how to ask about people’s looks and describe people’s looks and learn how to give answers to alternative questions.
3. To use target language to describe people’s looks.
【Teaching methods】
The Communicative Method
The Situational Teaching Method
The Task-based Language Teaching Method
【Learning methods】
Autonomous Learning, Cooperative Learning and Discovery Learning
【Teaching steps】
StepⅠLead-in.
1. Greetings.
2. Show a video to review some sentences about describing people’s looks. Then point out: How to describe people’s looks
【Design intention】
This task is a brainstorm to the topic. It aims to arouse the students’ interest in the topic and activate their old knowledge about describing people’s looks. Then the students will be mentally prepared for the next task.
StepⅡ Discovery and practice.
1. Present a chant and ask the students to find out the rules about when we can use “sb.+be+adj” and when we can use “sb.+have/has+noun.”
2. Practice what they have just learned in a competition activity.
3. Ask the students to find out the mistakes in the given sentences.
【Design intention】
In this step, I make great efforts to develop students’ ability to get information from sentences and then learn to discover and summarize the grammar rules. In the meantime, the competition is designed to make the class lively and interesting.In this way, it will be easier for the students to mater these two sentence structures. What’s more, finding out the mistakes in the given sentences will no doubt strengthen the correct expressions of “sb.+ be+ adj. and sb.+ have/has+ noun.”
StepⅢ Consolidation
1. Read 3b, choose the correct words to complete the conversation. Then focus on Alternative Questions and discover how to give answers to Alternative Questions.
2. Play a guessing game. The students are asked to guess their classmates by asking some Alternative Questions.
【Design intention】
In this part, I use “Seewo” software to design a class activity to finish the task of 3b. It can make the students more interested in filling the blanks. By focusing on Alternative Questions, we can move on to the next teaching task smoothly. In the guessing game, the students are encouraged to use Alternative Questions as many as possible.
StepⅣ Writing & Speaking
1. Watch a video and describe what Auggie’s favorite teacher looks like.
2. Individual work: Ask the students to write a small passage about what their favorite teacher, actor or actress looks like. Try to use target language as much as possible.
3. Group work: Share their writings with group members. The whole group ask the questions together and the group members answer one by one.
【Design intention】
In this part, the students are given a chance to output what they’ve learned in this class. By finishing various kinds of tasks, the students will develop their writing strategies and speaking skills. The students can fully understand how to describe what people look like. What’s more, the students will learn to work with each other and the students of different levels will have chances to participate in the activities. This task can also activate the learners’ interest and confidence in learning English as well as cultivating students’ active cooperation consciousness, their correct competitive attitude and the healthy group spirit .
StepⅤ Summary.
1. Let’s think: Do looks matter
2. Let’s share ideas with the classmates.
【Design intention】
These tasks are designed to arouse the students’ inner feelings about looks. The students are encouraged to be kind and friendly to people like Auggie. At the same time, they are emotionally advised not to judge people by their looks.
StepⅥ Blackboard design
Unit 1 What does he look like
Section A: Grammar focus-3d
Knowledge objectives: Excellent performance
1.Vocabulary:straight,curly,actor,actress,handsome, person. 2.Phrases:be of medium height, be of medium build, wear glasses.3. Sentence patterns:(1)---What does he/she look like ---He’s really tall./She has long straight hair.---Is he tall or short ---He isn’t tall or short.He is of medium height. You can do it!Group 1Group 2Group 3Group 4Group 5 Group 6