仁爱版七年级上册 Unit 2 Looking Different Topic 2 教案

Unit 2 Looking Different
Topic 2 What does she look like
Section A
教学设计
Teaching content: Book 1 Unit 2 Looking Different Topic 2 What does she look like Section A 1a, 1b, 1c, 2a,2b.
Teaching aims and demands:
Learn some new words about colors and ask and answer questions about questions.
Learn the sentence, “We don’t look the same, but we are friends.”
Teaching importance:
Color words.
What color is it/ are they
We don’t’ look the same, but we are friends.
Teaching aids: ppt, a windmill, some pictures.
Teaching procedures:
Step 1: Leading in
T: Hi, boys and girls. Nice to meet you.
S: Nice to meet you, too.
T: Please look at me carefully, is my hair long or short
S: Short..
T: That means I have short hair. Is her hair long or short, black or yellow
S: Short. And black.
T: We both have short black hair, we look the same, and we are Chinese.
What about her hair
S: She has long black hair.
T: We don’t look the same, but we are friends.
Then ask students about Kangkang and Michael to make similar sentences.
[设计意图： 以教师自身和学生为例，以学生熟悉的外貌为载体引入本课重点We look the same. 既吸引了学生的注意力又为化难为简地引入了本课的重点。]
Step 2 Presentation
T: Michael and Kangkang are talking about something. Let’s listen. While listening, please thing about the question “ What colors will you hear in 1a
Ask students to read 1a and think about the question:
What color are Kangkang’s hair and eyes
What color are Michael’s hair and eyes
Then check the answers.
Students read 1a in pairs, and then act it out. If possible, students can role play it without books.
4. Students read 1a and finish 1b. First, students report the chart one by one. Then ask a students to report the chart completely.
[设计意图：在对话的整个教学过程中，学生通过教师设计的听读练的活动，充分阅读和理解对话大意，熟练后脱离课本进行对话以及根据要求复述表格能强化学生的语言实践运用能力，学生由先介绍一个人到介绍三个人，难度逐渐加强，给不同层次的学生提供了语言实践的机会。]
Step 3 Words and expressions
T: How many colors are there in 1a and what are they
S: Three. Black, blond and blue.
T: You know there are many colors in the world. How many kinds do you know
(Show a windmill and ask students what color they know, then lead students to learn new colors. Write down the color words on the blackboard.)
The teacher lead students to read and spell the color words.
[设计意图：颜色单词的教学，以颜色绚丽的风车为载体，由学生的已知引入新颜色词，从视觉上刺激了学生的感观，而且改变单一教师教新知的模式，容易激发学生学习的积极性，体现了学生自学互助和老师的导学。]
Show some useful and special phrases to students and ask them to guess the meaning of them.
[设计意图：在颜色单词教学后，以常用的颜色用语竞猜方式，激发学生对学习颜色单词更大的兴趣。]
Show students some colorful picture, make them to tell the colors in the pictures. And let students to write down the colors in the last picture.
[设计意图：通过说出图片颜色的实际语言运用的训练，使学生对颜色单词更加熟练，最后一幅图让学生写出颜色让学生练习了颜色词的写]
4. Use some pictures to lead in new sentences “ What color is it ” “ What color are they ” Help students to answer it as “ It’s/ They’re…” Then practice in pairs and groups.
Students listen to a song and complete the lyric.
[设计意图：用多彩的图片训练学生的对话能力，学生欣赏歌曲放松的同时，完成了关于颜色的听力训练，歌曲优美，有利学生兴趣的提高。]
Step 4 Practice
Do a survey about group mates’ clothes Then ask them to make a report following the example.
Name Color of the T-shirt Color of pants Color of shoes
Liu Peng White blue black
Using the sentence What color is /are …. It’s /They’re….
Ask students not to judge people from the clothes.
[设计意图： 调查表格内容的设计对本课内容做了总结性复习，学生汇报锻炼了其语言综合运用能力，并对学生进行不要以貌取人的思想教育。]
Step 5. Summary
Ask students to sum up the lesson themselves by two questions:
What words did we learn today
What sentences did we learn today
[设计意图：用问题引导学生思考并总结，把课堂的主动权和学习权还给学生]
Step 6. Homework
1. Make a similar dialog like 1a.
2. Write a small passage about you and your good friends.
3. Draw a picture with crayons and describe it to your group mates
[设计意图：作业设计兼顾了学生的听说读写的训练，并让学生自由创造图画并描述给其它同学听，开放性作业的设计会激发学生学习的兴趣。]
Step 7. Exercise
( )1. --- ____ is his hair
--- It’s black.
A. What color B.What C. Who
( ) 2. --- What color is your pen
--- ________.
A. It’s nice. B. It’s brown. C. It’s big.
( ) 3. They’re sisters, but they look______.
A. different B. the same C. the different
( ) 4. They ____ look the same, ___ they’re good friends.
A. don’t; and B. aren’t; but C. don’t; but
( ) 5. ---Who is that girl
--- ________
A. She is a student. B. She is eleven.
C. She is Linda, my sister.
[设计意图： 作业紧扣本课的教学内容和重难点，当堂反馈有利教师把握掌学生课堂知识的掌握情况。]