课件16张PPT。Unit 9Zx.xk Unit9 What does he look like?
(section B)
An Interseting JobShow TimeWhat does he look like?
He has short red hair , he is fat and of medium height. And he wears glasses.
What’s his job?
A. A singer.
B. A teacher.
C. A police artist(警察画像师).
What is he doing?
A. He is drawing a picture of the criminal.
B. He is watching the races on TV.
C. He is climbing the mountain.
√√A. Is Joe’s job interesting?
B. Is this job easy or difficult?Yes, it is.It’s sometimes difficult.Joe Brown has a very interesting job.He is a police artist.Some people see crimes and then talk to him.They tell him what the criminal looks like. Then he draws a picture of the criminal.And the police put it in newspapers and on television to find him.Zx.xk Why do they describe the people differently ? (不同地)Many people don’t always see things the same way.(方式)Also, they don’t always remember well.Is she young or old? He wants to draw a good picture of each criminal, but this job is sometimes .
Many people always see things the same way so they describe the same person .
Also they don’t always remember .
difficult don’tdifferently well of medium
buildshort
straight
brownbig eyes
youngtallthincurly
blond about
thirty shortheavyshort
black old /Find the real criminal.Zx.xk
My name is Joe. I have a very ________ job.
I am a police ________. But this job is sometimes difficult. Many people don’t see things the same ________, so they may ________the same person differently. Also, they don’t always remember well. Sometimes one woman says, “The criminal is of medium height.” But ________woman says, “he is short.” In the ________, the ________criminal is tall.
interestinginterestingdescribedescribewaywayrealrealartistartistanotheranotherendend A: Hello, Sir. The criminal is a man.
B: What does he look like?
C: ….
B: …. Two student are the police artists.----Draw a picture.
One students saw the crime(犯罪).---Describe the criminal. One is the police——Ask questions.
2个学生扮演警察画像师——画罪犯。
1个学生为目击者——描述罪犯。
1个学生为警察——问问题。
4人一组进行表演。
If you are a policeman, what will you ask?
如果你是警察,你会问什么问题?You're on the spot.(在现场)
The criminal was arrested!(罪犯被捕了!)The criminal was arrested!(罪犯被捕了!)1.87 mMy best friend
My favorite starWhat is his/her name?What does he/she look like?What does he/she like to wear?Why do you like him/her?heightbuildhairother features1.Remember the new expressions in this lesson.
2.Show a photo of your family, and write a passage to describe your mother(father, sister, brother……)Homework教材分析
1、教学内容
本课时是Go for it七年级下册中第七单元“What does he look like?”(setionB)。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貌的词组及句型。
本课时将sectionB的阅读2b与其后的3a , 3b进行资源整合,引导学生展开阅读,在阅读中进一步完成对目标语言的感知,并通过一系列阅读任务的训练进一步提高学生使用所学语言描述人物外貌的语言技能,并将3a,3b内容的处理巧妙设计为阅读后的语言提升过程,为下一课时的写作训练课做好铺垫。
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。
另外,本节课作为下节课“写作课”的前奏,为下节课的教学扫清障碍,做好铺垫,降低信息差,有利于学生的递进式学习,培养学生的学习兴趣。
课后反思
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。整节课下来,以下体验尤为深刻。
一、科学合理地整合教学资源,做到用教材教。
本课时是一节阅读课。针对七年级学生的心理特点并考虑其英语学习水平,我首先将教学环节进行处理,将“泛读环节”改造成“听力练习”,给学生布置了两个听力练习任务,引导学生带着问题去听语言材料,给学生指明方向,鼓励学生学会抓住关键信息。其次,对教学资源进行科学整合,将3a,3b改编为作文练习,以此巩固训练本节课的目标语言。这样本节阅读课就变成了一节听说读写综合训练课,借此培养学生综合运用语言的能力。多样的教学形式,容易激发学生的学习兴趣,避免单一的教学模式给学生带来枯燥感,使得学生在整节课的学习过程中得到充分的知识体验,达到“学习语言---使用语言”的教学效果。
二、丰富有趣的教学素材,让学生乐学。
在本节课伊始,我选取符合文章情境的视频材料,幽默的视频素材让学生在愉悦的情境中对文章素材进行感性体验,让人物形象鲜活起来,紧紧抓住学生的学习兴趣,吸引学生迫不及待地展开阅读。在写作训练环节,我抓住学生的追星心理,选用学生们熟悉并喜欢的明星作为描述对象,消除学生对新知的陌生感,激发起学生“说”的欲望,鼓励学生敢说,多说,从而达到语言训练的效果。为降低学生的学习难度,我在语言巩固训练过程中,将语言素材做成挂图,便于学生选择使用,有利于培养学生的发散性思维,让学生消除压力在快乐中学习。
三、创设生活化的语言情境,让学生在体验中学习。
在阅读过程中,我将语言素材和生活中的小游戏结合起来,让学生很容易地理解语言材料。并在语用环节,设计了警察,目击证人,警察画像师等多种角色,鼓励学生参与其中,“过把瘾”的成就感给了学生真实的体验,让学生对语言的感知更加深刻,也增加了学生的学习信心,让学生们更勇敢地参与到语言的学习体验中去。
除此之外,积极的情感体验也有利于教学活动的开展,教师在教学中要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。并注重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语都能激发学生的上进心、自尊心和集体荣誉感,让英语课堂变成学生学习的乐土。
评测练习-----预习学案
一、自主学习
填一填
1 真正的罪犯_____________ 2. 有趣的工作___________________
3. 与....交谈 _____________ 4. 把它登载报纸上______________
5,最后_________________ 6. 金黄色的卷发___________________
7. 首先_________________ 8. 擅长于_______________________
译一译
They tell him what the criminal looks like.
__________________________________________________________________
They may describe the same person differently.
__________________________________________________________________
In the end ,the rea l criminal is a short and heavy old man.
________________________________________________________
想一想
我们学过的人称代词有哪些,请列举出来。
人称代词主格:____________________________________________________
人称代词宾格:___________________________________________________
我们学过的指示代词有哪些,请列举出来。
二、合作探究
1.Look at the picture of 2b and answer 3 questions.
(1.)What does the man in the first picture look like ?
(2.)Is the man in the second picture thin or heavy ?
(3.)Does the man in the third picture have short blond hair ?
2. Read 2b and answer the following questions .
(1.)What does Joe Brown do ?
He is a .
(2.)What does Joe and the police do when some people tell him what the criminal looks like ?
Joe draws , and the police put it and
to find him.
(3.)Why is Joe’s job sometimes difficult ?
Because many people don’t always see things so they may describe the same person .
(4.)What does the real criminal look like ?
The real criminal is a and old man , and he has hair .
3. Read 2b and fill in the chart.
An interesting job
Name
Job
What
What to do
Job
draws
The police
put it
How
Why
Many people describe the same person
Describing the criminal
One woman says
He is and .
He has and .
Another woman says
He is and .
He has hair.
The real criminal
He is a and man.
He has hair.
● 知识超市
( 一).He has long straight brown hair.
He has curly blonde hair.
He has short black hair.
名词hair 前面有若干个形容词,你知道它们的排列顺序吗?
描述头发时顺序是:漂亮、长短、形状(long,short, straight, curly) 、颜色
一般情况形容词的排列如下:限定词、评价词、形状词、年龄词、颜色词、国别词、材料词、用途词。(先主观后客观)
汉译英
一头漂亮的黑头发________________________
一头金黄色的短卷发________________________________
一头漂亮的金黄色的直长发____________________________________
(二)、He wants to draw a good picture of each criminal.
Want “想”后接动词不定式(to do ),还可有接名词、代词.
of 在本句中意为“关于”,a picture of 表示“一副关于...的图片/照片。
翻译 1. a picture of an apple_______________ 2. a map of China________________
3.a photo of my family_______________4. a map of the world_______________
评测练习---探究学案
一、听录音,回答下列问题。
A. Is Joe’s job interesting?
B. Is this job easy or difficult?
二、阅读文章第二段,填写下列空格。
He wants to draw a good picture of each criminal, but this job is sometimes . Many people always see things the same way so they describe the same person . Also they don’t always remember .
三、从文章中找到相关信息,完成表格。
One woman says
Another woman says
The real criminal
Height
身高
Build
体型
Hair
发型
Other features
其他特点
Pictures
四、从表格中选择合适的单词填空。
interesting describe way real artist another end
My name is Joe. I have a very ________ job.
I am a police ________. But this job is sometimes difficult. Many people don’t see things the same ________, so they may ________the same person differently. Also, they don’t always remember well.
Sometimes one woman says, “The criminal is of medium height.” But ________woman says, “he is short.” In the ________, the ________criminal is tall.
五、根据老师的提示完成对Kris的描述。
My best friend is Kris. Let me tell you what he _________ like. First of all and ____________. He is very tall and _________. He has brown hair and he doesn’t wear_________. He usually wears jeans , a T-shirt and sports _________. I like him because he is really cool and fun, and he is a good at soccer.
评测练习----检测学案
一、Give the correct form of the verbs in parentheses. Do not refer to passage until you finish your exercise. 用括号中动词的正确形式填空。完成练习后再对照课文,核对你的答案。
Joe Brown has a very interesting job. He (be) a police artist. Some people (see) crimes and then (talk ) to Joe . They (tell) him what the criminal (look) like . Then Joe (draw) a picture of the criminal , and the police (put) it in newspaper and on television (find) him .
He wants (draw) a good picture of each criminal ,but this job is sometimes difficult. Many people always (not see) things the same way so they may (describe) the same person differently. Also , they don’t always remember well .
二、快乐阅读
I’m Tom. My best friends are John and Ann. We do many things together. John lives near my house and we are in the same class. He’s fifteen years old and he’s tall and slim. He has blond hair and blue eyes. He’s polite and very clever. He’s very good at math and he sometimes helps me with my homework. He usually wears jeans and a T-shirt. We also play basketball at a nearby(附近的) park together and sometimes we play video games at my house after school.
Our friend Ann isn’t in our school. She’s short and slim with straight brown hair and brown eyes. She’s a little bit shy. We all have kung fu lesson every Tuesday and Friday afternoon. Ann is really good at kung fu. We call her the “kung fu kid”. She sometimes plays basketball with us, too. She often wears a dress, a T-shirt and a baseball cap. The three of us have great fun together.
( ) 1. Who is good at math?
A. Tom B. Ann C. John
( ) 2. Where do Tom and John play video games?
A. At John’s house B. At Tom’s house
C. At Ann’s house
( ) 3. What do the three children do together?
A. Play baseball B. Play basketball
C. Play video games
( ) 4. What clothes do John and Ann like to wear?
A. T-shirt B. Jeans C. Jackets
( ) 5. When do the children have kung fu lesson?
A. Every Thursday and Wednesday.
B. Every Tuesday and Wednesday afternoon.
C. Every Tuesday and Friday afternoon.
三、完成【Homework】--2.
【学习体会】
成功&收获: 失败&不足:
教学设计
I.教学目标:
1.知识目标:
1).掌握下列单词和词组的意义及用法: interesting, police artist, draw a picture of the criminal, difficult, describe, differently, be of medium build, long straight brown hair, big eyes, curly blond hair, a short and heavy old man, handsome, wear glasses.
2).学会使用以下句型对人物外貌进行描述:
-- What does he/she look like? --He/She is tall and has long hair.
He has long straight brown hair and big eyes.
He is tall and thin, and he has curly blond hair. He is about thirty years old.
He/She wears glasses/…
Let me tell you what he looks like. First of all,……
I like him because he is really cool and fun, and he is good at soccer.
2.能力目标:
1)学会通过阅读掌握关键信息,完成思维构图的训练。
2)通过阅读技能的训练,学会对细节的理解,提高学生的语篇分析能力。
3)能积极思维,运用所学句型,结合实际生活进行人物外貌描述。
3.情感态度目标:
1)通过描述别人的外貌,简单地表达自己的观点或好恶,学会交换不同的看法,在人际交往中学会尊重和理解别人。
2)学会多发现别人的优点,学会赞美别人,友好地描述别人的形象。
II.教学重点:
掌握本课时新单词和句型以及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、Show time(学生展示环节)
由值日学生运用上节课所学内容,进行个人英语能力展示,引导其他同学复习上节课所学内容。
Step2、Lead in(新课导入)
由老师和学生的dream job 引出本节课的主人公工作,police。观看警察画像师的视频,激发学生的学习兴趣, 展开本节课的阅读教学。
观看视频后,引导学生对视频中的人物进行描述,帮助学生联系旧知,引出新知。通过视频后的练习题,让学生感知police artist的工作内容,为阅读教学做好情境铺垫。
Step3、Listening(听力环节)
听文章录音,让学生整体感知文章内容。根据所听内容,完成听后练习。
A. Is Joe’s job interesting?(Yes,it is.)
B. Is this job easy or difficult?(It is sometimes difficult.)
(设计意图:将泛读环节与听力练习进行有机结合,训练学生学会在听的过程中寻找关键信息的听力技巧。听后练习设计两个题目,分别指明了Joe工作的两个特点,在接下来的4,5两个环节中,教师分别设计不同的活动任务开展阅读。)
Step4.Fast—reading(围绕Joe工作的第一个特点,速读第一段)
引导学生对第一段进行快速阅读。教师罗列文章细节,学生读后对教师所给细节进行正确排序。
(设计意图:此环节采用的反馈练习是将打乱顺序的文章细节进行正确排序,设计目的是为了考察学生在较短时间内对文章细节的理解能力,从而提高学生的速读水平。)
Step5、Talk about Joe’s job(谈论Joe的工作的第二个特点)
教师通过展示两幅图画,引导学生总结解释“He wants to draw a good picture of each criminal, but this job is sometimes difficult。”的原因。
然后,引导学生用文章信息完成短文。
(设计意图:通过一个小的趣味看图游戏,将文章信息形象地展示出来,激发学生的阅读兴趣。并且降低信息差,为第二环节中的短文填空做好语言积累,锻炼学生的语言提炼能力,提高学生综合运用语言的水平。)
Step6、Careful—reading(精读文章获取人物信息)
教师引导学生对文中criminal的外貌描述认真阅读,并将不同的描述整理后完成表格。
(设计意图:用表格的形式展示文章细节信息,引导学生巩固训练本单元描述人物外貌的目标句型,并训练学生对知识信息的梳理分析能力,借以提高学生的阅读技能。)
Step7、Retell the passage(复述课文)
教师设计题目,引导学生回读课文,然后根据自己的理解完成选词填空,从而达到复述课文的目的。
(设计意图:为培养学生的综合分析能力,提高学生的语用水平,故设计复述课文环节,引导学生用自己的语言再现语言材料,进一步理解重点词汇和目标句型。鉴于七年级学生的英语学习水平,老师将文章的复述与选词填空相结合,降低学习难度,易于学生掌握目标语言。)
Step8.You are on the spot!(创设情境,做中学)
设计任务活动“你在现场”。以小组为单位,分别让学生扮演警察,警察画像师,目击证人,由警察和目击证人展开对话,训练巩固目标语言,并有警察画像师完成画像。
各小组准备完毕,在班级内展示对话,教师给予指导,纠正。
活动展示完毕,教师出示the real criminal,选出画像最佳小组。
(设计意图: 通过设计与文章情境相似的活动,将语言材料生动起来,发挥学生的主观能动性,创造性的运用目标语言来完成活动任务。在注重培养学生的团队合作意识的同时并注重引导学生选用活泼的美术形式来展现语言,培养学生的跨学科思维意识。)
Step9.Describe my best friend---Kris(口头作文,巩固目标语言)
教师在黑板上呈现描述人物外貌的语言素材,出示学生喜欢的明星Kris的图片。根据kris的外貌特点,选取相应素材展开对Kris的描述。
引导学生在教师的帮助下口头作文,对人物进行描述。教师给予适时的指导和帮助。
(设计意图:此环节是对教材3a的资源整合,以3a内容为蓝本,选用学生熟悉的明星Kris为描述对象,将本课时的知识点与前面所学知识点有机整合,运用口头作文的形式增加语言训练的深度和难度。在操练过程中,教师将丰富的语言素材以挂图的形式呈现出来,方便学生选取,在一定程度上降低了难度,开阔了学生的思路,有利于学生发散思维的培养。)
Step10.Sum-up(总结归纳)
在对学生的口头作文训练的基础上,针对How to describe my favorite friend/star列出四个步骤,对目标语言进行总结归纳。
(设计意图:此环节是对教材3b的资源整合,起到承上启下的作用,一方面是对刚才作文练习的总结归纳,对本单元的目标语言学习进行“术”的提高。另一方面也是对接下来的写作教学课的开展进行铺垫引领。)
Step11.Homework