Unit 1 What does he look like?(课件+教案+练习)

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名称 Unit 1 What does he look like?(课件+教案+练习)
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更新时间 2017-01-02 19:03:23

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课件23张PPT。Unit 1 What does he look like? 1、知识目标 使学生掌握并熟练运用下列单词:描述人的外貌特征的词,如:heavy curly medium build height etc. 等和以上提到的句型。
2、技能目标 培养学生四会能力及综合运用英语的能力。
3、德育目标 本节课内容贴近生活,通过教学,让学生会发现生活中的真善美,学会思考问题,热爱生活;通过结对练习、分组合作教学,培养学生的合作意识和创新能力。 What does he look like? He is tall .heightHe is ...(身高)][hait] He is of medium height.
[`mi:d??m] [ha?t]He is short. She is heavy. [`hev?] She is of medium build. [`mi:d??m] She is ...(体形)[b?ld] She is thin. [θ?n] What does she look like? buildtallof medium heightshort of medium buildheavythinCan you describe them?What does she look like?Xie Na has short hair.Wu Xin has long hair.She has short curly hair.She has long straight hair.She has curly hair.
She has straight hair.Learning Tips:
1.hashave +hair
2.形容词(长短+形状+颜色)+hair
She has short hair.She has long hair.
What does Wu Xin look like?/stre?t//kЗ:l?/描述人物的句型:1、Be+形容词:
Be+tall/short
Be+heavy/thin /medium height
2、Have/has+名词词组
Have/has
+short hair/long hair
+straight/curly hair
+a medium buildA: What does … look like?
B: He/She is short / tall / of medium height.
He/She is thin / heavy / of medium build.
He/She has … hair. Pair Work: Talk about their height, build and hair.I … .
I love myself!Show MyselfI have short curly hair, and my mother has short curly hair, too. I love my mother!A:What does your mother/father look like?
B: She/He is ... . She/He is... .
She/He has....
I love my mother/ father.Amy1.short hair ___
2.curly hair ___
3.long hair ___
4.straight hair ___
5.tall ___
6.short ___
7.medium height__
8.thin ___
9.heavy ___
10.medium build
______e/f/hb/haa/e/f/hfgcda/e/gMatch the words with the people in the
picture. (1a)tallcurly hairListen and fill in the blanks in the picture. (1b)Listen and answer the questions.(2a)1. Is David tall or short?
___________________
2. Does Sally have long or short hair?
_____________________
3. Is Peter short or tall?
___________________He is short.He is tall.She has long hair.of medium heightshortlong straight hairof medium buildshort hairListen again. Fill in the chart. (2b)thintallcurly hair一.写出下列词或词组的反义词。
long ______ thin _______
tall ______ big _______
old ________ difficult ______
good ______ curly ________short hair ________Exerciseshortfatshortsmallnew/youngeasybadstraightlong hair二.用is, has, 或with 填空。
1. He_____tall and he _____big eyes.
2. She _____medium height,and she
______curly hair.
3. She_____ very short and she ______
very young
4. He is tall_____ brown hair and he
______ heavy build.
5. There is a girl ____ long hair in the street. She ____ flowers in her right hand.

ishasishasisisiswithwithhas三.根据汉语完成句子。 2.---你爸爸看上去是什么样子?
---他体格中等,短头发,戴眼镜。
---What _____ your father _____
____?
---He ____ _______ build, he has ______ _____ and ______ _______.
1.你看起来真像爸爸。
You ____ _____ _____ your father.really looklikedoeslooklikeismediumshorthairwearsglassesHomework: Make a survey about your partner’s family members (家庭成员): Everyone is special!
Everyone is important!
人人都很特别!
人人都很重要!Don’t judge the others by their looks!
不要以貌取人!
一、教材分析:
本单元的教学核心项目是“描述人的外貌”(Describe People),涉及到讨论人的身高、体重、发型、面部特征及其着装等语言项目。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,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。这些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,所以在学习活动中,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。
Section A从根据人的外貌特征找人,来呈现与此相关的形容词、短语 (Activity1a)到听力练习(Activity1b, 2a, 2b),让学生学会描述人的外貌(Activity3a),引出本单元的语法项目have动词 、be动词和wear动词的用法,到句型操练(Activity1c,3,3b),语言目标层层递进,主要展示了重点句型:
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.
最后还有一个猜人游戏:Mystery Student(Activity4) 以游戏的方式来检测学生对本部分单词和句型的掌握情况。
二、教学目标:
(一)语言知识目标:
1.语法:1.look like的问句及回答。2.用于宽泛描述的形容词。
2.词汇:
名 词:hair, height, build,etc.?
形容词:short, tall, medium, thin, heavy, etc.
3. 交际用语: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.?
(二)语言技能目标:
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,用这些词组及句型描述别人的外表,提高写作水平。
(三)情感态度目标:
1.通过描述自己、同学、亲人、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。??
(四)文化意识目标:
了解不同人的外貌和同一人的不同外貌,了解在中西方文化中表达自己的观点时存在的差异,我们比较委婉,而西方人则比较直接些,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。
(一)重点:
1. 词汇(The vocabulary).
2. 句型:-What does he/she look like???
    -He/She is tall.
    -What do you look like???????
    -I’m thin. I have short hair.
    -What do they look like???????
    -They’re medium height. They have long curly hair.?
(二)难点:
1.has与is的正确使用。?
2.Wear的正确使用。
3.描述人的外貌。?
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:
(一) 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。
(二)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.? 通过猜同学、猜明星、调查汇报,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、教学过程设计:
(一)教学目标:
I.知识目标:
1.单词: hair, curly, straight, height, tall, medium, thin, heavy, build.?
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.
II.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。
III.情感目标:
让学生学会友好地描述别人的形象。?
(二)教学重点:?
掌握本课新单词、句型和怎样描述一个人的外貌。
(三)教学难点:
掌握运用动词have和be描述人物外貌的方法。
(四)教学设计:
Step I. Warming-up:
Play a game “Polly says…”.Tell the Ss the rules:If Polly says touch your eyes/ears/ nose/mouth/shoulder/legs/arms. You should do it. If it doesn’t say that, you can’t do it. If you are wrong, you have to sit down. The person who does it correctly is the winner.?
Step II. Presentation:?
1.Say“Great!”to the winner and let him/her be in front of the class. Then talk about the winner with the whole class:Do you think he/she is very great? Do you like him/her? What is he/she like? What does he/she look like? Is he/she tall/short? What does he/she wear?
2.Show the photos of some famous people to introduce hairstyle, height and build. Teach the new words and the new sentence pattern.
3.Go over the spelling and the pronunciation of the new words with the Ss.?
Step III. Pair work:
At first the teacher gives the Ss an example with a picture of Jackie Chen.?
A: What does he look like?
B: He has short hair. He is medium build. He is a little short.
Then ask Ss practice like this.
Step IV. Play a guessing game:
At first the teacher gives the Ss an example. Then ask Ss to guess their classmates’ names with the descriptions as quickly as possible.
Step V. Activity1a—1b:
1. Let the Ss look at the picture at page 41 and match the people in the picture with the words. And check the answers together????????
2. Let the Ss listen Activity 1b carefully, fill in the blanks in the picture at page 41 and find Amy’s friend. We can listen twice.The first time, just listen.The second time,listen and fill in the blanks.And say something about Amy’s friend’s look.( He's really tall.And he has curly hair.)?
Step VI. Draw and describe:?
Ask Ss to draw a picture of “What do you look like when you are 20 years old? ” and descry
Step. VII. Homework:
1. Remember all of the new words.?????????????????????????????????????????????????
2. Do the Ex. in the Ex. Book.
3.Write a short passage about what your favorite teachers look like.
?
一.写出下列词或词组的反义词。
long ______ thin _______
tall ______ big _______
old ________ difficult ______
good ______ curly ________
short hair ________
二.用is, has, 或with 填空。
1. He_____tall and he _____big eyes.
2. She _____medium height,and she
______curly hair.
3. She_____ very short and she ______
very young
4. He is tall_____ brown hair and he
______ heavy build.
5. There is a girl ____ long hair in the street. She ____ flowers in her right hand.
三.根据汉语完成句子。
1.你看起来真像爸爸。
2.---你爸爸看上去是什么样子?
You ____ _____ _____ your father.
---他体格中等,短头发,戴眼镜。
---What _____ your father _____
____?
---He ____ _______ build, he has ______ _____ and ______ _______.
3.他是一位个子高高,头发黑色的人。
He is ___ ____ man ____ black hair.
4.她是一个瘦瘦的,中等身高,戴着耳环的女孩。
She is a ____ , _______ ______ girl and _____ earrings.
5 .你的父亲个子高吗? ---不,他很矮。
—____ your father ______?
— ____, he is ______ ______.
本课的设计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,设计简单形象.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。
在板书设计上,为了避免学生把is和has混用,我采取了分开总结排版的格式,让学生能一目了然,描述什么该用什么词语。这样能使他们更容易接受,并且能分清它们的区别。 而课后作业是描述朋友、父母的外貌特征。这样设计的目的是为了巩固知识培养和提高学生的写作能力 。通过以上几步的语言输入练习,让学生再进一步创造性活用所学语言,提高学生的写作能力。
从这些方面我设计了本节课,按理说是很不错了,可是上完之后却不如我想象中的那么好。因为此课的设计不管是从内容上还是活动上都是很有激情的,然而学生的激情却没有充分的调动起来,让我很失望。课后我也一直在思考这个问题。我问学生为什么不积极回答我的问题呢?他们给的答案是:“胡老师,我们在那样的大教室里,有那么多老师听课,回答问题很紧张,害怕答错。”原因似乎很简单,但是这个问题却一直萦绕着我。我发现自己还有很多不足:
首先培养学生大胆发言习惯不够。在平常的教学中,学生的胆量是比较大的,可是这学期与上学期他们举手发言的激情却没有那么活跃了。因此我想在今后的教学中我应该注意培养学生大胆开放的性格,让学生在任何场合都能勇于发言,积极思考。
其次,课堂调控能力仍需加强。可能由于自己教学经验不足,导致调控能力不够好,所以没有把学生的激情完全调动起来,导致课堂上没有那么活跃。我应该把握好学生学习的反馈情况,及时调整教学进度。
既然意识到自己的不足,那么今后我应该多学习专业知识,多向其他老师学习,多方位的了解学生,把握好教学进度,分析好学情,弥补自己的不足,争取以后能学到更多的知识,能更好的上好课,教好书。争取尽快成长成为一名优秀的教育工作者。