人教版（七下）Unit 10 I’d like some noodles.-Section A 1a—2c-教案、教学设计-省级优课-(配套课件编号：90252).docx

1、 1 教学设计教学设计 7 7 下下 Unit9 Period 1Unit9 Period 1 一一 教材标准教材标准 义务教育阶段英语课程总目标是通过英语学习使学生形成初步的综合 语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形 成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体 发展的基础上。 对于初一年级学生来说，学生从听、说、读、写方面应该达到三级的水 平：对英语学习表现出积极性和初步的自信心。能听懂有关熟悉话题的语段 和简单的故事。能与教师或同学就熟悉的话题交换信息。能读懂小故事及其 他文体的简单书面材料。能用短语或句子描述系列图片，编写简单的故事。

2、 能根据提示简要描述一件事情，参与简单的角色表演等活动。能尝试使用恰 当的学习方法， 克服学习中遇到的困难。 能意识到语言交际中存在文化差异。 二教学分析二教学分析 1. 1. 教学内容分析教学内容分析 本节课的教学内容来源于人教版Go for it七年级下册 Unit 9 What does he look like? Section A 1a-2c。本单元围绕人的外貌特征来谈论人的外貌特征。本 部分的主题图呈现了接朋友的场景， 自然而然引出询问和简单描述任务外貌 的典型句型和重点词汇，通过听力活动的输入和对话训练，让学生先学会如 何用简单的句型和词汇描述外貌， 再了解如何运用选择疑问句询问

3、他人的外 貌特征。本节课的教学重点为有关外貌描述的词汇及相关句型。难点是学生 在运用功能句型描述任务外貌时需要分清何时用 is，何时用 has。 2 2. 2. 学生分析学生分析 本节课内容对已经有一定英语基础的学生学习来说并不是特别难， 同时 对于描述身边周围熟悉的老师、老师也具有一定兴趣。但是在运用功能句型 描述人物外貌时，分清楚 is，has 时具有一定的困难。 3. 3. 教学目标教学目标 一、语言知识： a. Ss will be able to grasp the following words: straight; tall; height; thin; heavy; and b

4、e able to get to know these words: curly; of medium height; of medium build. b. Ss will be able to grasp the sentence patterns: -What does he/she look like? -He/She is tall/short/heavy/thin. -He/She has long/short/curly/straight hair. 二、语言技能： a.Ss will be able to use these words and sentences correc

5、tly to talk about what a person look like. b.Ss will be able to work collaboratively to finish a task to foster a sense of team work. 三、情感目标： a.Ss will pay more attention to others and feel close to each other. b.Ss will get to know the importance of friends. 4. 4. 课堂教学流程课堂教学流程 本节课的设计遵循了导入输入练习巩固输出的语

6、言学习规律。 Step1 Warming UpStep1 Warming Up Activities: simple interactionsActivities: simple interactions 3 T: Good morning boys and girls. I am so so so happy to be your new teacher. Are you happy too? S: Yes T: Wow, wonderful! Now look at me, when I am happy, I like to wear this clothes, am I beautif

7、ul in this clothes? S: Yes. T:Am I thin in this clothes? S: 【设计意图】【设计意图】 1.通过简单的关于教师的问句，拉近学生与老师的心理距离，烘托课堂气氛。 2.有关外貌的问题为课堂下一步做好衔接过渡。 Step 2 Lead inStep 2 Lead in Activities: lead in the new sentence patterns and wordsActivities: lead in the new sentence patterns and words T: How do you spell thin?(pr

8、esent the new word on the blackboard) S:T-H-I-N,thin. T: So how about this boy? What does he look like? Is he thin? (Present the key sentence on the blackboard) S: He is thin. T: What does your father look like? S: He is heavy. T: Then how do you spell heavy?(Present heavy and other word_ head/bread

9、/) T: Although I am new, but I have already had some friends in your class. Who are they? Lets have a guess (Show some pictures previously prepared and change their hair cut.) 4 S: Is he.? 【设计意图】 1.通过体验式教授让学生对单词有更深刻地掌握， 以旧带新的方法提升学生自主学习的 思维能力。 2.生生之间的互动调动学生学习氛围，激发学生学习的兴趣。 Step3 ListeningStep3 Listeni

10、ng Activities: ListeningActivities: Listening Activity 1 Activity 1 T: Everyone in our class has friends, right? So does Amy! She has a friend, can you help her find her friend?(Show the theme picture) Lets finish 1a first. Check the answers by saying “ e has short hair” T:There are so many students

11、 in this picture, what do they look like? Work in pairs and tell us what they look like. S: A: What does a/b/c. look like? B: He/ She is. and has. T: Well done! Lets listen and find which one is Amys friend. Activity 2Activity 2 T: We also have three other friends. What do they look like? Lets liste

12、n and find it out. Listen to the tape and finish 2a.(check the answers) Listen to the tape again and finish 2b for two times. Check the answers by asking “ What does he look like? .” Activity 3Activity 3 T: Good job, now lets listen and imitate. 【设计意图】 5 1.听前对文本（图片）的熟悉，让学生对话题熟悉，培养学生的听前预测策略。 2.再次巩固、掌

13、握关键句型、核心词汇，加强记忆。 3.提升学生的语音语调及发音。 Step 4 Group workStep 4 Group work Activities: Guessing GameActivities: Guessing Game T: Although I am your teacher, I am also your friend, right? Who is your teacher friend? What does he look like? Work in groups and let us guess who he/she is. For example, this tea

14、cher is your friend. Who is this teacher? You can get more points if you can guess it very fast. 【设计意图】 1.拉近师生之间的关系，烘托课堂氛围，培养小组活动能力及协调能力。 2.巩固强化语言知识点，提高学生语言综合运用能力。 3. 用小组评价方式，培养同学的集体意识。 Step 5 SummarizeStep 5 Summarize Activities: Summarize the four key summarizing words(height/build/hair/look) as t

15、o the description of a person. T: Different people have different looks, and we cannot judge a man by his look. 【设计意图】 1.通过句型的总结，引出修饰人物的概括词（height, build, hair=look），提升学生的概括 能力。 2.总结概括，提升情感目标 人不可貌相。 5 5. .作业和板书作业和板书 6 作业 1. Memorize the listening text. 2. Describe one of your family members(Dad/Mom/sister/brother.) to your partner. 板书 What does he look like? (6) (6) 教学实录教学实录 信息技术运用信息技术运用 信息技术运用 1：airplayer 投屏技术 运用实施：通过 ipad 中 wps，将 ppt 投到屏幕上 达成的效果：方便了课件的翻页，教师可以走进学生之间。 信息技术运用 2：haircut 运用实施：通过该软件对学生发型进行改变 达成的效果：引出新单词、句型，活跃课堂气氛。