七年级下册英语教案培训资料.doc

Unit 7 What does he look like?
Section A
The first period
学前活动
学习内容：
词汇学习，激活已学过的与外貌有关的词汇，如：hair, tall, short, fat, thin等。
教学活动设计意图:
  引出本单元话题，为学习本单元目标语做好准备。

教学步骤
教师行为
学生行为
Step  1

1.Ask students to look at the pictures and think why they look different.

2.Ask students to say as many words of appearance as they can.
1.Look at the pictures and think why they look different.
2.Say more words of appearance.

学中活动一
重点词汇学习：
 short hair, curly hair, long hair, straight hair, tall, short, medium height, thin, heavy, medium build
学习内容：教材Section A的1a
教学重难点：
帮助学生学习本单元描述外貌的重点词汇，为对话交流做好词语的准备。

教学步骤
教师行为
学生行为
Step 2

Show the pictures with different hairstyles, builds and heights and lead students to read the words.

short hair
curly hair
long hair
straight hair
tall
short
medium
height
thin
heavy
medium build
Look at the pictures. Guess the meaning with the help of the pictures and read the new words after the teacher.

Step 3
要求学生完成1a。学生完成后，可以先让学生同伴间核对答案，再利用PPT资源全班一起核对答案，关注学生是否正确理解所有词语的意思。
1.Ask students to match the words with the people in the picture.
2.Ask students to check the answers in pairs.
3.Check the answers in class.
1.Match the words with the people in the picture.

2.Check the answers in pairs.

3.Check the answers in class.

Step 4
将1a的10组词语按照头发、体型、身高归类。
1.Show the words and ask students to put the words into 3 groups.
2.Check the answers in class.
复习巩固新词语，为下面学习be动词和have / has的区别做准备。
1.Put the words into 3 groups.
2.Check the answers in class.

学中活动二
目标语言学习
在对话中学习和巩固词汇。
学习内容：教材Section A的1b、1c
活动设计意图：
帮助学生学习本单元目标语言，并用所学词语回答。为对话交流做好语言准备。

教学步骤
教师行为
学生行为
Step 5
展示图片，要求学生从发型、体型和身高三方面回答问题。以问答方式输入目标语言。
1.Ask students to answer the question “What does she look like?” from 3 aspects.

2.Ask students to read the sentences after the teacher.

Look at the pictures and answer the question “What does she look like?”.

Read after the teacher.
跟读。
Answers:
She has long straight hair.
She is of medium build.
She is of medium height.

She has short curly hair.
She is heavy.
She is of medium height.
Step  6

1.Ask students to listen and fill in the blanks in the picture.

2.Check the answers in class.

Listen and fill in the blanks in the picture.

Check the answers in class.

Step 7
布置1c任务：看图对话，操练目标语言。
1.Ask students to read the target language together.

2.Ask students to practice the target language in pairs.
让学生两人一组操练目标语言。
Ask some pairs to present their conversations.
让一些小组演示对话。
Sample:
A: What does your friend look like?
B: She is of medium build, and she has long hair.

Read the target language together.
齐读目标语言。
Practice the target language in pairs.
让学生两人一组操练目标语言。
Some pairs present their conversations to the class.
几组学生展示对话。
Homework
Recite new words

Blackboard
design
What does he look like?
What do you look like?
I’m short .I’m thin
Short --- long curly—straight
Thin--- heavy

教学反思
《What does he look like?》是一堂人物外貌的描述课，所以我用一幅电影海报让学生说说自己熟悉的明星，目的在于活跃气氛，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。

The second period

学中活动三
学习内容：
区分动词：be和have / has
教材Section A的2a、2b、Activity 3
教学重难点：
在操练对话的过程中巩固目标语。
教学步骤
教师行为
学生行为
Step  8
播放听力音频，布置 2a 听力任务。
Ask students to listen and circle “is” or “has”
Listen to the tape and circle “is” or “has”.
Step 9
播放听力音频，布置2b听力任务：让学生听录音填写表格。
Ask students to listen and fill in the chart.
让。
Check the answers in class.
Listen and fill in the chart.

Check the answers in class.

Step 10
让学生根据所填表格，口头复述表格内容，进行口语操练，为下面进行开放型口头操练做准备。
Ask students to retell the tapescript according to the finished chart.

Sample:
David is tall and heavy. And he has curly hair …
Retell the tapescript according to the chart.

Step 11
布置Activity 3任务：让学生通过观察图片填写关于外貌的词汇，完成对话。
1.Ask students to fill in the blanks according to the picture.

2.Check the answers in class.
Fill in the blanks according to the picture.

Check the answers in class.

Step 12

Ask students to talk about the appearances of their new friends in pairs.

Sample:
A: Do you know I have a new friend?
B: What does she / he look like?
A: She / He has … and …
B: Is she / he …?
A: …
B: Does she / he often wear …?
A: … She / He always wears … and ... His /  Her name is …
B: Sounds great! I’m so happy for you to  have a new friend.
1.Ask some pairs to present their conversations in class.

2.Show and explain the assessment criteria to the class.

Talk about the appearances of new friends in pairs.

Listen to the conversations presented and assess them according to the assessment criteria.

Homework
Do exercise book:1,2,3

Blackboard
design
What does he look like?
Does she / he often wear …?
… She / He always wears … and ... His /  Her name is …

教学反思
本课要求学生能描述他人的外貌。这就要求学生应具备听、说能力。怎样把这样的能力融入一体，并且学生能很好的接受，同时还能锻炼写的能力呢？通过猜同学，让学生们关注身边同学的特点，用刚学会的语言来描述自己同伴的长相，更贴近生活实际，给学生的学习带来更多的乐趣。

The third period

学中活动四
学习内容：
教材Section A的3a、3b、Activity 4
活动设计意图：
通过读和说，巩固并较流畅地运用目标语。

教学步骤
教师行为
学生行为
Step 13
让学生阅读3a的人物介绍，然后匹配图片和人物介绍。训练学生的快速阅读能力。
Ask students to read the descriptions of the four classmates. Match them with the pictures.

Check the answers in class.
全班核对答案。
1.Read the descriptions of the four classmates. Match them with the pictures.

2.Check the answers in class.

Step 14

1.Ask students to read the descriptions again and fill in the chart.

2.Check the answers in class.

1.Read the descriptions again and fill in the chart.

2.Check the answers in class.

Step 15

1.Ask students to match the words with the Chinese meanings.
2.Ask students to fill in the blanks.
3.Check the answers.

1.Match the words with the Chinese meanings.

2.Fill in the blanks.

3.Check the answers.

Step 16
1.Ask students to read and retell the descriptions according to the clue words.
2.Ask some students to retell the descriptions.

Sample:
Mike
a good student, playing chess
He’s …
He has …
He likes …
Mike is a good student. He’s very tall. He has curly brown hair and is of medium build. He likes reading and playing chess.
1.Read and retell the descriptions according to the clue words.

2.Listen to some students’ retelling.

Step 17
组织学生进行3b活动：两人一组用图片进行对话活动，询问同伴某个人物的形象，并根据同伴的描述进行猜测。让学生通过自由练习巩固目标语言。
1.Ask students to work in pairs.
2.Ask one student to write the names in the box next to the people in the picture.
3.Ask another student to ask questions to find the people.
Sample:
A: What does Paul look like?
B: He’s tall and he has brown hair.
1.One student writes the names in the box next to the people in the picture.
Another student asks questions to find the people.
2. Practice in pairs.

Step 18
组织学生进行Activity 4活动。
1.Ask one student to describe the appearance of a classmate.
2.Ask other students to guess.

One student describes the appearance of a classmate. Other students guess.

学后活动
学习效果评价
学习内容：
评价手册P45-P46 Test A
教学重难点：
在综合训练中，巩固Section A重点词汇和目标语。
教学步骤
教师行为
学生行为
Step 19
让学生完成评价手册P45-P46 Test A的测试任务，然后与同伴互换答卷，根据教师PPT演示的答案，进行核对。
Ask students to finish Test A by themselves.
Finish Test A individually.

Step 20

Ask students to discuss the answers with their partners and correct the mistakes.
Discuss the answers with their partners, correct the mistakes, self-assess their own work, peer-assess each other’s work, and make sure they have learned what is taught in Section A well.

Homework
Do exercise book: Section A

Blackboard
design
Unit 7 What does he look like?
Mike
a good student, playing chess
He’s …
He has …
He likes …
Mike is a good student. He’s very tall. He has curly brown hair and is of medium build. He likes reading and playing chess.

教学反思
学生们的想象能力十分丰富，何不让他们想象一下自己老师们的新形象是什么样子呢？让他们一边描述，一边画出自己老师的肖像。这样利用美术知识来巩固本节内容，学习的形式也多样了，岂不更好？设计这个任务目的在于让学生能学有所用，描述自己的老师，给老师设计一个新形象，并画出来,学生们十分激动，想着能用英语描述自己的老师并且给他们设计形象了，他们特别高兴。此时的气氛很活跃,也让此堂课别开生面，乐趣横生，相信也让在场的老师们感受到了学生们对于自己任课老师们的关注，喜爱与认可。同时这也培养学生的多种能力，让其能动手动口。通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想。同时缩短了老师与学生的距离，老师们也能从学生们的言语及图画中感受到学生深深的爱！我想这也是一种和谐的体现吧

Unit 7 What does he look like?
Section B
The forth period

学前活动
学习内容：幻灯片图片
活动设计意图：
复习旧单词和句型，为新词组的学习做准备。
教学步骤
教师行为
学生行为
Step  1
展示图片，让学生两个人一组提问回答，然后找同学演示。
Ask students to talk about what people in the pictures look like in pairs.
让学生两个人一组讨论图片上人物的相貌。
Ask some pairs to present their conversations in class.
让几组学生展示。
Talk about what people in the pictures look like in pairs.
两个人一组讨论图片上人物的相貌。
Watch some pairs present their conversations in class.
看几组学生展示。

学中活动一
重点词汇学习：beard, blonde hair
学习内容：教材Section A的1a、1b、2a、2b、2c
教学重难点：
在听力训练中，进一步学习描述外貌的词语。
通过口头操练，巩固并熟练人物外貌的表达方法。

教学步骤
教师行为
学生行为
Step 2

布置1a任务，让学生通过看图学习新词。
1.Ask students to match the pictures with words.

2.Check the answers in class.

1.Match the pictures with words.

2.Check the answers in class.

Step 3
布置1b任务，
1.Ask students to make sentences about famous musicians or actors. Fill in the blanks.
2.Ask students to share the answers in pairs.
3.Ask some pairs to show their work in class.
Make sentences about famous 1.musicians or actors. Fill in the blanks.
2.Share the answers in pairs.
3.Some pairs show their work in class.

Step 4

1.Ask students to talk in pairs about what the singers look like on TV.

2.Ask some students to present in class.
1.Talk in pairs about what the singers look like on TV.

2.Watch some students present in class.

Step  5
布置2a和2b的听力任务。要求学生听录音完成表格。
1.Ask students to listen and write down Johnny Dean’s and Tina Brown’s jobs in the chart.

2.Ask students to listen to the tape again and write down what Tina and Johnny look like.

3.Ask students to check the answers in pair
Check the answers in class.

1.Listen and write down Johnny Dean’s and Tina Brown’s jobs in the chart
2.Listen to the tape again and write down what Tina and Johnny look like in the chart.
1.Check the answers in pairs.

2.Check the answers in class.

Step 6
布置角色扮演任务，要求学生两人一组分角色扮演录音中的人物，并将他们的对话表演出来。
1.Ask students to practice the conversation in pairs.

2.Ask some pairs to present their conversation in class.

The beginning:
Maria: Don’t you love Johnny Dean,
           Danny?
Danny: Johnny …?
Maria: Dean. The pop singer.
Danny: I don’t know. What does he look            like?
Maria: …
…
1.Practice the conversation in pairs.

2.Some pairs present their conversation in class.

Step 7
布置2c任务，要求学生以小组为单位，描述自己喜欢的音乐家、演员和运动员等名人的外貌。
1.Ask students to describe what their favorite musicians, actors or athletes look like in groups.

2.Ask some students to present in class.

3.Ask other students to listen and ask questions.

Sample:
Is he / she …?
Does he / she …?
Does he / she wear …?
1.Describe what their favorite musicians, actors or athletes look like in groups.

2.Some students present in class.

Blackboard
design
Unit 7 What does he look like?
Section B
Is he / she …?
Does he / she …?
Does he / she wear …?

Homework
Make conversation using the target language.

教学反思
在课堂上我鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。以学生为主体，教师旨在导学，不断创设情境让学生参与，积极肯定地评价学生的表现。任务设计较成功，创造条件让学生能够研究他们自己感兴趣的话题。同时注意给学生创设自主学习和交流的机会。学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。

The fifth period

学中活动二
读写技能
学习内容：教材Section A的3a
教学重难点：
在读写实践活动中巩固目标语，写出描写家庭成员外貌的文章。

教学步骤
教师行为
学生行为
Step 8

1，Ask students to answer the questions while looking at the pictures in pairs.

2.Ask some students to share their predictions with the class.
Questions:
1. Who are they?
2. What do they look like?
3. What do they do?
4. Do you think they are different pictures of one person?
1.Answer the questions while looking at the pictures in pairs.

2.Listen to some students to give their predictions to the class.

(Answers may vary.)
Step 9

1.Ask students to read the passage and fill in the blanks in the chart.

2.Check the answers in class.

1.Read the passage and fill in the blanks in the chart.
2.Check the answers in class.

Step 10
讲解重点词组。
1.Ask students to guess the meanings of the key phrases.

2.Ask students to fill in the blanks.

3.Check the answers.

Guess the meanings of the key phrases.

1.Fill in the blanks.
填空。
Do you ____ Johnny Dean, the pop singer ____ funny glasses and long curly hair? Well, now he has a new ____. He doesn’t have _____ _____ hair. He has short straight hair. And he doesn’t ____ glasses anymore. But some people don’t like his new look. “I ____ ____ he’s so great,” says Ruth ____ New York . “But my mom ____.”
2.Check the answers.

Step 11

1.Ask students to read and try to recite the passage within 3 minutes.

2.Ask students to fill in the blanks by speaking out the words together.

3.Ask students to read the passage together.

1.Read and try to recite the passage within 3 minutes.

2.Fill in the blanks by speaking out the words together.

3.Read the passage together.

Step 12
组织学生两人一组谈论Johnny Dean外貌的变化。
1.Ask students to talk about the changes of Johnny Dean’s appearance according to the passage in 3a in pairs.
2.Ask some pairs to present their conversations in class.

1.Talk about the changes of Johnny Dean’s appearance according to the passage in 3a in pairs.

Johnny Dean外貌的变化。
2.Some pairs present their conversations in class.

学中活动三
学习内容：Section A的3b、3c、Activity 4
活动设计意图：
通过写作、画画和讨论等不同形式的练习，巩固Section B重点词汇和目标语。
通过口语和书面表达的练习，提升语言综合运用能力。

教学步骤
教师行为
学生行为
Step 13
布置3b任务，让学生看图填空。
Ask students to fill in the blanks according to the pictures.

Check the answers in class.

Fill in the blanks according to the pictures.
Check the answers in class.
Step 14

1.Ask students to write a short passage about the appearance changes of one family member.
2.Ask some students to read their passages in class.
3.Ask other students to listen and assess.

1.Write a short passage about the appearance changes of one family member.
2.Some students read their passages in class.

Other students listen and assess.

Step 15
组织学生完成Activity 4任务。
1.Ask students to draw a picture of a person.
2.Ask one student to tell another 3 students in the group what the person looks like. Others listen and draw the person.
3.Compare the pictures. The person with the best drawing wins.
互相比较，画得最好的人获胜。
1.Draw a picture of a person.
2.One student tells another 3 students