英语七年级下册unit9教案

2017-05-13

英语教案是七年级英语教师对课堂教学进行设计、实施、评价和反思的文本与载体。下面是小编为大家整编的英语七年级下册unit9教案,感谢欣赏。

英语七年级下册unit9教案范文

Unit 9 What does he look like?

Period One

I.教学目标:

1.知识目标:

1).单词: hair, curly,straight, height, tall, medium, thin,heavy,build ,beard,glasses, blonde, brown

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.

He/She wears glasses/…

2.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。

3.情感态度目标:让学生学会友好地描述别人的形象。

II.教学重点: 掌握本课新单词和句型和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:

Step 1 1.what do you look like? 2.What does Tom/he look like?

Step 2: Practice (B1a, A1a)

1.Finish P44, B1a.

2.Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e)

Step4: Listen 1b.

(Look at their books Listen and fill careful1y).

Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice.The first time, just listen.The second time,listen and fill in the blanks.And say Amy’s friend’s look.( He's really tall.And he has curly hair.)

Step5: Practice (1c and 3b )

1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.

2. Make a dialogue with a student. And ask the student to point out the person you described. Then

Ss practice the dialogue in pairs.

3.(3b) 1).

2). Act the dialogue.

3). Finish the form.

Step 6 make sentences (Section B 1b)

Step 7 describe(shelfcheck3)

Step 8 a guessing game (SectionB2c)

Step9 homework

Describe your family member and draw a picture of him/her.

Period Two

I.教学目标:

1.知识目标:

1).单词:always, captain, popular,team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise

2).句型:如同第一课时。

Do you know David? No/Yes.

2.能力目标:1). 提高听读能力。2).能抓住人物的主要特征来描述人物的外貌。3).能概括人物的外貌特征并根据人物特征推理出某一人物。4).能和合作伙伴互相交流,充分交换信息,进行合作学习。

3.情感态度目标:1).教育学生要多发现别人的优点,学会赞美别人。2).懂得心灵美比外表美更重要。

II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法。

III.教学难点:熟练掌握描述人物外貌的方法并成功的根据人物特征推理出某一人物。 IV. 教学设计:

Step 1 According to the picture to describe your family member.

Step 2 listening (Section A 2a/ 2b)

Listen 2a and 2b And find the difference between is and has.

Step3 Pairwork (Section A 3)

1).Have students do the activity individually.

2).Practice the conversation.

3).Describe Nancy to your partner.

Step 4 Presentation

1.listen and match the descriptions you hear in 3a.

2.Introduction:This is my good friend,Liu Peng.Please describe him with your partner.

3.1) What does Ma Yan look like?

2)What about Wang Lin's appearance?

4. Fill the form

Step5 What does your best friend look like?

1.survey

2. report her /him to the class

Step6 homework

1.(SectionB3c) According to the picture you draw to write about him or her down.

2.Design yourself a new look that you are twenties later.

Period Three

I.教学目标:

1.知识目标:

1).单词:look, remember, nobody, singer, pop singer, now, say

2).句型:复习前面句型

2.能力目标:1).继续提高听读能力。2).能概括人物的外貌特征并区别人物和推理出 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。

3.情感态度目标: 1)通过描述同学、教师或自己的偶像的外貌,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).培养正确的审美观。

II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于生活中。

III.教学难点:熟练掌握描述人物外貌的方法和画疑犯图。

IV. 教学设计:

Step1 organization 1’

organize Ss by showing a picture taken about ten years ago.

(Let the students guess who was me in the picture.)

Step2 a song

Why do most people can find themselves in a picture first?

Please enjoy the song and answer my question.

Step3 Free talk

1.Ask the students to describe my old photo.

2.Let the students talk about some changes.

Step4 My new look

Step5 Listen (Section B 2a and 2b)

You will hear Maria and Danny talking about Tina Brown and Johnny Dean.

1.Your job is to write the job each person does. Point to the heading "Job" on the chart. 2times. Check the answers.

2.This time your job is to write what each person looks like. Point to the heading "looks like". Check the answers.

Step6 Section B 3a

1.Read the magazine article to the class.And find the difference between the two pictures of Johnny Dean.

2.Point to the blanks in the chart.Describe Johnny before and now. Point out the simple answer.

Step7 Section B 3b

3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph.

Period Four

I.教学目标:

1.知识目标:

1).单词:复习整个单元。

2).句型:复习整个单元。

2.能力目标: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这些词组及句型描述别人的外表,提高写作水平。

2.情感态度目标: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。

II.教学重点: 描述人物外貌特征和写作。

III.教学难点:听文画图,看图写文。

IV. 教学设计:

Step1. Who remembers best?

words Selfcheck 1

Step 2.Who describes best? (SectionA/4)

In groups, ask a student to describe his or her classmate.Use only words and sentence patterns from this unit. For example, She's short and thin. She has curly hair. (The other students listen to him or her carefully and guess who it is.)

Give a sample description of someone in the class and ask the class to guess who you are describing.

Ask some students to describe a person while their classmates guess who it is.

Step3 Who draws best? (Section B/ 4)

This activity provides listening and speaking practice using the target language.

1. Ask each student to draw a picture without letting ,anyone else see it.

2. Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.

3. Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times.

4. Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.

Step4 Who writes best?

Choose a picture you draw and write the description on the exercise books.

Step5 homework

1. Revise the useful expressions in this unit.

2. Look for some more beautiful passages to read.

3. Write down a notice for looking for the lost people

英语阅读分层教学

一、初中英语阅读教学中分层教学模式在应用时的要求

其一,要尊重学生的个体差异。不论是学生在英语阅读认知上的差异,还是在学习新知识时所表现出来的在能力上的差异以及学习思维、学习方式上的差异,都应该得到教师的尊重;只有在教师真正尊重这些差异的基础上,才会给学生制定出最适合其发展的学习模式。其二,教师必须要转变以往的陈旧观念,不应该带着有色眼镜去看待学生,而应该相信每一名学生都有潜力学好英语阅读、学好英语;必须认识到学生的智力商数与学生的英语学习能力并非紧密连接在一起的,如果能够给学生提供一种较好的学习方法、创设一种较好的学习环境,学生都会有所提高的。其三,教师应尽最大努力为学生创建对不同学生都有利于其英语学习的环境,充分尊重学生的主体地位并发挥其主体作用,鼓励学生进行大胆地探索以寻找一种最适合自己发展的学习方法,在此过程中教师应该在最大程度予以支持可以为其创造一定的条件还可以从旁加以指导、引导。

二、初中英语阅读教学中分层教学模式的应用

(一)充分了解学生,科学分层

教师要想取得阅读教学中分层教学的最佳效果,就必须在最大程度上进行科学的分层;这就要求教师必须充分了解学生,了解班中的每一名学生。教师在了解学生之间差异的基础上,要培养学生的兴趣能够使学生自己去主动实践、主动探寻。对学生进行分层、分组不能只依靠平时的考试成绩,而应该综合考虑多个方面的标准,比如说学习兴趣、人际关系等等。

(二)针对学生差异,分层提问

初中英语阅读教学中的课堂提问,应该针对不同的学生而提出不同的问题,并且要保证该问题对该学生来讲既有一定的挑战性但又不至于回答不上来,只有采取这样的一种方式才会挖掘出学生身上的学习潜力,同时也在很大程度上激发了学生的学习兴趣。分层提问,都够使得每一名学生都参与到课堂中来,使得每一名学生都能感受到教师对他的期望,从而激发其学习兴趣。

(三)引导学生适当的课外阅读

在对学生的学习心态、学习兴趣、学习方式、基础知识的掌握程度以及阅读能力都有所了解的基础上,要提高学生英语阅读的能力、阅读的水平,就应该引导学生进行适当的课外阅读。可以给学生订阅一些英语报刊杂志,也看以适当读一些英文原著(可以摘录其中的某些适合初中生的章节、段落),当然最好选取一些初中生感兴趣的题材,比如《TheRecordsaboutInsects》(《昆虫记》,这样学生读起来既会感兴趣也将受益良多)等。

(四)以学生为本,加强交流

传统的教育观念中,教师处于绝对的主导地位,甚至往往成为“一言堂堂主”还乐此不疲。这是一种不正常的教学、不正常的师生关系,因为教学是教与学两部分、是需要教师、学生来共同完成的。初中英语阅读教学分层教学模式之下,更是要求教师要转变教学观念,要以学生为本、为中心,要在全面、全方位了解学生的基础上,充分发挥其主体作用;与学生多进行交流,认真听取他们的真实想法尤其是对教学的看法,如有不足之处就尽快改正、克服。通过将学生作为教学的主体、与学生进行交流互动等方式的分层教学,使得初中英语阅读教学真正得到进步。

(五)做好分层评价

一堂英语阅读教学课下来,要想知道到底取得到了什么样的效果,就应该做好分层评价。主要包括学生在阅读教学课上的表现以及在所在组内的表现两个方面;其实就是主要看看学生在课堂上有没有收获、收获了多少。评价时应该以鼓励为主,即使有问题也要旁敲侧击地进行。

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