1、科学普及出科学普及出版版社社七年级上册英语七年级上册英语 Unit 2Looking Different Topic 1 I have a small nose. Section B 教学设计教学设计 . Material analysis 本节课主要活动是 1a, 1b, 1c, 2, 3 和 5，继续学习由实义动词 have/ has 引导 的表示所属关系的表达方式；通过康康和迈克尔之间关于猜测明星的对话，进一 步拓展询问姓名以及询问和回应姓名和外貌特征的表达“Who is your favorite actor?” ，“Its ” ，“Does he /she/it have ?” ，“
2、Yes, he/she/it does.” ，“No, he/she/it doesnt.” . Teaching aims 1. Knowledge aims 能够掌握并应用新单词: actor, Chinese, does, arm, hand, leg, foot 等; 能够用英语熟练表达询问人物外貌、体格特征及所属关系的表达方法: She/He/It has Does he/she/it have? 2. Skill aims 能听懂有关询问人物外貌特征及所属关系的表达方式； 能运用表示询问人物外貌特征及所属关系的表达方式进行简单的交流； 能正确地朗读对话，并能注意语音语调； 能正确书
3、写和使用新单词。 3. Emotional aims 能够与同学积极合作，参与课堂活动，大胆实践； 能够认真，规范书写单词； 能够培养学生善于观察周围人或物的能力。 . The key points and difficult points 1.Key points 正确使用表示描述和询问人物外貌特征的表达方法： She/He/It has Does he/she/it have? 正确使用实义动词：have /has; 正确使用助动词 do/does：Do you have?Does he have ？ 2. Difficult points 正确使用实义动词 have /has; 助动词
4、do/does 的应用； . Learning strategies: 做游戏和猜词竞赛能增强学生学习英语的兴趣。 . Teaching aids 多媒体、教学图片、黑板和彩色粉笔等。 . Teaching procedure: Step 1 Preparation 1.Free talk. For example : What day is it today? Are you happy today? Do you like playing games? 2. Play a game .(Students do some actions as the teacher says. Choose
5、 three students to come to the blackboard and play the game. When the teacher says , “ Touch your head.” the three students do it , the one who cant touch the part quickly will go back the seat. The last one is the winner;) 3.Draw a picture of a girl , point out any parts of the picture and ask stud
6、ents : “Whats that? What are those?” Then let students answer the question, follow the teacher and review the words they have learnt. Finally the teacher says “Can you say out more words about other parts of the body?” Step 2 Presentation 1. Show some pictures and use the multimedia to teach the new
7、 words about other parts of ones body and make some sentences. For example: (1) hand-hands, He has many hands. (2) arm-arms , He has long arms. (3) leg-legs , They have long legs. (4) foot-feet . He has big feet . 2. Show a picture of 3. Let students write the name of each part first; Point out some
8、 cards with new words “arm, hand, leg, foot” and pay attention to pronunciations. Let all students try to read the words by themselves; Then all students follow the teacher for several times. Choose some students to try to read the words; 3. Have a competition.(The winner is who can read the words q
9、uickly and loudly.) 4. Walk to one student and ask, “Do you have?” Let student answers, “Yes, I do. / No, I dont”; Then ask the whole class: “Does she/he/it have?”lead students to answer, “Yes, She/He/it does. / No, She/He/it doesnt”. (lead into and learn the usage of the sentences “Does she/he/it h
10、ave?” “Yes, She/He/it does. / No, She/He/it doesnt”.) 5. Do 1a .Show an actors picture and say, “Do you know her?She is Fan Bingbing.She has big eyes. She has long hair. She is from Shandong, China. She is Chinese.”(老师 解释：Chinese意为“中国人” 。)Let students read the word“Chinese”for several times. Then sa
11、y, “She is my favorite actor.(老师解释：favoriteactor 意为 “最喜欢的演员” 。 )Then ask students: “Who is your favorite actor?” Give students 1 minute to talk about thequestion in pairs; Then choose two pairs to show their conversations to the whole class. Show a picture of Jackie Chan and ask the questions: “Who
12、is he? Where is he from? Does he have?”Let student try to answer the questions in English. Play the tape. Let students listen to the tape and answer the question ： “Who is Michaels favorite actor?”; Then choose one student to answer the question（teacher can also give the other answer: “Its Jackie Ch
13、an”.） Step 3 Consolidation 1. Play the tape for the second time and let students listen and fill in the blanks in 1b; Choose one student to check the answer of 1b. 2. Play the tape for the third time and let students follow the tape and pay attention to the rising and falling pronunciation; 3. Pair
14、work. Let students practice and act 1a out the dialogue in pairs, and then choose two pairs to act out the dialogue. 4. Key points. Explain the language points to students and ask them to read the language points loudly together. Step 4 Practice (Do 2 and some exercises.) 1. Let students look at the
15、 picture of 2 carefully and guess “Who is Mr. Wang?” Play the tape and check the number; Let some students tell their answer. Finally the teacher says: “Now we know Mr. Wang has short hair, a round face, small eyes and a wide mouth and a big nose.” 2. Do some exercises. Step 5 Progress (Summary the
16、new words and grammars.) Step 6 Homework Write a passage about 50 words to describe an actor and preview Unit2 Topic1 Section C. Writing Planning： Unit 2 Looking Different Topic 1 I have a small nose. Section B New words:hand, arm, leg, foot, Chinese, favorite, actor. Sentences: 1.Does he/she/it hav
17、e? Yes, he/she/it does./No, he/she/it doesnt. 2.Who is your favorite actor? Its Jackie Chan. 3. I see.=I know. 教学反思教学反思 本课是 Unit 2 Looking Different Topic 1 Section B 的词汇句型教学课。依据“5P 教学模 式”的五环节进行“精讲多练”的教学设计，教学目标明确，步骤清晰，层次分明。现对本 课教学进行如下总结反思： 1.主线清晰，导入自然。本课使用图片、音频、视频创设各种语言情景，较好地体现了 整体教学原则，再通过对话导入、分层练习、
18、分角色扮演等形式激发学生学习英语的兴趣， 使学生的语言学习由感知到运用， 从机械性操练到有意义操练， 层层递进， 实现了有效教学。 2.层层递进，训练扎实。本课是本册书第二单元的第一个话题的第二部分（Section B） ， 本话题主要学习描述及询问人物外貌特征的表达,该部分还拓展并复习了上一个单元关于介 绍国籍、名词单复数的表达，起到巩固和衔接的作用。在授课时我抓住了“Does he/she/it have?” 这个句型进行单词和句子的教学，同时进行了国籍和名词单复数的拓展练习， 使学生能够在具体的语言环境中运用。遵循以教师为主导，以学生为主体的原则,从学生的 实际和认知规律，科学安排教学内
19、容，合理设计教学任务，开展了 the game Teacher Says. Guess and Say. Team competition 等形式多样的活动，引导学生积极参与，共同合作交流。每 一个步骤环环相扣，过渡自然，利用图片，多媒体等进行形象教学，通过小组竞赛的形式来 强化，让学生的视觉、听觉等感官调节到最佳状态。从上课的情况看，所设计的教学活动能 调动学生的积极性，大部分学生的听、说、读、写各方面的训练比较到位，学生学习英语的 热情高涨，积极主动参与每一个活动，能突破难点，突出重点，达到预期的教学效果。 3.思维训练，有效拓展。 设计有效的问题能诱发学生兴趣，引导学生进行积极的思考，让
20、学生参与提问，激活他 们已有的语言知识，给学生提供某些线索，使学生注意到教材中的某些特定信息，给学生提 供练习与反馈机会， 有助于学生学习结果的迁移。 在本课的拓展部分设计了一些学生们比较 熟悉的明星图片， 让他们描述出这些明星的外貌特征及其国籍等信息。 这是一个归纳梳理和 表达运用语言的过程， 学生通过说和写来完成语言技能和语言知识巩固和强化， 激发学生求 知欲，调动学生注意力，刺激学生思维，让学生体会到智力角逐的乐趣。 不足之处：不足之处： 1.整节课的容量比较大，时间安排得不够合理，前松后紧，前面复习和教授新单词时用 的时间太多，导致后面的 exercises 和 sum up 两部分没有详细讲解，没有达到预设的目标。 2.对于引入“Does he/she/it have?”这个句型学习时，衔接不够自然，对于小部分的 学困生来说有一定的难度，学习的主题引入得太突然。对于 Do you/they have ?Does he/she/it have? ”这两句型的对比教学没有铺开，学生的理解不到位，少部分学生还对人 称和 does 助动词搭配使用和互换练习还不够熟练，容易出现作业不能按要求完成的现象。
