[录像三个一]Unit9 W hat does your friend look like ? 常亚飞
发布时间：2013-05-28 15:13:53 来源：
Unit9 W hat does your friend look like ?
实验中学常亚飞课堂实录
Greeting the students
Good morning boys and girls.
Before the class .teacher write down four questions on the bd.
1,when are the meeting ?
2,where are they meeting?
3,what does David look like?
4,who are they going with?
T: Good morning boys and girls.
S: Good morning teacher.
T: how are you today?
S: fine thank you .and you?
T: I’m fine .sit down please .
Step one :
T: now open your books ,turn to p49 please .reading the convation follow me.
M: are you going to the cinema ?.
T: yes we are meeting at 7:00 right?
But I may be a little late.my friend divid is going too.
Ok sure see you later then.
Step two:
T: now I’m mike ,you are tony let’s read togrther.
Then change rules. students read mike teacher reads tony.5mins.
Then ask student to read it again, answer the four questions.
S1…………………………
S2…………………………
S3…………………………..
S4………………………….
Step three:
Teacher lead the students to read grammar focus
Then give them 5 mins to read and remember them.
Step four:
T:now let write these words in the correct of 3a.
S1:
Is : tall short of medium build /height
Has:long hair short hair curly hair straight hair.
Very good.
Step five :
Now let’s finish 3b.
S1 does
S2: is has
S3:is
S4 :isn’t
S5:have
S6:has is
Step six:
Now let’s write a short passage
I Love my father.he is a little thin .he is tall.he has short straight hair ,he has two big eyes and his mouth isn’t big or small.he doesn’t wear glasses.
Home work
Unit9 what does your father look like?
教学反思 常亚飞
本课教学难度是很大的，课文分两部分，第一部分主要是复习一些表示头发和眼睛颜色的词第二部分是以课文的形式出示新词gray glasses shorter than taller than her his she he 。整篇课文没有一个完整的故事情节，如果不设法调动孩子的学习兴趣，不创造性地使用教材，不把课文要揭示的主要知识点生活化、简单化，孩子们学起来难度挺大的。特别是物主代词her his 和人称代词he she 是很不容易区分的。因此，我经过反复琢磨，结合本课的教学目标和孩子们的接受能力，尽量让课堂活动贴近学生的生活，尽量让活动过程简单化，尽量让孩子们都张嘴参与到教学过程中，从今天的教学效果来看，实施起来效果还是不错的。
首先把握一条主线，即以问题为主线描述头发和眼睛的颜色。课文以What do they look like?为题，我以What do you look like ?一句引入，让孩子们描述自己看上去什么样，不会的可参考课文主人公李明的外貌描写。由于李明是中国人，所以孩子们很快都会说：
I have short/long, straight/curly and black hair. My eyes are black.
这些单词都学过，这只是个引子。接下来让同学们互相提问练习，很快就说熟练了。然后指着班里一个同学问：
What does he /she look like ?
由于有的孩子已经预习过了，所以能答出来：
这是难点，它是由第一人称向第三人称过度，重点提示has和 his 的用法。然后师生，生生，小组互相提问以达到熟练运用的程度。这样一来，孩子们就能熟练地描述自己和自己的同学长的什么样了。然后再过度到课本内容：指着课本中人物提问：
What does Jenny/Lynn/Bob/Danny look like ?
孩子们能根据刚才的句子熟练地过度过来，并且能熟练的回答上来。在这个过程中，出错较多的还是his和 her的用法，老师可重点训练它，方法就是批着班里男孩和女孩的眼睛，边指边说:his eyes her eyes 。很快孩子们对物主代词her his 便会形成形象记忆。以上是一个复习过程，虽然单词都学过，但用起来还是有难度的。但经过这样一训练，就没问题了。
接着还用同样句式向下导：
What does your grandfather look like?
同学们见到grandfather自然想到老人头发的颜色gray。孩子们很快能答出来：
My grandfather has short, straight and gray hair. His eyes are black .因为句式是相同的，只需要换个单词就行了。
接着重点讲glasses 一词。可利用同学们的眼镜直观演示该词。并利用比较法一起记忆glass grass class等单词，适当渗透发音规律，以降低孩子们记忆单词的难度。然后引出wear glasses。
拿起同学的一个眼镜戴上然后说：
I wear glasses .
指着一个戴眼镜的孩子说：
He wears glasses 。
孩子们能流利的回答出来。然后以小组为单位练习。
然后再过度到上面的问句：
What does your grandfather look like ?
这时，孩子就能流利的说上来：
My grandfather has short ,straight and gray hair .His eyes are black .He wears glasses .
再过度到grandmother。然后以小组为单位互相提问练习。练习一段时间后，让孩子们动笔把爷爷或奶奶长的什么样动笔写一写，以达到巩固练习的程度。
写完之后，听录音模仿。taller than shorter than 等比较级的用法由于上节课已经单独练习过，这可以一带而过。录音听完一遍后，孩子们对文章内容已经理解的很到位了，而且读的很流利。
这样一来，整篇课文以主要问题为主线，层次分明。内容层层深入，重点词在讲解的过程中注重让孩子们亲身体会。一堂课下来，孩子们几乎没打开课本。当他们听熟、说熟之后，再回到文本后，已经达到了熟练掌握的程度了，这样就减少了让孩子们背诵的烦恼，孩子在不知不觉中，在互相说说笑笑中，在互相提问中已经进行了知识传递过程，孩子们学起来轻松自然，课堂气氛也很融洽。彻底打破了学生头脑中固有的念头，即知识都是要死记硬背的。这样的课堂实现了英语的交际功能，即让孩子们学会说话，学会用英语做事。
Unit9 What does he Look Like?教学设计
常亚飞
I、教学分析
1、教学内容
Section A 1a-2c选自《义务教育课程标准实验教科书英语（新目标）》七年级下册第九单元。本单元主要围绕描述人物“外貌”为话题展开各种教学活动。通过对人物身高、体重、头发及胡须等外貌特征的学习，使学生达到能够生动、形象地描述人物肖像的目的。通过对本单元的学习，使学生学会如何从不同方面、不同角度对人物的外貌特征进行详细地描述；并继续学习一般现在时的用法。
2、教材分析
将Section A中1 a，1 b，1 c部分设计为一节“听说课”，时间为40分钟。
Section A 1 a—1 c共设计了3个任务型活动。1 a 要求学生读图后将所给描述人物外表的词汇与相应图片配对；学习这些常用的描述人物外貌特征的词汇，为下面的训练，提供语言材料；1 b 要求学生听录音并根据所获信息，将描述Amy’s friend外表的词汇填在相应的横线上；1 c要求学生在教师指导下，以pair work的形成口头练习“询问及描述人物外表”的句型。
3、教学目标：
1）知识目标：A、学习有关描述人物外貌的词汇“hair, curly, straight, tall, medium, height, thin, heavy ,build”。
B、熟练掌握谈论人物身高、体重、发型等句型，What does your friend look like? She is medium build, and she has long hair。
2）能力目标：A、能听懂有关人物肖像的描述。
B、学会从不同的方面、不同的角度描述人物的外貌
3）情感目标：
通过本课学习，培养学生的正确审美观和创新意识，并通过实践让学生体验学习英语的乐趣。
4、教学重点
A、掌握描写人物外貌的词汇和基本句型。
B、学会描述人物的身高、体重、发型等外貌特征。
5、教学难点
如何听懂人物肖像的描述，并学会描述人物的身高、体重及发型。
II、教学设计
1、教学方法
本课以学生为主体，以任务为主线，采用多媒体，通过设计竞猜、调查、对话等多项活动，调动课堂教学的趣味性和互动性，使学生始终保持浓厚的学习兴趣，指导学生积极与他人交流，相互学习，培养学生的参与意识。
2、教学过程
Step One Leading—in
T：Good morning, boys and girls ! Do you have any brothers or sisters?
Ss：Yes…/ No,…
T：I have two brothers and a sister. My elder brother is a doctor, he works at the local hospital. My little brother is a driver. My younger sister is a nurse .She is friendly to her patients. Do you know them?
Ss: No
T: Let me introduce them to you .Look, These are my brothers and sister’ photos. Let’s meet them one by one.
[设计意图]通过幻灯片展示家庭成员的照片，吸引学生的注意力，激发学生学习新知识的兴趣。
Step Two: New words
1、Present new words
T: Look at this girl, she is my younger sister. she is medium height, she has long, curly hair. But I am short and have long, straight hair. (Teach thin, heavy , tall and medium build in the same way)
[设计意图]利用多媒体呈现新朋友照片，学生直观感知生词，跟读生词，容易接受，为下面的训练提供语言材料。
2、Practice the new words.
Ask students to read words in 1a first. Then Choose the better one to be a teacher, the others read after him.
1）T：Look at 1 a, match the new words with the pictures as quickly as you can.(Then check the answers)
2）T：Now, boys and girls, I will show you some famous people on the screen quickly .Please remember them and describe them like this: curly hair, short, tall…Clearly?
3)Ask the students to talk about the picture in 1a.
T: Now please look at the picture in 1a again. How many children can you see? What do they look like ? Can you use the given words to describe them?
[设计意图] 借用多媒体闪电式呈现一个到几个明显，学生精力集中，强化所学生词，为下一步听力作辅垫。
Step Three : Listening practice (1b)
T：I have a good friend Amy. Now she comes to the station to meet her friend. But there are so many people. She can’t find her friend. Can you help her? Please listen and fill in the blanks in the picture and find Amy’s friend.
（Play the recording twice, and then check the answer.）
[设计意图] 设计情境，用过渡语引出要听的对话，激发听的兴趣。
Step Four: Pairwork (1c)
1. Ask the students to play the guessing game.
T: Now I have a good friend in our class. I will describe her/him to you. Please guess who she/he is.
S1: What does your good friend look like?
T: She is tall and thin. She has long straight hair. She sits in group two.
S2: Is your friend (a name of a student) ?
T: Yes, she is .
2. Ask students to describe their good friends’ looks in their own class and guess who she/he is .
[设计意图] 创设情境，以竞猜的方式完成任务，激发学习兴趣，巩固所学新知识。
3、Make a survey
T：We’ll have a parents’ meeting soon. But we know only a few parents. Would you like to introduce your parents to others? Now let’s make a survey about what your parents look like. Work in groups of four and fill in the chart. Then I will ask some students to report it.
What does your father/mother look like ?
Name Mother Father
[设计意图] 创设情境，通过两两对话调查完成任务，巩固和练习所学新句型。培养了学生的参与意识和实践能力，让他们在相互交流中相互学习，从而培养了合作精神。
Step Five Homework
Do you like your look now? What will you look like in five years? Design your new look.
教学反思：
通过本节课的学习，学生可以掌握有关描述人物身高、体重、头发等外貌特征的词汇、句型。整个教学过程注意“以生为本”，全员参加，为学生创造了大量自主学习的机会，既掌握了语言知识，也培养了学生的审美观和创新意识，让学生体会了学英语的乐趣。
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