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“导探一体 两主四环”生命化课堂教学备课用纸
年级 七下 备课时间 月 日 授课时间 月 日
课题 GFI 7B Unit 9 What does he look like Section A 2a-2d 总节次
学情教材分析 学情分析： 【Know】Students are highly motivated before the class. They have a general understanding of the new words. And some key words and expressions in the conversation have been previewed before this class. 【Want to know】Students want to know how to describe someone’s looks. Then they’re able to use the key words and sentences to make conversations with their partners. Besides, Students want to know how David, Sally and Peter look like. They can finish the listening tasks in 2a and 2b. After the listening part, students can make a conversation in pairs to check their understanding. In the reading prat, students can get to know who David is. 【Learned】At the end of this class, students will summarize what they’ve learned today. 教材分析： This lesson is the listening and speaking part of Section A. 【What】 The conversation in1a is between two students. They’re talking about who Amy’s friend is and what Amy’s friend looks like. The three listening materials in 2a are among students. They’re talking about David’s, Sally’s and Peter’s looks. The reading material is between Mike and Tony. They’re talking about Mike’s friend, David’s looks. 【Why】 Students can use these key words and sentences to describe people’s looks. Besides, students should know that we never judge a book by its cover. 【How】 The key words in this lesson are about looks. They’re close to students’ daily life. So it’s easy for them to understand and master these words. There are three listening materials in 2a. The words and sentences in the listening have been learned in 1a. So it’s easy for students to understand the conversation.
核心素养目标 1.Language ability: (1)To master key words and expressions about people’s looks, i.e., curly, straight, tall, height, medium, heavy, thin (2)To master key sentences, i.e., -What does he look like - He is really tall. And he has curly hair. 2.Thinking capacity： (1)Guess what the conversation is talking about according to pictures. Thus students can enhance their ability of observation and prediction. (2)Predicate what the conversation is talking about according to the given questions. Thus students can enhance their ability of prediction. (3)Make conversations in groups. Thus students can improve their capacity of cooperation and communication. 3.Cultural awareness: Don’t judge a book by its cover. 4.Learning ability: (1)Employ key words and sentences to ask and describe someone’s looks. (2)Employ the alternative questions to ask questions.
重点 (1)To master key words and expressions about people’s looks. (2)To master key sentences to ask can describe someone’s looks.
难点 Master the different usages between be and have/has. Master the intonation and usages of the alternative questions.
板 书 设 计 教学准备 老师准备: 教学设计、课件，学习检测单 学生准备: 课前预习与复习上一节所学内容
教 学 过 程 教学内容 教师活动 学生活动
Step One Warm-Up Pronunciation 根据所给音标拼读单词，并猜测词义。 【语言能力】 [5minutes] Step Two Presentation Lead-in To improve students’ ability of predication. 【语言能力】 【文化意识】 [5minutes] Present the phonetic symbols of the key words in this part to the students and let them pronounce the words with their phonetic knowledge from last term either by calling some students to do so or giving the chances to the volunteers. 6.Predication: 2a T shows Ss the given questions and help Ss to predicate what the conversations may talk about. Try to pronounce the words when being called or volunteer to do so if one thinks one can do so. Guess the meaning of each word after pronouncing the word right. Ss read the three questions and predicate what the conversations may talk about.
只有受过一种合适的教育之后，人才能成为一个人。——夸美纽斯
教 学 过 程 教学内容 教师活动 学生活动
Step Three Practice 学生是否能够在听力过程中能够抓住关键词，准确完成听力任务； 学生是否能够听出句子的语音语调变化，并进行标注、模仿和练习； 学生是否能够模仿人物的语音语调，进行角色扮演。 学生是否能够积极主动地与同伴进行对话练习； 学生是否能够运用本节课重点词汇和句型准确描述朋友的外貌特征。 【语言能力】 【文化意识】 【思维品质】 [12minutes] 7.Listen and answer questions T plays the tape and asks Ss to answer questions. Q1. What’s the relationship between David and the answerer in conversation one Q2. What’s the relationship between Peter and the answerer in conversation three Q3. Is David tall or short Q4. Does Sally have long or short hair Q5. Is Peter tall or short 8.Listen and fill in the chart T plays the tape again and asks Ss to fill in the chart. 9.Mark the tone and intonation T plays the tape again and asks Ss to mark the tone and intonation of the three conversations. 10.Role-play T shows Ss how to read the sentences. 1.Pair work: 2c Student A looks at the chart in 2b. Student B asks Student A questions about one of the people and then draws a picture of the person. 2.Make a presentation T shows Ss the presentation topic and then asks Ss to make a presentation about their friend. Ss listen to the tape and answer questions. Ss listen to the tape again and fill in the chart. Ss listen to the tape again and mark the tone and intonation. Ss role play the conversation with their partners. Ss make conversations in pairs. Ss make a presentation about their friend.
教 学 过 程 教学内容 教师活动 学生活动
Step Four Promotion 学生是否能够在老师的引导下总结出本节课的主要语言点。 Summary: 通过词汇、短语和句型检测本节所学掌握的实际情况，为下一节的教学提供及时调整的依据。 【语言能力】 【思维品质】 【学习能力】 [5minutes] T presents the language points in today’s class. Have a dictation test: hand out the test papers and have the students finish it within 5 minutes. Ss follow T to review language points. Take the test carefully. And hand in the papers as soon as the time limit approaches.
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