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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 Grammar Focus-3c 总节次
学情教材分析 学情分析： 【Know】Students have a general understanding of what-questions and the alternative questions in lesson one. Besides, some key words and expressions in the conversation have been previewed before this class. 【Want to know】Students want to know more about how to use what-questions to ask people’s looks and give answers. Besides, they also want to know how the differences between be and have/has when they’re used to describe people’s looks. 【Learned】At the end of this class, students will summarize what they’ve learned today. 教材分析： This lesson is the grammar part of Section A. 【What】The reading material in 2d is between Mike and Tony. They’re talking about Mike’s friend, David’s looks. The sentence structures in Grammar focus are about how to ask and describe people’s looks. 【Why】The text in 2d provides a context for grammar learning of what-questions and the alternative questions. Learning grammar in context can deepen students’ understanding of the usage of what-questions and the alternative questions. 【How】The words and sentences in this conversation have been learned in lesson one. So it’s easy for students to understand.
核心素养目标 1.Language ability: (1)To master key words and expressions, i.e., tonight, little, a little, may, cinema, glasses, later, handsome, actor, actress, person (2)To master key sentences, i.e., e.g: -Is he tall or short -He isn’t tall or short. He’s of medium height. 2.Thinking capacity： (1)Conclude and summarize the grammar rules according to the given sentence structures. (2)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）Learn to use the thinking capacity: concluding and summarizing, to understand and master the new grammar rules.
重点 （1）To acquire key information through the reading and finish the reading tasks. （2）To understand and master the sentences and rules in Grammar focus. （3）To master the usage of be and have/has when they’re used to describe people’s looks.
难点 To master the usage of be and have/has when they’re used to describe people’s looks.
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] Lead-in 学生是否能够根据人物外貌描述，找出Mike的朋友； 学生是否能够观察所给图片，获取有效信息，推测Mike打算做什么。 【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. 1.Activity: Who is Mike’s friend？ T shows Ss the activity rules and asks Ss to find Mike’s friend according the descriptions. 2.Guess: Who is Mike going to do T asks Ss to guess what Mike is going to do according to the given picture. 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 descriptions and choose who Mike’s friend is. Ss observe the picture and guess what Mike is going to do.
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 Two Presentation 学生是否能够运用略读、扫读、圈关键词等阅读技巧，正确完成阅读任务。 学生是否能够根据上下文信息推测生词含义。 学生是否能够在听出对话中人物的语音语调，并标注、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。 学生是否能够在教师的指导下，归纳总结语法规则。【语言能力】 [3minutes] 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。 1.2d: Skimming and answer. T shows Ss the given questions and asks them to answer. Who is David T asks Ss to underline the sentences describing David’s looks and then find who David is. 2d: Role-play T asks Ss to role-play the conversation. 3.Grammar focus: Think and answer. T raises questions and asks Ss to think and answer. 4.Grammar rules: be, have/has T shows Ss the usages of be and have/has. 1.3a: Write these words in the correct box. T asks Ss to finish the exercise in 3a. 2.3b: Circle the correct words to complete the conversation. T asks Ss to finish the exercise in 3b. 3.3b: Read the conversation again. T asks Ss to read the conversation in pairs. Ss read the four questions and find the answers. Ss role-play the conversation in pairs. Ss think and answer the questions. Ss try to conclude the grammar rules of be, have and has. Ss finish exercise 3a. Ss finish exercise 3a. Ss read the conversation in pairs. Ss look at the pictures and share their answers.
教 学 过 程 教学内容 教师活动 学生活动
【语言能力】 【文化意识】 【思维品质】 [12minutes] 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] 4.3c: Look and say. T shows two pictures of actor and actress and the asks Ss to talk about their name, job and looks. 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 talk about their favorite actor, actress and teacher. Ss follow T to review language points. Take the test carefully. And hand in the papers as soon as the time limit approaches.
作 业 布 置 必做作业： 选做作业： 预计时长:
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