初中英语_What does he look like课堂实录教学设计学情分析教材分析课后反思

更新时间:2023-07-02 15:47:55 阅读：评论：0

Unit 1 What does he look like ?

上海英语口语培训(Section B 3a-4)

一、The analysis of teaching material ：

本单元的核心话题是“能够询问并描述人的外貌”（Describe People’s looks），教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。3a-4是Section B的第二课时，是写作训练板块，在前面听、说、读的基础上，学生尝试简单的语言输出。3a的短文填空活动是一个骨架作文，既为学生提供了可仿写的例文，同时又为3b活动奠定基础。3b通过梳理语篇结构，让学生掌握描述人物要包含的方面，形成思维构图。3c则依据人物描写的不同方面，写出更多的句子，为活动4提供过程性写作训练。活动4为半开放性写作任务，通过回答列出的问题（其实也是写作要点），逐步完成。

therapy二、The analysis of learning situation：

谈论一个人外表形象，是人们日常生活中常遇到的话题，这与学生的生活紧密相连。能够激发学生说英语的欲望。学生在前三课时已经学过有关外貌描述的词汇以及相关句型，能自然地与本课时话题进行衔接。在教学过程中应注意任务的设置，使学生通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。同时也有利于提高实际语言的运用能力。

三、Learning objectives:

1. Knowledge targets:announce

掌握描述人的外貌的重点单词和句子，并能根据3a归纳描述人的外貌的思维导图。

2. Ability targets:

学会使用所学的词句来描述人物的外貌，并能结合实际生活进行灵活运用，提高写作水平。
3. Emotion targets:

利用多媒体素材和生活中的人物来强化读、写的能力，培养审美意识；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。

四、The learning important and difficult points:

熟练运用所学知识描述人物外貌特征和写作。

五、Learning strategies:

设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

六、Teaching periods
本课是本单元的第四课时

七、Teaching procedures：

教学步骤( Teaching steps 英文书法字体)	教师活动（Teachers’activity）负责人翻译	学生活动(Students’activity)	设计意图(The purpo of designing)
Step 1. Warming up	Good morning, boys and girls! In this class, We’ll have a PK. If you give a right answer, you’ll get a star. If you get five stars, you’ll be the super star in this class. Finally count the stars in your group and let’s e which group has the most stars. So come on , boys and girls !	Ss listen carefully and make sure they know how they will do in this class.	充分调动学生学习积极性。
Step 2. Lead- in	We’ll go on learning Section B (3a-4), We’ve learned how to describe people’s looks, yes ? So, I’d like to show you some photos. They’re very popular in China now, do you think so ? Tell me who you like best and then describe what he / she looks like. (多媒体课件呈现几组著名的影星、歌星、运动员等)	Ss describe their favorite singer and so on, using tall, short, medium height; thin, heavy, medium build; short hair, long hair, straight hair, curly hair and so on.	通过描述自己喜欢的人物，复习巩固前面所学描述人物外貌的词汇以及相关句型。
Step 3. 3a	1. Prent a photo of Jack. Look at this photo, he is Bill’s best friend Jack. He’s 13 years old. Who can tell us what he looks like ? 2. Do you want to know more about Jack ? eg. Where does he come from ? What sport does he play ? What does he like doing after school ? Plea read 3a and fill in the blanks with the words in the box. 3. Check the answer. Then ask Ss to read the article as quickly as possible. Try to remember Jack’s information.	1. Ss describe what Jack looks like according to the picture. 2. Ss read 3a and fill in the blanks by themlves. 3. Ss read the article again and try to remember Jack’s information.	先说后读，减少阅读难度，带动中下水平学生的阅读热情。
Step 4. 3b	1.W成长的烦恼第一季ell, just now we learned something about Jack. How does Bill talk about his friend? Think it over .Plea follow me to learn how to describe a person, OK? 2. Who can help me complete the mind- map with Jack’s information ？ 3.Who can retell 3a according to the mind-map ？	With the help of the teacher , Ss try to find out how to describe a person. Then Ss try to fill in 3b on their own and then try to retell3a.	教师引导学生完成描述人的思维导图，学生通过完成3b所呈现的思维模式图，完成对3a 的复述，初步构建了知识框架，为下面的写作打好基础。饮茶礼仪
Step 5. Interview	1.Look at this photo. She is my pen pal. Do you want to know something about her ? Plea ask me some questions if you want to know about her. 2.The are the questions you can ask to know about a person. 1). What is your pen ’s name ? 2). Where is he / she from ? 3). What does he / she look like ? 4). What does he / she like to wear ？ 5). What does he / she like doing ? 6). Why do you like him / her ?	Ss ask the teacher some questions according to the mind-map in 3b.	通过引导学生提问mind-map上的问题，使学生进一步明确描写一个人应从哪几方面入手。最后让学生议一议可以用来描述人的句子。
Step 6. Do a survey (Pairwork)	1.Do you have a pen pal ? Let’s do a survey on your partner’s pen pal. 2. Number 3 in each group gives a report. novelt.	1.Ss do a survey in pairs and u the questions to help them. 2.Number 3 in each group gives the report.	通过调查让学生运用所学知识询问他人笔友情况,并向同学介绍,达到学以致用的目的。
Step 7. Summary	What have we learned in this class ?Yes, we learned how to describe a person. Can you tell me how to describe a person ?	Ss answer how to describe a person one by one.	讨论整理可用于写作的句型、表达用语，使学生对写作思路有更清晰的认识。
青春随想Step 8 Writing	Next, I’ll give you veral minutes to write a similar composition according to 3a, the composition must include the key points given by questions in 4, you should also u the words and expressions we found just now.	Ss try to write their own compositions.	运用所学知识，完成写作任务。
Step 9. Talent show	1. Show them the evaluation standards . 2. Ask the Ss to check the composition by themlves then exchange them with their partners. 3. Choo the best composition in each group and ask Ss to read for us. 4.Ask Ss to add something that they learned from the good compositions.	Ss check the compositions each other, then choo some of them to read in front of the class.	学生对照评价标准进行自评、补充，然后组内互评，推荐出好的作文展示给大家，既巩固所学知识又提高学生学习积极性。
Step 10. Homework	A: Recite 3a B: Describe the members of your family or teachers , using the knowledge you’ve learned in this unit .	Finish the composition after class.	使学生学以致用，加深印象。

板书设计：

Section B(3a-4)

How to describe a person ?

Name: Jack

Nationality: America

Age: 13

Look: tall, thin，straight brown hair，（not）glass

Clothes: jeans, a T- shirt, and sports shoes

Hobbies: soccer, music and movies

学情分析

初二学生对英语学科有着浓厚的学习兴趣，学习积极性比较高，课堂上敢于开口，勇于表现自我，参与热情高，善于向老师和同学模仿，可塑性强。本节课的教学内容是谈论一个人外表形象，是人们日常生活中常遇到的话题，这与学生的生活紧密相连。能够激发学生说英语的欲望。学生在前三课时已经学过有关外貌描述的词汇以及相关句型，能自然地与本课时话题进行衔接。在教学过程中应注意任务的设置，使学生通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。同时也有利于提高实际语言的运用能力。

本节课是借班上课，对学生的了解不够透彻，所以本节课的教学安排要循序渐进，以鼓励为主，保护学生学习英语的兴趣和自信心。同时要关注学生的学习习惯的培养。使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养他们的创新精神。

效果分析

本课教学的内容是鲁教版新目标七年级上Unit 1 What does he look like ? Section B （3a-4）.本节课运用多媒体教学，将丰富的网络资源有针对性的运用到本课英语教学中，

通过任务型教学途径，以小组合作和竞争的方式展开学习，提高了课堂教学效率，教学效果较好。

1.导入：

neither的用法通过描述自己喜欢的人物，复习巩固前面所学描述人物外貌的词汇以及相关句型。通过每组5号同学的回答，可以看出学生对人物外貌描写掌握的还可以。

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