课题名称：Unit2 Topic1 SectionC

姓名

何木鲁

工作单位

芒市遮放镇户拉中学

年级学科

七年级英语

教材版本

仁爱版

一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）

本节课的主要活动是1a和4a。借助三组图画对文章内容进行预测，并通过阅读检查、预测和复习Unit 1有关介绍个人信息的表达“I’m …”，“I’m thirteen years old”等。同时进一步拓展学习介绍自我和他人的表达“I come from England.”另外，本课将让学生继续巩固描述人物外貌特点的表达方式。本节课是一节读写课，重点应放在培养学生的读写能力上。因此，教师在教学中要尽力把课堂交给学生，教师起到导游的作用；此外，语音板块通过练习活动巩固字母o, u, r, y和字母组合ng的发音，培养学生根据音标及图片拼写单词的能力。本节课老师主要采用任务型教学法展开学习。

二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）

（1）知识目标

能够掌握并应用新学习的单词: boy, come, sister, different, knife等;

     能够运用基本的形容词描述、询问人物外貌特征及所属关系的表达方式；

能够掌握陈述句及一般疑问句的语调。

（2）能力目标

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；

      能识别不同的语调，如陈述句和一般疑问句等；

        能够在图画等的帮助下预测文章大意；

能运用所学表达进行段落写作，描述人物外貌特点；

        能根据图片及音标拼读单词。

（3）情感目标

能够养成借助图片帮助听说和阅读理解的习惯；

          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。

三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）

我所带班级是七年级146班，学生缺乏必要的语言基础，学生必定在课堂上不敢发言和交流，所以课堂教学中要积极调动学生课堂气氛，鼓励学生发言，在学习语言知识的同时创设生生和师生交流。

四、教学过程（设计本课的学习环节，明确各环节的子目标，画出流程图）

1、利用图片，创设情景导入

以短片中出现的人物外貌特征导入本课教学。

2、创设情境，学习重点

①看图片，描述人物外貌特征

② 结合图片学习新单词，短语和句型。

③听录音 完成1b，然后核对答案。

④ 再听录音，完成1C。掌握文章大意。

⑤让学生读1a并找出不明白的语言点，让后进行讲解

学习的过程中，考虑学生实际的听说读写水平，有梯度的让学生学习新知，学生自己解决读的障碍，锻炼学生自主学习的能力，体验学习的快乐，提高语言学习能力。

3、情景交际，主动发展

呈现1a文章内容，让学生两人一组进行练习，然后表演。

5、作业布置，拓展知识

为了巩固课堂上所学知识给学生布置作业。

①复习本节课内容，熟背单词及句型、对话。

②完成本课《同步练习》 。

五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学的方式的变革，配置学习资源和数字化工具，设计信息技术融合点）

教师活动

预设学生活动

设计意图

1.Students answer “Hi! Good morning. Nice to meet you, too.”

2.Some students describe the girl using the sentence like “She has …”

1.The teacher greets with students “Hello! Good morning. Nice to meet you.”

2.Draw a picture of a girl on the blackboard, then let some students describe the girl using “have/ has”.

Give an example,“She has a small mouth.”

3.Some students

answer the questions.

4.Students answer the teacher’s questions with, “Yes, I do. / No, I don’t”.

5.Students have chain questions.

1.The teacher greets with students “Hello! Good morning. Nice to meet you.”

2.Draw a picture of a girl on the blackboard, then let some students describe the girl using “have/ has”.

Give an example,“She has a small mouth.”

3.Point at some part of the girl and ask, “Does she have…?” Choose some students to answer the questions.

4.Walk to some students and ask the question, “Do you have…?”

5.Chain questions-Ask one student the question, “Do you have…?” 

Make an answer with“Yes…/ No…”Then ask the next student one question and go on, at least let five students do it.

1.Do 3a. The students answer the question, “Yes, he does.”

Then students answer the question, “No, we don’t.”

2.Students do it in pairs.

One pair share their dialogue to the whole class.

3.Students do it by themselves;

Students check the answers.

4.Do 1a. Some students guess them;

Then all students read the passage and find out the new words;

Some students read the sentence one by one;

Students listen to the teacher carefully.

1.Show the first picture of 3a to students and ask the whole class, “Does he have a knife?” （老师指着小刀反复读“knife”） Let students answer the question;

Then the teacher asks, “Do you have a knife?”

2.Show the second picture in 3a, then let students make a question with the picture, they discuss it in pairs for 1 minute and try to make a short dialogue;

The teacher chooses one pair to show their dialogue;(以同样的方式呈现剩余两幅图)

3.Give students 1 minute to match the pictures with the conversations by themselves; Check the answers of 3a.

4.Show the pictures of 1a, then let students guess who is the boy and who is his sister, Amy;

Let students read the passage first and find out the new words in the passage;

Write down the new words and important phrases, and then choose some students to read the passage one by one;

Point out the important expressions: come from = be from, in the same school, but in different grades, then explain them to students.

1.Students read the passage by themselves.

2.Do 1b. Five

students check the answers.

3.Do 1c. Students

read the passage and circle the adjectives in the passage;

Then fill in the table on the blackboard, the others do it by themselves;

Finally, two students share their passage with the whole class.

1.Give students 1 minute to read the passage again and pay attention to the important words and expressions.

2.Let students do 1b by themselves, then choose five students to check the answers.

3.Give students 1 minute to read the passage and find out the adjectives in the passage;

Show a small blackboard and draw a table on it, and then choose one student to fill in the table and let the other students do it by themselves;

Give students 2 minutes to make a passage about the table, and then choose two students to show their passages.

1.Do 2. Students

describe their partners’ look orally;

Three students describe their partners’ look in front of the whole class;

All Students listen to the teacher carefully.

2.Do 4a. Students read the three letters; Then read after the teacher; Students look at the picture and guess the meaning of red.

3.Do 4b. Students

read the sentences; Some students read the sentences; Then all students read after the tape carefully and pay attention to the rising tone and the falling tone.

1.Give students 2 minutes to describe their partners’ look orally;

Choose three students to describe their partners’ look in front of the whole class;

Make a summary about the three students.

2.Show three cards with r, e, d to students and let them try to read the three letters; Put the three letters together and read it /red/ for three times; Show the  first picture  of 4a and say, “The meaning of /red/ is …” Let students guess the meaning of “red”.(老师可采用同样的方式学习以下单词)

3.Give students 1 minute to read the sentences in 4b first;

Choose some students to read the sentences; Play the tape and let students read after the tape carefully.

1.Students make up their passages in groups first and two groups show their short passages; All students listen to the teacher carefully.

1.Show six nouns: head, face, nose, mouth, eye and hair, then let students make up short passages with them in groups, giving students 2 minutes; Choose two groups to show their short passages to the whole class; Make a summary about the two groups.

2. Assign homework：

Review the words and expressions;

Write a passage about your partner;

Preview Section D.

六、教学板书（本节课的教学板书）

如板书中含有特殊符号、图片等内容，为方便展示，可将板书以附件或图片形式上传。

Section C

1. —Do you/they/ have…?                         knife

—Yes, I/we/they do. No, I/we/they don’t.            boy

2. —Does he/she have…?                           sister

     —Yes, he/she does. No, he/she doesn’t.               come from

3.We are in the same school, but in different grades.       be from