七年级英语上册 Unit 2 Looking Different Topic 2 What does she look like Section C教案 （新版）仁爱版

Topic 2 What does she look like Section C Ⅰ. Material analysis 本节课主要活动是1a和2a。通过看图、阅读对话引入衣衫鞋帽的新单词，同时学习询问衣物颜色及辨认事物的 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达方式“What color is that T-shirt?”，“It’s…”，“What color are those shorts?”，“They are …”，“What’s this/that?”，“It’s a/an …”，“What are these/those?”，“They are …”; 以及介词in 引导的表示穿着或穿戴的用法“The girl in a yellow dress is Maria.”，“He is in a black cap and blue shoes.”，表示想要购买某物的句型：“I want to buy … ”此外，语音板块培养学生根据音标及图片拼写单词的能力，通过本课的学习学生应该初步具有拼读单词的能力。 Ⅱ. Teaching aims 1. Knowledge aims 能够掌握并应用新学习的表衣物的单词: want, buy, cap, pair, shoe, coat, dress, skirt等; 能够用颜色谈论人的外貌和穿戴: What color is …? It’s…What color are…? They are…What’s this/that? It’s a/an…What are these/those? They are… 能够掌握陈述句、一般疑问句及特殊疑问句的语调； 能掌握介词in引导的表示穿着或穿戴的用法：in a+颜色+服装。 2. Skill aims 能听懂有关询问衣物颜色、穿戴及辨认事物的表达方式； 能运用表示询问衣物颜色、穿戴及辨认事物表达方式进行简单的交流； 能读懂简短的段落，并能掌握主要信息； 能模仿课文，编写询问他人穿戴颜色的对话； 能根据图片及音标拼读单词。 3. Emotional aims 培养学生善于观察周围人或物的能力。 Ⅲ. The key points and difficult points 1. Key points 正确使用表示询问衣物颜色及辨认事物的表达方法：What color is …? It’s…What color are…? They are…What’s this/that? It’s a/an…What are these/those? They are… 正确使用be动词：is, are 掌握介词in 引导的表示穿着或穿戴的表达方式; 能够掌握拼读单词的规律。 2. Difficult points 正确使用be动词：is, are 能够辨认名词的单复数； 能够掌握介词in 引导的表示穿着或穿戴的表达方式； 能够根据所提供的内容编写短文。 Ⅳ. Learning strategies 分类记忆单词是记单词的好方法。 Ⅴ. Teaching aids 录音机、教学挂图和黑板。 Ⅵ. Teaching procedures Step Interaction patterns Student activity Teacher activity Introduction (6minutes) 1.The whole class work. 2.The whole class work. 3.The whole class work. 4.The whole class work. 1.Students reply: Good morning, Miss Chen. 2.Revise the identification of things. 3.Read the word for several times and answer the question: It’s a coat; Then read the word after the teacher again. 4.Read the word for several times and the question: They are pants; Then read after the teacher. Look at the blackboard and learn the word. 1.The teacher greets with students: Class begins. Good morning class. 2.Point a desk and some pens and ask students some questions to revise identifying things. 3.Walk to one student and point at his coat, then ask the question: What’s this? Try to help students answer: It’s a coat; Repeat the word for several times. Then draw a picture of a coat on the blackboard and teach the word again. 4.Point her pants and ask: What are these? Try to help students answer: They are pants. Repeat the word for several times; Then draw a picture of pants on the blackboard and teach the word again.(老师可用同样的方式教授T-shirt, shoe, dress, skirt, glove) Presentation (13minutes) 1.The whole class work. 2.Individual work. 3.The whole class work. 4.Individual work. 5.Individual work. 6.The whole class work and pair work. 7. Pair work. 1.Follow the teacher for several times. 2.The student answers the question: It’s … 3.Answer the question: They are blue. 4.Answer the teacher’s questions one by one with the sentences: It’s … They are … 5.Do 1a. Look at the picture and think about the two questions; Then one student answers the questions: That cap is yellow. Those shoes are green. 6.Follow the tape; Read it in pairs; Then two pairs act out the dialogue. 7.Do 1b. Work in pairs and make up new conversations with the pictures on the blackboard; Two pairs share their new conversations with the whole class. 1.Teach the new words with the pictures on the blackboard, paying attention to “a pair of shoes”. Let students read the words for several times. 2.Color the pictures in different colors and ask the question: What color is the coat? Let one student answer the question: It’s… 3. Color the pants blue, then ask the question: What color are the pants? Help students answer the question: They are blue. 4.Point out any picture and ask the questions: What color is …? What color are …? Then write down the sentence patterns on the blackboard. 5.Show the picture of 1a and ask students to listen to the tape and pay attention to two questions:①What color is that cap? ②What color are those shoes? Then play the tape for the first time; The teacher asks one student to find the answers to the two questions. 6.Point out the phrase: want to …(老师解释: 想要做…) Then play the tape again and let students follow the tape; Give students 1 minute to read the dialogue in pairs; And choose two pairs to act out the dialogue in role. 7.Give students 2 minutes to work in pairs and make up a new conversation with the pictures on the blackboard; Then choose two pairs to show their new conversations to the whole class. Consolidation (12minutes) 1. Pair work. 2.The whole class individual work. 3.Individual work and the whole class work. 4.Individual work. 1.Do 2a. Talk about the picture in pairs freely; Two pairs share their dialogues with the whole class. 2.Students do it by themselves; Some students check the answers; Students read after the tape. 3.The student who has any question stands up and asks: What’s the meaning of “The girl in a yellow dress is Maria.”(此句学生可用汉语提问) Students listen to the explanation carefully; One student replies to the teacher: The girl in a red coat is xxx. 4.Do 2b. Students fill in the table by themselves; Two students check the answers. 1.Show the picture of 2a and say: Look at the picture.(老师解释：看这幅图片look at…意为：看…) Let students talk about the colors of the four kids’ clothes using the sentences: What color is Kangkang’s cap? What color are Kangkang’s pants？; Choose two pairs to show their short dialogues to the whole class. 2.Give students 2 minutes to read 2a, then underline the children’s clothes and circle the words of colors; Choose some students to check the answers; Play the tape and let students follow the tape. 3.Give students some time and explain the passage by themselves, then ask students: Do you have any questions? After the student asking the question, the teacher explains the use of “in”. (老师解释in的用法) Then point at one girl and ask the question: Who is xxx? Choose one student to response the teacher. 4.Give students 1 minute to fill in the table by themselves; Choose two students to check the answers. Practice (10minutes) 1.Individual work and pair work. 2.The whole class work. 3.The whole class work. 1.Do 1c. Complete the conversations by themselves; Share their answers with the whole class; Read the conversation and some pairs show their conversations. 2.Do 3a. The students try to read the word according to its pronunciation; Then write the word in the air. 3.Do 3b. Read the sentences by themselves first; Some students who read well teach the others to read; Then all students listen to the tape and repeat; Finally, Students listen to the teacher carefully. 1.Give students 2 minutes to complete the conversations by themselves; Choose some students to check the answers; Let students read the conversations in pairs, then choose some pairs to practice the conversations. 2.Show the first picture of 3a and let one student try to read the word according to the pronunciation; Then let students try to write the word together.(以下四个单词可采用此方法教授) 3.Let students read the sentences in 3b and pay attention to the rising tone and the falling tone by themselves first; Choose some students to read them to correct other students; Play the tape and let students listen and repeat; Finally, make a summary of the rule of intonation. Production (4minutes) 1.Group work. 1.Students do it in groups; Some groups describe the students in the class; The group that students guess correctly is the winner. 1.Give students 2 minutes to describe one student in the class in groups; Choose some groups to describe the student in front of the class and let students guess who it is. 2.Assign homework: Review the words and expressions in Section C; Write a passage about a person with the word “in”; Preview the words in Section D. Teaching reflection: 本节课中，介词in的用法对于学生来说掌握有些难度，还要通过应用来巩固它的用法。 Ⅶ. Blackboard design What does she look like? Section C 1. —What color is …? want to —It’s… a pair of 2. —What color are…? look at —They are… 3.The girl in a yellow dress is Maria.