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仁爱英语七上TopicWhatdoesshelooklike篇
磁涧二中七年级英语导学稿 Unit 2 Topic 2 What does she look like? Section C 执笔人：刘凤玲 审核人：姚小伟 使用时间 学习目标 1、记住单词和词组：T-shirt、shoes、cap、coat、skirt、pants、trousers、dress、look at、photo、strong、cool Are you ready ? Let’s begain…….. 2、掌握What引导的特殊疑问句。 学习过程 一、学习准备 a、回顾上节所学内容，做以下各题。 1、What is red and y_________? It`s orange . 2、Jack has short b________hair, He is from America. 3、Please give this letter________Maria. 4、He looks_____his father .They are_____very tall . 5、The two________（woman）are our teachers. b、我能写出下列表示服装的单词，我最棒。 1、T恤衫 2、鞋 3、帽子 4、大衣 6、长裤 7、连衣裙 二、自主学习 1、自读1a,完成1c 2、根据1a、1c所学句型，我知道。 A:What color +______+this|that+_____________? B:________+___________. A:What color+______+these|those+____________? B:________+__________. 3、听对话，找出图画中的孩子们，然后再听，完成句子。 四人一组学习2，相信我们的力量 三、合作学习 （一）阅读短文，找出有关服饰 和颜色的词并作上标记。 （二）讨论探究in的用法 （三）尝试翻译以下各短语 1、看着 2、穿黄色衣服的女孩 3、蓝色的鞋 4、穿一件白色T恤衫的男孩 5、他的裤子 6、看起来不同 四、拓展学习 今天我们学了shoes、pants这两个常以复数形式出现的单词，我们想一想还学过那些类似的单词，这类词常和_____连用，其谓语要由_____的单复数来决定。 e、g 1、This pair of shoes______ new. 2、These shoes______ new. 3、The two pairs of glasses______ Li Ping’s. 学习反馈 一、学习检测 1、Maria is in a pink T-_____ and purple p_____ . 让我们测一测，效果怎么样吧… 2、What color is your d____ _? 3、Her s______ are new. 4、The girl_____ brown is my friend. 5、What color ____ your trousers？ They are b______ _. 6、This pair of shorts ____ _his. 7、戴帽子的那个男人是我的叔叔（汉译英） 8、你的鞋子是什么颜色？是白色的。 二、学习小结. Topic 2 What color is it? Section A The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Teaching aims and demands 教学目标 1.(1) Learn some new words about the colors: black, blue, pink, red, purple, brown, white, gray, green, yellow (2) Learn some other new words: both, color, here 2. Learn some useful sentences: (1)You look the same. (2)That’s right. (3)We are good friends. (4)It’s here. 3. (1)Continue to talk about people’s appearances: ①We both have black hair and black eyes. ②I have blond hair and blue eyes. ③We don’t have the same looks. (2)Identify colors: ①—What color is it? —It is pink. ②—What’s red and yellow? —It’s orange. Ⅱ. Teaching aids 教具 实物/教学挂图/录音机/小黑板/调色盘/白纸/彩笔 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 师生对话，复习并导入新课。由具体实物引出生词，学习用英语描述人物特征。培养学生的观察能力。 1. (One by one练习，对Does she/he have …?句型进行复习。教师先引导，以班上具体的学生为例，尽可能多地让学生来操练。) T: Does she have long hair? S1: Yes, she does. Does he have short hair? S2: No, he doesn’t. He has long hair. Does she have a big nose? S3: Yes, she does. Does she have big ears? S4: No, she doesn’t. Does …? S5: … … 2. (利用班上长相相似的两位学生来进行师生互动问答，复习表示外貌特征的句型，导出新句型。) (请一位同学到窗前，一位到黑板前，教师指着窗前的那位展开问答。) T: Wang Dan, please stand by the window. Huang Pin, come here, please. T: Excuse me! Huang Pin. Who is that girl? Huang Pin: She is Wang Dan. T: Is she your friend? Huang Pin: Yes, she is. T: Where is she from? Huang Pin: She is from Fuzhou. (教师解释：be=am, is, are。为后面学习作铺垫。) (板书并解释。) be from=come from T: She comes from Fuzhou. (教师补充。) T: Does she have long hair? (有意识地就她与前一个学生相似的外貌特征向此学生 发问。) Wang Dan: Yes, she does. T: Does she have big eyes? Wang Dan: Yes, she does. (教师端详这两位学生。) T: Wow. You both have long hair and big eyes. You look the same. (板书并要求学生掌握。) both 3. (1) (指着学生的衣服，通过师生互动来学习新句型和新单词。) T: OK. Now look at their clothes. They have different colors. What color is it?(指着一位穿黑色上衣的同学，可帮助学生理解句意。) Ss: 黑色。 T: Yes. It’s black. (板书并要求学生掌握。) color black (再次指着班上其他穿黑色的衣服的学生提问。) T: What color is it? Ss: It’s black. (然后指着身穿蓝色衣服的学生。) T: Good. What color is it? Ss: 蓝色。 T: Yes. It’s blue. What color is it? Ss: It’s blue. (板书并要求学生掌握。) What color is it? It’s blue. … (依照上述方法教授red, purple, brown, white, green, yellow，并要求学生掌握；教授并要求学生理解gray。) (板书新句型和所有新单词。并要求学生掌握：提问颜色用“what color”。教师领读，为教学呈现作铺垫。) Step 2 Presentation 第二步 呈现(时间:8分钟) 借助图片和录音，设置情景，呈现新课内容。使学生学以致用，从而提高兴趣，培养其语言表达能力。 1. (教师出示1a的教学挂图进行问答。) T: Now look at the picture. Who is this boy? (指向Michael。) Ss: He is Michael. T: Where is he from? Ss: He’s from the U.S.A. T: Does he have long hair? Ss: No, he doesn’t. (再次指着他的头发问。) T: What color is it? Ss: It’s blond. (提示，帮助学生回答。) (板书并要求学生了解。) blond T: Yes, he has blond hair. What color are his eyes? Ss: They are blue. (提示，帮助学生回答。并解释：在对话时，要用人称代词替代之前提到的人或物。) T: Good. Now please listen to the tape and answer my questions. 2. (播放1a录音，然后让学生回答问题。教师出示小黑板。) (1) Who is that boy? (2) Where is he from? (3) Do Yukio and Kangkang look the same? (4) Do Michael and Kangkang have the same looks? (核对答案。) T: Well done! Now look at the blackboard and pay attention to the sentences. That’s right. We both have black hair and black eyes. We don’t have the same looks. Step 3 Consolidation 第三步 巩固(时间:7分钟) 听录音，进一步熟悉1a话题。表演对话，完成1b和1c，锻炼学生的听说读写能力。 1. (教师让学生听录音并跟读1a，然后两人一组表演对话。挑选两组学生上台表演。) T: Listen to 1a and repeat, then act it out in pairs. I’ll ask two groups of you to act it out in front of the class. 2. (根据1a完成1b，核对答案。) T: Complete the table according to 1a. (师生互动问答，巩固新句型和新单词。) T: Where is Yukio from? Ss: He’s from Japan. T: What color is his hair? Ss: It’s black. T: What color are his eyes? Ss: They are black. 3. (完成1c。要求学生根据1b描述这三个男孩，并上台表演。) T: Finish 1c. Describe the three boys according to 1b and act it out in the front. Step 4 Practice 第四步 练习(时间:10分钟) 教师运用学生学过的句型，通过对话，继续呈现新单词。通过小组活动，培养学生的合作精神。 1. (小组活动。) (教师出示2a中的调色盘，以对话的形式教学新单词。然后请学生两人一组依照对话操练句型，完成2a。要求学生掌握表示颜色的黑体词。) T: Work in pairs. Talk about the colors with your partner like this: A: What color is it? B: It is pink. (板书并要求学生掌握。) pink ... 2. (看图片，完成2b。) (为了活跃课堂气氛，提高学生学习兴趣，巩固新单词，教师可采取课堂看图抢答形式，找到颜色最多者获胜。) 3. (小组活动，完成3。) (1) (教师出示3中左半部分动物图片，并就其中一幅演示句型，板书。) T: What’s red and yellow? Ss: It’s …(让学生推测颜色。) T: It’s orange. T: Where is it? Ss: It’s here. (帮助学生回答。) (板书并要求学生掌握。) here (让学生仿照上述句型，自己调色，依次问答其他三幅图片。) (2) (出示右半部分房子图片，帮动物找家，完成3。) T: OK. Let’s help the animals find their homes. (核对答案。) (3) (学生两人一组操练此句型。) Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过游戏，锻炼学生的探究能力，体现学以致用的原则；并培养学生的想象力和创新能力。 1. (发给学生每人一张白纸。让学生把它撕成十小份。让他们在每一小份纸上分别画一样物品如book, pen, bus, pencil等。画好后，给每种物品涂上一种颜色，并在本子上写下物品名称及颜色。如：a red book a yellow pen…) (把学生分成四人一组。把他们画好的图打乱顺序，背面朝上放在桌子上。然后每人从桌子上拿十张。请学生用以下对话互相询问，拿回自己的图。最先拿回的学生是获胜者，给予掌声鼓励。如：) S1: Do you have a blue pencil? S2: Yes, I do. (把图给S1。) (学生每拿回一张自己的图，就在本子上划掉该物品。) 2. Homework: (1) 复习关于颜色的单词。 (2) 仿照Section A中的1a，编一个对话。 (3) 观察家中卧室里的物品有些什么颜色并写在作业本上。 板书设计： What color is it? Section A 1.Words: black blue pink red purple 3.(1)—What color is it? brown white gray green yellow —It is pink. 2. Sentences: (1) You look the same. (2)—What’s red and yellow? (2) That’s right. —It’s orange. (3) We both have black hair and black eyes. (4) I have blond hair and blue eyes. (5) We don’t have the same looks, but we are good friends. (6) It’s here. Section B The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: give, give … to …, letter, sorry, like, look like, tall, will, I’ll=I will, young, man, men, woman, women 2. Learn some useful sentences: (1)Sorry, I don’t know her. (2)I’ll give it to her. 3. (1)Continue to talk about people’s appearances: —What does she look like? —She is tall like you, but she doesn’t have long hair. It’s short and brown. (2)Continue to talk about colors: ①What color is his/her hair? It is … ②What color are his/her eyes? They are … Ⅱ. Teaching aids 教具 彩笔/小黑板/图片/学生的书包/白色信封/录音机/实物 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 采用直观教具，师生对话进行复习并导入新课，体现新课标精神，改变学生学习方式，培养语言运用能力。 1. (1) (利用彩笔来复习询问颜色的句式和表示颜色的单词。) T: Look! What color is it? Ss: It’s red. T: How do you spell it? Ss: R-E-D, red. … (把学过的所有表示颜色的单词复习一遍。) (2) (在教室内找颜色。) T: What colors can you find in our classroom? Please point them out, and then work in pairs. 2. (出示小黑板，根据小黑板上的信息和图片进行互动问答，复习描述人物的句型。) Name: Yao Ming Name: Pan Changjiang From: Shanghai From: Liaoning T: Now, please look at the small blackboard and talk about it. (指着姚明的图片进行问答。) T: Who is he? Ss: He is Yao Ming. T: Where is he from? Ss: He is from Shanghai. T: Does he have long hair? Ss: No, he doesn’t. He has short hair. T: What color is his hair? Ss: It’s black. T: Is he short? (教师辅以手势。) Ss: No, he isn’t. T: Good. He is tall. (教师辅以手势。) T: So what does Yao Ming look like? (板书并要求学生掌握。) tall look like Ss: He is tall. He has short black hair. (引导学生一起说。) (让学生根据潘长江的图片进行对话，然后总结。) S1: Who is he? S2: He is Pan Changjiang. S1: Where is he from? S2: He is from Liaoning. S1: Does he have big eyes? S2: Yes, he does. S1: What color are his eyes? S2: They are black. S1: Is he short? S2: Yes, he is. T: So what does Pan Changjiang look like? Ss: He is short. He has big black eyes. 3. (拿出事先准备好的一位学生的书包进行问答。) T: What’s this? Ss: It’s a bag. T: What color is it? Ss: It’s blue. T: Yes. It’s a blue bag. It’s very nice. But it’s not mine. (运用摇头或摆手等肢体语言。) It’s Huang Xin’s. (然后请第一排的一位学生把书包往后传递，最后递给Huang Xin。导入新课。) T: Huang Yao, please give this bag to Huang Xin. (运用手势提示。) (板书并要求学生掌握。) give give … to … (学生之间进行实物传递，操练该句式。) S1: S2. Please give this pen to S3. S2: S3. Please give this book to S4. S3: S4. Please give this ruler to S5. … (操练完毕，教师归纳总结。) (板书并要求学生掌握。) give sb. sth. give sth. to sb. 4. (教师出示一个信封，导出生词。) T: What’s this? Ss:It’s a letter. (老师帮助学生回答。) (板书并要求学生掌握。) letter T: It’s Maria’s letter. I want to give it to her. But I don’t know her. What does she look like? (导入1a。) (板书并要求学生掌握。) give it to her give it to sb. Step 2 Presentation 第二步 呈现(时间:8分钟) 利用挂图和录音呈现新课内容，师生对话，教师讲解并用小黑板出示重点句子，培养学生的归纳总结能力。 1. (教师出示1a挂图，师生对话，继续呈现生词。) T: Boys and girls, please look at the picture. There are three people in it. They are a man, a white girl and a black girl, Maria. Now let’s have a dialog. (板书并解释，要求学生掌握。) man (pl. men) T: What does the man tell the white girl to do? (教师用汉语翻译。) S1: Give this letter to Maria. T: Does the white girl know her? S2: No, she doesn’t. T: What does the girl say to the man? S3: “Sorry, I don’t know her. What does she look like?” (板书并解释，要求学生掌握。) sorry T: What does Maria look like? Ss: (全体学生齐读。) She is tall like you, but she doesn’t have long hair. It’s short and brown. T: At last what does the white girl say? S4: “Oh, I see. I’ll give it to her.” (教师解释：I see=I know，并板书生词，要求学生掌握。) I see will I’ll=I will T: When someone says “thanks” to you, what should you say? Ss: (全体学生齐回答。) You are welcome. T: OK, well done. Let’s listen to 1a. 2. (学生听录音并跟读。) 3. (教师利用小黑板出示1a重点，并讲解。) give … to ... I’ll give it to her. Sorry, I don’t know her. —What does she look like? —She is tall like you … 4. (让学生分角色朗读。) Step 3 Consolidation 第三步 巩固(时间:10分钟) 人机对话，提高兴趣。师生互动，利用实物表演，体现“做中学”的原则，巩固知识。 1. (播放录音，注意语音语调。采用人机对话的方式练习1a。) T: Listen to 1a. Pay attention to the pronunciation and intonation. Make a conversation between you and the recorder to practice 1a. Recorder: Please give this letter to Maria. She is in Class Four, Grade Seven. Ss: Sorry, I don’t know her. What does she look like? Recorder: … Ss: … (此方式可以增加学生学习的趣味性，达到巩固的目的。) 2. (让学生用实物来编对话并表演，完成1b。) T: Now please act it out. Use some real things. S1: Please give this book to Chen Lin. He is in Class One, Grade Seven. S2: Sorry, I don’t know him. What does he look like? S1: He is short. He has big black eyes. And his bag is yellow. S2: Oh, I see. I’ll give it to him. 3. (根据2的四幅图，师生互动问答，巩固新句型。) (1)T: Now look at Picture 3 in 2. What does he look like? Ss: He is short. He has black hair and big black eyes. T: OK. Look at Picture 1. She is a woman. She is young. (重复。) What does she look like? (板书并解释，要求学生掌握。) woman (pl. women) young Ss: She is young. She has short blond hair and a small nose. (以此类推，描述Picture 2和Picture 4。) (2) (大声朗读1、2、3、4四个句子，把序号填在相应的图片上，完成2。) Step 4 Practice 第四步 练习(时间:10分钟) 利用图片进行师生对话。以做游戏的形式和在不同情景中练习目标语言，达到学以致用的目的。 1. (1) (出示3中第一幅图进行师生问答，并板书重点句型。) T: Where is he from? What color is his hair? It’s brown. Ss: He is from Cuba. What color are his eyes? They are black. T: What color is Cuba’s national flag? Ss: Red, white and blue. (2) (接着出示第二幅图，让学生模仿(1)继续操练。) (3) (教师让学生两人一组就图3、图4进行问答。) (4) (写出每幅图中国旗的颜色，完成3。) 2. (听4录音，回答问题，并给雪人涂上相应的颜色。完成4。) T: First, look at the questions carefully. Then listen to the tape and color the snowman, and write down the answers. (板书并解释，要求学生理解。) snowman (pl. snowmen) (听两遍录音，核对答案。) 3. (做游戏。把班级学生分成两组，依据书中5的示例进行练习，巩固have/has, don’t/doesn’t have的用法，完成5。) 4. (小黑板出示练习题。让一位学生上黑板前来做。其他学生在练习本上做。) (按要求进行句型转换。) (1) She has big hands. (变否定句。) She _____ _____ big hands. (2) Does Jane have small eyes? (做肯定、否定回答。) _____, _____ _____. _____, _____ _____. Her eyes _____ big. (3) I have long hair. (变一般疑问句和否定句。) _____ you _____ long hair? I _____ _____ long hair. (4) He has a round face. (变同义句。) _____ face is _____. (师生核对答案。教师讲解并总结。) Step 5 Project 第五步 综合探究活动(时间:7分钟) 设置活动，让学生在运用旧知识、体验成功的基础上，愉快地学习新知识，从而达到探究的目的，锻炼学生的综合运用能力。 1. (画出自己的好朋友，突出他的特点并涂上颜色。然后根据图画两人一组编对话。) T: Now please draw a picture of your good friend, then color it and talk about the picture. S1: Who is this girl? S2: She is my friend. S1: Is she tall? S2: Yes, she is. S1: Does she have long hair? S2: No, she doesn’t. She has short hair. S1: What color is her hair? S2: It’s black. S1: What color are her eyes? S2: They are yellow. S1: What does she look like? S2: She is tall. She has short black hair and her eyes are yellow. 2. Homework: (1)掌握1a对话。 (2)画一画并写一写自己的外貌特征。 (3)写一篇短文，描述自己喜欢的人，要用到表示颜色的单词。 (4)自己设计一套服装，涂上颜色，并带上彩笔准备下一节课用。 板书设计： What color is it? Section B 1. give … to … 4.—What color is his/her hair? eg.Please give this letter to Maria. —It is … I’ll give it to her. 5.—What color are his/her eyes? 2. Sorry, I don’t know her. —They are … 3.—What does she look like? —She is tall like you, but she doesn’t have long hair. It’s short and brown. Section C The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Teaching aims and demands 教学目标 1. (1)Learn some new words about clothes: T-shirt, shoe, cap, coat, skirt, dress (2)Learn other new words and a phrase: at, look at, photo, strong 2. Learn some useful sentences: (1)Look at this photo. (2)Michael is strong. (3)They look different, but they are good friends. 3. Review people’s appearances: (1)She has short brown hair. (2)He has blond hair. (3)Her hair is red. 4. Describe people’s clothes: (1)—What color is this/that T-shirt? —It’s red. (2)—What color are these/those shoes? —They’re green. (3)The girl in yellow is Maria. (4)He is in a black cap and blue shoes. Ⅱ. Teaching aids 教具 服装图片/教学挂图/录音机/学生自行绘制的服装设计图片/小黑板/拍子/彩笔/相片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:8分钟) 借助实物展示，运用所学句型进行师生对话，复习并导入新课，培养学生的口语表达能力。 1. (利用实物进行师生互动问答。复习各种颜色的词。) T: What’s this? Ss: It’s a pen. T: What color is it? Ss: It’s yellow. (展示同样颜色的两支笔。) T: What are these? Ss: They are pens. T: What color are they? Ss: They’re yellow. (可以利用学生书桌上的书、笔等进行提问。全面复习有关颜色表达方式的句型。) (由物转向人的外貌特征。) T: S1. What color is your hair? S1: It is black. T: S2. What color are your eyes? S2: My eyes are black. 2. (利用服装图片和颜色引出生词。导入1a。) (展示帽子的图片。) T: What’s this? Ss: 帽子。 T: It’s a cap. What color is this cap? (板书并要求学生掌握。) cap Ss: It’s green. (展示鞋的图片。) T: What are these? Ss: 鞋。 T: They’re shoes. What color are these shoes? (板书并要求学生掌握。) shoe (说明：shoe常以复数形式出现。) Ss: They’re white. (提问一个学生。) T: S3. What color are your shoes? S3: They’re … (用同样方式导出文中其他生词，板书并要求学生掌握dress, coat, skirt, T-shirt，了解pants。把全班学生分成两个小组，由他们自己进行对话操练。) What color is …? What color are …? dress, pants, coat skirt, T-shirt G1: What is this? G2: It’s a coat/skirt/T-shirt. G1: What color is it? G2: It’s brown. T: Good. Exchange. (可用汉语给学生提示。) G2: What are these? G1: They are shoes. G2: What color are they? G1: They are white. … (引导学生用that/those和it/they进行问答。) Step 2 Presentation 第二步 呈现(时间:10分钟) 用挂图呈现1a和2的内容，师生对话，找出关键句和目标语言，为交际积累语言素材，培养学生的综合运用语言能力。 1. (出示1a挂图，让学生听1a录音，跟读，并注意语音语调。) T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. 2. (把全班学生分成两个小组完成1b，检查完成情况。) G1: What color is this skirt? G2: It’s yellow. G1: What color is that dress? G2: It’s red. G1: What color are these shoes? G2: They’re white. G1: What color are those pants? G2: They’re blue. (提醒学生注意名词的单复数形式和相应的人称代词单复数it/they形式。) (板书所学的关于衣服的全部单词并领读。) T-shirt, shoe, cap, coat, skirt, shirt, pants/trousers, dress (提醒学生注意shirt与skirt的写法区别，并解释pant或trouser常以复数形式出现。) 3. (请一名高大的男学生到黑板前，教师对其向其他学生进行问答，导入2的学习。) T: Who’s this boy? Ss: He is … T: Is he tall? Ss: Yes, he is. T: Does he have short black hair? Ss: Yes, he does. T: OK. What color is his coat? Ss: His coat is green. T: Good. Let me describe him. T: This is a boy. His name is … He is in Class One, Grade One. He is tall and strong. (肢体语言表示strong) He has short black hair. He is in a green coat. The boy in green is … (板书并要求学生掌握。) strong 4. (利用2的相片来呈现主要内容，引出新词组。) T: Now look here. What’s this? Ss: It’s a photo. (帮助学生回答。) (板书并教授，要求学生掌握。) photo (出示2的相片挂图。) T: Look at this photo. There are four people in the photo. (板书并解释，要求学生掌握。) look at … (分别指向不同的人物问答。) T: Who is this? Ss: She is Maria. T: Good. Who is this? Ss: She is Jane. … (用同样方法引出Kangkang, Michael。) (分别描述这四个人，教师对其进行提问。) (教师指向Maria，向学生提问。) T: Look at Maria. What does she look like? S1: She is tall. S2: She has short hair. S3: She has short brown hair. T: OK. What color is her dress? Ss: Her dress is yellow. T: Very good. The girl in yellow is Maria. (然后指向Jane，进行同样的问答。) T: Please look at Jane. What does she look like? S4: She has long hair. S5: Her hair is red. S6: She has a wide mouth. S7: Her T-shirt is purple. S8: Her skirt is pink. T: Very good. She is in a purple T-shirt and a pink skirt. (以同样的方式向学生提问Michael和Kangkang的着装。) (教师总结并引导学生看书后关于“in”的注释。) Step 3 Consolidation 第三步 巩固(时间:9分钟) 借助图片，使学生能听懂并读懂课文。根据个人的简单信息，用英语表达简单的情感。培养学生的语感。 1. (听2录音，让学生跟读并在服装类名词下画线，圈出颜色类名词。核对答案。) 2. (学生读短文，判断句子的正(T)误(F)，并核对答案。巩固2。) (教师出示小黑板。) (1)The girl in yellow is Jane.( ) (2)Maria is tall. She has short black hair.( ) (3)Michael is strong. He is in a black cap and blue shoes.( ) (4)Kangkang is in a white T-shirt.( ) (5)The girl in a pink T-shirt and a purple skirt is Jane.( ) 3. (学生朗读短文后，看图复述。提醒学生抓住每个人物的特征，背诵课文。) (板书课文中四个人物的特征。) Maria’s looks: in yellow, tall, short brown hair Michael’s looks: strong, a black cap and blue shoes, blond hair Jane’s looks: a purple T-shirt and a pink skirt, red hair Kangkang’s looks: a white T-shirt, blue pants (培养学生的分析与概括能力。) 4. (放录音，完成3。核对答案并根据学生的完成情况，可以适当增加播放录音的次数。) T: Listen to the tape and find the children in the picture, then complete the sentences. Step 4 Practice 第四步 练习(时间:10分钟) 设置游戏，活跃课堂气氛，培养学生的竞争与合作精神。限定时间、角色，并使学生抛开课本进行对话，培养其语言表达能力。 1. (设计一个小游戏，以小组为单位，每组推荐一名学生到讲台前参加活动。首先教师把黄色短裙、白色鞋子、蓝色裤子和橘黄色长裙的图片(各一幅)贴在黑板上，然后给每个学生一个拍子。这时教师用1a中的句型发指令，学生们在抢答的同时要拍到这幅图片上。先拍到，并回答正确者为胜，为小组争取到一颗星。通过游戏可培养学生的竞争意识，又能使学生在轻松愉快的气氛中巩固本节课所学习的新知识。游戏后，要求学生看图完成作业，把答案填在书中的空白处。完成1c。核对答案。) 2. (学生对自己的服装进行对话操练，先师生问答，然后学生间进行类似的问答，完成1a。) T: Hello, S1. What color is your shirt? S1: My shirt is red. S2, what color is your coat? S2: My coat is blue. S3, what color is your skirt? S3: My skirt is pink. S4 … … Step 5 Project 第五步 综合探究活动(时间:8分钟) 组织学生分组讨论。让学生在实践、合作、交流与探究中达到运用语言技能的目的。 1. (小组活动。六人一组，各自描述自己课前所设计的服装，评选出最佳设计，然后全组共同完成最佳设计的文字说明，派该设计者在班上作汇报，并在板报上展出该生的设计及该组的文字说明。) (教师指导学生写设计说明。) T: You can begin like this: These are my favorite clothes. The cap is blue. The jacket is blue and white. The pants are … And you can end like this: Are they cool? Or do you like them? Are you clear? Ss: Yes. … 2. (班级活动，完成4。教师可以引导学生进行有节奏的拍手练习，活跃气氛。) T: Let’s chant. 3. Homework: (1)模仿2，写一篇关于自己和朋友的短文。 (2)复习Section A、B、C的单词。 (3)描述自己房间中物品的颜色。 板书设计： What color is it? Section C T-shirt 1.—What color is this/that T-shirt? shoes —It’s red. cap 2.—What color are these/those shoes? coat —They’re green. skirt 3.(1) Look at this photo. △ pants (2) The girl in yellow is Maria. dress (3) He is strong. He is in a black cap and blue shoes. photo Section D The main activities are 1 and 5. 本课重点活动是1和5。 Ⅰ. Teaching aims and demands 教学目标 1. (1) Learn the consonants: /f/, /v/, /s/, /z/, /W/, /T/ (2) Learn a new word: cool 2. Review some useful sentences: (1)But you look the same. (2)Please give this letter to Maria. (3)Oh, I see. (4)I’ll give it to her. (5)The girl in yellow is Maria. (6)He’s in a black cap and blue shoes. 3. Review wh-questions: (1)—What does she look like? —She is tall like you. (2)—What color is this T-shirt? —It is red. (3)—What color are these shoes? —They are green. 4. Review some words about clothes and colors: (1)T-shirt, pants, shoes, etc. (2)yellow, blue, brown, etc. Ⅱ. Teaching aids 教具 小黑板/单词卡片/音标卡/录音机/图片/彩笔 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟) 利用小黑板上的信息，整合教学内容，师生互动，巧妙导入新课。 1. (1) (出示小黑板，归类单词，让学生根据提示，填写已经学过的单词，调动学生的积极性。) Parts of the body: face, hair Adjectives: long, short Colors: yellow, red Clothes: T-shirt, shoes T: Look at the small blackboard. Try to say more words according to the examples. S1: Eyes. T: How do you spell “eyes”? S1: E-Y-E-S, eyes. (然后补充在小黑板上，以同样的方式补充其他各类的单词。) (2) (利用小黑板上的信息组成词组。) T: Make some phrases, please. S2: A round face. S3: A yellow shirt. S4: Long hair. S5: Black hair. … (3)(根据小黑板上的信息，写一篇短文描述你的朋友，然后选几位学生上台汇报。) T: Describe one of your friends with the information on the blackboard. Then make a report. You may begin like this: This is my friend. His name is Li Xinxin. He is tall. He has a long face. … S6: This is my friend. Her name is Wu Xuewen. She is short. She has long hair. ... … 2. (教师请三名学生上台，其中一名介绍自己所穿的衣服及颜色，另两名就其内容进行问答。复习what问句。完成3a。) T: Well done! S7、S8 and S9, come to the front. S7, please describe your clothes. S7: OK. My shirt is white. My pants are black. My shoes are yellow. T: Very good! S8、S9, please make a conversation about S7’s clothes. S8: What color is his/her shirt? S9: It’s white. S8: What color are his/her shoes? S9: They’re yellow. S8: What color are his/her pants? S9: They are black. 3. (出示小黑板另一面，呈现3b的Useful expressions, 学生用上面的关键词组编三个对话，教师挑选三组学生上台表演。) (1)a. Please give … to … b. I’ll give … to … (2)a. You look the same. b. We don’t have the same looks, but we are good friends. (3)a. The boy in … is … b. … is in … T: Make three dialogs according to the useful expressions on the blackboard. Then act them out. (请两个女生用(1)中句式表演对话。) SA: SB, please give this pencil to Wang Xin. SB: Sorry, I don’t know her. What does she look like? SA: She is short. She has long black hair. And her shoes are red. SB: Oh! I see! I’ll give it to her. (请另两个女生用(2)中句式表演对话。) SC: Hello, SD! Who is that girl? (指着后排的女生) SD: Oh, she is Wang Xin. SC: Where is she from? SD: She is from Taiyuan. SC: But you look the same. SD: Yes. We are both tall and have long black hair. SC: I have short black hair. SD: We don’t have the same looks, but we are good friends. (再请两个男生用(3)中句式表演对话。) SE: Hello, SF! I have a good friend in our class. SF: Who? SE: Guess! He is a boy. He is in a blue shirt and black pants. SF: Oh, I see. The boy in yellow shoes is your friend, Hu Bin. SE: Yes, you’re right. 4. (教师引导学生归类以look开头的短语，并解释。) (板书，并要求学生掌握。) ①look the same ②look different ③look like … ④look at … … Step 2 Presentation 第二步 呈现(时间:8分钟) 利用音标卡教学音标，复习单词，重在发音准确，突出音标书写。 1. (利用事先归类好的单词卡片进行复习，突出/f/, /v/, /s/, /z/, /W/和/T/的读音。) T: Now look here. (呈现father单词卡片) Ss: Father. T: How do you spell it? Ss: F-A-T-H-E-R, father. (板书father，用彩色粉笔突出f字母。) (以同样的方式呈现photo, office单词卡片，板书音标/f/，然后跟读。) /f/ father photo office (引导学生用所学音标读这些单词。) T: Now look at the blackboard and read them together. (以同样形式呈现音标/v/, /s/, /z/, /W/和/T/。) /v/ vegetables driver five /s/ nurse face glass /z/ zoo nose eggs /W/ mouth think three /T/ mother clothes those 2. (让学生再找一个例词来补充，加深印象。) T: Can you find another word with /f/ sound? S1: From. T: Good. /v/. S2: Seven. T: Yes. /s/. S3: Nice. … Step 3 Consolidation 第三步 巩固(时间:10分钟) 复习音标，导入新课。利用图片，播放录音，完成2。并组织学生表演，加深巩固。 1. (利用音标卡，让发音好的学生领读，练习发音。) T: S1. Please. S1: /f/. Ss: /f/. … 2. (听1录音，让学生跟读并模仿语音语调，加深巩固。) T: Listen to 1 and repeat. Pay attention to your pronunciation and intonation. 3. (1) (利用小黑板出示听力问题，结合2中的图片，学生听录音后回答问题。) ①Who is he? ②Where is he from? ③Which class is he in? ④How old is he? ⑤What does he look like? ⑥Is he cool? (板书，教师解释cool，并要求学生掌握。) cool T: Look at the photo and think about these six questions. Listen to 2, and then answer them. (核对答案。) (2) (再听一遍录音，学生独自完成2，核对答案。) (3) (小组活动。两人一组，一人读短文，一人给图片涂色，然后交换角色。) Step 4 Practice 第四步 练习(时间:10分钟) 练习3a、3b的句型，并完成4。培养学生综合运用语言的能力。 1. (学生模仿2，上台描述自己的朋友。提醒学生注意人称变化。) T: I’ll ask some students to come to the front and describe their friends like 2. S1, come here, please. S1: Huang Xin is my friend. He is from … S2: … T: Well done! Take out a piece of paper and try to describe one of your friends. You can use the information in the table of 4 to help you. 2. (教师播放3a、3b录音，学生跟读，注意语音语调。) 3. (用教室里的物品进行对话，链式问答练习“What color is/are …?”) T: What color is this book? S3: It’s red. What color is your knife? S4: My knife is black. What color are these pens? S5: They are blue. What color …? S6: … … (板书练习句型。) —What color is this T-shirt? —It’s red. —What color are these shoes? —They are green. (小黑板出示练习题，并讲解。) (句型转换：对下列句子的画线部分提问。) (1)My T-shirt is yellow. _____ _____ is your T-shirt? (2)He is tall with blond hair. _____ does he _____ _____? (3)Xiaoming’s pants are gray. What color _____ Xiaoming’s _____? (4)The girl in purple is Maria. _____ _____ the girl in purple? (5)Jane is in a blue dress. _____ _____ is Jane _____? Step 5 Project 第五步 综合探究活动(时间:5分钟) 通过描述人物，让学生在实践中学习和体验。组织学生做“捉拿通缉犯”游戏，培养学生的想象力及综合探究能力。 1. (在黑板上贴一张“通缉犯”的图片，并在图旁写上一些单词。) tall, long, round, small, wide, gray, black, blue (请学生根据黑板上的信息，描述“通缉犯”的相貌并填表。) The police are looking for a man. Height(身高) Hair Face Eyes Nose Clothes Anyone who sees the man should call 110. (完成表格后，请学生口述该“通缉犯”的外貌特征。如：The man is tall! …) 2. (小组活动，完成5。) (1)让学生画一张自己最喜爱的卡通人物。 (2)用图片制作一副面具。 (3)戴上面具描述卡通人物。 (4)最佳描述者获胜。 3. Homework: (1)把自我介绍以及介绍朋友的短文写在作业本上。 (2)复习Topic 2中的单词。 (3)预习下一课的内容。 板书设计： What color is it? Section D 1. (1) a.You look the same. b. We don’t have the same looks, but we’re good friends. (2) a. Please give … to … b. I’ll give …to … 2.—What color is this T-shirt? —It’s red. 3.—What color are these shoes? —They’re green. 4. /f/ father photo office /v/ vegetables driver five /s/ nurse face glass /z/ zoo nose eggs /W/ mouth think three /T/ mother clothes those 查看更多