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Unit 2 Looking Different主要活动:2a, 2b and 3教学目的: 1.学习颜色的单词.2. 巩固Topic 1中所学对人物的描述.3. 学习What does she/he look like? 和What color is …?课时:1 或者2课时教学过程:Step 1 ReviewShow the title on the screen and talk about two rabbits in the background.S1: The rabbits have short legs and big eyes.S2: They have long ears.S3: …Step PresentationShow a picture of a famous movie star. Then ask the students to talk about her. Teach” What does she look like?” then teach “black hair”,Ask the students to guess the meaning of “red”. Then teach the word.Show another picture of a girl who has blond hair. Teach the colors like red, yellow, blue, brown, blond, pink, white, orange etc.Show a LETTER to the class.T: This is a letter. I’ll give it to my father. Teach “letter” and “give … to …”Look, listen and say. (1)First listen to the tape without the book, answer this question: What color is Maria’s hair?Then listen again and repeat, learn from the dialogue.At last, act out the dialogue.Step 3 PracticeWork alone. Look and match the descriptions with the pictures.Discuss the people in the pictures above with your partner.A: What does Maria look like?B: She has short brown hair. And her eyes are …Describe your friend to your partner.Step 4 ConsolidationLook at the people, ask and answer in pairs. (3)What color is his/her hair? It is …Where is he/she from? He/She is from …What color are their eyes? They are …Where are they from?They are from …Look at your classmates, ask and answer with your partner.A: What col or is Wang Li’s hair?B: It’s black.A: What color are his eyes?B: They are …Step 5 Project1. Learn how to mix colors.red + yellow = orange black + white = gray blue + yellow = green white + red = pink2. Look, say and match.Answers: ACDBStep 6 HomeworkDraw a picture of some of your friends. Then describe them.Remember the colors.Section B主要活动：1a and 3课时：1课时教学目的：1. Review the color.2. Learn “which …?” structure.3. Learn more the describe people using “with”.教学过程:Step 1 ReviewAsk the students to act out the conversation in Section A.Play the game. Describe our classmates.Ask one student to e to the front, then let the others describe him or her.S1: His hair is black.S2: He has a white face.S3: His mouth is big. …Step 2 PresentationLook at the picture on Page35. Talk about it by answering the questions given. Ask about Michael.Who is the boy? (Michael)Where is he from?What color is his hair?What color are his eyes?What color is Kangkang’s ha ir?Listen, read and say. This time ask about Yukio.Listen and answer similar questions like those above.Listen again, read and then learn from the passage.Which one? With … look the same different lookStep 3 Practiceplete the chart according to the conversation above. Then check the answers. (1b) Draw pictures and then color them.First, ask the student to draw and color pictures.Then show some pictures and describe them and ask the students to take it as an example and describe their pictures.e.g. T: Look at the boy. He has short black hair. His eyes are brown. I think he is very cool …Step 4 ConsolidationListen and answer the questions. Then color the snowman.Show a picture of a snowman and teach the new word “snowman”. Then talk about it. Read the questions and then listen to the tape, answer the questions.Check the answers and ask the students to draw down the snowman.Listen and fill in the blanks. Pay attention to the intonation.Listen and fill in the blanks.Listen again and mark the intonation.Act out in pairs.Step 5. Class activitiesLet’s chant.Step 6 HomeworkMake a conversation about one of your friends.Draw a picture of your family members. Color them and then describe them.Section C主要活动：1a, 1b and 3课时建议：1课时教学目的：1. 学习表示服装的生词。
《Unit 2 Looking Different》教学设计Ⅰ. Teaching aims and demands 教学目标1. (1) Learn the consonants:/f/, //, //, //, //, //(2) Learn a new word:cool2. 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。
七年级英语上册 Unit 2 Looking Different Topic 2 What does she look like Section B教案（新版）仁爱版Section BⅠ. Material analysis本节课主要活动是1a和2。
进一步学习询问人物外貌特征的表达方法“What does he/she look like?”同时学习把某物给某人“give sth. to sb.= give sb. sth.”; 交际语言: Sorry, I don’t know her. Oh, I see. I’ll give it to her.等；另外，还将综合复习颜色、身体部位类单词以及询问国籍和描述他人外貌特征的表达法。
语音板块将学习字母l, w和组合wh的发音规则。
Ⅱ. Teaching aims⒈ Knowledge aims能够掌握并应用新学习的单词: give, letter, sorry, like, tall, will, young等;能够用英语询问和描述人物外貌特征的表达方法: She is tall and she has short brown hair;能够用英语询问人物外貌特征的表达方法：What does she look like?初步了解辅音字母l/ w/ wh 的读音规则。
⒉ Skill aims能听懂有关询问人物外貌特征的表达方式；能运用表示询问人物外貌特征的表达方式进行简单的交流；能根据图片内容口头做对话；能正确地朗读对话，并能注意语音语调；能正确书写和使用新学习的单词。
⒊ Emotional aims能够与同学积极合作，参与课堂活动，大胆实践；能够认真、规范地书写单词；能够培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points⒈ Key points正确使用英语描述人物外貌特征的表达法：She is tall and she has short brown hair;正确使用表示询问人物外貌特征的表达方法：What does she look like?.正确使用实义动词：have /has及其否定形式don’t/doesn’t have。
七年级英语上册导学案Unit 2 Looking DifferentTopic 2 What color is it?Section B 导学案课型：新授课时间：2009.09执笔：徐永锋审核：七年级英语组学习目标：1.识记表示颜色的单词，会用英语表述事物的颜色。
2.能够描述人或物的相貌、衣着等对颜色。
3.熟练使用have/has的否定句式。
重点词汇及短语：give, letter, sorry, like, tall, will, young, man, woman, snowman,give…to…, look like重点难点：1.继续学习了解如何描述外貌。
2.学习What color……引导的特殊疑问句。
重点句型及交际用语：1.She is tall like you,…2.I’ll give it to her.3.Please give this letter to Maria.4.Sorry, I don’t know her.5.What does he/she look like?6.Oh, I see.学习过程：1.预习交流1）小组内交流预习过程中发现的知识点。
2）老师点拨预习中的难点。
3）完成1b、2部分。
知识点拨：1.Please give this letter to Maria.请把这封信给玛利亚。
give sth. to sb.把某物给某人如：Give that book to me,please.请把那本书给我。
give sth. to sb=give sb. sth上面两句可改为：Please give Maria this letter.请给玛利亚这封信。
Give me that book, please.请给我那本书。
【注意】当所给的事物是it/them时，必须用give sth. to sb.不能用give sb. sth.如：Please give it to Kangkang 请把它给康康。
Unit2 Looking DifferentTopic 2 what does she look like？Section B:（3-4）教学设计一、Material analysis本节课主要活动是3和4，进一步询问人物外貌特征的表达方法“what does he/she look like?"同时还学习综合颜色、身体部位类单词，以及询问和描述他人外貌特征的表达法，语言板块儿将学习l, w和组合wh的发音规则。
二、Teaching aims1.Knowledge aims能够掌握并应用新学习的单词：letter、sorry、like、look like、tall、will能够用英语询问和描述人物外貌特征的表达方法：she is tall and she has long straight black hair.能够用英语询问人物外貌特征的表达方法：What does the she look like?2.Skill aims能听懂有关询问人物外貌特征的表达方式。
能运用表示询问人物外貌特征的表达方式进行简单的交流。
能根据图片内容口头做对话。
能正确地朗读对话，并能注意语音语调。
能正确书写和使用新学习的单词。
3.Emotional aims能够与同学积极合作参与课堂活动大胆实践。
能够认真、规范地书写单词。
能够培养学生善于观察周围人或物的能力。
三、The key points and difficult pointsKey points1、学会问属于第三人称人物的国籍、外貌、肤色等2、相关形容词的学习：small big long round wide…3，possessive pronounsDifficult points1.have/has在句中的运用及否定表达方式2.物主代词在句中的形式及表达Example: What does the man/woman/boy/girl look like?He/ She is shortHis/her hair is black四、Learning strategies能培养借助图片听说习惯五、Teaching aids教具黑板，图片，多媒体六、Teaching proceduresStep1自主预习一、预习课本P49新单词并识记，完成下面的汉译英。
教案Unit 2 Looking DifferentHe has a big noseSection A一. 教学目标1．词汇：nose , eye , hair , mouth , head , face , ear . . .2．内容：初步学习描述人的外貌特征。
3．重点句型：Who’s this man in the picture ? What about …?二. 课堂教学设计1a : Look ,listen and say1．）先选择班上外貌特征对比强烈的两对或三对学生，例如：一个高的，一个矮的；一个眼睛大的，一个眼睛小的。
He is tall . Is he tall ? He is short . Is he short ?Her eyes are small . Her eyes are big .通过几组对话让学生初步掌握一些外貌特征描述的形容词。
2．）教师拿出事先准备好的图片（可以扫描书上的）先告诉同学们图片上是一个电影明星。
T : ( 教师提问) Who’s this man in the picture ?Ss : ( 帮助学生回答) He’s a film star .接下来教师开始陈述：He has a big , long nose ; he has small eyes and short hair ; he has a big mouth讲完后让同学来自己模仿讲一讲。
练习大概一组后教新单词。
3．）任务：借助图片让学生对比的讲自己和图片上的人物：He has a big nose ;I have a small nose4．）听录音，回答问题。
5．）打开书齐读，分组朗读。
1b : Pair work1．）打开书，两人一组练习中的对话。
2．）任务：教师更换图片，让学生两人一组自己描述他/她的鼻子，嘴巴，眼睛，头发等His /her nose is …His /her mouth is …比一比看哪组讲得又快又多。
《仁爱英语》七年级（上）Unit 2 Looking Different说课稿各位老师：大家好！让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。
多年来，我为实现自己的梦想和追求不懈地努力着。
今天，借此平台，希望各位老师指导我的说课，使我更快地成长。
我说课的内容是Unit 2 Looking Different。
我将从教材分析、教学策略、教学方法、教学程序、板书设计和反思与评价等方面作具体的阐述。
一、教材分析（说教材）1、教材概述本单元的学习有两个重要内容，即描述人的外貌和说明物品的所属。
在描述人的外貌和特征时，用have/has引导的表示所属关系的句型进行描述，并且用big/small,long/short等形容词来进行说明.在学习时,可以联系身边的真实人物,如教师和学生.因为描述学生身边的人和事,你的能使语言知识在真实的情景中得到运用,而且容易激发学生兴趣,调动其积极性,同时营造生动有趣的课堂气氛,使学生在宽松的气氛中学习,易于受到最佳的学习效果。
本单元还呈现了物主代词和名词所有格。
教学时要特别注意形容词性物主代词和名词性物主代词及名词所有格的用法。
整个单元的活动兼顾听、说、读、写四项技能的训练，活动内容和方式多样化，且重点突出。
教学中的各项活动一直围绕描述人的外貌特征和物品所属这两个主题展开，使整个单元的教学目标落到实处。
Topic 1（I have a small nose）由相貌引入对人体各部位的学习。
在学习这个话题时，可以结合自己及他人的身体部位特征进行教学。
看着实物进行操练，帮助掌握生词和句型。
本话题教材中也提供了多幅图片以辅助学生学习，人的相貌特征，身体部位在教材中都有具体的图片展示。
Topic 2（What does he look like ？）进一步谈论人的外貌特征。
通过谈头发、眼睛的颜色，到服装的颜色进而谈到各种颜色，引入What color 问句进行学习。
Unit 2 Looking different Topic 2-Section B导学案【学习目标】1、学习的任务和目标：1.Learn new words and phrases:give,give…to…,letter,like,look like,tall,will,I’ll,young,man,woman,snowman2. 描述人的外貌特征。
3.Go on learning the negative form of “have/has”,and special questions with”what”.学习的重点:Learn new words and phrases and talk about people’s appearances.3、学习的难点:Learn new words and phrases and talk about people’s appearances.【学习过程】Step 1: 自主学习----明确目标自学文本1. 请同学们课前上平台阅读思考本节导学案，明确本节课的学习任务和目标。
2. 对照课本后面第二单元的单词表跟读单词录音。
要求：根据录音及单词音标，首先会读单词接着边读边写记单词，注意中英文的转换，最后默写单词。
3. 独立认真地预习课文。
要求：阅读课文，把不理解的短语，句子用红笔做上记号。
4. 在线上对照导学案本课时完成探究归纳部分的预习。
Step 2: 自学检测----在线测学质疑思学1. 学生独立完成导学案上的自学检测。
2. 学生在线上提交客观题的答案。
3. 对照正确的答案对错题进行反思，质疑。
1. 通过自学完成下列任务：自学检测题一. 按要求转换下列句型。
1.I and my father look the same. (改为同义句)I _______ _______ my father.2. I know that boy. (改为否定句)I ______ ________ that boy.3. His father is not young. (改为同义句)His father is _______.4. He has blond hair. (改为同义句)His hair is ________.5. He has black eyes. (改为一般疑问句)________ he _______ black eyes?二. 根据汉语完成句子。
仁爱版七年级上册英语教案Unit 2 Looking DifferentTopic 1 I have a small nose.Section AThe main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ.Teaching aims and demands 教学目标1.Learn some new words:(1)Learn words about parts of the body:nose, eye, head, face, hair, ear, mouth, neck(2)Learn some other new words:guess, have, small, has, big, know, right, round, long, wide, girl, boy, short2. Learn some useful sentences:(1)Oh, I know.(2)Yes, you’re right.3. Learn the simple present tense with“have/has”and adjectives of description:(1)I have a big nose.(2)They have round faces.(3)She has long hair.(4)It has big ears.4. Learn how to describe people’s appearances.Ⅱ. Teaching aids 教具小黑板/影片的封面或图片/教学挂图/录音机Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过复习，培养学生根据图画和文字信息进行简单交流的能力。
(出示小黑板上的图画和文字信息，师生进行互动问答，然后让学生两人一组表演对话。
英语七年级上册Unit2 looking different 教学设计Topic1 I have a small nose年级: 七年级科目：英语姓名：张文姣内容：Topic1SectionB 课型：New一学习目标：1 学习人体各部分名称，能够描述自己的外貌特征；2 熟练使用have/has陈述，疑问和回答。
3进行简单的人物描写。
二重、难点1 have/has的用法2描写人物外貌的形容词。
三学习过程:Step 1 GreetingStep 2 Revision & Get ready for the lesson1.以自己身体为例复习身体部位名称2.Finish 3 and check together3.Read them and play “Bobby Says”Step 3 Pre-listeningT:Good job!Today we will learn Section B.We will talk about favorite actor.Do you know my favorite actor? He’s Chi nese.He’s an actor in Wei Zhuang Zhe.He has big eyes.Guess,who’s he?Ss:……T:Yes,you are right.Well,who’s your favorite actor?(板书)T:Oh,I see.____ is your favorite actor.（提问2名同学）Step 4 While-listening 1a\2Well done, everybody! Guess, who’s Michael’s favorite actor? Let’s come on to 1a.1）Listen to 1a and fill in the blanks in 1b2）Listen and repeat3）Read by yourself and find out the key sentences structures.(并板书)Does he\she have _______?Yes, he\she does.No, he\she doesn’t4）Inmate 1a and make a new one5）Show2. 1）First, look and predict the listening2) Listen and checkStep 5 Post-listening 41.以老师自己\同学为例，来复习形容词性物主代词：my your his her ourT：（手指向自己的眼睛）Look,my eyes are big.(指向一个同学) Your eyes are big.(指向一个男同学的眼睛) His eyes are big,too.(再指向一个女同学的眼睛) Her eyes are small.再以nose\ hair为例，再造几个句子，并板书：1) Her eyes are big. We can also say:She has big eyes.2）My hair is short. We can also say:I have short hair.3）His nose is big. We can also say:He has a big nose.(Pay attention to have\has\be)单数is ,复数 are,不可数名词用 is.2.Finish 4 by yourself3.(找一个同学板书答案)Check togetherStep 6 SummaryIt’s enough for today.Let’s take a summary.Who can tell us.What have you learnt today? (找一位同学总结本节课所学) Step 7 Homework1.Go over the hey sentences.Make a new conversation with your partner.2.Do workbook section B。
Unit 2 Looking differentTeaching periods:1The main activities are 1a and 2a.【Teaching aims and demands】1. Learning nouns possessive.2. Comparative adjective possessive pronoun and the noun possessive pronoun.3. Review of special and general interrogative interrogative.【Teaching process】Step One: Review1. Teacher-student interaction, choose different items to engage in dialogue, exercises noun possessive pronounFor example:T: Whose ... is this / are these?S1: It's mine. / They're his.T: Is this .... Yours?S2: Yes, it is. / No, it isn't mine.T: Are these ... yours?S3: Yes, they are. / No, they aren't. They are their.2. To enable students to perform the dialogue in pairs. For example:(1) S4: Whose pencil is this?S5: It's mine.(2) S6: Is this ruler yours?S7: NO, it isn't mine.S6: Whose ruler is this?S7: I think it's his.3. Teachers to produce a jacket picture, teaching the word jacket.Step two: show1. Teachers, students produce a jacket to practice questions and answers, pay attention to the use of sentence: Whose jacket is this? It's ....And to explain the noun possessive.2. Other items and then show the students do the same question and answer activities.3. 1a listen to recordings to enable students to answer questions.Is this jacket Kangkang's?Step three: the consolidation of1. 1a listen to recordings, student follows to read, marked with a pencil voice and intonation. Then wipe off the slogans sustain and tone, so that students hear the first sentence by sentence reading, checking pronunciation and intonation.2. The three components of role-play a dialogue with the completion of 1a.3. According to conversations fill in the blank, teachers may wish to check the answer to complete 1b.Step Four: Practice1. To listen to two recordings, marked the correct serial number, check the answer to complete the two.2. To enable students to independently completed the first three of the connection, after the completion of three Westerners dialogue.3. Double events, with the students for questions and answers of clothing to complete the four. For example:Sl: Whose coat is this / that? S2: I think it's Huang Bin's. S1: Whose shoes are these / those?S2: I think they're Huang Xin's.4. To enable students to perform 4. Good performers and teachers to give praise.5. Two events at the same table to discuss with each other to complete 5, teachers may wish to check the answer, some 22 drilling a dialogue.Step five: Project1.(Encourage students to explore the noun possessive pronoun and adjectivepossessive pronoun in the form of, as well as usage.)2.Specific methods:3.Teachers play a large screen materials:4.Adjective possessive pronoun my your her his its our your their5.Noun possessive pronoun mine yours hers his its ours yours theirs6.(1) This is my jacket. It isn't yours. (2) Your book is over there. Mine ishere.7.(3) These are their pants. Ours are there.8.Teachers of the whole class is divided into several groups, to focus discussion,and then each group select a representative to tell you tell the other kids to add the final summing up of teachers, and reached the following consensus: 9.① most of the adjective possessive pronoun plus the back-s constitute a nounpossessive pronoun, there are three special circumstances my-mine, his-his, its-its.10.② adjective possessive pronoun followed by a noun, noun possessive pronoun witha noun meaning.11.③ noun possessive pronoun as subject, if the meaning is singular, the latterbe the verb should be used is, if the meaning is plural, then the verb should be plural are. Teachers can also use a small Gejue or be summarized in the form of doggerel.12.2. Arranged a short Ke Benju to find owner of lost property as the title, plotreference texts 1a.13.Require the use of the following sentence:14.Whose ... is this? Is it yours / ...? Mine is here. I think it's ... 's. Whatcolor is ...? This one is ...15.What does ... look like? He / She has ...16.(Teacher classroom tour guide, to be picked after the two groups of studentsprepare for the full outstanding students to the front of the stage show performances. We17.Encouraged to give applause. )18.3. Homework: (1) (per person required production of a "possessive pronouncards.")19.Requirements:20.①Size: 10cm × 5cm21.② positive to write in Chinese, English, to write the opposite of its two forms:noun possessive pronouns and adjectives possessive pronoun.22.③ a set of two cards with each other, speak (or read) corresponding to theChinese or English.23.(2) a group of three people, using their own goods, performing 1a.24.(3) copying 1a and 3 in the Job Book.课后反思。
