最新浙江省上虞市竺可桢中学七年级英语下册《Unit8WhatisJohnlike》教案人教新目标版名师优秀教案.doc
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1、浙江省上虞市竺可桢中学七年级英语下册Unit8WhatisJohnlike教案人教新目标版浙江省上虞市竺可桢中学七年级英语下册Unit 8 What is John like教案 人教新目标版 Language goal In this unit students learn to talk about what people are like. New language Whos that? Thats Mike. Whats he like? Hes shy. Whats she like? Shes unfriendly. Section A Additional materials t
2、o bring to class: pictures from newspapers and magazines for Follow-up activity 1 . Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, Whats his/her name? Where is be/she from? Whats his/her address? Whats his/her fa
3、vorite kind of music? Then say, In this unit were going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,Hes/Shes friendly. Hes/Shes smart. Use gestures, facial exp
4、ressions and/or translation to clarify the meaning of each statement. Point to each word on the board as you use it to describe the student. 1 a This activity introduces the key vocabulary. Focus attention on the picture. Ask students to tell what the people look like. They may mention that some one
5、 is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. Shes smart. She studies a lot. She
6、 getsAs in all her classes. Point out the numbered list of words. Say each one and ask students to repeat these words. , - Then ask students to match each word with one of the people. Say, Write the letter of each person next to one of the words. Point out the sample answer. Check the answers. 1 b T
7、his activity gives students practice in understanding the target language in spoken conversation. Point to the picture. Ask students to identify the person ality type of each person. For example: Shes smart.Hes funny. Play the recording the first time. Students only listen. This time, point to the s
8、ix people. Ask students Play the recording a second time. to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work. Correct the answers. 1 c This activity provides g
9、uided oral practice using the target language. 1 Point to the example in the speech bubbles in activity la. Ask two students to read it. Say, Now work with a partner. Make your own conversations about Billy and Jane. . Student A talks about Billy. Student B talks about JaneHave students work in pair
10、s making conversations about Billy and Jane. As they Offer language or pronunciation talk, move around the room monitoring their work. support as needed. Ask some pairs to present their conversations to the class. 2a This activity provides guided listening practice using the target language. Point o
11、ut the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class. Say, You will hear a recording of four conversations.In th
12、e chart, circle all of the words that you hear. Play the tape the first time. Students only listen. Play the tape a second time. Say, Circle all the words you hear in these three columns. You may want to play the tape several times so students can finish and check their answers. Correct the answers.
13、 2b This activity provides listening practice using the target language. Call attention again to the chart. Point out the lines that are drawn between Mike, Peters brother, and shy! Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mik
14、e is Peters brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people. Play the tape. Students draw lines connecting the related words. Check the answers. 2c This activity provides guided oral practice using the target language. Point to the exam
15、ple in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a. Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c. Offer As students work in pairs, mo
16、ve around the room monitoring their work.language or pronunciatiol support as needed. 3a This activity provides guided oral practice using the target language. Point out the four sentences next to the picture.Ask different students to say one of the sentences each. Say, Now number the sentences so t
17、hat they make a conversation. The first one is done for you. The first line of the conversation is Whos the tall, thin boy with curly hair? Please work in pairs.As students work, move around the room monitoring progress. After students have finished numbering the sentences, check the answer. Then sa
18、y. Now please practice the conversation. Take turns asking about Jack. Ask several pairs of students to read the dialogue to the class. 2 3b This activity provides oral practice using the target language. Call attention to the example in the chart. Ask one student to introduce Anne to the class (Ann
19、es smart and interesting. She likes monies and Kung Fu). Explain that students have to write words that describe their riends . Ask,Are they friendly or nfriendly? erious or funny? personalities and hobbiesSmart or shy? What sports do they like? What do they like to do in their leisure time? What cl
20、othes do they like to wear?What else can you say about them? Have students complete the chart individually. As they work, move around the classroom monitoring progress. When they have completed the chart, ask students to introduce their friends to their partners. Ask several students to introduce on
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