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Unit2LookingDifferentTopic2Whatdoesshelooklike?SectionA教学设计Teachingcontent:Book1Unit2LookingDifferentTopic2Whatdoesshelooklike?SectionA1a,1b,1c,2

a,2b.Teachingaimsanddemands:1.Learnsomenewwordsaboutcolorsandaskandanswerquestionsaboutquestions.2.Learnthesentence,“Wedon’tlookthesame,b

utwearefriends.”Teachingimportance:1.Colorwords.2.Whatcolorisit/arethey?3.Wedon’t’lookthesame,butwearefrien

ds.Teachingaids:ppt,awindmill,somepictures.Teachingprocedures:Step1:LeadinginT:Hi,boysandgirls.Nicetomeetyou.S:Nicetomeetyou,too.T:Pleaselookatm

ecarefully,ismyhairlongorshort?S:Short..T:ThatmeansIhaveshorthair.Isherhairlongorshort,blackoryellow?S:Short.Andblack.T:Webothhaveshortblackhair

,welookthesame,andweareChinese.Whataboutherhair?S:Shehaslongblackhair.T:Wedon’tlookthesame,butwearefriends.Thenaskstudentsa

boutKangkangandMichaeltomakesimilarsentences.[设计意图：以教师自身和学生为例，以学生熟悉的外貌为载体引入本课重点Welookthesame.既吸引了学生的注意力又为化难为简地引入了本课的重点。]Step

2Presentation1.T:MichaelandKangkangaretalkingaboutsomething.Let’slisten.Whilelistening,pleasethingaboutthequestion“Whatcolorswillyouhearin1a?

2.Askstudentstoread1aandthinkaboutthequestion:a.WhatcolorareKangkang’shairandeyes?b.WhatcolorareMichael’shairandey

es?Thenchecktheanswers.3.Studentsread1ainpairs,andthenactitout.Ifpossible,studentscanroleplayitwithoutbooks.4.St

udentsread1aandfinish1b.First,studentsreportthechartonebyone.Thenaskastudentstoreportthechartcompletely.[设计意图：在对话的整个教学过程中，学生通过教

师设计的听读练的活动，充分阅读和理解对话大意，熟练后脱离课本进行对话以及根据要求复述表格能强化学生的语言实践运用能力，学生由先介绍一个人到介绍三个人，难度逐渐加强，给不同层次的学生提供了语言实践的机会。]Step3Wordsandexpressions1.T:Howmanycolorsa

retherein1aandwhatarethey?S:Three.Black,blondandblue.T:Youknowtherearemanycolorsintheworld.Howmanykindsdoyouknow?(Showawindmillandaskstudentswhatcolo

rtheyknow,thenleadstudentstolearnnewcolors.Writedownthecolorwordsontheblackboard.)Theteacherleadstudentsto

readandspellthecolorwords.[设计意图：颜色单词的教学，以颜色绚丽的风车为载体，由学生的已知引入新颜色词，从视觉上刺激了学生的感观，而且改变单一教师教新知的模式，容易激发学生学习的积极性，体现了学生自学互助和老师的导学。]2.Showsomeusef

ulandspecialphrasestostudentsandaskthemtoguessthemeaningofthem.[设计意图：在颜色单词教学后，以常用的颜色用语竞猜方式，激发学生对学习颜色单词更大的兴趣。]3.Showstudentssomecolorfulp

icture,makethemtotellthecolorsinthepictures.Andletstudentstowritedownthecolorsinthelastpicture.[设计意图：

通过说出图片颜色的实际语言运用的训练，使学生对颜色单词更加熟练，最后一幅图让学生写出颜色让学生练习了颜色词的写]4.Usesomepicturestoleadinnewsentences“Whatcolorisit?”“Whatcolorarethey?”Helpstud

entstoansweritas“It’s/They’re…”Thenpracticeinpairsandgroups.4.Studentslistentoasongandcompletethelyric

.[设计意图：用多彩的图片训练学生的对话能力，学生欣赏歌曲放松的同时，完成了关于颜色的听力训练，歌曲优美，有利学生兴趣的提高。]Step4PracticeDoasurveyaboutgroupmates’clothesThenaskthemtoma

keareportfollowingtheexample.NameColoroftheT-shirtColorofpantsColorofshoesLiuPengWhiteblueblackUsingthesente

nceWhatcoloris/are….?It’s/They’re….Askstudentsnottojudgepeoplefromtheclothes.[设计意图：调查表格内容的设计对本课内容做了总结性复

习，学生汇报锻炼了其语言综合运用能力，并对学生进行不要以貌取人的思想教育。]Step5.SummaryAskstudentstosumupthelessonthemselvesbytwoquestions:1.Whatwordsdidwelearntoday?2.Whatsentences

didwelearntoday?[设计意图：用问题引导学生思考并总结，把课堂的主动权和学习权还给学生]Step6.Homework1.Makeasimilardialoglike1a.2.Writea

smallpassageaboutyouandyourgoodfriends.3.Drawapicturewithcrayonsanddescribeittoyourgroupmates[设计意图：作业设计兼顾了学生的听说读写的训练，并让学生自由创造图画并描述给

其它同学听，开放性作业的设计会激发学生学习的兴趣。]Step7.Exercise()1.---____ishishair?---It’sblack.A.WhatcolorB.WhatC.Who()2.---Whatcolorisyourpen?--

-________.A.It’snice.B.It’sbrown.C.It’sbig.()3.They’resisters,buttheylook______.A.differentB.thesameC.thedifferent()4.They____

lookthesame,___they’regoodfriends.A.don’t;andB.aren’t;butC.don’t;but()5.---Whoisthatgirl?---________A.Sheisa

student.B.Sheiseleven.C.SheisLinda,mysister.[设计意图：作业紧扣本课的教学内容和重难点，当堂反馈有利教师把握掌学生课堂知识的掌握情况。]