第一篇：初三英語unit7教案定稿

禹王中學初三英語導學案 編號：0701

使用時間：2016-11-21

主編人: 劉夢迪

審核人：

Unit7 Films（第一課時）

Comic strip & Welcome to the unit Class：________

Name：________

Group：________ 一．學習目標

1.掌握有關電影名稱的詞匯。

2.感知so…that…從句和such… that…從句。3.能夠運用所學詞匯談論電影行業。

二．重難點

1.western, industry, so…that…, such… that… 2.運用所學詞匯談論電影行業。三．導學流程

1.導入

2.流程

Step1.閱讀P93 Part A, 了解與電影種類相關的詞匯。Step2.完成A部分習題并核對答案。（點清）Step3.聽P93 Part B 對話兩遍，回答問題。

1.Who does Sandy think would be suitable for entering the film industry? _________________________________________________

初三（上）英語 第1頁（共2頁）

2.What would Sandy like to do in the film industry? ________________________________________

Step4.大聲朗讀對話，劃出自己難以理解的地方。Step5.講評

.Step6.談論自己周圍的同學誰適合進入電影行業。Step7.聽P92漫畫部分對話一遍，大聲朗讀并展示。Step8.講評

四．歸納總結

初三（上）英語 第2頁（共2頁）

禹王中學初三英語導學案 編號：0701

使用時間：2016-11-21

主編人: 劉夢迪

審核人：

初三（上）英語 第1頁（共2頁）

初三（上）英語 第2頁（共2頁）

第二篇：初三Unit7

Unit 7 Where would you like to visit?

第一課時 Section A(1a—2c)

()1.Don’t let the children walk ____ the road.A.acrossB.crossC.throughD.over

()2.I’d like to go ____.A.to somewhere relaxingB.to relaxing somewhere

C.somewhere relaxingD.relaxing somewhere

()3.Please take it ____, or you can’t work it out.A.awayB.easyC.upD.out

()4.I hope ____ the moon some day.A.I can fly toB.me to fly toC.him to fly toD.he would fly to

()5.---Would you like visit Singapore ?----____.A.Yes, I’d loveB.No, I’d like toC.Yes, I’d love toD.Yes, I’d like not.1.This is the most ____________(educate)experience I have ever had.2.I hope the world will be ________(peace)in the future.3.We would like ________(travel)to an exciting place.4.It’s a ________(tired)job, but you should try your best.5.I prefer __________(trek)through the jungle to going hiking.6.I hope I can use the computer freely.(給為簡單句)

I hope _______ _______ the computer freely.7.I’d like to visit the city again in two years.(給為一般疑問句)

______ _______ like to visit the city again in two years?

8.Where would you like to visit with your family this year?(給為同義句)Where do you _______ _______ visit with your family this year?

9.I like America.The weather in America is warm.(合并為一句)

I like America _______ the weather _______ warm.10.Would you like to go out for a walk with me?(作肯定回答)

Yes.______ ______ ______.11.I like ________(令人興奮的)vacations.12.Many ________(游客)come to China every year.13.Bill feels like ________(參觀)Paris.14.I have never seen such beautiful __________(瀑布).15.He can speak three __________(語言).第二課時 Section A(3a--4)

()1.Where would you like ____ vacation?

A.to go inB.going inC.to go onD.going on

()2.It’s easier ____ around Beijing ____ bus.A.to get , by theB.getting, byC.to get, byD.getting, by the

()3.The computer ____ me 4.000 yuan.A.costB.spentC.tookD.paid

()4.It’s ____ an interesting book that everyone likes reading it.A.quiteB.suchC.veryD.rather

()5.One thing ____ is not expensive in France is the wine!

A.whoB.whatC.whereD.that

6.Beijing is the c______ of China.7.He has a l______ daughter.He loves her very much.8.There are ten people, i______ there girls.9.I’m very busy now.It’s not c________ for me to ring him up.10.I’d like a glass of red w____ , please.11.She’d like to go somewhere ________(relax).12.Why not consider _________(visit)the Great Wall? It’s so beautiful.13.Notre Dame Cathedral is one of the most famous ________(church)in the world.14.I hope ___________(buy)a car one day.15.My mother doesn’t want to __________Hawaii because it’s too _________(tour).16.今年暑假你想去什么地方度假？

Where would you like ______ ________ _______ ___________ this summer?

17.別緊張，你會說的很好。

______ ________ ________ , you will speak well.18.黃山有迷人的風光。

Huangshan has some _________ _________.19.一般來說，英語比數學容易的多。

_________ _________, English is _________ __________ than math.20.香港是一個相當擁擠的地方。

Hong Kong is ______ _________ ________ place.第三課時 Section B(1a –2c)

Ⅰ、單項選擇

()1.I feel ____ because the subject is ____.A.tired, tiredB.tiring, tiredC.tired, tiringD.tiring, tiring

()2.------What ____ do you want to say?------____.A.else, Nothing elseB.other, Nothing else

C.other, Nothing otherD.else, Other nothing

()3.I like places ____ the weather is always warm.A.whoB.whereC.whatD.which

()4.“What a nice MP3!Is it yours?”“Of course, I ____ 300 yuan on it.”

A.costB.spentC.paidD.take

()5.I’m thinking about _____ to spend my summer holidays.A.whoB.whatC.whereD.whom

Ⅱ、句型轉換。

1.I’d like to go to Hawaii for a holiday.(對劃線部分提問)

_______ _______ _______ _______to go for a holiday?

2.Most students take a bus to school.(給為同義句)

Most students go to school ______ ______.3.Buying the bicycle cost me 400 yuan.(給為否定句)

It _______me 400 yuan _______ _______ the bicycle

4.Kunming has a lot of interesting museums.(給為否定句)

Kunming________ ________ a lot of interesting museums.5.The meeting won’t begin if you don’t come.(給為同義句)

The meeting won’t begin ________ you come.Ⅲ、補全對話，根據對話內容，填入適當的單詞，是對話完整。

A.Where would you like to go this summer holiday?

B.I’d like to go to places _________ the weather is always warm with my family.A.What about Singapore?

B.Isn’t it __________ to be very hot all year round?

A.Yes, it is.But you only need to _______ light clothes.B.What about Kunming? I think Kunming is a good place to visit.It has very beautiful scenery.A.I’ll go there.How do you plan to spend your holiday?

B.I am going to ______ at home to review the lessons.A.Why?

B.Because I _______ in the English exam last term

Ⅳ、根據漢語提示完成句子。

1.I want to go some places near the _________(海洋).2.Wuhan is one of the ________(熱)cities in summer.3.This room is _________(暖和)than that one.4.He has ________(告訴)me that news.5.Can you ____________(翻譯)this sentence into English?

第四課時 Section B(3a--4)

()1.I hope you can _____ us with some drinks.A.giveB.provideC.offerD.supply

()2.Can your firm offer some _____ for vacation sports?

A.suggestionsB.advicesC.suggestionD.plan

()3.It has to be a place _____ we can do lots of _____.A.where, exercisesB.where, exerciseC.that, exercisesD.that, exercise

()4.I’ll _____ home for 3 days.A.leaveB.be awayC.be away fromD.leave from

()5.It would be nice if I ____ a job as a reporter.A.can getB.will getC.could getD.would get

6.She o________ the latest news to me just now.7.We’re going to Africa for vacation.We h______ to see some elephants.8.The tall man has a lot of money to s_______ on the vacation.9.We want to go somewhere in e________ China.10.He does lots of outdoors a__________.11.Please let us ________(know)if it’s best to travel by plane.12.Would you mind my ________(open)the window?

13.They spent ten minutes ________(walk)there yesterday.14.You need _______(have)a good rest.15.Could you please ________(give)me some writing paper?

16.如果我們能夠得到一個帶廚房的房間就太好了。

It would be nice if we could get a room _______a _______.17.他們通過自己做飯省了不少錢。

They _______ much money _______ _______ their own meals.18.這間房大得足夠三人住。

The room is _______ ________ for three people to live in.19.當你去旅游時，什么事對你重要？

What things are important when you ________ _______ ________?

20.我想去某個暖和的地方旅游。

I’d like to go _______ _______ for a trip.第五課時 Self Check—Reading(Sections 1--2)

()1.------What shall I do this weekend?------___ go for a walk with us?

A.Why notB.Why not youC.Why don’tD.Why you don’t

()2.I dreamt _____ the house that I used to live in.A.forB.withC.ofD.to

()3.------Do you think we’ll have a holiday in July?

------_____.It’s too hot to go anywhere.I prefer to have a holiday in September.A.I hope soB.I hope itC.I hope not soD.I hope not

()4------What would you like to do after finishing your education, Tom?

------I’d like to start work _____.A.as quickly as I doB.so early as I canC.as soon as possibleD.as good as possible

()5.Do you like reading books ____ written in English?

A.those areB.that areC.that isD.who are

()6.I don’t know the answer.Maybe you could ask ____.A.someone otherB.anyone else

B.someone elseD.other someone

()7.There are about two ______ students in the newly built school.A.thousandB.thousandsC.thousand ofD.thousands of

()8.I’m studying hard ____ I can get good grades.A.soB.thatC.so thatD.because

()9.Make a _____ among the books.A.chooseB.choiceC.chanceD.decision

()10.Walk ____ the road when the green light is on.A.throughB.onC.crossD.across

11.I r________ a letter from my friend yesterday.12.Are you w______ to play volleyball?

13.Fred would like to sail across the P______.14.A________ to his opinion, we have to change the way we are using.15.It’s clear from the s_______ we had yesterday that teenagers have similar hopes.16.Here are some of the _________(find)based on such a survey.17.After dinner, they continued _________(discuss)the problem.18.Mao Dun is both a writer and a ___________(translate).19.What are you going to do after _________(finish)school?

20.Jim’s uncle __________(live)there since he was born.21.We all _______ _______ _______(參加)sports meeting last week.22.________ ________(看來)that most students hope to have a ____ ______(好工作).23.______ ______ _______(堅持)your dreams.One day they may ______ _____(成為現實).24.Many students said they ______ ______ ______(樂意)work hard to achieve their dreams.25.Would you like to come ______ _______(吃飯).26.我不知道他是否愿意來我家。

I don’t know if he’s __________________ to my house.27.她好像已經去了美國。

_____________________ she has gone to America.28.你應該盡快完成作業。

You should finish doing your homework _____________________.29.如果我們相信某事是真的，就應該堅持。

If we believe something is true, we should __________________ it.30.很明顯，你的答案是錯的_________________ that your answer is wrong.單元測試

（）1.---How long will your mother ____ next month?----For twenty days.A.leaveB.go awayC.be awayD.go

()2.Could you ___ us ____ some information about your firm.A.provide, atB.provide, withC.give, toD.offer, with

()3.---Can you tell me when you will give me your answer?

---I’ll call back at a more ____ time.A.usefulB.beautifulC.convenientD.comfortable

()4.---I think our parents are more ____ than us.---I agree.They often think more about how to make a living in the future.A.popularB.interestingC.believableD.realistic

()5.---Space travel used to be just a ____.---But now people have achieved it.A.mistakeB.dreamC.choiceD.experience

()6.Other students hope to continue ____ after _____ school.A.to study, to finishB.studying, finishing

B.study, finishingD.studying, to finish

()7.What a nice bike!How long have you ___ it?

A.buyB.boughtC.hadD.have

()8.---I hope to go to France ____ next year.---That’s a nice place to visit.A.some daysB.sometimeC.sometimesD.some times

()9.The concert hall is ___ 2000 people.A.enough big forB.big enough forC.big enough toD.enough big to

()10.---I’d like ____ the after—school club, but I’m not sure what I should do.---What do you like ____?

A.to join, doB.to join, doingC.joining, to doD.joining, doing

()11.I dream ___ a job in the USA.A.findB.of findC.look forD.of finding

()12.Is it the fastest way ____ by plane?

A.travelB.to travelC.travelsD.traveled

()13.Sanya is ____ China.A.in the east ofB.in the south ofC.on the east ofD.to the south of

14.Teenagers have all kinds of hopes and d_________.15.We have q_______ a lot of homework to do.16.It’s so l_______ that a child can lift it.17.Paris has some fantastic s_______ , like the Eiffel Tower.18.There was a l______ discussion in our class.Everybody gave his or her ideas.19.他拿起書繼續讀。

He picked up his book and ________ _________.20.我們打掃了很多地方，包括廁所。

We ______ many places, ________ the washrooms.21.你能給我們一些關于度假地方的建議嗎？

Can you please _________ us some ________ about vacation spots?

22.最好每年七月份去澳大利亞。

It’s ________ to go to ___________ in July every year.23.每年數以千計的外國人來中國旅游。

_____________ ___________ foreigners come to China for a trip every year.

第三篇：七年級英語下學期Unit7教案

七年級英語下學期Unit 7教案

教材分析

1、教學內容

本單元是Go for it七年級下冊中第七單元“What does he look like?”。本單元的核心話題是談論人的外表形象(look), 教材內容圍繞著描述人的外貌特點展開,讓學生學會談論人的身高、體重、發型、面部特征及著裝特點,因此 ‘talking about sb’s look’ 是教學重點。通過對本單元的學習,學生能掌握本單元出現的表示人外觀的詞組及句型。

2、教材的地位及作用

以人的外貌特征為主線,兼顧交際功能的學習,以一種循序漸進的生活化的學習程序,引導學生學會用英語介紹自己或他人的外表特征。本單元的教學內容與學生的實際生活密切相關,易于引發學生運用簡單的英語進行交際和交流。在學習活動中,學生能通過交換對不同人物的描述及看法,促進學生之間和師生之間的情感交流,增進情誼。

二、教學目標分析

1、語言知識

1.語音:了解語音在語言學習中的意義。

2.詞匯:名詞: hair, height,build,captain,team, bit, joke, beard,glasses,look, singer etc.形容詞:short, tall, medium, thin, heavy, blonde, brown, curly, straight, wise, popular, huge, teeny etc.動詞:wear, stop, remember, say etc.3.短語: straight hair, a medium build, look like, good-looking,a little bit etc.4.句型:What does he/she look like? He/She is tall.He/She has curly hair.What do you/they look like? I’m thin./They’re medium height.Do you know David?

No/Yes.5.語法:①Yes/No問句及簡略回答②wear的一般現在時用法③用于寬泛描述的形容詞

2、語言技能

1.能熟練的用英語進行對人外表特點的描述,并根據描述畫出人像。

2.能概括人物的外貌特征并根據人物特征推理出某一人物。

3.能替自己和別人進行新形象設計,能和合作伙伴互相交流,充分交換信息。

4.能掌握本單元出現的表示人外觀的詞組及句型,并能結合實際生活進行靈活運用這些詞組及句型描述別人的外表,提高寫作水平。

3、情感態度

1.通過描述同學、教師或自己的偶像的外貌,簡單地表達自己的觀點或好惡,學會交換不同的看法,使學生在人際交往中學會尊重和理解別人。

2.教育學生要多發現別人的優點,學會贊美別人,友好地描述別人的形象。

3.學會賞識,懂得心靈美比外表美更重要。

4.能在小組活動中積極與他人合作,相互幫助,共同完成學習任務, 盡情享受學習的樂趣。

4、文化意識

了解不同人的外貌和同一人的不同外貌,了解中西方文化中在表達自己的觀點時存在很大的差異——我們比較委婉,而西方人則更直接些,對學生進行不同文化意識的滲透。同時讓學生在給自己或別人畫像時提高繪畫水平和審美意識;讓學生了解不同外貌作用的背景知識,實現跨學科交流的目的。

三、教學重難點

通過學習語言材料,讓學生獲得運用所學的有關詞匯,短語及句型,描述人的外貌特征,并能結合實際生活進行靈活運用的能力。新詞匯的運用,特別是has與is的正確使用,是本單元的一個難點。

單元教學重難點一覽

重點

難點

1.The vocabulary.2.--What does he/she look like?--He/She is tall.--What do you look like?

--I’m thin.I have short hair.Use the language to talk about sb’s look.四、學情分析

學生在七年級上冊已經學過關于“What does he like?”這一特殊疑問句式,具有了學習本單元知識的認知前提,能自然地與本單元話題進行銜接。談論人的外表形象是人們日常生活中遇到的話題。故學生喜于用英語表達此類知識。

五、教學方法和學習策略

1.教學方法:

(1)情景交際法:本單元話題源自生活,立足這一點,充分利用學生已有的知識和經驗,創設生活化的真實情境,引導學生在運用中學習語言,然后在學習新的語言知識后創造性地運用語言(為用而學,在用中學,學了能用)。

(2)任務型語言教學法:設計多種任務活動,提供給學生合作交流的空間和時間,促使學生為完成任務和同學進行合作,為完成任務進行探究學習。

(3)開放性教學策略:教師要開放性地處理教材,結合教材插入學生感興趣的圖片、電影片段等,豐富學生知識,拓寬他們視野,實現知識的整合。

2.學習策略

(1)自主學習:要求學生采用自主學習的方式,能根據需要進行有目的預習,使其對教師的教學內容起補充作用。

(2)合作學習:在與同學合作完成任務的活動中形成合作學習和探究學習的學習方式,引導學生積極思考,善于抓住英語交流的機會。在活動中相互探討、相互交流、相互合作,從而獲得知識、技能和情感體驗,發展他們的能力。

(3)通過匯報、猜明星、車站接人、做目擊證人、繪畫等一系列比賽,創設情景和有意義的任務活動,激發學生的學習熱情,培養他們的概括和推理能力,發揮他們自己的主觀能動性,把被動的學習變為主動學習,讓學生鞏固所學語言知識。

(4)能利用網絡上的學習資源查找信息,用所學內容進行真實的交際,積極參與課外英語學習。

六、主題語表

hair: short, long，curly, straight, bald，others: wear glasses，height: tall, short，blonde, brown etc

wear white shoes…

medium height

↖

↑

↗

physical appearance

↙

↘

face: beard, mustache，figure: thin, heavy，eye(big blue..)etc

a medium build

七、課時結構

根據《英語課程標準》關于總目標的具體描述,為了能較好地實現既定的教學目標,結合本單元的教學內容及基于對教材的分析和學生的學習規律,我對本單元的內容進行如下處理,目的是突出重點,使課堂節奏緊湊,連貫。本單元分為四課時:

Period1

(Section A 1a/1b/1c/3b SectionB1a/1b/2c/Selfcheck3)

Period2

(Section A 2a/2b/3/3a/SectionB3c)

Period3

(Section B 2a/2b/3a/3b)

Period4

(Section A 4/SectionB4 /Selfcheck1&2)

八、教學過程設計

Period1

I.教學目標:

1.知識目標:

1).單詞: hair, curly,straight, height, tall, medium, thin,heavy,build ,beard,glasses, blonde, brown

2).句型:--What does he/she look like?

--He/She is tall and has long hair.--What do you look like?

--I’m thin.He/She wears glasses/…

2.能力目標:1)學完本課,學會描述人物外貌。2)能積極思維,運用所學單詞,短語及句型,結合實際生活進行靈活運用。

3.情感態度目標:讓學生學會友好地描述別人的形象。

II.教學重點: 掌握本課新單詞和句型和怎樣描述一個人的外貌。

III.教學難點:掌握描述人物外貌的方法。

IV.教學設計:

Step1游戲----新課程的導入

找出兩名外貌差異較大的學生來做游戲,一個胖而高大的男生(a fat and tall boy),另一個瘦而較矮的男生(a thin and short boy)。

游戲內容:(1)拔河(tug-of-war)(2)跳遠(long jump)

目的:引起學生的學習興趣,了解人物的外貌特征,通過游戲的最后結果(即不管外貌如何在不同的游戲中都能獲勝)的對比培養學生的情感和態度:不要以貌取人(Don’t judge by appearance)。

然后用這兩名學生為例教heavy ,tall, thin, short及兩個句型:

1.what do you look like? 2.What does Tom/he look like?

Step2 Presentation(SectionA1a/SectionB1a)

引導學生熟悉有關描述人的外貌特征的詞

1.三個漫畫人物教有關height 和 figure 的單詞。然后用三個人操練“What does he look like?”注意be 動詞的用法。

2.一個cartoon girl 教身體的各部位。(ear, face, hair, eye, nose, mouth)

3.Touch your body(nose etc), 接著操練“What does she look like?”最后是 hair,注意has的用法。

4.4 pictures 來教有關頭發的詞匯,注意has的用法。連著教a beard, a moustache, glasses, wear.5.Drill: Let’s design the new look for George Bush.操練“What does he look like?”(以一種比較滑稽的手法讓學生鞏固本課的詞匯。)

Step3: Practice(B1a, A1a)

1.Finish P44, B1a.2.學習課本的第一部分P41,1a先看圖片,然后搭配圖片和相關的外貌特征的詞。

Now please look at P41, Use the letters to match the people in the picture with one of the numbered words.Write each letter next to a numbered word.You can use some letters more than once.Point out the sample answer.(Keys: c, f, a, a, d, h, e, b, g, e)

Step4: 聽力練習Listen 1b.(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice.The first time, just listen.The second time,listen and fill in the blanks.And say Amy’s friend’s look.(He's really tall.And he has curly hair.)

Step5: Practice(1c and 3b)(因為用的目標語言作用差不多,訓練的側重點在3b)

1.Ask two students to read the sample conversation to the class.Then ask the class to point to the girl in the picture who has long hair and a medium build.2.Make a dialogue with a student.And ask the student to point out the person you described.Then

Ss practice the dialogue in pairs.3.(3b)1).A 同學把名字填在圖里的每個人旁,B同學通過問問題找到這個人。

2).Act the dialogue.3).Finish the form.(任選三個人來完成這個表格。)

is

has

Paul

Cathy

Yujie

(讓學生自主發現用is 和has 的區別來突破本單元難點,最后終結陳述他們的用法。)

Step6: make sentences(Section B 1b)

1.(1b)配四幅圖連線 說句子 Hanhong wears glasses.?

2.學生拿出自己搜集的著名音樂家或演員等的圖片說句子。

Step7: describe(shelfcheck3)

1.播放一個如何描述別人的視屏。

2.讓學生描述shelfcheck3(先在小組內,然后推人匯報,讓全班同學聽,評價)。

Step7: a guessing game(SectionB2c)

1.小組內pairwork.Asking and guess who is my favorite musician,actor and athlete.2.猜李永 潘長江

全班同學分為兩組,每組選出一名同學作為組代表到黑板前面來,這兩位同學面向其他同學,背向黑板,不許回頭。老師將兩幅名人圖片粘到黑板上或打在屏幕上等,然后分別請這兩組同學向本組的組代表描述本組圖片上人的外貌、工作(第四單元知識點)或其他相關情況,讓本組的組代表最快猜到本組圖片上名人是誰的小組獲得勝利。在游戲過程中注意:描述的同學每人只能描述一次,并且只能描述一句,并盡可能多的描述人物外貌,在很難猜出時,可以描述工作或其他相關情況。

目的:鞏固這節課所學知識,培養和提高學生語言的綜合運用能力及其概括與推理能力。在描述的過程中可以談論“他/她是做什么工作的”,這樣還可以復習第四單元的內容。

Step8

homework

1.Describe your family member and draw a picture of him/her.2.預習P42.P43.P46生詞和P43/3a部分。

Period2

I.教學目標:

1.知識目標:

1).單詞:always, captain, popular,team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise

2).句型:如同第一課時。

Do you know David?

No/Yes.2.能力目標:1).提高聽讀能力。2).能抓住人物的主要特征來描述人物的外貌。3).能概括人物的外貌特征并根據人物特征推理出某一人物。4).能和合作伙伴互相交流,充分交換信息,進行合作學習。

3.情感態度目標:1).教育學生要多發現別人的優點,學會贊美別人。2).懂得心靈美比外表美更重要。

II.教學重點: 掌握本課新單詞和句型和熟練掌握描述人物外貌的方法。

III.教學難點:熟練掌握描述人物外貌的方法并成功的根據人物特征推理出某一人物。

IV.教學設計:

Step 1作業匯報

According to the picture to describe your family member.Step 2 listening(Section A 2a/ 2b)

Listen 2a and 2b And find the difference between is and has.目的:培養和提高聽讀能力。

Step3 Pairwork(SectionA 3)

1).Have students do the activity individually.2).Practice the conversation.3).Describe Nancy to your partner.Step 4 Presentation

1.listen and match the descriptions you hear in 3a.2.(用課件展示3a部分中的Picture a)

Introduction:This is my good friend,Liu Peng.Please describe him with your partner.(板書tall, curly brown hair, medium build)看圖談論(in pairs)并表演

3.(課件出示3a中的Picture b)給學生下列提示(板書)然后進行描述(看圖描述(in pairs)

并表演)

Name:Xu Qian

Likes:telling jokes

Appearance: short,a little bit heavy,beautiful long black hair

3.讓學生讀課本(3a)1, 2兩部分后討論回答:(學生自讀后展開討論回答問題)

1)What does Ma Yan look like?

2)What about Wang Lin's appearance?

幫助學生具體問答,板書thin,blonde, good-looking,basketball team,straight hair.)

4.Fill the form

name

is

has

wears

likes

Liu Peng

Step5

What does your best friend look like?

1.survey

name

is

has

wears

likes

2.report her /him to the class

Step6 車站接人

任 務:車 站 接 人

目 的:模擬交際,鞏固用英語描述人物外形特征的詞匯,強化“辨別人物”的語言功能。

材 料:卡片數張

語言技能:Listening, reading, speaking and writing

語言知識: What does he/she look like? He is tall and thin/medium height/medium build.His hair is straight/curly/black/brown/blonde/short/long.He has big eyes/a round face? He is wearing?

活動形式:whole-class activity

教學過程:

(1)教師布置任務:接人者在車站并根據卡片上的描述找到所要找的客人。提出具體要求,并對教室進行適當的布置,創設一個模擬車站的情景。

(2)教師發給每位同學一張卡片,讓其在卡片的正面用英語描述自己的外貌特征,在 反面做記號,完成后教師把卡片收回。

(3)教師選出十名學生去車站接人,每人從收集的卡片中抽取一張,并根據卡片的描 述找到所要找的“客人”;(若時間允許可進行第二、三輪。)

(4)學生評委和老師根據找出所接客人的時間和準確性,選出“火眼金睛”數名。

這些活動使學生置身于自然、真實的語言環境中,進行大膽、合理的想象,創造性地使用課文中學到的有關人物外貌特征的知識,這樣,不僅鞏固了所學內容,訓練了語言組織能力,而且還聯系與接觸社會實際,拉進了學生與社會、與生活的距離,拓寬了學習內容。

Step7 homework

1.(SectionB3c)According to the picture you draw to write about him or her down.2.Design yourself a new look that you are twenties later.3.預習Section B的生詞和課文并填空3c。

Period3

I.教學目標:

1.知識目標:

1).單詞:look, remember, nobody, singer, pop singer, now, say

2).句型:復習前面句型

2.能力目標:1).繼續提高聽讀能力。2).能概括人物的外貌特征并區別人物和推理出

某一人物。3).能替自己和別人進行新形象設計,能和合作伙伴互相交流,充分交換信息。

3.情感態度目標: 1)通過描述同學、教師或自己的偶像的外貌,簡單地表達自己的觀點或好惡,學會交換不同的看法,使學生在人際交往中學會尊重和理解別人。2).培養正確的審美觀。

II.教學重點: 掌握本課新單詞和句型和熟練掌握描述人物外貌的方法并能靈活運用于生活中。

III.教學難點:熟練掌握描述人物外貌的方法和畫疑犯圖。

IV.教學設計:

Step1 organization 1’

organize Ss by showing a picture taken about ten years ago.(Let the students guess who was me in the picture.)

Step2 a song <>

Why do most people can find themselves(他們自己)in a picture first?

Please enjoy the song and answer my question.Step3 Free talk

1.Ask the students to describe my old photo.2.Let the students talk about some changes.(老照片與現在的我對比。Height , hair, build, wear glasses etc.)

Step4 My new look

學生出示二十年后的new look并描述他自己的new look.Step5 Listen(Section B 2a and 2b)

You will hear Maria and Danny talking about Tina Brown and Johnny Dean.1.Your job is to write the job each person does.Point to the heading “Job” on the chart.2times.Check the answers.2.This time your job is to write what each person looks like.Point to the heading “looks like”.Check the answers.Johnny Dean

Tina Brown

Job

rocker singer

movie actor

Looks like

tall, thin, long curly hair, glasses

medium height, long blonde hair

Step6 Section B 3a

1.Read the magazine article to the class.And find the difference between the two pictures of Johnny Dean.2.Point to the blanks in the chart.Describe Johnny before and now.Point out the simple answer.Step7 Section B 3b

3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph.Step8 Eye-witness

目 的:模擬交際:目擊證人向警方提供疑犯情況,鞏固用英語描述人體部位和外形特征

的詞匯,強化“辨別人物”的語言功能,豐富學生社會知識,培養學生用英語思維的能力。

材 料:Student A信息卡、Student B 調查表

語言技能:Listening, reading, speaking and writing

語言知識:What does he/she look like? He is tall and thin/medium height/medium build.His hair is straight/curly/black/brown/blonde/short/long.He has big eyes/a round face/moustache? He is wearing?

活動形式:Pair work: A—the eyewitness;B—the police officer

教學過程:

(1)教師布置任務,提出具體要求,并創設一個情景: A目睹一女孩被人綁架,案發后B來向目擊證人A調查疑犯情況。

(2)教師發給每位 eyewitness信息表,讓其仔細觀察疑犯的外貌特征,回收信息表;同時發給每位police officer調查信息表并思考如何提問完成表格;(要求A、B兩人不能互看資料)

(3)B向A提問,并根據A的回答完成信息表;

(4)A、B合作畫出疑犯的肖像;

(5)每小組向全班展示調查表和畫像,并評出“最佳eyewitness”并把作品存入個人檔案袋中。

Step9 homework

1.學生A、B根據Eyewitness活動合作擬寫一份通緝令;

2.背誦selfcheck1。

Period4

I.教學目標:

1.知識目標:

1).單詞:復習整個單元。

2).句型:復習整個單元。

2.能力目標:1).能熟練的用英語進行對人外表特點的描述,并根據描述畫出人像。2).能掌握本單元出現的表示人外觀的詞組及句型,并能結合實際生活進行靈活運用這些詞組及句型描述別人的外表,提高寫作水平。

2.情感態度目標:能在小組活動中積極與他人合作,相互幫助,共同完成學習任務, 盡情享受學習的樂趣。

II.教學重點: 描述人物外貌特征和寫作。

III.教學難點:聽文畫圖,看圖寫文。

IV.教學設計:

Step1.Who remembers best?

words Selfcheck 1(檢測本單元單詞的掌握情況)

Step 2.Who describes best?(SectionA/4)

In groups, ask a student to describe his or her classmate.Use only words and sentence patterns from this unit.For example, She's short and thin.She has curly hair.(The other students listen to him or her carefully and guess who it is.)

Give a sample description of someone in the class and ask the class to guess who you are describing.Ask some students to describe a person while their classmates guess who it is.課堂上,我要求同學們以四人為小組, 描述班上任意某個人的外貌和個性,讓全班同學猜一猜他(她)是誰。任務布置下去后, 同學們馬上投入到緊張的討論中去了。首先要商量好描述對象是誰(在這一過程中, 有較多的人際交往)。在描述的過程中, 成績較差的同學能說幾個簡單的句子如 She is tall.She is 13 years old.而成績中等或較好的同學接上較復雜的句子如 She often wears a pair of glasses.She has beautiful, long, black hair.She likes reading and playing the piano.(在這一過程中, 幾乎每個同學都有口頭訓練的機會,而且大家在小組中也不必擔心出洋相。大家抓緊機會練習,互相請教,邊學邊用,邊用邊學,氣氛非常融洽)。有可能部分小組會描述深受他們喜歡的老師,會說到老師的、個性、外貌,最喜歡的顏色、運動、電影、音樂等等。在這種互動,雙動的教學中,課堂氣氛達到了非常和諧、融洽的地步,師生間的感情進一步加深。

Step3 Who draws best?(Section B/ 4)

This activity provides listening and speaking practice using the target language.1.Ask each student to draw a picture without letting ,anyone else see it.2.Have students get into groups of four.Tell the students in each group to give themselves numbers from 1 to 4.3.Ask the other three students in each group to listen to the description and draw the person.You may wish to have them listen to the description several times.4.Ask each group to swap its pictures with another group.That group votes to decide which of the three copies looks most like the original picture.The student who drew that copy is the winner.Step4 Who writes best?

Choose a picture you draw and write the description on the exercise books.Step5 homework

1.Revise the useful expressions in this unit.2.Look for some more beautiful passages to read.3.Write down a notice for looking for the lost people

九、教學探討與反思

本單元的核心話題是談論人的外表形象(look),‘talking about sb’s look’是教學重點,同時也是教學難點。本單元的設計通過創造性運用任務型教學模式,設計多姿多彩的切合學生實際的各種任務,充分借助聽力材料,在聽讀的基礎上創設語言情景,加強說寫能力的訓練,還要充分通過各種手段來擴大學生的寫作面,以提高其寫作水平。并借用媒體來提高學生的學習興趣,讓學生通過親身體驗、實踐、合作與探究等方式學習英語。使學生確實從學習中學會了如何談論外貌,同時還學會了識別不同人物外貌特征,豐富了學生生活,同時也是一種真實的體驗.增加學生的語言實踐,促進他們在整個教學活動中主動參與。

同時對學生進行情感教育,要求他們多發現別人的優點,學會友好地描述別人的形象。

但教師在教學中要善于觀察和了解學生的心理狀態,及時糾正學生的不良心理,改變學生學習英語的方式,培養學生合作學習的意識;注意運用適當的表揚和鼓勵,一個親切和信任的目光、一句熱情而激動的話都能激發學生的上進心、自尊心和集體榮譽感。

十.形成性評價在每課時中的具體運用

在上課過程中,教師應隨時注意對學生所做出的任何反映進行評價,如“very good, Ok, wonderful.How clever you are!If you can speak a little louder, that’ll be better.”等等。實現教師對學生的即興評價,這對學生學習的積極性有著良好的促進作用。

在每節課的結束時,安排一個詢問學生過程中的感受及所獲取知識的表格,通過對學生學習過程中的感受的反饋,可以幫助的是更好地了解學生的學習情況,也能幫助教師找出自身教學中的成功及不盡人意之處,為以后的教學打下更好的基礎,也為學生的進一步獲取知識奠定了基礎。表格設計如下圖:(第四課時為例)

Shills(學習技能)

Comfort Level(學習效果)

Who remembers best? 2 3 4

Who describes best? 2 3 4

Who draws best? 2 3 4

Who writes best? 2 3 4

Reflection

I learnt(我學會了)_______________________________________________

I would like to know more about(我還想學 ?)____________________________

I'm still not sure about(我仍然不會 ?)___________________________________

After we learn this new lesson.How did you feel when you were learning? If your don't feel comfortable, you think it's too hard, you can choose 1.If you feel just so so, you can choose Number 2.If you feel good, choose Number 3.If you feel very comfortable or great, choose Number 4.Are you ready?

第四篇：七年級英語下冊unit7 教案

七年級英語下冊Unit7 教案

Section A 主要活動：1,2和3a 課時建議：1～2 教學目標：

一、1.學習序數詞：

first, second, third, fourth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth 2.學習月份名稱：

January, February, March, April, May, June, July, August, September, October, November, December

3.學習其它新單詞：

birthday, celebrate, party, date, alone

二、學習1－100的基數詞和序數詞以及日期的表達法和讀法。

三、討論日期。--What’s the date today?--It’s May 8th.教學過程： 第一步：復習

1.學生活動,兩人一組,就雙方掌握的地點進行提問： Could you tell me the way to …?

2.教師課前準備一些寫有交通法規和交通警示牌的紙片出示給學生,并引導學生進行討論。如：“No parking”,讓學生討論它的意思和它所出現的場合。第二步：呈現

1.教師提出問題：Could you tell me the way to Kangkang’s home? We want to celebrate his birthday.推出新單詞：celebrate 2.教師提出問題：When is Kangkang’s birthday?

學生聽錄音1,找出問題的答案。（May the thirteenth）3.再放一遍錄音,學生聽錄音跟讀,并找出關鍵詞。4.兩人一組練習對話1。

5.讓學生由1數到100,可以找幾個學生來數,也可分為幾組,進行接力賽。6.學生看書,播放錄音 2,學生跟讀幾遍。

7.引導學生找出基數詞變序數詞的規律,提醒學生注意first,second,third,fifth,eighth,ninth,twelfth, twentieth。

8.放3b錄音,學生跟讀,反復幾次,確定每一個學生都會讀一年的十二個月。第三步：鞏固 1.快速問答：

A:What’s the first month of the year? B:It’s January.A:What’s the second month of the year? B:It’s? 2.雙人活動 A:January!B:It’s the first month of the year.A:September!B:It’s the ninth month of the year.3.學生兩個人一組練習3a。

4.聽錄音3b,學生跟讀,反復幾次確定每一個學生都能熟練地讀出月、日。第四步：練習

1.用所學的數字、月份,對1部分做替換練習。2.游戲數字接龍：

全班同學參加。從1到100,遇到7,7的倍數或帶7的數字,說“pass”。如five,six,pass,...sixteen,pass,eighteen...說錯的站起來。數數時可用基數詞也可用序數詞。“pass”也可用學生感興趣的詞代替。下課前或下節課讓說錯的同學表演節目。

第五步：綜合探究活動 1.總結知識點。

2.課堂活動Let’s chant,讓學生稍微放松一下。

3.布置作業：讓學生自制日歷或月歷,標出自己和全家人的出生日期。如: Feb.4th, 2006 Saturday

Section B 主要活動：1a,2a和3a 課時建議：1 教學目標：

一、學習新單詞和短語 were, be born, was, thousand

二、學習一般過去時was, were的用法。

三、繼續談論有關日期的話題。

四、掌握下列重點句型：

1.When were you born? I was born in June, 1970.2.Were you born in Hebei? Yes, I was./No, I wasn’t.3.When was your daughter born? She was born on Octorber 22nd.4.Where was he born? He was born in China.5.-Was she born in Hebei, too?-No, she wasn’t.教學過程： 第一步：復習

1.學生值日：如：I’m on duty today.Today is ? It’s my birthday.這項工作可加入以后的課堂中,讓學生匯報上一節課學過的知識,談論日期、天氣等做為一個課前2分鐘的free talk。

2.游戲,數字接龍：全班同學參加。從1到100,遇到8,8的倍數或帶8的數字,說“pass”。如：five,six,seven,pass,...fifteen, pass, seventeen,...第二步：呈現 1.師生對話：

A:When is your birthday? B:It’s?

A:When were you born? B:I was born? 2.推出新單詞“be born”。3.聽錄音1a,回答下列問題：（1）When was she born?（2）When was her daughter born?（3）Where was her daughter born? 答案：（1）She was born in June,1970.（2）She was born on October 22nd,1996.（3）She was born in Henan.4.兩人一組練習1a的對話。第三步：鞏固

1.兩人一組練習1b。

2.學生獨立完成1c,教師核對答案。3.帶領學生讀2。第四步：練習

1.學生模擬例句獨立完成3a,教師核對答案。

2.學生合上書,教師舉起寫有各種資料的卡片引導學生說出類似的句子。如： Maria was born on July the twelfth.3.學生兩人一組完成3b。

4.聽錄音,學生獨立完成4,教師核對。第五步：綜合探究活動 1.總結知識點。

2.讓學生寫幾句話,介紹自己的出生時間、出生地點、年齡,越詳細越好。

Section C 主要活動：1,2b和3 課時建議：1 教學目標：

一、1．學習有關形狀的單詞

shape, square, circle 2.學習有關其他新單詞和短語

present, hill, just now, ago, machine, football

二、學習談論物品的形狀、顏色、大小和用途。

三、掌握下列句型：

（1）What’s the shape of your present?

It’s round.What does it look like? It looks like a star.（2）What color is it? It’s black and white.（3）How long is it? It’s 20 centimeters long.（4）How wide is it? It’s 15 centimeters wide.教學過程： 第一步：復習

1.檢查上節課的作業。

2.學生自由談論當天的日期、自己的生日等。第二步：呈現

1.告訴學生,今天是某某的生日,老師想送她／他一件禮物,但你們要先猜一猜是什么,從而引出本課目標語言。What’s the shape of the present? What color is it? 2.推出新單詞“shape”。3.聽錄音1,回答下列問題：

（1）What’s the shape of your present?（2）What color is it? 答案：（1）It’s round.（2）It’s black and white.4.學生再聽一遍錄音并跟讀,找出關鍵詞。5.學生根據關鍵詞練習對話1。第三步:鞏固

1.將所學的新詞寫在黑板上,如2a部分,教師領讀幾遍,確保每個學生都會拼讀。

2.學生個人活動：觀察周圍,用所學的詞描述周圍物品的形狀,如:This is my pencilbox.It is green and blue.It is a rectangle? 3.分組練習,完成2b。

學生談論一些物品,提醒學生注意物品的形狀、大小、顏色等,在對話中回答下列問題。(1)What color is it?(2)What shape is it?(3)How long is it?(4)How wide is it? 第四步：練習

1.聽錄音3,學生獨立完成表格,教師核對答案。

2.雙人練習：學生說出一件物品,另一個學生說出它的形狀、大小、顏色,可如此反復幾次。

3.抽幾組學生到臺前表演。第五步：綜合探究活動 1.課堂活動：猜謎游戲。

2.布置作業：描述你熟悉的一些物品（至少三件,包括顏色、形狀、長度和寬度）。

Section D 主要活動：1,3和6 課時建議：1 教學目標： 1.學習音標

2.復習一般過去時was,were的用法。3.復習日期的表述。4.復習描述物品特征。教學過程： 第一步：復習1.教師在黑板上列出音標。耐心教會學生音標的讀法,并盡可能多地列出單詞,完成1。

2.給出一些單詞,讓學生試著去拼讀,以便鞏固讀音和加深記憶。3.通過猜詞游戲讓學生學習物品的形狀、大小、顏色的表達方式。4.復習日期的表達法。問： What day is it today? What’s the date? When were you born? When was he born? 5.復習描述物品。問： What shape is it? What color is it? How long is it? How wide is it? 第二步：呈現

1.學生獨立完成2a,教師核對答案。2.完成2b。第三步：鞏固

1.給出一些課前準備的紙片,如：Kangkang, May 1st, 1990（Beijing）,10月5日,星期日等,讓學生根據圖片進行問答。

2.學生自己制作各種卡片。兩人一組,根據卡片內容進行問答。第四步：練習1.總結知識點。2.完成3a和3b。第五步：綜合探究活動 1.用下列問題做一個調查。(1)When were you born?(2)Where were you born?(3)What’s your favorite present? 2.根據調查的信息練習對話。教學評估： 聽寫

1）A:When was he born? B:He was born on September 10th, 1990.A:Where was he born? B:He was born in Henan.2）A:What’s the shape of your present? B:It’s a rectangle.A:What color is it? B:It’s white.A:How long is it? B:It’s 20 centimeters long.A:How wide is it? B:It’s 10 centimeters wide.

第五篇：Unit7教案

Language goal In this unit students learn to describe people.New language What do you look like? I'm short.And I have curly hair.What do they look like? They're medium height.And they have short hair.What does he look like? He's heavy and he wears glasses.What does she look like? She's thin and she has long hair.Section A

Ask students to name some ways of describing people.You can start students off with examples such as tall and short.Point out various students in the class and ask students to say if they are tall or short.Continue with examples of students who have long hair and short hair.Write the words on the board and ask students to repeat these words.Then point at different students' hair and ask the class, Long hair or short hair? Culture note In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.la

This activity introduces the key vocabulary.Focus attention on the words.Ask students to read the list of words.Then say each word and ask students to repeat it.On the board, make a simple drawing to illustrate each of the words.As you complete each drawing, point to it and ask students what it shows.If they don't know, say the word and ask students to repeat it.For example, draw a stick figure with very long legs and a long body, When you point to the figure, students say tall.Call attention to the picture.Point to the letters next to the people in the picture.Say, Use the letters to match the people in the picture with one of the numbered words.Write each letter next to a numbered word.You can use some letters more than once.Point out the sample answer.Check the answers.1 b

This activity provides guided listening and writing practice using the target language.Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line.Say, you will hear a conversation between Amy and her friend.Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.Play the recording the first time.Students only listen.Unit 7: What does he look like? Play the recording a second time.This time, students fill in the blanks in the speech bubbles.Say, Who are they talking about? Correct the answers.1 c

This activity provides guided oral practice using the target language.Call attention to the various people in the picture.Say, One of these people is your friend.Point out the sample conversation.Ask two students to read it to the class.Then ask the class to point to the girl in the picture who has long hair and a medium build.Say a dialogue with a student.Have the student ask you the question.You then answer it using a description of one of the people in the picture.Ask the student to point out the person you described.Say, Now work with a partner.Ask and answer the questions.Then have students work in pairs.As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed.2a

This activity provides guided listening practice using the target language.Point to the list of nine phrases and ask a student to read them to the class.Say, Now you will hear three conversations.The people are talking about friends.They are using these words to describe their friends.Some of these words go with “has” and some go with “is”.Point to the circle around the word “circle”.Say, Circle the correct word, either is or has, when you hear it in the conversation.Play the recording the first time.Students only listen.Point out that there are three different conversations about three different people.Play the recording a second time.This time say, Circle “has” or “is”.You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.Correct the answers.2b

This activity provides listening and writing practice using the target language.Point at the chart with space for two words used with is and two words used with has after each name Call attention to the sample answers.As you point to the word is, say a sentence using the sample answer tall: He's tall.Point to the word has and say a sentence using the sample answer curly hair: He has curly hair.Play the recording.Ask students to listen to the descriptions and write the words in the correct column after cad person's name.3 This activity provides guided writing practice using the target language.J Call attention to the dialogue in the box and the picture.Explain that students have to complete the dialogue with words to describe Nancy's appearance.Have students do the activity individually.As they work, move around the classroom offering help as necessary.3a This activity provides reading practice using the target language.Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions.Point out the example.Have a student read the first description.Students do the activity individually.3b This activity provides oral practice using the target language

Call attention to the picture and the names in the box.Say, Student A has to write the names in the box next to the people in the picture.Then Student B has to ask questions to find the people.Remind students that they should not look at each others' textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles.Then ask students to do the activity in pairs.As students talk, walk around the classroom listening and offering assistance as necessary.After several minutes, stop the activity and have several pairs present their dialogues to the class.4

This activity provides open-ended oral practice using the target language.Give a sample description of someone in the class and ask the class to guess who you are describing.Use only words and sentence patterns from this unit.For example, She's short and thin.She has curly hair.Ask some students to describe a person while their classmates guess who it is.Section B

New language beard, mustache, black, blonde, bald Additional materials to bring to class: large scrap paper for the drawing activity in activity 4 1 a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask students to tell what they see in each picture.Confirm each correct answer and supply any words students don't know.Point at the numbered list of words.Say each word and ask students to repeat these words.Then ask students to match each word with one of the pictures.Say, Write the letter next to the picture in front of one of the words.Point out the sample answer.1 b

This activity provides oral and writing practice using the target language.Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs.Have students write the name of a famous person in each blank.Ask some students to read the sentences they completed.Have other students say whether the sentences are right or wrong.2b

This activity provides listening and writing practice using the target structures.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again.This time your job is to write what each person looks like.Point to the heading “looks like”.Play the recording.Ask students to fill in the blanks next to the words “looks like” on the chart.Correct the answers.2a

This activity provides listening and writing practice using the target language.Point out the picture of Johnny Dean and Tina Brown and Maria and Danny.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does.Point to the heading “Job” on the chart.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks in the chart.Correct the answers.2c

This activity provides oral practice using the target language.Name a famous actor, musician or athlete and describe that person.For example, My favorite actor is Leonardo DiCaprio.He's medium height and he has brown hair.Ask students to work in small groups.Have students describe a famous person to the group.Ask others in the group to add information to each description, if possible.3a

This activity provides reading and writing practice using the target language.Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people.Lead students to understand that they are before and after pictures.Ask students to read the magazine article individually.Move around the room answering any questions students may have.Read the magazine article to the class.Answer any further questions about the words in the story students may have.Point out the blanks in the chart.Say, Under “Before” write words that describe Johnny before be changed.Under “Now” write words that describe Johnny after be changed.Point out the sample answer.As students work, move around the room monitoring progress.3b This activity provides guided writing practice using the target language.Call attention to the passage and the pictures below.Explain that the passage describes how Gloria Green's look has changed.Point out the sample answer, and ask a student to provide the second answer(short hair).Point out the numbered blanks in the paragraph.Say, Write words describing Gloria's appearance in each blank.Ask students to finish the activity on their own.3c

This activity provides writing practice using the target language.Ask students to name their favorite actors or musicians.Write some of the names on the board.Ask each student to choose an actor or musician and write a short description of the person.Ask what new words students want to use in their descriptions.When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it.Limit this to two or three new words.As students write, move around the room answering questions and offering language support.Read some of the completed descriptions to the class and have students guess who the person is.4

This activity provides listening and speaking practice using the target language.Read the instructions.Check to see that students understand how the game is played.Ask each student to draw a picture without letting, anyone else see it.Have students get into groups of four.Tell the students in each group to give themselves numbers from 1 to 4.Ask the other three students in each group to listen to the description and draw the person.You may wish to have them listen to the description several times.Ask each group to swap its pictures with another group.That group votes to decide which of the three copies looks most like the original picture.The student who drew that copy is the winner.