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初中英语说课稿：《What does he look like》1
各位领导，各位老师，大家好！很高兴能在这给大家说课。我今天要说的是新目标英语七年级下册第七单元第一课时。课题是：what does he look like 以下简单地从教材分析，教学方法和课前准备活动，教学过程及设计意图等几方面来阐述我的说课。
一，教材分析
我将教材分析分解为教学内容，教学目标以及教学重点难点等。
1,教学内容
section a 第41页和第42页，围绕一幅卡通画，介绍人的长相。
2,教学目标
a.知识目标：掌握描述人物外表的形容词。
b.技能目标：谈论自己和周围人的外表长相。
c.学习策略： 积极与他人合作，共同完成学习任务。以及积极运用所学英语进行表达和交流。
3,教学重点
a.掌握"询问一个人的长相是什么样的"表达方式：
(1)what do you look like
(2)what do they look like
(3)what does he look like
(4)what does she look like
b.学会"描述一个人的长相是什么样的"表达方式：
(1)i am short. i am thin.
(2)they are medium height.
(3)he is medium height.
(4)she is tall. she is thin.
4,教学难点
a. 对比look like 和like 的区别
如果在教学过程不将语法难点加于区别，日后会给学生的理解带来阻碍。如look like "看起来像"之意；用法为look like +名词；而like "喜欢"之意；like+名词/动名词
b.回答 what do you like / what does he look like 时，可以有两种回答方式，一种为 i'm…./he's…需要注意的是be 动词后跟着形容词/表示身高；另一种为i have …/he has…需要注意的是后跟着形容词+名词。
二，教学方法和课前准备活动
虽说"教无定法",但作为一节听说课，我首先采用的教学方法是听说法，加强学生听说方面的训练，另外，我运用了任务教学法，以教学任务作为本堂课的主线，贯穿整个课堂。
在教具准备方面，我采用幻灯片，挂图，录音机等教学手段，丰富课堂教学，使课堂更形象生动，增加学生学习英语的兴趣，使学生更乐于学，更容易学。
三，教学程序及设计目的
教学步骤
教师活动
学生活动
设计目的
任务准备
教师给学生布置任务，说：well, class. i'm sure you are eager to know some ways of describing people, such as tall or short.. let's learn them now. next, do you want to know some more about his or her hair or build , such as long or short, fat or thin
1,认真听
2,听清任务
3,准备任务
在刚开始上课时，就把任务布置给学生，目的是让学生清楚本节课的主要内容，有利于在完成任务的过程中形成主动的学习状态，产生学习的欲望。
任务过程
(1a)利用挂图介绍图中人物，引出单词。 板书并带读。
(1b) 利用录音机播放对话。
(1c) 组织小组活动，维持课堂纪律，为有困难的学生提供帮助。
(2a) 播放录音
(2b)再次播放录音。
(3)组织小组活动，巡视课堂。
grammar focus:复习语法。
1, match the words with the people.
2, listen and fill in the blanks.
3, pair-work..
4, listen and circle "is" or "has".
5, listen again. fill in the chart.
6, pair-work.
7,review.
1a) this activity introduce the key vocabulary.
1b) this activity provided guided listening and writing.
1c) oral practice
2a) provide guided listening practice using the words
2b)provide listening and writing practice.
3)provide writing practice.
review the grammar box.
任务结束
布置作业：看谁画得像 教师边描述，
学生边听边画
然后落实到笔头，写下自己的报告
通过此项任务，学生学习了描述人的外貌的一些词语。
1.教师采用简笔画的形式，让学生区分关于头发(long hair, short hair, blonde hair, curly hair, straight hair)和不同的体形(medium height, thin, heavy, medium build)说法
2.教师用这些词语任意组合想象中的人物，让学生根据自己的描述，画出相应的人物的图像。
3.学生对所画的人物形象进行描述。
4.完成任务所需要的语言结构：(1)she has long curly hair.
(2) she isn't tall. she is short.
教后反思：
在本节课中，用教学任务贯穿始终，使学生在完成任务时更好地学习语言，使学生乐于学，乐于说，能说会说。但听说课，任务型教学的局限在这堂课中体现的很明显，在时间的控制上，教师很难把握好。而且，由于本人的教学基本功不够扎实，所以在挑战这么高难度的听说课，显得有些难于把握。在此，也恳请大家多多指导，多给宝贵意见。
以上就是我今天的说课，再次谢谢大家！
“ Unit7 What does he look like ？”教案及评析2
任务型活动建议：课程标准解读学生参与决定教学内容。 Brainstorm( 头脑风暴 ) 即学生在学习之前根据课题搜集、整理与课题相关人物外表信息。（身高、身材、头发颜色，长度及发型、脸部特征、着装、性格表达等）这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。总体教学思路：本节课设计思路是两条主线 , 一条是知识线；另一条是任务链。：知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。从上节课的作业 入手，然后分别复习人物外表如：身高、身材、头发颜色，长度及发型、脸部特征、着装、性格的词语介绍；讨论外表所需的询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业 。任务：本节课任务设计以人物外貌为主线，上课以优秀小侦探导入 新任务 ---- 识别罪犯，描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。教学目标 ：1 .学会描述人物外貌。2 .学习根据描述人物外貌的文章画出人物 , 并能就图片写出人物间外貌不同特征及区别。教学重点和难点：描述人物外貌特征。读文画图，看图写文。课前准备：1 .搜集有关人物外表的词汇如：身高、身材、年龄、头发颜色，长度及发型、脸部特征、着装、性格的词语 ( 至少 15 个 ) ，分小组写出描述同一器官的不同词语。2 .分小组准备长相不同的人物图片，分男女。每组准备1篇描述人物的文章，画两个或多个外貌不同的人物图。（带软盘或样图）教学设计：本课按照两条主线进行设计，一是知识支撑，二是任务设计：本节课流程图教学板块设计导入 （ Lead in ）设计 :目的：通过不同外貌描述，为导入 教学做好知识铺垫。以做一次侦探，引出本节课的大任务：争做最佳侦探。吸引学生，激发其学习兴趣，提高学生作为学习主体（主人）课堂参与意识。大量人物图片以及描述外貌词语，将其注意力吸引到课堂中，此时老师恰到好处地让学生汇报导入 任务切入主题。Task1: 辨认罪犯 : 通过学生阅读描述罪犯外貌材料，观察画像，找出罪犯，以激活学生已经掌握的有关外貌词汇。这个活动 Focus on : 阅读马虎探长所丢失的材料，为罪犯画像。 Focus on reading and : 让学生设计画出自己想象的罪犯外貌、着装，并对罪犯进行描述。激活学生已经掌握的描述外貌的句子。本活动 Focus on writing 。教学过程 设计：TasksprocessTeacher's activitiesStudents' activitiesTask1 Brainstorm外貌词语复习描述外貌所学词语学生看、听、想、答。Task2 争做小侦探外貌词句给出两幅相似的罪犯画像，请学生分辨其不同之处观察、说出不同点。Task3 谁是罪犯巩固有关外貌词句1 给出部分罪犯资料，包括图、文。2 巡视 , 指导 .3 反馈、点评。小组合作阅读资料找出与图对应的罪犯Task4 最佳侦探使用表达外貌词句。1 请各组学生分别设计想象中的罪犯画像，并写出相关文章2 询问活动结果。3 评出最佳侦探。（奖励）学生分别说出自己想象的罪犯特征，画像，写出相关文章由一位学生汇报结果 .Task6 I learn more than you can 开放性小结本课内容1 .用比赛结果导入 本单元重点句。2. 请学生写出自己今日所学或使用的其他句型（越多越好）记下重点句。写出自己会的句子。小组交流记下新句子Homework1 画一组人物像2. 写出人物外貌特征以及不同点。自己画像写相关文章。板书设计 ：课后小结收获：A 鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。B 任务链设计较成功，创造条件让学生能够研究他们自己感兴趣的问题。C 课堂设计较合理，给学生创设自主学习和交流的机会。D 学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。探索：继续探索在任务、与合作型教学中如何调动全体学生的积极性，课后反思：本课的设计使学生确实从学习中学会了如何谈论外貌 , 同时还学会了识别不同人物外貌特征，设计简单通缉令 . 丰富了学生生活 , 同时也是一种真实的体验 . 增加学生的语言实践，促进他们在整个教学活动中主动参与。教案点评：本节课任务设计以人物外貌为主线，上课以优秀小侦探导入 新任务 ---- 识别罪犯，描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。
初中英语说课稿：《What does he look like》3
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Unit 7 What does he look like ? section A
Good afternoon everyone ! I’m very glad to interpret my lesson here lesson plan I'm going to talk about is from Book I Unit 7 What does he look like ?—the first period. The language goal is: Describe people’s looks . and there are some new description words in it .My understanding of teaching materials include three parts :(1)the first one from 1a to 1c . In this part ,help students learn the new words and language .try to describe people with them . (2)the second part from 2a to 3 ,in this part mainly practice their listening and writing .(3) the last part is Grammar Focus , in this part I’ll ask students to sum what they have learned in class and Explain some important things to them
l In this unit students learn to describe people . and the main content of this lesson are the sentences : What does he\she look like ?What do you\they look like? the answers and some description words.
l The ability aim is to describe people’s looks .
l As a new lesson I’ll use different kinds of methods to encourage the students to practice . Make them describe various people and be interested in my class .
There are eight steps in the lesson . Here are the steps .
Step I Revision
Show some pictures of people or other things to revise description words they have learned
Like :old \young \beautiful \ugly \cute \long and so on . Here are the pictures :
Step II presentation
First , I‘ll use some pictures to teach new words : Show some famous star’s photos to teach new words . such as Yao Ming . He is tall . He has short hair . Here I’ll introduce the new language : What does he look like ? He is _______ . He has ________ . and then let students ask and answer with the pictures, Then do 1a match the words with the pictures . finish1b, listen and fill in the blanks . Students read the conversation together .
Step III pair work
1c: In this part point out the sample conversation . and ask students to make a new conversation imitate it . look at the picture on page 41, they describe one of them,and other students find him or her . After this do Exercise 1 on paper .
Step IV listening
In this part we’ll finish 2a and 2b . This activity provides guided listening and writing practice using the target language .first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it .then finish Exercise 2
Step V Game
Describe someone in the class . Ask your classmates to guess who he is describing then do Exercise in groups . and at last find which group has the most right answers and they are the champion . have a flag .
Step VI Pair work and writing
Describe Lily’s new friend . complete the dialogue with words to describe Nancy’s looks . then write a new conversation imitate it Finish Exercise 3.
Step VII Sum and Test
Review the grammar box . Ask students to read the questions and answers . Point out some important things : I’m , they’re , he’s and she’s with description of height and build .
Step VIII Homework .
Write a short passage about your good friends ,mother , or father .
I think using the target teaching method and the change of pictures and the competition may arise students interest . Each student can attend the teaching steps . and try to describe various people .improve their abilities .
At last is my blackboard designment :
What does he look like ? Words :
He’s tall. Short hair
He has short hair . curly hair \medium build \thin\medium height
That's all for my presentation. Thank you for your attention.
Exercises :
1. 完成对话：
A: Do you know my good friend Linda ?
B: Linda ? What _____ she look ______ ?
A: She’s ______ ______ (中等身材)， she’s very ______ (瘦)。
B: What about her hair ?
A: Oh, she has long and _______ (卷曲的)hair . She has a round face with ______ _____ (大眼) and a small mouth.
B: What about her clothes ?
A: Well, she often ______ (穿) a red dress .
初中英语说课稿：《What does he look like》4
下面是关于初中英语说课稿《What does he look like》说课稿范文，欢迎参考！
Unit 7 What does he look like ? section A
Good afternoon everyone ! I’m very glad to interpret my lesson here lesson plan I'm going to talk about is from Book I Unit 7 What does he look like ?—the first period. The language goal is: Describe people’s looks . and there are some new description words in it .My understanding of teaching materials include three parts
1)the first one from 1a to 1c . In this part ,help students learn the new words and language .try to describe people with them . (2)the second part from 2a to 3 ,in this part mainly practice their listening and writing .(3) the last part is Grammar Focus , in this part I’ll ask students to sum what they have learned in class and Explain some important things to them
l In this unit students learn to describe people . and the main content of this lesson are the sentences : What does he\she look like ?What do you\they look like? the answers and some description words.
l The ability aim is to describe people’s looks .
l As a new lesson I’ll use different kinds of methods to encourage the students to practice . Make them describe various people and be interested in my class .
There are eight steps in the lesson . Here are the steps .
Step I Revision
Show some pictures of people or other things to revise description words they have learned
Like
ld \young \beautiful \ugly \cute \long and so on . Here are the pictures :
Step II presentation
First , I‘ll use some pictures to teach new words : Show some famous star’s photos to teach new words . such as Yao Ming . He is tall . He has short hair . Here I’ll introduce the new language : What does he look like ? He is _______ . He has ________ . and then let students ask and answer with the pictures, Then do 1a match the words with the pictures . finish1b, listen and fill in the blanks . Students read the conversation together .
Step III pair work
1c: In this part point out the sample conversation . and ask students to make a new conversation imitate it . look at the picture on page 41, they describe one of them,and other students find him or her . After this do Exercise 1 on paper .
Step IV listening
In this part we’ll finish 2a and 2b . This activity provides guided listening and writing practice using the target language .first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it . then finish Exercise 2
Step V Game
Describe someone in the class . Ask your classmates to guess who he is describing then do Exercise in groups . and at last find which group has the most right answers and they are the champion . have a flag .
Step VI Pair work and writing
Describe Lily’s new friend . complete the dialogue with words to describe Nancy’s looks . then write a new conversation imitate it Finish Exercise 3.
Step VII Sum and Test
Review the grammar box . Ask students to read the questions and answers . Point out some important things : I’m , they’re , he’s and she’s with description of height and build .
Step VIII Homework .
Write a short passage about your good friends ,mother , or father .
I think using the target teaching method and the change of pictures and the competition may arise students interest . Each student can attend the teaching steps . and try to describe various people .improve their abilities .
At last is my blackboard designment :
What does he look like ? Words :
He’s tall. Short hair
He has short hair . curly hair \medium build \thin\medium height
That's all for my presentation. Thank you for your attention.
Exercises :
1. 完成对话：
A: Do you know my good friend Linda ?
B: Linda ? What _____ she look ______ ?
A: She’s ______ ______ (中等身材)， she’s very ______ (瘦)。
B: What about her hair ?
A: Oh, she has long and _______ (卷曲的)hair . She has a round face with ______ _____ (大眼) and a small mouth.
B: What about her clothes ?
A: Well, she often ______ (穿) a red dress .
2.看图写句，你能描述下列图画中的人物吗？
1. She is ____________________.
She has ___________________.
2. He is ____________________.
He has ____________________.
He likes __________________.
3. She is __________________.
She has ___________________.
She wears ___________________.
3.补全对话：
A: So you ___ my sister ?
B: What _____ she look like ?
A: She ______ medium height. And she ____ short hair .
B: Is ____ thin ?
A: No, she isn’t , And she always ______ glasses .
B: Does she ____ curly blonde hair ?
A: Yes, she does.
B: Oh. I know ____ !
Test
单项选择：
1. ____ doesn your father look like ?
A. How B. What C. Who D. Where
2. He always _____ black shoes .
A. wear B. put on C. puts on D. wears
3. --- What does old Henry _____ ?
---- He’s sad.
A. look like B. looks like C. look for D. look at
4. He _____ tall and he _____ a medium build.
A. is, is B. has, is C. is , has D. has, has
5. This person is medium height. She ________ short hair .
A. is B. have C. has D. there is
句型转换：
1. She has long blonde hair .
______ ______ long blonde hair .
2. The boat looks like a duck .
______ ______ the boat ________ _______ ?
初中英语说课稿：《What does he look like》5
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初中英语说课稿：《What does he look like》
1. 简述什么是教师的自我反思？.
自我反思是教师对教育教学过程的再认识、再思考、再探索、再创造。是在新课程理念指导下，以教育教学活动过程为思考对象，对教学行为、教学决策以及由此所产生的教学结果进行审视和分析的过程，是一种通过提高参与者的自我觉察水平来促进自身专业素质的提高、促进能力发展的一种批判性思维活动。
2.在学生数学学习评价中，定性评价和定量评价应体现哪些原则？
互动性原则、多样性原则、激励性原则。
3.课堂教学要素评价法中确定的评价要素有哪些？
课堂教学要素评价法中确定的评价要素有教学目标、教学内容、教学方法、教学手段、师生行为、教学艺术、教学效果。
4.简述发展性教师评价的主要思路。
评价内容多元化、评价主体互动化、评价策略多样化、评价标准个性化。
5. 数学学习评价的价值取向是什么？
数学学习评价应促进学生发展；数学学习评价要体现多元化；数学学习评价要关注学生的差异。
6.反思型教师的优点有哪些？
①对教育教学理论与实践持有“健康”的怀疑；
②有开放的心态易于接受新思想；
③经常对教育教学活动进行思考善于调整和改变策略与方法；.
④教育教学中既关注结果更关注过程经常进行积极的反思。
7.小学数学考试命题如何体现“基础性”
在新一轮课程改革的推进过程中，有些学校在考试命题时，出现了忽视基础的倾向，这是很危险的。我们千万不能忘记，基础性是中小学教育最重要的最本质的属性。从“人的发展”的角度，我们要多方位地、较全面地构筑“基础”的框架：
1、知识与技能基础。
2、过程与方法基础。
3、能力基础：具体的是收集和处理信息的能力、获取新知识的能力、分析和解决问题的能力、语言文字的表达能力(决不单单指语文学科)、团结协作能力和社会活动能力等6大能力基础。
4、情感、态度、价值观基础。
8.简述发展性学生评价的主要特征？
数学学习评价应促进学生发展；数学学习评价要体现多元化；数学学习评价要关注学生的差异。
9.在新课程背景下要营造出“大气”的课堂，三个“不要”指的是情节不要太多，环节不要太细，问题不要太碎。