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语言材料分析：

教学内容：本课的类型属于听说课，内容涉及了对人物的特征的描写，以及对人物特征进行提问等常用交际表达语以及进一步学习方位词的表达。

语言项目：Is it a boy or a girl?

What color is his/her hair?

How long is his/ her hair?

Where is he from?

What is your favourite sports?

Where do you live?

The second/third from the left/right.

重新复习这些有关咨询人物特征的表达方式，并进一步学习方位词的表达方法。

学生水平分析：这些有关人物特征的句子，小学已经有学过，学生对此有了一定的基础，所以这一部分的内容对学生来说容易吸收，但对新的方位词组的熟悉运用并不容易。

教学内容所在页码：牛津版初中教材一年级Unit1 Making friends

Listening里面的Part A page5

教学目标：

1、 通过听录音，完成课中表格，使学生对Wh-Questions进一步理解与运用。

2、 通过听录音，让学生在听课的过程中，注意掌握关键词和大概内容。

3、 复习方位词组，进一步学习方位词组。

4、 训练学生听力学习策略(listen for the main idea、prediction)

5、 了解不同国家的中学生的业余爱好。

6、能够利用该课所学的内容对身边的人的爱好、特征进行描述和提问。

教学环节/活动设计 设计理由

Step1: Set the scene (3')

● Activity: Catch the criminal

Ask the students to close their eyes, the teacher touches one student to give the hint to him that he is the criminal, but he has to hide his identity. The rest of the students are all the policemen. Then the teacher ask the students to open their eyes, just use Wh-questions to ask the teacher for the criminal's information.

( The T won't give the name or exact position of the criminal. If the student can speak out who is the criminal, he can get one point for his group, if not, restart the game)

Step2: Pre-listening (2')

●Ask the students to have a look at A1 and A2, to know what they need to do before listening, and predict what kinds of the things they will hear or get from the tape.

Step3: While-listening (10')

●Ss listen to the tape for the first time to get the information required in A1, and finish the table. Listen again for the detailed information to finish A2.

Step4.Post-listening ( 8')

● Activity1 "The fastest response"(combine A1 to A2)

First T divides the whole class into 4 groups, then T describes three characteristic of one of the four person in the table, the students speak out the number of the person, which group can response fastest,, this group can get 2 points. After that the fastest group have to present all the characteristic of that people in the table

● Activity2: Who has better memory?

Ask Ss close the book, T presents the four friends of Simon by PPT, T points to one of the four friend , and asks the students to speak out the number which belong to that friend. Which student can give the right answer fastest, that group that student belong to can be the winner, and have 2 points.

Step5: Language learning ( 15')

● T presents a post of the main characters of Harry Potter, and describes one character in the post, asks the students to guess and say out the position he or she stands in the picture.

● Present another photo of the class again. T speak out the position, Ss answers in a competitive way, that means only the fastest one can answer the question. For example:

T: Who is the person next to me?

S: It's Chen Dan.

T: Who is the second person from the left?

S:............

(The student who answers the question correctly can get one point for

his group)

● Pair-work

Ask the students to take out the pictures (The photo required to take in the classroom last class), and use the direction phrases to ask and answer the question

The teacher describe the character of one students in the picture, and

ask the students to guess "Who is she/he?" and "Where is he/she like in the picture. After one or two times, the teacher can ask one students to describe and the rest of the class guess.

Step:6:Assignment (2')

● Finish Part B

● Describe your family member in the photo, including the position their position in the photo and their character and hobby.

● Read the text fluently

Arose the students' interest, review the wh-questions in an unconscious way. The students are not only having fun, but also learning something)

To train the students to listen for the main idea and predict the general idea before listening

To apply some subskills while listening, and to strengthen the students' awareness and linguistic sense in listening

By using the activities to check the answers, It can provide a chance for the students to practice the oral English, also the students won't feel tedious and boring. They will be enthusiastic and active in learning English.

By this simple game, to present the "the second/third person from the left/right" this phrase.

To practice and consolidate the new or learned phrases about the direction phrases

Further consolidate the content we learned today

Enable the students to apply what they learned today to their homework and improve the skill in writing and listening

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