人教新目标 (Go for it) 版七年级下册Section A教学设计

                          Unit 9 What does he look like?

                                  Section A (1a—1c)

一、教材分析

1、教学内容

本课的核心话题是谈论人的外表形象(look), 教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型特点，因此谈论人们的外貌时本课教学重点。通过对本课的学习，学生能掌握表示人外观的词组及句型。

2、教材的地位及作用

以人的外貌特征为主线，兼顾交际功能的学习，以一种循序渐进的生活化的学习程序，引导学生学会用英语介绍自己或他人的外表特征。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。

二、教学目标分析

1、语言知识

1.语音:了解语音在语言学习中的意义。

2.词汇: hair, height，build，short, tall, medium, thin, heavy, , curly, straight, 

3.短语: straight hair, a medium build, look like, be of medium height,

4.句型: What does he/she look like?  He/She is tall. He/She has curly hair.

 What do your friend look like?        --He is of medium height, and he has long straight hair

  Is he short or tall ?    He  is really tall.

 5.语法:用于人物外貌描述的形容词

2、语言技能

1.能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。

2.能概括人物的外貌特征并根据人物特征推理出某一人物。

3.能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。

4.能掌握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平。

3、情感态度

1.通过描述同学、教师或自己的偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。

2.教育学生要多发现别人的优点，学会赞美别人，友好地描述别人的形象。

3.学会赏识，懂得心灵美比外表美更重要。

4.能在小组活动中积极与他人合作，相互帮助，共同完成学习任务, 尽情享受学习的乐趣。

4、文化意识

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达自己的观点时存在很大的差异——我们比较委婉，而西方人则更直接些，对学生进行不同文化意识的渗透。让学生了解不同外貌作用的背景知识，实现跨学科交流的目的。

三、学情分析

学谈论人的外表形象是人们日常生活中遇到的话题。故学生喜于用英语表达此类知识。

四.教学目标：

 1.知识目标：

 1).单词： hair, curly，straight, height, tall, medium, thin，heavy，build , 

 2).句型： -- What does he/she look like?    --He/ She is tall and has long hair.

      --He is of medium height, and he has long straight hair.

 2.能力目标：1）学完本课，学会描述人物外貌。 2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。

3.情感态度目标：让学生学会友好地描述别人的形象。

五.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。

六．教学难点：掌握描述人物外貌的方法。

七．Teaching procedures

Lead in

Greet the students. Then play a game with students. “Challenge your eyesight”. Show some pictures of famous people when they were young, and ask students guess who they are. Then come to the learning of unit9 What does he look like?

Step 1 Learn new words about build and height

Play the music of Journey to the West and ask them about it. Show pictures of Monkey King , Piggie and Monk Tang. Learn thin, heavy, medium build. Ask students to red one by one. Then show pictures of Yao Ming, Pan Changjiang and Zhao Benshan. Learn words tall, short, medium height. While learning these words, lead students to read the target sentences: What does he look like? He is (of)….

Give some pictures to describe them from build and height.

What does he/she look like? He/ She is (of)….

Step 2 Learn new words about hair

Show a picture of a barber shop with a light. Let students guess what a barber shop is. Then give four pictures of four different hairstyles, learn words curly, straight, short and long. Then lead students describe their hair. For example, TF boys have short straight hair. At last, let students tell the color of Lu Han’s hair. Learn the word blonde. Then guide students describe his hair: Lu Han has short curly blonde hair.

Give hairstyles and let students describe them. For example, short straight black hair, long straight black hair. Then show a picture of a man who is bald. Learn this word.

Step3 Do 1a &Model Show

Ask students to look at the picture and finish 1a. After that, check answers and read them.

From the pictures, ask students to guess the meaning of model. Then ask some students to walk like a model in front of the classroom. Meanwhile, ask some pairs to talk about him or her.

A: What does he/ she look like?

B: He/ She is ….He/ She has …hair.

If some students are shy, encourage them.

Step 4 Chant

She is tall. She is short. She is of medium height.

She has long hair. She has curly hair. She is beautiful.

He is heavy. He is thin. He is of medium build.

He has short hair. He has straight hair. He is handsome.

Sing it with the tone of Little Tigers.

Step 5 Listening

First lead the students read the title of 1b, make clear that they have two tasks: fill in the blanks and find Amy’s friend

Play the recording for two times. For the first time, let students fill in the blanks and find out Amy’s friend. For the second time, ask students to read after the radio to consolidate.

Step 6 Pairwork

Give four pictures of famous people, let students make conversations.

A: Excuse me, who is he/she in Picture …?

B: He/she is …

A: What does he/she look like?
B: He/ She is (of)…    　　

　He/ She has...

Step 7 Micro class

Play a micro class of conclusion. After that, give some exercise to strengthen the language points.

Circle “is” or “has”.

1. is / has tall.

David    2. is / has heavy.

3. is / has curly hair.

4. is / has of medium height

Sally    5. is / has thin.

6. is / has  long hair.

7. is / has short.

Peter    8. is / has of medium build.

9. is / has short hair.

Step 8 Show Myself

Ask students to walk like models, and then introduce themselves from their height, build and hair. Encourage them to be brave and bold.

Step 9 Write a short composition.

Give students two titles: My favorite teacher/ My best friend. They can choose either of them.

Step 9 Moral Education

Play a video of Latin Dancing Little Fattie, then ask students whether we can judge a person by his/ her look and whether you think you are special. Then give them a sentence from The Classic of Filial Piety: Body hair skin, by the parents, dare not damage, the beginning of filial piety.(我们的身体毛发皮肤是父母赋予的，我们必须珍惜它，爱护它，不能予以损毁伤残，它就是行孝尽孝的开始。)

Step 10 Summary & Homework

Describe your family members . And write a short passage.