人教版七年级下册 Unit 9 What does he look like？ Section A 3a-3d 教案（表格式）

所用教科书书名 初中新目标英语 Go For it ! （人民教育出版社）
所教年级 七年级 所教册次、单元 下册 第九单元
设计主题 Unit 9 What does he look like Section A Period 2 Grammar Focus 3a~3d
教学目标分析
语言目标：1.能认读并使用新单词：handsome, blonde, person, actor, actress2.能使用以下句型：What does he look like He’s really tall.What does she look like She has long straight hair.What do they look like They’re of medium build.Do they have straight or curly hair They have curly hair.Is he tall or short He isn’t tall or short. He’s of medium height.3.能正确回答选择疑问句：Do they have straight or curly hair They have curly hair.能力目标：1.能听懂对人物长相的描述，辨别所描述的人物。2.能熟练准确地询问人物长相以及描述人物长相。3.能写一段描述人物长相的话。情感目标及价值观：培养善于欣赏他人以及自己长相的审美观。通过欣赏他人及自己培养和谐的人际关系。
教学重点、难点分析
重点：描述人物长相的句型以及一般疑问句。如何在句子结构中区分使用be和have/has。正确回答选择疑问句。培养谁主义核心价值观之友善品质，建立和谐的人际关系。难点：1. 如何在句子结构中区分使用be和have/has2.描述头发的形容词顺序：长短+形状+颜色
教学过程设计
教学步骤 教师活动 学生活动
Step 1 Watch a photo story and find the girl Play a photo story of A Lovely Girl to let students guess who she is in our class. Watch the photo story and find out who she is according to the description of her look.
设计意图: 课前通过生动的photo story视频描述了其中一个女生的外表，引起学生的兴趣并展示了描述人物外表的所有句型，帮助学生在视听中复习目标语言，并训练了学生的听力。
Step 2Presentation Show a photo of the English teacher and lead the students to describe the teacher. Look at the teacher’s photo and describe the teacher.
设计意图：通过学生熟悉的英语老师的照片带动学生复习描述人物长相的句型。并为下面的问答环节作示范。
Step 3Ask and answer: Describe the people in the photos Show some photos of the students, famous people and movie stars one by one and get the students to ask and answer like this: Teach the new word: handsomeGive more pictures at a time and get students to practice the conversations in pairs according to the sentence patterns. Ask and answer about the people’s looks in the photos. Study the new word: handsomeLook at the photos and practice the conversations in pairs according to the sentence patterns.
设计意图：学生使用关于人物长相的一般疑问句问答自己的同学，名人和明星的长相。最后，同伴对话描述所给四张照片的人物长相。这个环节让学生充分使用提问人物外表的问句及答语。
Step 4Find out the sentence structures and do the exercise in the textbook Lead students to summarize the sentences describing the people’s looks.Draw students’ attention to the important and difficult points : the use of “be” and “have /has” in the sentences.Ask students to do 3a and 3b in the textbook.Check the answers and explain the difficult points. Observe the sentences and find out the sentence structures.Pay attention to the important and difficult points and understand the use of “be” and “have /has” in the sentences.Do Exercise 3a and 3b in the textbook.Correct the answers.
设计意图：在充分的语言体验和实践的基础上，让学生自己探究发现并归纳总结描述人物外表的肯定句结构。在此过程中，老师引导学生关注句子结构的重点和难点，即如何在描述人物外表的句型中区分使用be与 have/has。最后，通过课本的练习进行巩固。
Step 5 Play a guessing game about the teachers Explain the rules of the game ：Student A has the card with the teachers’ names on it. The other students ask A questions to help guess the names of the teachers. A answers the questions.Present an example of playing the game. Draw students’ attention to the Yes or No questions and the answers to the questions. Read and understand the rules of the game.Pay attention to the Yes or No questions and the answers.Play the game using the Yes or No questions to help guess which teacher it is.
设计意图：这个游戏创设了一个学生真实使用目标语言的情景，调动了学生使用英语的兴趣。学生在游戏中使用描述人物长相的一般疑问句询问对方来帮助自己猜测各科老师的名字，A学生则需要正确回答问题，达到了让学生正确使用描述人物长相的一般疑问句及其答语的教学目的。
Step 6Summarize the Yes or No questions Lead the students to summarize the sentence structures of the Yes or No questions. Introduce the “or” question. Summarize the sentence structures of the Yes or No questions. Learn how to answer the “or” question.
设计意图：学生在猜测游戏中使用了一般疑问句，在此让学生发现并总结一般疑问句的结构，同时认识选择疑问句。
Step 7Write about your favorite actor or actress. Show two photos of the famous actor and actress and introduce the new words: actor, actressGive an example of describing the favorite actor or actress.Ask the students to write in 3c Look at the photos and guess the meanings of the new words of actor and actress.Study the example and learn to write.Write about the favorite actor or actress in 3c.
设计意图：根据听说领先读写跟上的原则，在前面充分的听说任务之后，3c环节设计了一个简单的写作练习，让学生在听说写三个方面都能使用目标语言。写作所用的句子在前面的听说任务中都有充分的使用，所以对学生来说难度不大。
Step 8Watch a micro-class and have a summary Play a micro-class. Ask students to summarize the sentence structures in the task paper.Check the answers in the task paper. Watch a micro-class and review the sentences.Summarize the sentence structures in the task paper.Correct the answers.
设计意图：通过微课视频简洁生动地呈现并总结本节课的语法重点。通过任务纸的句子总结老师可了解到学生是否能准确使用本节课句型。