人教版七年级英语下册Unit 9 What does he look like? SectionA1a-2c说课课件+音视频(共40张PPT)

(共40张PPT)
Unit 9 What does he look like
Section A（1a-2c）
Activity1. Know the job.
Lead in
Appearance:What do they look like
long hair/
straight hair
curly hair
short hair
Hair
has
tall
short
(of) medium height
Height
Appearance:What do they look like
is
thin
heavy
Appearance:What do they look like
Build
is
short hair
curly hair
thin
(of) medium height
Activity 1: Describe people’s looks.
What does he/she look like
He/She
is ...
has ...
Height: tall, of medium height, short
Build: heavy, thin
Hair: curly hair, long hair, straight hair, short hair
Activity 2: Match the words with the people in the picture.
Tips: You can use some letters more than once.
1. short hair_____
2. curly hair _____
3. long hair______
4. straigh hair_____
5. tall___
6. short_____
7. medium height_____
8. thin_____
9. heavy_____
b, h
a
a, e, f
e, f
h
f
g
c
d
Activity 3: Can you find Amy’s friend
A: Is that your friend
B: No, it isn’t.
A: What does he look like Is he short or tall
B: Well, he’s really _______. And he has ___________.
tall
curly hair
Height
Hair
Activity 4: Listen and repeat. Then practice in pairs.
A: Is that your friend
B: No, it isn’t.
A: What does he look like Is he short or tall
B: Well, he’s really _______. And he has ___________.
tall
curly hair
Activity 5: Describe people’s looks in the picture.
Level 2
A: Is that your friend
B: No, it isn’t.
A: What does he/she look like Is he/she ... or ... Does he/she have ...or ...
B: Well, he/she is really . And he/she has ___________.
Level 1
A: What does he/she look like
B: He/She is ... He/ She has ...
A: Is he/she ... / Does he/she have ...
B: ...
Activity 6: What do David, Sally and Peter look like
1. Is David tall or short
2. Does Sally have long or short hair
3. Is Peter tall or short
He’s tall.
He’s short.
She has long straight hair.
Tips:
1.Pay attention to the alternative questions(选择疑问句).
2. Circle the key words, then write down the whole sentence.
Activity 7: What do David, Sally and Peter look like
David Sally Peter
is heavy
has
tall
curly hair
of medium height,
thin
short hair
short
long straight hair
Tips:
1. Make predictions before listening.
2. Write down the first letter of each word, then complete.
Activity 8: Do a report.
Hello, I’m Amy. They are my friends David, Sally and Peter. David is heavy and tall. He
has curly hair. Sally is ... She has..
Acitivity 9: A guessing game.
Work in groups: Student A introduces a classmate and others guess.
A: I have a friend. He/She is ... He/ She has .... Who is he/she
Eg: I have a friend. He is thin. He has short curly hair. Who is he
Activity 10: Discussion.
Dear Dr. Know,
There are some pimples(青春痘) on my face. I am afraid that I do not look good. Pimples, pimples, pimples! I don’t want pimples! I want a good look!
Molly Brown
Do you think a good look is important or not
Beauty is not in the face.
美丽不是在脸上，
Beauty is a light in the heart.
美丽是心灵的一盏明灯。
Homework
1. Read the conversations in 1a aloud after the recording. Preview for the next class.
2. Describe your family members, friends or teachers’ looks and write it down.
Teaching Material
01
Analysis of the Students
02
Teaching Methods
03
04
Teaching Procedure
Blackboard Design
05
目录
CONTENTS
01 Analysis of the teaching material
Status and function
Teaching key points
Teaching aims
Teaching difficult points
Topics:People’s looks
Function:
Talk about people’s looks.
Vocabulary:tall, short, of medium height, thin, heavy,
short/long hair, straight/curly hair.
Structures: Sb is ... /Sb has ...
01 Analysis of the teaching material
Status and function
Teaching key points
Teaching aims
Teaching difficult points
语言能力：
1. 能够在“车站接人”的情境中，正确使用与话题相关的词汇和选择疑问句，以听说等方式理解和谈论自己和他人的外貌特征；
2. 能够通过听前预测、听中记录、听后复述和创编等途径，促进听说能力的提升。
01 Analysis of the teaching material
Status and function
Teaching key points
Teaching aims
Teaching difficult points
文化意识：
1. 能够拓宽视野，了解中西方文化中描述人物外貌特征的不同。
2. 通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，增进同学友谊，懂得不以貌取人，每个人都是唯一的道理；
01 Analysis of the teaching material
Status and function
Teaching key points
Teaching aims
Teaching difficult points
思维品质：
能够在听说活动中准确获取并表达有关人物外貌等方面的信息，并联系自身表达个人观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
01 Analysis of the teaching material
Status and function
Teaching key points
Teaching aims
Teaching difficult points
学习能力：
1. 通过谈论人物外貌，激发对英语学习的兴趣；
2. 通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；
3. 能在学习活动中积极与他人合作，共同完成学习任务。
01 Analysis of the teaching material
Status and function
Teaching key points
Teaching aims
Teaching difficult points
有关外貌描述的词汇及相关句型；学会运用What does...look like 询问某人的外貌，并能作出相应回答；
在描述人物外貌时is/has的恰当使用和选择疑问句的句式特点。
第二章
PART two
Analysis of the Students
学生已掌握了主系表结构和主谓宾结构的不同句式，为本课时准确描述自己和他人的身高体型、身体部位特征、穿着打扮等方面打下了一定的基础。
学生之前已掌握少部分与此话题相关的词汇，为本课时教学活动的顺利开展积累了一定的语料。
Students of Grade 7:
第三章
PART three
Teaching Methods
Communicative teaching method
Audio-visual teaching method
Task-based teaching method
第四章
PART four
Teaching Procedure
Lead-in 3’
Activities 18’
Summary 3’
Learn the new words 15’
Homework 1’
04 Teaching procedure
Lead-in
Learn the new words
Activities
Summary
Homework
通过播放视频，抛出任务——车站接人，需要了解人物外貌特征进行提问，导入本课话题。
04 Teaching procedure
Lead-in
Learn the new words
Activities
Summary
Homework
在语境中进行单词教学，为接下来的活动扫除障碍。
04 Teaching procedure
Lead-in
Learn the new words
Activities
Summary
Homework
本阶段学习活动旨在帮助学生在语境中理解句型及词汇，学习本节课核心语言。
04 Teaching procedure
Lead-in
Learn the new words
Activities
Summary
Homework
通过听力填空的方式，引导学生获取有关人物外貌的细节信息，输入本课目标语言，达成知识目标。
跟读模仿，进行语音语调的学习，帮助学生掌握最纯正的语言。
04 Teaching procedure
Lead-in
Learn the new words
Activities
Summary
Homework
引导学生通过合作学习进行初步的语言实践，帮助学生在真实的语境中感知、模仿所学语言，培养学生运用语言进行交际的能力，促进其逻辑性和发散性思维品质的提升。
听前应快速浏览听力要求，分析听力材料，可以使学生熟悉话题，进行热身，激活背景知识，明确任务要求，扫除听力障碍，时听力活动做到有的放矢。
引导学生关注细节性的语言点知识，在语言内化和能力提升中兼顾基础知识的落实。
04 Teaching procedure
Lead-in
Learn the new words
Activities
Summary
Homework
在引导学生归纳和整理核心语言的基础上，通过角色扮演，促进语言内化，从学习理解过渡到应用实践，为后面的活动做准备。
在引导学生归纳和整理核心语言的基础上，根据描述猜测人物，促进语言内化，从学习理解过渡到应用实践，为后面的活动做准备。
在讨论“外在美是否重要”的过程中发展语言能力，树立正确的审美观。
04 Teaching procedure
Lead-in
Learn the new words
Activities
Summary
Homework
第五章
PART five
Blackboard Design
Unit 9 What does he look like Section A (1a-2c)
Thank you！