武威第五中学课堂教学设计首页
编写时间： 2014年 5 月 日 第 二 学期 总第 课时 编写人：刘福禄
课题
Unit9.
What does he look like?
授课班级
七（3）
授课时间
教
学
目
标
知识技能
1. Target language.
2. What does he/she look like?
过程方法
1 .Listening, speaking, writing and reading skill.
2. Pair work.
情感态度
1. Students can learn to describe people.
2. We mustn’t judge people by appearance.
教学重点
1. Words to describe people by in 1a.
2. Learn to describe people’s appearance.
教学难点
1. Train students’ listening and speaking skill.
2. Learn to describe people’s appearance.
课型
New teaching lesson.
主要教学方法
Listening and oral practice methods. Pairwork.
教学模式
教学手段与教具
A tape recorder、some pictures and some real things.
板书设计
Unit 9 What does he look like?
What do you look like? I’m short.
What does he look like? He has short hair.
What do they look like? They’re of medium height.
作业设计
1) Copy and learn the new words, structures by heart.
2) Finish the exercises.
教学反思
本节课我们教学的内容是有关描述人的外貌，他们对此既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
武威第五中学课堂教学设计续页
教师活动
学生活动
设计意图及资源准备
Step1,Greeting
Greet the class as usual.
Check the homework.
Step2, Lead-in.
Ask students to try to name some ways of describing people. You can start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.
Continue with examples of students who have long hair and short hair. Write the words on the board and ask students to repeat these words. Then point at different students’ hair and ask the class, Long hair or short hair?
Culture note
In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.
Step3.Presentation.
la This activity introduces the key vocabulary.
Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.
On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don’t know, say the word and ask students to repeat it. For example,draw a stick figure with very long legs and a long body,When you point to the figure, students say tall.
Call attention to the picture. Point to the letters next to the people in the picture.
Say, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer.
Check the answers.
1b This activity provides guided listening and writing practice using the target language.
Call attention to the speech bubbles in the picture. Read the dialogue, saying blank when you come to a blank line.
Fill in the blank lines in their conversation. Then look at the picture and find the boy Amy is talking about.
This time, students fill in the blanks by choose do/does and is/has, in the speech bubbles.
Finally, together correct the answers.
1c This activity provides guided oral practice using the target language.
Call attention to the various people in the picture. Say, One of these people is your friend.
Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.
Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.
Say, Now work with your partner. Ask and answer the questions.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Finally, have students present their works of dialogues.
Step4, Summary
Step5, Homework .
Choose five words from this unit and make sentences with them..
Greeting
Ask students to name some ways of describing people.
Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.
This time, students fill in the blanks in the speech bubbles.
Check the answers and
Ask and answer the questions.
Then have students work in pairs.
利用直观形象的图片教单词有助于学生记忆
多次呈现目标语言，加深影响，使学生更好的掌握所学知识点
小组对话练习，让更多的同学参与活动，提升学生之间的团结合作意识，同时也能更好让学生体验学习的快乐。激发兴趣
课件20张PPT。UNIT 9 What does he look like?武威第五中学
制作人：Mr. Liu long hair black hair short hair straight hair short hair curly hair long hair curly hair straight hairblack hair blonde hairblonde hairHe has short hair.What does he/she look like?She has black hair.He has long hair.What does he/she look like?She has blonde hair.He has straight hair.She has curly hair.Jack BushGeorge BushDavid Bushis short.is of medium height.is tall.What do they look like?They all have short hair.George BushJack BushDavid Bushis of medium build.is heavy/fat.is thin.What does he look like?He is bald
（秃顶的）.
词汇拓展：What does he look like?He has
a mustache
（八须胡）..What does he look like?He has
a beard
（胡须）.Look at 1a,match the words and the pictures.Fill in the pictures.
Try!1.???? short hair ___ 2.???? curly hair ____ 3.???? long hair ____ 4.???? straight hair ____ 5.???? tall ____ 6.???? short ____ 7.???? medium height ____ 8.???? thin____ 9.???? heavy____ 10. a medium build __ ebaahfgcae/g Liu YifeiPlease describe these two stars.KobeWhat do I look like?I have long straight hair.I am of medium height.I am of medium build.
(I am tall/ short/thin/ heavy).
What do you look like?
Let’s guess your friend’s name(in your class).
You can use:
Is it a boy ?
Is he/she tall/short/of medium height…?
Does he/she have short/curly/long hair?
GameDescribe Lily’s new friend:
A:Do you know I have a new friend in Class Five?
B:What does she look like?
A:She has __________________ and ________________.
B:Is she tall?
A:No,she’s_________.
B:I think I know her.She always wears a red________and
__________ shoes.
A:Yes,that’s her.Her name is Nancy.long hairbig eyesshortdresswhiteCircle “is” or “has” below is / has tall
is / has heavy
is / has curly hair
is / has of medium height
is / has thin
is / has long hair
is / has short
is / has of medium build
is / has short hair2aHe is my good friend. He is _tall__(tall/ short /of medium height) . He is _thin_ (thin/ heavy /of medium build ). He has _short__ (long / short ) hair.
He is wearing a T-shirt .Pair work:Describe one of your friends like this with your partner.Hair 头发
short hair
long hair
curly hair
straight hair 1.描述头发:
blond 金黄色 她有一头短的金黄色的卷发。
She has short, curly ,blonde
hair.
她有一头长的乌黑的直发。
She has long, straight,
black hair.小结:
2.描述人的长相用动词 be 还是have/has What does your friend look like ?He
/she
is
He /She has Class is over.
Thank you, everyone! Unit 9 What does he look like?
Section A 1a - 1c (P49)
* 教师寄语: Clothes do not make the man. 人不在衣装。
【学习目标】：
1. 学习描述人外貌的词汇；
2. 学会描述人的外貌。
--What does he/she look like? -- He/She is…, and he/she has….
II、翻译官
1. 长发_________ 2. 短发______________3. 直发___________________ 4. 卷发___________ 5. 高的________________ 6. 矮的_____________________
7. 重的___________________ 8. 廋的_____________________
9. 中等个子_______________ 10. 中等身材_________________
【自主检测】：
Ⅰ、完美呈现
1. Sun Dong is very __________ (廋的).
2. He’s of _________ (中等的) build.
3. He is short and has __________ (卷的) hair.
4. Mary’s hair is long and __________ (直的).
5. –What is the __________ (高度) of the tree?
-- About three meters.
II、对比空间
1. My brother is __________, but I’m short.
2. Do you like straight or ___________ hair?
3. I don’t like white. My favorite color is ___________.
4. Mary is very heavy, but her sister is very __________.
Ⅲ、译展身手
1. 你爸爸长什么样？
_________________________________________________________?
2. 你爸爸是什么样的人？
_________________________________________________________?
【快乐链接】 描述人外貌的词汇
short 矮 tall 高
thin 瘦 overweight胖
slim 苗条 plump 丰满
tubby 矮胖 muscular 强壮
skinny太瘦了 medium height 不胖不瘦
plain 长的一般 good-looking长的好看
Unit 9 What does he look like?
Section A?2a?-2d?(P50)
*教师寄语: Clothes do not make the man. 人不在衣装。
【学习目标】：
1. 学会描述某人的外貌。
II、翻译官
1. 今天 _____________________ 2. 今晚 _____________________
3. 电影院 ___________________ 4. 戏剧院 __________________
5. 一点; 少量 _______________ 6. 少；几乎没有 _____________
7. 一杯牛奶__________________ 8. 一副眼镜 __________________
9. 戴眼镜 ___________________ 10. 去看电影 _________________
【自主检测】：
I、精挑细选
( ) 1. She is of ______ medium height and she has ______ long hair.
A. a; a B. a; / C. /; /
( ) 2. -- ______ is your favorite teacher like?
--She is very friendly.
A. How B. What C. Who
( ) 3. He is short, but he looks _______ thin.
A. a little B. a little of C. a lot of
II、你来我往
A:?Hello, Tom. 1. _____________________________________?
B:?Yes. We ‘re meeting at six, right?
A:?Yeah. 2. __________________________. My friend Bob is going, too. Just meet him in front of the cinema first.
B:?Oh, but I don’t know him. 3. __________________________?
A: Well, he has brown hair and wears glasses.
B:?OK. 4. ______________________________?
A:?He isn’t tall or short. He’s of medium height.
B:?OK, sure. 5. __________________________.
【快乐链接】 描述人外貌的词汇
nose: high-bridged高鼻梁 big大的 high高的 pointed尖鼻子
eyes: watery水汪汪的 deep-sunken深陷的 bright明亮的
face: rosy 红润的 beautiful美丽的
handsome英俊的 well-featured五官端正的
新目标七年级英语 (下) Unit 9第一课时说课稿
刘福禄
本单元是Go for it ( 下 ) Unit 9第一课时。主要围绕“What does he look like?”这一主题展开各种教学活动，并以这一主题引出描述人的特殊疑问句，形容词以及一般疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。
根据《英语课程标准》关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是Section A中的1a,1b,1c,,2c)，
根据以上我对本单元教材内容的分析，我确定以下几个为本单元的教学目标：语言知识、语言技能、学习策略、情感态度和文化意识五个方面
1.语言知识目标：
本单元要求学生掌握描述人的形容词等词汇。
语言功能：学会读、写一篇有关描述人的短文。
2.语言技能目标：
首先，通过本课时的学习，学生能用英语对他人出现的问题给予建议和意见；能准确运用what does he/she look like? 其次，学生能善于利用合作学习，对集体行为表述个体想法，在合作学习中提升个人英语表达能力。再次，培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式描述人的外貌及特征。
通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。
通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
3.?教学重点和难点：
基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。
教学难点为运用英语句子谈论日常生活中修饰人的语句，以及运用形容词描述人的外貌及特征。
1、教法分析：
（1）一般现在时和描述人的外貌的语句是学生刚刚接触的一种新的语法项目和语言点，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在 运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学,学了就用）。
（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。
我们教学的对象是初一学生（以中等生为主），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根据所学语言完成以下任务：
.熟记本课的单词、词组和句型。
2.完成2b—2c.
3.观察自己家人的外貌特征。
Step 1 Warming up
利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达到学以致用的目的Group work
要求学生出示带来的照片,进行问答练习(Tell the group about your photos.)
(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.)
Speaking and writing
1. 在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准备.
2.要求学生完成一篇书信。
(这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.)
本单元我的教学设计理念：
1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。
2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。
3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。
