课件21张PPT。Unit 1 What does he look like?
Revision
Finger game Everything has strategies . Warm upSpeak clearly.Think carefully.Discuss warmly.Learn happily.Learning AimsKnowledge Objective
1.Master the main words and phrases .
2.Master and use the sentences freely:
What does he/she look like？
He/She is tall/short/heavy/thin.
He/She has beautiful long curly blonde hair.
Ability Objective
Describe the people around us.
Moral Objective
We can’t judge people as their looks.
瘦的，重的金黄色的卷曲的圆的直的英俊的演员人Words
歌手curlydescribe女演员艺术家straightthin heavyroundblondehandsomepersonactoractresssingerartist今晚tonight电影院cinema不同地differentlyWords of medium height
of medium build
a little
a pair of glasses
我们每个人
最后，终于
真正的罪犯1.中等身高
2.中等身材
3.一点
4.一副眼镜
5.each of us
6.in the end
7.the real criminalPhrases shortheavytallthin of medium height of medium buildWhat does he look like?Is he tall or short?
Is he thin or heavy?Sentences She has long straight blonde hair.
Does she have big eyes?
Is her mouth big or small?
It’s big.What does she look like?Sentences She has long curly black hair.
Does she have a round or long face?
Is she tall or short?
I think she is short.What does she look like?How to describe hair?
漂亮的棕色长卷发
beautiful long curly brown hair
描绘 长短 形状 颜色
我们的语文老师留着漂亮的黑直长发。
Our Chinese has beautiful long straight black hair.
Language Point Let’s TalkWhat does she/he look like?What does she look like?
She is tall and thin.
She has long curly black hair.
She is very beautifulTry小试牛刀He wears glasses.He is a little thin and a little short.He has short
curly brown
hair.
He is really handsome.169cmWhat do they look like?
They have long straight hair. They are of medium height and medium build.
They are very beautiful.Let’s Talk
My favorite person is ….
He/She is …, and he/she has….What does he/she look like?He/She has short/long hair.
has straight/curly hair.
has …eyes/nose/face is tall/short.
is fat/heavy/thin.
is of medium height/medium build.
wears / is wearing a hat . wears/ is wearing glasses.Summary归航拾贝 Boys and girls, did you have a good harvest? Try to finish the questions
on the learning paper.
(同学们，经过今天的学习，你肯定收获不小吧。快快完成学案上的达标检测吧。)What do your family look like? Time and tide wait for no man.
时间不待人。Homework
Describe the members of your family.
(What do they look like?)Thank you!Unit 1 What does he look like?
一、教材分析
（一）教材的地位及作用
本单元是英语七年级上册第一单元，教材内容围绕着描述人物的外貌特点展开，让学生学会谈论、描写人物的外貌形象。这一课时是本单元的复习课，通过前四个课时的学习，学生已经学会使用What does he look like? He is/ has… 这个句型来描述人物的身高、体重、发型、服装等方面的特征。这节课则主要让学生能通过对人物不同形象进行描述并提出自己的看法，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
1、知识目标：
学习单词：straight, curly, tall, medium, height, thin, heavy, build, tonight, little, cinema, glasses, later, handsome, actor actress, person, nose, mouth, round, singer, artist, describe, differently, real
会运用以下句型：What does he/she look like？
He/She is tall/short/heavy/thin.
He/She has beautiful long curly blonde hair.
会从人的高矮，胖瘦，头发，五官描写长相。
2、能力目标
听：能听懂主要句型并回答老师的问题。
说：能用本单元的句型和单词正确描述出人物的外貌。
读：能阅读并理解短文和图片正确完成所要求的任务。
写：能综合所学过的句型对人物的外貌、技能进行描写，并发表自己的看法。
3. 情感目标：
通过学习谈论、描写人物的外貌并表达自己的看法，使学生懂得不能以貌取人。并通过谈论家人的长相来激发对家人的爱。
（三）教学重点及难点
1.复习并运用描述人物外貌的单词和句型：
He is tall/ short/ of medium height.
He is thin/ heavy/ of medium build.
He has short/ long/ curly/ straight/ blonde/… hair.
He wears glasses/ a T-shirt/ jeans…
2.运用本单元所学内容进行人物描写。
二、教法渗透
本课时以通过听说描写人物长相作为核心教学，教学中我运用任务型教学模式，设计切合学生实际的各种任务，充分利用图片，在听说的基础上创设语言情景，加强说写能力的训练。并借用多媒体来提高学生的学习兴趣，让学生通过实践、合作等方式学习英语。使学生确实从学习中学会如何描写外貌。针对本课内容，我主要采用以下教学方法：
1. 任务型语言教学法
我依据教学内容，把各个教学过程创造性地设计成符合学生学习实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然活跃的情境中体会语言、掌握语言的应用。
2. 循序渐进教学法
从单词入手，复习短语，导入句型。各步骤都涉及到新旧知识的复习与运用，环环相扣，通过反复操练，使学生掌握本课的重难点并能正确运用。
3. 提问引入法
通过提问，集体、分组或学生个人回答的形式开展教学，复习或呈现教学内容，达到检查和巩固新旧知识的目的。
4. 交际功能法
教学的实质是交际。 通过集体、分组或学生个人操练等形式达到交际的目的。
三、学法指导
1. 学习方法的指导
用课件、图片、音乐等手段调动学生感官，培养学生的观察力、想象力、记忆力及思维能力，进行听说读写的训练。
2. 学习积极性的调动
创造开放、和谐、积极互动的语言氛围，让学生在乐中学。
3. 学习能力的培养
通过连贯的听说读写等活动，培养学生的交际能力、读写能力，发展他们的思维。
4. 学习策略的指导
通过观察课件和图片，回答问题，让学生学会认知策略；让学生进行对话，实现交际策略；引导学生交际、练习和实践，体现了调控策略；充分利用多媒体、卡片等是体现资源策略
Unit1 What does he look like复习课
教学反思
一、教学成功之处
1.步骤清晰，层次分明，由浅入深，循序渐进
本课主要内容是谈论他人外貌，对于学生来说，单词较多，较抽象，内容量较大，因此我将介绍他人外貌进行分步处理，首先由外形（身高、体格）入手，其次是头发，最后是五官。其中头发又有三个步骤，既长度-发型-发色。清晰的步骤降低了内容量大带来的难度，同时也分散了难点，有助于学生循序渐进地掌握知识。
本课的设计框架是单词-短语-句型-练习-情景对话，是遵循“接触-理解-练习-运用”的教学思路，设计用英语沟通交流的语言实践活动，达到学生语言综合运用能力的形成以学生的课堂参与度以及口语表达的质量，检测教学目标的达成度。
2.当堂巩固，注重反馈
本课由于步骤较多，应注重当堂巩固，故在本课语言输入环节的设计中，每个步骤（身高、体格、头发、五官）都借助相应的图片，进行句型的巩固，期间头发的描写作为知识要点进行点拨，既综合-长度-卷曲-发色，也在分步的练习后，安排综合练习，通过逐步的反馈，及时了解学生的学习效果，以便调整侧重点和课堂进度。
3.及时进行情感教育，效果明显
本节课主要是对人物的外貌进行描写。整节课基本关注和描写的都是名人，演员之类的人物。所以最后引入家庭，也引起学生对家人的反思。让他们更多地关注自己的家人。通过播放一个关于“20年后的父母”的视频，学生肯定会有感悟，部分学生还掉下了眼泪。所以，情感教育的目的也就达到了。再加上老师的寄语： Time and tide wait for no man. 所以教育效果会更好
二、不足及修改方案
1.学习内容多，应合理分配时间
本课学习内容较多，时间比较紧张。完成了主要的教学步骤，但是没有很好地完成写作环节以及学生的自评和互评，为本课划上了欠完美的句号。所以将书面表达改为课后作业。
2.变“人机对话”为“人人对话”
课件是本课的一大辅助，在语言输入环节，借助丰富的人物图片来引导学生说出单词，并进行造句巩固。既可以降低难度，又调动了学生的兴趣。但所选用的图片毕竟都是明星或卡通人物，学生在进行练习时，虽也有要求学生根据实际外貌特征造句，但难免有“人机对话”的感觉，缺乏真实感，缺乏师生之间和生生之间的交流。因此，可以把图片换成直接以学生以及熟悉的老师为例，完成句型练习，实现“人人对话”，结合实际生活，突出体现语言的实际作用。
3.多鼓励学生认真思考，积极回答问题
由于部分学生上课比较紧张，所以主动回答问题积极性不高。显得课堂不够活跃。在课堂上对学生的鼓励也不够，所以以后要多鼓励，激励学生课上大胆举手，勇敢回答老师提出的问题。或者运用课堂评价机制调动学生学习积极性。
Unit 1 What does he look like?【当堂检测】
一、单项选择
1. —— What ______ Peter _______?
—— He looks very thin.
??? A. does, look??? B. is, look like?? C. does, look like
2. He ______ tall and he is _______ medium build.
A. has, of??? B. is, of??? C. is, on
3. Amy is good-looking _______ long black hair. She is ______ a red dress.
A. having, in??? B. with, on?? C. with, wearing
4. — Do you know Susan?
? — Yes. She is a beautiful girl but she is _____ quiet.
??? A. a bit of?? B. a little?? C. little bit
5. My English teacher is tall and _____ curly blonde hair.
??? A. is?? B. with?? C. has
6. Miss Brown has ______ hair.
??? A. beautiful long blonde curly
??? B. beautiful long curly blonde
??? C. long beautiful curly blonde
二、根据汉语或所给单词的适当形式填空。
?1. — Do you know the __________ (人)over there?
??? — Yes, they are our teachers.
2. Lisa is of medium ___________(体格), and she has curly hair.
3. He always wears a pair of heavy __________(glass).
4. My pen pal, Ann is of medium __________(high). And she is very beautiful.
5. Sun Yue, my favorite musician, ___________(have) long straight hair.
四、根据汉语完成英语句子。
1. 最后，他完成了他的作业。
_____ ______ _______, he finished his homework.
2. 他们留有长发还是短发？
Do they have ____________ _______ ___________ hair?
3. 他们可能不同地描述同一个人。
They may ______________ the same person __________________.
4. 他中等身材，但有点瘦。
He is ______ ____________ __________, but ___ ___________ thin.
五、从方框中选择适当的单词完成句子，其中有两个多余
hair, height, never, old, newspaper, play, but, can’t, get, glasses, scarf, build
My grandfather is seventy years old, 1.________ he is very healthy. He is tall and of medium 2.________. He has short straight white 3.________. He likes reading. Every morning he 4._______ up very early and then reads morning 5.________. When he reads , he always wears 6.________. He also likes 7._ ________ chess. He always plays chess with his 8.________
friends. He 9._______ plays chess with me. Why? Because I 10.________ play chess.
1.____________ 2.____________ 3.____________ 4._____________ 5._____________
6.____________ 7.____________ 8.____________ 9._____________ 10.____________
Review Unit 1 What does he look like? 教案
Unit 1 What does he look like?
Content: Revision
Provider:
Knowledge aims:
1.Master the main words and phrases .
straight, curly, tall, medium, height, thin, heavy, build, tonight, little, cinema, glasses, later, handsome, actor actress, person, nose, mouth, round, singer, artist, describe, differently, real
of medium height ，of medium build ，a little ，a pair of glasses，
each of us ，in the end
2.Master and use the sentences freely:
What does he/she look like？
He/She is tall/short/heavy/thin.
He/She has beautiful long curly blonde hair.
Is he tall or short?
3.Be able to describe the people around us.
Ability aims: Describe the people around us.
Emotional aims: We can’t judge people as their looks. We should love our family.
Teaching important points:
(1)To learn and master the key words and sentences.
(2)To learn how to describe the people around us...
(3) To practice and master the listening strategies.
Teaching difficult points: To understand comparatives and use them to compare twins..
Teacher’s activities
Students’ activities
Purposes
Step 1play a finger game.
Play together.
Master the strategies of learning verything.
Step 2 Lead in.
Read together.
Encourage them to work hard.
Step 3 review the main words and phrases.
Read and write. Try to remember them. Then spell them out.
To master the words and phrases.
Step 4 looking and speaking.
Look at the pictures and talk about the persons from their build and height.
To describe the people from their build and height.
Step 5 talking
Describe the persons from their hair, face or glasses.
To describe the people from their hair.
Step 6. Practice
Describe the persons freely.
To talk freely.
Step 7 Summary
Discuss how to describe a person.
To know how to describe a person.
Step 8. Do exercises
Complete the exercise all by themselves.
To check if they’ll learn well.
Step 9.Educating
Watch a video and think of how to love their family.
To know “Time and tide wait for no man.”
Step 10 Homework
Describe their family.
To practice describing and show their love.
