教材分析
Go for it Unit 9 What does he look like? Period 1
本单元是Go for it 七年级下册中的第九单元”What does he look like?”。本节课的教学核心项目是“描述人的外貌”（describe?people），涉及到讨论人的身高、体重、发型、面部特征及其着装等语言项目。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、面部特征及着装特点，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。这些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和交流，所以在学习活动中，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。
教学目标
一．?知识与能力目标
1.学会描述人物外貌的词汇：hair, curly ,straight, height, tall ,medium,?
thin, heavy, build
句型：?
-What?does?he/she?look?like??-He/She?is?tall?and?has?long?hair.??-What?do?you?look?like???-I’m?thin.
2.能够抓住人物的主要特征来用英语描述人物的外貌形象。
3.能和合作伙伴互相交流，充分交换信息，进行合作学习。
?二、过程和方法目标
?1.教会学生运用he/?she?is???he/?she?has?来描述人物的外貌。
?2.教会学生运用what?does?he/?she?look?like?这个特殊疑问句的用法。
?三、情感态度和价值观目标：
?1.让学生学会友好地描述别人的形象，学会与人交往和相处。
?2.教育学生要多发现别人的优点，学会赞美别人，懂得心灵美比外表美更重要。
四．教学重点和难点
?教学重点：掌握本课新单词、句型和怎样描述一个人的外貌。
?教学难点：掌握正确运用have动词和be动词的描述人物外貌的方法。
教学反思
Go for it Unit 9 What does he look like? Period 1
本课的优点：?
1. 人文底蕴的核心素养贯彻整堂课，从导入开始教师就问学生：什么是真正的美？引导学生进行思考。在总结环节，教师引导学生：不能通过一本书的封面来评判一本书的好坏，也不能通过一个人的外表来判断一个人的好坏。美，在心灵。
2. 导入精妙：教师用动画片《Snow White》来导入新课，精妙的画面和优美的音乐立刻吸引了学生的注意力，为下一环节的进行做了很好的铺垫。
3. 教师能运用多种方法，多渠道的让课堂生动活泼，如教师利用自己的照片，学生的照片，教师的照片进行教学，并让学生猜谜：Who is he/she? Face to face 交谈等环节，极大调动了学生的积极性，让学生在欢声笑语的愉快气氛中掌握知识。
4. 能熟练运用多媒课件体进行辅助教学，为学生进行话题的谈论提供了形象生动地活动画面，并付上相应的英语词汇，?使学生有了足够的语言信息，充分保证了语言信息的输入量，为学生的Pair work,?Group work?等语言运用打好了基础，教学效果良好；?
5.教师思路清晰，对功能话题What does he look like? 层层推进，重点突出，将一个大的难点分解为一个个小难点，便于学生掌握。
本课的缺点：?
这堂课教师运用多种教学手段来调动学生的积极性，使得整堂课充满欢声笑语，教师在前半部分放得过松，不太紧凑，因此后半环节明显仓促了一些。教师在课堂节奏的把握上要改进。
教学设计
Go for it Unit 9 What does he look like? Period 1
Step I: Lead-in
The teacher plays a video Snow White and ask a question: What are the Queen（王后） and the miracle mirror(墨镜) talking about ?Then the teacher encourages the students to think and answer. By doing this, the teacher helps the students become interested in the lesson.
Step II: Presentation
By showing the teacher’s own photo, the teacher helps the students describe others’ looks including one’s height, build, hair, wearing and other sides.
The teacher shows the students’ photo and ask the students to talk about :What does he look like?
Then the students talk about appearances according to the directions the teacher gives and then make a conclusion together.
3. A guessing game
I have a Wechat friend, Bob. Do you want to know what he looks like?
Does he have…hair? Is he…?
4.A Competition
Divide the students into two teams, boy team and girl team. The teacher reads some sentences to describe the teachers. Then the students guess who the teacher is.
Step III: Listening
The teacher plays the recording for the students to listen and then finish 2a and 2b, then check the answers.
The teacher shows the conversations on the screen, direction the students to read them by using Rising and falling tone symbol.
The students listen and finish the tasks the teacher gives and conclude the usage of “is” “has”.
Step IV: Speaking
Train the students’ ability of describing persons’ looks. According to the pictures of their own teachers and classmates, help them how to describe the persons around them.
1. Give them descriptions of their own teachers and classmates then ask them to guess who they are.
Guess the names of their teachers and learn how to describe a person from different sides; Use what they learned in this class to describe a classmate, and ask other classmates to guess what he/she is describing.
Step V Reading 2d
Train the students’ listening and speaking abilities
Direct the students to read the conversation according to the intonation and stress.
1.Listen and answer
2.Read and answer
3.Listen and imitate
4.Read
5.Face to face talk, by doing this ,the students can challenge themselves.
Step VI: Homework
In order to consolidate what they learned in this class and put it into daily communication, the teachers assigns the homework
Make a survey （调查） about your family then write a short passage.
