Section
C
The
main
activities
are
1a
and
2.
本课重点活动是1a和2。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.
Learn
some
new
words
and
phrases:
come,
come
from,
student,
sister,
different,
knife,
don’t=do
not
2.
Continue
to
learn
the
simple
present
tense
with“have/has”:
(1)Do
you
have
a
knife?
Yes,
I
do.
(2)Do
they
have
long
legs?
No,
they
don’t.
They
have
short
legs.
(3)Does
he
have
a
ruler?
Yes,
he
does.
3.(1)Talk
about
the
introduction
and
review
the
description
of
people’s
appearances:
①I
come
from
England.
②I’m
a
student.
③I
have
a
sister.
④She
has
a
round
face,
big
eyes,
a
small
nose
and
a
small
mouth.
(2)Talk
about
the
similarity
and
differences:
We
are
in
the
same
school,
but
in
different
grades.
Ⅱ.
Teaching
aids
教具
小黑板/纸/录音机/实物/小刀/图片
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:10分钟)
通过复习，巩固表示人体部位的单词，提高学生的表达能力。
1.(教师出示一块小黑板，同时叫学生拿出预先准备好的纸和笔，先看示范，然后在纸上作图：head,
hair,
nose,
mouth,
ears,
eyes,
legs,
arms,
feet。注:可以画出不同的姿势，学生边画边用英语说出所画部位，教师巡视并督促学生大声说出单词，然后在全班范围内对所画的图进行介绍，如big
eyes,
a
small
nose,
a
wide
mouth等。)
T:
Let’s
draw
a
picture
of
the
people.
Take
out
your
paper
and
pens,
and
follow
me.
Begin!
Head.
Ss:
Head.(让学生边画边说。)
T:
Hair.
Ss:
Hair.
(复习巩固表示人体部位的单词，最后展示画得最好的，并给予鼓励。)
2.
(1)(教师让两个学生以“Who
is
your
favorite
friend
in
your
class?”为话题，根据Section
B中的1a编对话并表演。)
T:
Make
a
conversation
to
talk
about“Who
is
your
favorite
friend
in
your
class?”.
Please
go.
S1:
Oh,
I
have
a
good
friend
in
our
class.
S2:
A
boy?
S1:
No.
She
is
a
girl.
She
has
a
big
nose.
S2:
Does
she
have
long
hair?
S1:
No,
she
doesn’t.
She
has
short
hair.
S2:
Does
she
have
small
eyes?
S1:
No,
she
doesn’t.
Her
eyes
are
big.
S2:
Is
she
Hu
Xue?
S1:
Yes,
you’re
right.
(2)(利用学生的表演内容，师生互动问答，导入新句型。)
T:
Come
to
the
front,
please,
Hu
Xue.
Hu
Xue:
OK!
T:
Can
you
introduce
yourself
including
your
appearances?
Hu
Xue:
OK!
My
name
is
Hu
Xue.
I’m
a
girl.
I’m
thirteen
years
old.
I’m
from
China.
I
have
a
big
nose
and
big
eyes.
My
hair
is
short.
T:
Great.
Are
you
a
Chinese
teacher?
Hu
Xue:
No.
I’m
not
a
teacher,
but
I’m
a
…
T:
Good.
You’re
not
a
teacher.
You’re
a
student.
Do
you
have
a
big
nose?
Hu
Xue:
Yes,
I
do.(教师帮助学生回答“I
do”)
T:
Do
you
have
small
eyes?
Hu
Xue:
No,
I
don’t.(教师帮助学生回答don’t，并说明don’t=do
not。)
T:
Do
you
have
a
sister?
Hu
Xue:
Yes,
I
do.
T:
Are
you
in
the
same
school?
Hu
Xue:
No,
we’re
not
in
the
same
school.
T:
Good.
You
can
also
say
“we’re
in
different
schools”.
Do
you
come
from
China?
Hu
Xue:
Yes,
I
do.
T:
Thank
you.
Go
back
to
your
seat
and
sit
down.
(板书生词，分析并强调相近或相反的词、词组，加快记忆。然后带领学生朗读并要求掌握，板书新句型。)
student
(teacher)
Do
you
have
…?sister
(brother)
Yes,
I
do.different
(same)
Do
you
have
small
eyes?come
from=be
from
No,
I
don’t.do/don’t（=do
not）
3.
(教师通过介绍，导入1a，并设置听力任务。)
T:
I
know
a
boy.
He
has
a
sister.
Do
you
want
to
know
what
the
boy
and
his
sister
look
like?
Now
listen
to
1a.
Step
2
Presentation
第二步
呈现(时间:7分钟)
学习1a，培养学生的阅读理解能力。
1.
(让学生听1a录音，然后回答问题。)
T:
Listen
to
the
tape
carefully,
and
then
answer
the
questions.
(板书)
(1)
Is
the
boy
a
student?(2)
How
old
is
his
sister?
(核对答案)
T:
Is
he
a
student?
Ss:
Yes,
he
is.
T:
Right.
How
old
is
his
sister?
Ss:
Twelve.
T:
Yes.
You’re
right.
Now
listen
again
and
repeat.
When
you’re
reading,
you
can
underline
the
key
words.
2.
(根据短文里的关键词，完成1b，巩固1a所学知识。)
(找出正确图片后，让学生归纳描述人物外貌特征的关键词语并板书。)
T:
Please
find
the
key
phrases
in
1a.
(根据关键短语进行问答。)
T:
Does
he
have
a
round
face?
Ss:
Yes,
he
does.
T:
Does
he
have
a
small
nose?
Ss:
No,
he
doesn’t.
He
has
a
big
one.
T:
Does
he
have
a
small
mouth?
Ss:
Yes,
he
does.
T:
Does
he
have
big
eyes?
Ss:
No,
he
doesn’t.
He
has
small
eyes.
T:
Does
he
have
a
sister?
Ss:
Yes,
he
does.
T:
What’s
her
name?
Ss:
Her
name
is
Amy.
T:
Does
she
have
a
round
face?
Ss:
Yes,
she
does.
T:
Does
she
have
a
big
nose?
Ss:
No,
she
doesn’t.
She
has
a
small
one.
T:
…
Step
3
Consolidation
第三步
巩固(时间:8分钟)
完成1c，并通过复述，巩固1a所学的重点词汇及短语。
1.
(听1a录音，可在呈现新句子后按暂停键，让学生重复，找出关键词及疑难点，师生共同解决。)
2.
(完成1c，核对答案。)
T:
Now
please
read
1a
again
and
mark
True
(T)
or
False
(F)
in
1c
on
Page
29.
Check
the
answers
together.
3.
(根据1b中的图3和图6以及小黑板上的关键词，让学生复述1a。)
T:
OK,
now
can
you
have
a
try
to
retell
1a
according
to
the
key
words
on
the
small
blackboard?
Step
4
Practice
第四步
练习(时间:10分钟)
完成3和2。帮助学生学习和运用have/has的一般疑问句。
1.
(利用1a的内容，师生互动问答。过渡到操练Do
you
have
…?
Does
he/she
have
…?句型，完成3。)
T:
Nice
work.
We
know
the
boy
has
a
sister.
Do
you
have
a
sister,
too?
S1:
Yes,
I
do.
T:
And
you?
S2,
please.
Do
you
have
a
sister?
S2:
No,
I
don’t.
T:
Good.
Now
let’s
do
chain
drills
by
using
“Do
you
have
…?”
You
can
use
the
words
we
have
learnt,
especially
the
parts
of
the
body
and
the
adjectives.
Do
you
understand?
Ss:
Yes.
T:
OK.
Let’s
begin.
Do
you
have
a
big
mouth?
S3,
please.
S3:
No,
I
don’t.
Do
you
have
a
small
nose?
S4,
please.
S4:
Yes,
I
do.
Do
you
have
…?
…
(教师转向个别学生。)
T:
Stop!
Well
done.
Do
you
have
a
pen?
S5:
Yes,
I
do.
T:
Do
you
have
a
knife?
(教师出示一把小刀。)
S5:
No,
I
don’t.
(教师用一把小刀和多把小刀对比，教学小刀单复数形式并板书。)
(板书)
knife
knives
(接着利用身边的实物，运用Do
you
have
…?句型继续操练。)
T:
Do
you
have
a
book?
S6:
Yes,
I
do.
…
(根据学生相同的回答，呈现新句型。)
T:
Excuse
me!
S7,
do
they
have
pens?
S7:
Yes,
they
do.(帮助学生回答。)
T:
Do
they
have
rulers?
S7:
No,
they
don’t.(帮助学生回答。)
(板书新句型。)
—Do
they
have
pens?—Yes,
they
do.—Do
they
have
rulers?—No,
they
don’t.
(教师走近一个学生用Does
he/she
have
…?句型问他/她的同桌是否有什么东西，然后让学生间相互问答。)
T:
Does
your
deskmate
have
a
ruler?
S8:
Yes,
he
does.
S9,
does
your
deskmate
have
a
pen?
S9:
No,
she
doesn’t.
S10,
does
your
…?
…
2.
(1)(让学生先观察2部分的四幅图，然后根据图片选对话。完成2。)
T:
First,
please
look
at
the
four
pictures.
Then
match
the
pictures
with
the
right
conversations.
(2)(听教师朗读一遍对话，给每个句子标上语调。)
T:
Listen
to
me
carefully
and
mark
the
intonation.
(核对答案。)
Step
5
Project
第五步
综合探究活动(时间:10分钟)
通过让学生介绍自己、朋友和家人，培养学生综合运用本课目标语言的能力。
1.
(让学生学会自我介绍，并介绍自己的好朋友。)
T:
Try
to
introduce
yourself.
(1)
(请两三个学生做自我介绍，不少于十句话。)
Example:
I
am
a
girl.
My
name
is
Huang
Lili.
I
come
from
Fuzhou.
I’m
twelve
years
old.
I’m
a
student
in
Xiwang
Junior
High
School.
I
am
in
Class
One,
Grade
Seven.
My
telephone
number
is
(0591)2873-7598.
I
have
a
round
face,
big
eyes,
a
small
nose
and
long
hair.
I
have
a
good
friend
in
my
class.
Her
name
is
Huang
Xiang.
(2)
(让学生加入好朋友的信息并进行示范。)
T:
Then
I’ll
ask
you
to
introduce
yourself
and
your
good
friends.
S1:
I
am
…
2.
(让学生听录音跟唱，完成4。)
T:
Let’s
chant
together!
Are
you
ready?
3.
Homework:
(1)根据关键词复述课文1a。
(2)预习Section
D中1和3a。
(3)试着描写自己的母亲。
板书设计：
I
have
a
small
nose.Section
C1.
I
come
from
England.=I
am
from
England.2.
We
are
in
the
same
school,
but
in
different
grades.3.—Do
you
have
short
hair?
—Yes,
I
do./No,
I
don’t.
4.—Do
they
have
knives?
—Yes,
they
do./No,
they
don’t.
5.—Does
he
have
a
ruler?
—Yes,
he
does./No,
he
doesn’t.6.
come
from=be
from
student(teacher)sister
(brother)
different(same)
a
round
face.
I
have
small
eyes.
a
big
nose.
a
small
mouth.
a
round
face.
She
has
big
eyes.
a
small
nose.
a
small
mouth.Unit
2
Looking
Different
Topic
1
I
have
a
small
nose.
Section
A
The
main
activities
are
1a,
2a
and
3a.
本课重点活动是1a,
2a和3a。
Ⅰ.Teaching
aims
and
demands
教学目标
1.Learn
some
new
words:
(1)Learn
words
about
parts
of
the
body:
Guess,
have,small,nose,has,
big,
eye,know,
right,
head,
face,
hair,
ear,
mouth,
neck,
(2)Learn
some
other
new
words:
guess,
have,
small,
has,
big,
know,
right,
round,
long,
wide,
girl,
boy,
short
2.
Learn
some
useful
sentences:
(1)Oh,
I
know.
(2)Yes,
you’re
right.
3.
Learn
the
simple
present
tense
with“have/has”and
adjectives
of
description:
(1)I
have
a
big
nose.
(2)They
have
round
faces.
(3)She
has
long
hair.
(4)It
has
big
ears.
4.
Learn
how
to
describe
people’s
appearances.
Ⅱ.
Teaching
aids
教具
小黑板/影片的封面或图片/教学挂图/录音机
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:10分钟)
通过复习，培养学生根据图画和文字信息进行简单交流的能力。
(出示小黑板上的图画和文字信息，师生进行互动问答，然后让学生两人一组表演对话。复习描述人的基本情况。)
Name:
JaneAge:
12From:
CanadaSchool:
Beijing
Ren’ai
International
SchoolClass:
FourGrade:
SevenPhone
number:
(010)9267-6929
(1)T:
What’s
her
name?
S1:
Her
name
is
Jane.
T:
How
old
is
she?
S2:
She
is
twelve.
T:
Where
is
she
from?
S3:
She
is
from
Canada.
T:
What
class
is
she
in?
S4:
She
is
in
Class
Four,
Grade
Seven.
T:
What’s
her
telephone
number?
S5:
It’s
(010)9267-6929.
(把全班学生分成两组就此对话进行表演。)
(2)(根据图画导入新内容。)
T:
Well
done!
Now
we
have
learned
something
about
Jane.
Do
you
like
her?
Is
she
beautiful?
Then
how
to
describe
her
appearance?
First,
let’s
learn
some
new
words
about
parts
of
the
body.
Now
let’s
look
at
the
picture.
Step
2
Presentation
第二步
呈现(时间:12分钟)
利用图片，借助体态语，帮助学生学习语言，并培养他们的观察能力。
1.
(教师利用Jane的图片教授2a中人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。注：教师应按照从上到下、从局部到整体的顺序讲授人体部位，以便帮助学生记忆。)
T:
Please
listen
and
follow
me,
then
touch
the
parts
of
your
body
when
you
say
them.
Please
go!
(板书生词，要求学生掌握，并让学生注意拼读。)
head
face
hair
eye
ear
nose
mouth
neck
/?/
/??/
/??/
/??/
/??/
/??/
/??/
/?/
2.
(利用2a的教学挂图，操练表示人体部位的名词。)
T:
Let’s
look
at
this
picture.
What’s
this?(手指画着头部的图片。)
S1,
please.
S1:
Head.
T:
How
do
you
spell
it,
please?
S1:
H-E-A-D,
head.
(以同样方式操练其他表示人体部位的名词。)
3.
(以做游戏的方式呈现新单词和短语，使学生易于理解和接受。具体方法如下：把全班学生分成四组，每组轮流选出一名学生在黑板上画人物头像。每个学生画一个身体部位。例如，第一个学生画的是一张圆脸，教师就帮助学生说a
round
face。板书并解释。其他身体部位以同样方式呈现。直到把所有本节课所涉及的描述性形容词都呈现出来为止。可以多画几幅图，完成后，每组学生轮流用短语描述人物外貌特征，说得准确流利者为胜。)
T:
Nice
work,
boys
and
girls.
Now
let’s
play
a
game.
I’ll
divide
you
into
four
groups.
Each
group
chooses
a
student
to
draw
a
part
of
the
body.
And
you
should
describe
it
with
a
phrase.
OK.
Let’s
begin!
(板书boy和girl，并要求学生掌握。)
boy,
girl
S2:
(画一个圆脸)
A
round
face.
(教师帮助学生说。)
(板书并解释，要求学生掌握。)
round
S3:
(画一双小眼睛)
Small
eyes.(教师帮助学生说。)
(板书并解释，要求学生掌握。)
small
S4:
(画一个大鼻子)
A
big
nose.(教师帮助学生说。)
(板书并解释，要求学生掌握。)
big
…
(以同样方式呈现a
wide
mouth,
big
ears,
long
hair，要求学生掌握。)
4.
(出示3a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)
T:
OK,
now
look
at
these
pictures.
Let’s
talk
about
their
different
looks.
Is
this
nose
big?(教师指着图片1的鼻子，并借助手势问。)
Ss:
Yes.
It’s
big.(引导学生说。)
T:
Good.
He
has
a
big
nose.
Are
they
big,
too?(教师指着图片②问。)
Ss:
No.
T:
Very
good.
They
are
not
big.
They
are
small.
They
have
small
noses
and
small
eyes.(教师指着图片2的鼻子和眼睛说。)
(以同样方式操练其他四幅图片。)
5.
(在熟练掌握人体部位和描述人体部位形容词的基础上，结合3a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)
(教师说出一个人称代词，让学生结合3a的教学挂图说出用have还是用has。)
T:
Next,
please
practice
the
sentence
patterns.
I
say
personal
pronouns,
you
complete
the
sentences.
T:
Look
at
Picture
1.
“I
…”
Ss:
I
have.
T:
The
whole
sentence.(“完整的句子”)
Ss:
I
have
a
big
nose.
T:
Picture
2.
“We
…”
Ss:
We
have
...
(教师示意说完整的句子。)
Ss:
We
have
small
eyes.
T:
Picture
3.“They
…”
Ss:
They
have
…(教师帮助说)
(教师示意说完整的句子。)
Ss:
They
have
round
faces.
…
6.
(播放3a录音，让学生跟读并注意语音语调。)
T:
Listen
to
3a
and
repeat.
Pay
attention
to
the
pronunciation
and
intonation.
7.
(1)
(总结have/has的用法并板书。)
T:
Let’s
sum
up
the
usages
of“have”and“has”.
①
have:
S(I/We/You/They)
+have
…②
has:
S(He/
She/
It)+has
…
(2)
(教师带领学生运用身边的实物，练习用have/has造句。)
T:
I
have
a
book.
She
has
a
big
pencil-box.
He
has
a
beautiful
bag.
…
Step
3
Consolidation
第三步
巩固(时间:8分钟)
完成3b和4。通过小组竞赛，接龙游戏，替换练习等活动，进一步操练have，has的用法。
1.
(小组竞赛。限定时间要求学生书面完成3b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)
T:
Now,
let’s
P.K.
Can
you
complete
the
sentences
in
3b
on
Page
26
as
quickly
as
you
can?
Then
I’ll
divide
you
into
two
teams.
Boys
must
choose
the
sentences
which
they
use
“have”.
Girls
must
choose
the
sentences
which
they
use
“has”.
Please
go.
2.
(接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)
T:
Well
done.
Now
let’s
play
a
game
in
chains.
You
can
say
a
sentence
to
describe
yourself.
Please
use
“I
have”
to
make
sentences,
for
example,
I
have
a
big
nose.
Begin!
S1:
I
have
a
small
nose.
S2:
I
have
a
long
face.
S3:
I
have
a
big
head.
S4:
…
…
3.
(根据学生的描述，有意识板书一些句型，运用肢体语言，引导学生进行替换练习。)
T:
Nice
work.
Huang
Lin
and
Huang
Hao,
please.
Huang
Lin:
I
have
a
small
nose.
Huang
Hao:
I
have
a
small
nose.
T:
You
can
say
together
like
this:
We
have
…
Huang
Lin
and
Huang
Hao:
We
have
small
noses.
T:
And
the
whole
class
can
say
like
this:
They
have
…
Ss:
They
have
small
noses.
Huang
Lin:
I
have
a
small
nose.Huang
Hao:
I
have
a
small
nose.
(引导他们用we来描述，注意单复数形式，其他同学用they转述。教师板书。)
Huang
Lin
and
Huang
Hao:
We
have
small
noses.Ss:
They
have
small
noses.
(引导其他同学来描述，教师板书。)
Lin
Ying(女):
I
have
long
hair.Ss:
She
has
long
hair.Chen
Bin(男):
I
have
big
ears.Ss:
He
has
big
ears.
4.
(请学生根据描述，完成4。)
T:
Read
the
passages
and
draw
pictures.
5.
(两人一组，一位描述，另一位画，画完后同桌交流。评选出优胜小组并将其画贴在墙上，以资鼓励。)
T:
Let’s
draw
a
picture
in
pairs.
One
reads,
the
other
draws.
Are
you
ready?
Ss:
Yes.
T:
Let’s
begin.
S5:
This
girl
has
a
round
face,
big
eyes
…
S6:
(根据S5的描述，画女孩的面部特征。)
…
Step
4
Practice
第四步
练习(时间:8分钟)
完成1a，1b，2a和2b，进一步帮助学生巩固本课的功能项目，培养学生的听说能力。
1.
(用学生画得较好的图片进行问答，问答过程中教师板书新内容，并进行简单解释。)
T:
Nice
work.
Do
you
know
the
boy?
He
has
a
round
face,
big
eyes,
a
small
nose,
a
wide
mouth
and
small
ears.
His
hair
is
short.
He
is
a
boy
in
Group
Three.
Can
you
guess?
Ss:
Cheng
Long.
T:
Yes,
you’re
right.
(板书，并要求学生掌握。)
guessknow
I
know.right
You’re
right.
2.
(播放1a录音，请学生跟读并注意语音语调，然后判断下列问题的正（T）误（F）。)
T:
Listen
to
1a
and
repeat.
Pay
attention
to
the
pronunciation
and
intonation.
Then
mark
the
following
sentences
True
(T)
or
False
(F).
(1)Michael
has
a
big
nose.
(
)(2)Kangkang
has
a
small
nose.
(
)
3.
(让学生戴上面具两人一组表演，完成1b。)
T:
Now
practice
the
dialog
and
then
I’ll
ask
two
students
to
act
it
out.
4.
(看2a部分，用适当的形容词描述人体部位的特征。)
5.
(学生两人一组进行表演，完成2b。)
T:
Listen
to
your
partner
and
touch
the
parts
of
your
body
he/she
says.
S1:
Touch
your
nose.
S2:
(按S1指令做出相应动作。)
…
Step
5
Project
第五步
综合探究活动(时间:7分钟)
通过综合探究活动，使学生能够在真实的语境中锻炼口头表达的能力。同时启发学生的思维，培养他们的观察力。
1.
(教师分别请一男生、一女生到黑板前，请下面的学生描述他们的外貌，教师先示范，然后以滚雪球的方式继续活动。)
(1)
T:
This
boy
has
a
round
face.
S1:
He
has
a
round
face
and
small
eyes.
S2:
He
has
a
round
face,
small
eyes
and
a
big
nose.
S3:
…
(2)
T:
This
girl
has
long
hair.
S4:
She
has
long
hair
and
a
big
nose.
S5:
She
has
long
hair,
a
big
nose
and
a
small
mouth.
S6:
…
2.
(听音辨人。从所听语段中获取相关信息，并作出判断。)
T:
Let’s
play
a
guessing
game.
Listen
carefully.
He
is
a
boy
in
Group
Five.
He
has
big
eyes
and
big
ears.
He
has
a
wide
mouth
and
a
big
head.
He
has
a
small
nose
and
long
hair.
Who
is
he?
S7:
Lin
Wen.
T:
No.
S8:
Lin
Fen.
T:
Yes,
you’re
right.
(掌声鼓励。)
(分组进行听音辨人游戏。)
T:
Now
I’ll
divide
our
class
into
four
groups.
Do
as
I
do,
please.
…
3.
Homework:
(1)复习Section
A。
(2)预习Section
B生词。
(3)描述一位朋友的外貌。
板书设计：
I
have
a
small
nose.Section
A1.
I
know.2.
You’re
right.3.
(1)I
have
a
big
nose.(2)We
have
small
eyes.
(3)They
have
round
faces.
I/We/You/They
+
have
…(4)She
has
long
hair.
He/She/It
+
has
…
(5)He
has
a
wide
mouth.(6)It
has
big
ears.Section
B
The
main
activities
are
1a,
3
and
4.
本课重点活动是1a、3和4。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.
Learn
some
new
words:
favorite,
movie,
star,
Chinese,
again,
look,
arm,
hand,
leg,
foot
2.
Learn
some
useful
sentences:
(1)—Who
is
your
favorite
movie
star?
—It’s
Bruce
Lee.
(2)Guess
again.
3.
Continue
to
learn
the
description
of
people’s
appearances:
(1)Her
eyes
are
small.
(2)She
has
a
small
face,
big
eyes
and
a
small
nose.
4.
Continue
to
learn
the
simple
present
tense
with
have/has:
(1)—Does
he
have
long
hair?
—No,
he
doesn’t.
(2)—Does
he
have
a
wide
mouth?
—Yes,
he
does.
Ⅱ.
Teaching
aids
教具
教学挂图/录音机/学生照片/小黑板
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:
9分钟)
通过复习上节课的目标语言，引出并学习本节课新句型。训练学生的口头表达能力。
1.
(检查上节课布置的课外作业。教师把学生分成十二个小组，让学生在小组内描述他的一个朋友，然后请两个学生向全班同学描述。教师要及时给予表扬。)
T:
Hello,
boys
and
girls.
From
last
period,
we
learnt
how
to
describe
someone’s
appearance.
Now
I’ll
divide
our
class
into
twelve
groups.
Then
you
talk
about
your
friend’s
looks
in
groups.
You
can
begin
like
this:
I
have
a
friend.
He
is
a
boy.
He
has
…
And
then
I
will
choose
two
of
you
to
report
it
in
the
front.
2.
(教师出示28页5a的教学挂图，请八名学生依次到黑板前，按教师指令，触摸玩具的身体部位，并要求学生在黑板上写出相对应的单词。)
T:
Very
good!
Next,
look
at
the
doll.
I’ll
ask
eight
students
to
come
to
the
blackboard
one
by
one.
Please
touch
and
write
down
the
names
of
the
parts
of
the
body
on
the
blackboard.
Do
you
understand?
Ss:
Yes.
T:
Touch
her
hair.
Touch
her
face.
…
(复习学过的身体部位的名词后，教师指着图片教授并板书新单词arm,
hand,
leg,
foot,
同时强调foot的复数形式是feet。在学生会读并理解词义后，教师继续发出指令，让所有学生做相应的动作。)
T:
Great!
Let’s
go
on
learning
other
parts
of
the
body.
When
I
read,
please
touch
the
parts
of
your
body.
Please
go!
T:
Touch
your
arm.
Touch
your
hand.
Touch
your
leg.
Touch
your
foot.
(教师板书并要求学生掌握。)
arm,
hand,
leg,
foot,
feet/??/
/?/
/?/
/?/
/i?/
3.
(教师利用5a的教学挂图继续问答，导入本课新句型。)
T:
Look
at
the
doll.
Does
she
have
long
hair?
(教师引导学生回答。)
Ss:
Yes,
she
does.
T:
Does
she
have
small
eyes?
(教师引导学生回答。)
Ss:
No,
she
doesn’t.
(板书并要求学生理解。)
does
Does
she
have
…
Yes,
she
does.doesn’t
No,
she
doesn’t.
(教师示范后，请学生用上面的句型就其他身体部位进行问答练习。)
T:
Well,
now
practice
the
drills
above
one
by
one.
One
asks,
the
other
answers.
Please
go!
S1:
Does
she
have
big
ears?
S2:
No,
she
doesn’t.
S3:
Does
she
have
a
small
mouth?
S4:
Yes,
she
does.
…
Step
2
Presentation
第二步
呈现(时间:10分钟)
通过1a对话，使学生初步掌握动词have/has的一般疑问句及其肯定和否定回答，并学习新句型Who’s
your
favorite
…?。
1.
(教师在黑板上画一颗星星。)
T:
This
is
a
star.
(在星星下方板书star，引导学生推测出词义，并要求学生掌握。)
star
(继续板书movie
star。)
movie
star
T:
《赤壁》is
a
nice
movie.《功夫熊猫》is
a
movie,
too.
Can
you
guess
what’s
the
meaning
of“movie”?
Ss:
电影。
T:
Nice
work.
What’s
the
meaning
of
“movie
star”?
Ss:
电影明星。
T:
Good!
Who
is
your
favorite
movie
star?
(板书并要求学生掌握。)
favorite
(采访两三位学生，说出他们最喜爱的电影明星是谁，导入1a。)
2.
(出示1a教学挂图。)
T:
You
all
have
your
own
favorite
movie
stars.
Who
is
Michael’s?
Do
you
want
to
know
about
him?
(指着图片。)
T:
This
is
Michael’s
favorite
movie
star.
Can
you
guess
who
he
is?
S1,
please.
S1:
Li
Lianjie.
T:
No.
Li
Lianjie
is
my
favorite
movie
star.
Guess
again.
S2,
please.
S2:
Bruce
Lee.
T:
No.
He
is
from
China.
He
is
Chinese
and
has
a
big
nose.
OK.
Now
listen
to
1a
and
guess
again.
Who’s
Michael’s
favorite
movie
star?
(板书Chinese和again，要求学生掌握。)
Chinese,
again
3.
(学生听录音猜测图片上的人物，教师鼓励他们谈论自己最喜爱的电影明星，可让同桌两人一组进行操练。)
T:
Who’s
he?
S3,
please.
S3:
He’s
Cheng
Long.
T:
Yes.
You’re
right.
Now
practice
the
dialog
in
pairs
like
this:
S4:
Who
is
your
favorite
movie
star?
S5:
My
favorite
movie
star
is
Li
Lianjie./It’s
Li
Lianjie.
He
is
tall
and
strong
…
…
4.
(再播放1a录音，请学生跟读并注意语音语调。)
T:
Listen
again
and
repeat.
Pay
attention
to
your
pronunciation
and
intonation.
Step
3
Consolidation
第三步
巩固(时间:10分钟)
通过听说读写的练习，强化动词have/has的用法及描述人的外貌特征的方法。
1.
(让学生完成1b，巩固1a。)
T:
OK,
just
now,
you
talked
about
your
favorite
movie
star.
Can
you
talk
something
about
your
favorite
teacher
with
your
partner?
You
can
use
the
sentences:
“Who
is
your
favorite
teacher?”
“Guess,
he’s
…”
“Does
he
have
…?”
“No.
Guess
again.”
2.
(教师拿出准备好的学生照片说：“假定这位学生是你的朋友，请根据1a，表演对话。)
T:
Suppose
this
is
your
good
friend,
Lin
Wen.
Make
a
similar
conversation
according
to
1a,
and
act
it
out.
S1:
I
have
a
good
friend
in
my
class.
Guess
who
is
my
favorite
friend?
S2:
Is
your
friend
a
girl?
S1:
Yes,
she
is.
She
has
a
big
nose.
S2:
Does
she
have
long
hair?
S1:
Yes,
she
does.
S2:
Does
she
have
small
eyes?
S1:
No,
she
doesn’t.
Her
eyes
are
big.
S2:
Is
she
Lin
Wen?
S1:
Yes,
you
are
right.
3.
(看2部分，听录音填数字，要求学生使用has句型进行核对。做得好的给予掌声鼓励。完成2。)
T:
Nice
work.
Now
let’s
look
at
the
kids
with
masks
on
Page
27.
They’re
Maria,
Michael,
Wang
Junfeng,
Kangkang,
Linda
and
Jane.
Can
you
guess
what
they
look
like?
Next,
please
listen
to
2
and
match
the
following
phrases
with
the
right
numbers.
Then
describe
the
kids
with
the
sentence
patterns:
Maria
has
a
small
mouth.
She
has
a
small
mouth.（核对答案时教师可以有意识地用be动词来重复学生的答案，并板书。)
T:
OK.
Let’s
check
your
answers
one
by
one.
S3,
please.
S3:
Kangkang
has
a
big
head.
He
has
a
big
head.
T:
Yes.
That’s
right.
His
head
is
big.
S4,
please.
S4:
Jane
has
a
small
face.
She
has
a
small
face.
T:
Right.
Her
face
is
small.
S5,
please.
S5:
Wang
Junfeng
has
small
eyes.
He
has
small
eyes.
T:
Good.
His
eyes
are
small.
S6,
please.
S6:
Linda
has
long
hair.
She
has
long
hair.
T:
Very
good.
Her
hair
is
long.
(板书句型，引导学生使用be动词来描述人物的外貌特征，并提醒学生注意人称代词主格和形容词性物主代词之间的替换。)
He
has
big
eyes.→His
eyes
are
big.She
has
long
hair.→Her
hair
is
long.
T:
Well.
What
about
Kangkang?
S7,
please.
S7:
Kangkang
has
a
big
nose.
He
has
a
big
nose.
T:
Is
that
right?
Ss:
Yes.
His
nose
is
big.
T:
Good.
Now
let’s
practice
the
drills
with
your
partner.
(根据黑板上的信息，让学生使用be动词描述2中人物的外貌特征。)
Example:
I
have
a
round
face.→My
face
is
round.
4.
(教师利用简笔画或图片帮助学生完成3。教师可向学生说明描述人的外貌有多种方式并要求学生掌握。)
T:
Look
at
me.
My
face
is
round./I
have
a
round
face.
Now
look
at
the
picture
in
3
on
Page
28
and
rewrite
the
sentences
using
have
or
has.
Then
make
more
sentences.
Finish
3.
Step
4
Practice
第四步
练习(时间:8分钟)
让学生听录音，模仿语音语调，为学生的口语交际打下良好的语音基础，完成4。完成5a，5b，进一步巩固身体部位的名称，通过游戏活跃课堂气氛，激发学生学习英语的兴趣。
1.
(听4录音，教师要求学生学会判断和标注升降调。完成4。)
T:
Listen
to
4
and
learn
how
to
judge
and
mark
the
intonation.
A:
Who’s
that
girl?
B:
She’s
my
friend,
Mary.
A:
Look,
she
has
a
small
face,
big
eyes
and
a
small
nose.
B:
That’s
right.
(板书look，要求学生掌握。)
look
2.
(听1a，标出升降调。练习语音语调。然后核对答案。)
T:
Listen
to
1a
and
mark
the
intonation.
3.
(完成5b，巩固5a。教师说明游戏规则：当听到Bobby
says时才能做动作。把学生分成四大组，先小组操练后每组选出一名代表上讲台，由教师发出指令，四名学生做动作，做错的淘汰，选出最终获胜者，教师给予奖励。)
Step
5
Project
第五步
综合探究活动(时间:8分钟)
通过真实的任务，帮助学生熟练运用本课所学的目标语言。
1.
(做猜谜游戏。)
(这个游戏是通过问与答来猜测对方的要好朋友。游戏内容：一位同学事先在纸上写下同班中要好同学的姓名，折好交给另一个同学，让这位同学猜测到底是谁，允许这位同学提三个有关外表的问题，然后通过回答判断，最后打开纸张看是否猜对。)
T:
OK.
Let’s
begin.
S1:
I
have
a
good
friend
in
our
class.
He
is
a
boy.
Guess!
Who?
S2:
Does
he
have
a
big
head?
S1:
Yes,
he
does.
S2:
Does
he
have
small
eyes?
S1:
No,
he
doesn’t.
S2:
Does
he
have
a
round
face?
S1:
Yes,
he
does.
S2:
He
is
Lin
Jing.
S1:
Yes,
you’re
right.
Great!
(如果回答为No，就打开纸张核对。然后同桌间继续进行猜谜游戏。)
2.
(以My
favorite
teacher/classmate/friend/…为题，要求学生试用3中的不同句式描述人物的外貌特征。)
3.
Homework:
(1)与同伴练习会话1a。
(2)复习Section
A和Section
B的单词。
(3)预习Section
C单词。
(4)根据1a及3中的句式编对话。
板书设计：
I
have
a
small
nose.Section
B1.—Does
he
have
long
hair?
2.
Who
is
your
favorite
movie
star?—No,
he
doesn’t.
It’s
Bruce
Lee.—Does
he
have
a
wide
mouth?
Guess
again.
—Yes,
he
does.
3.①Her
hair
is
long.
=
She
has
long
hair.
②His
eyes
are
big.
=
He
has
big
eyes.Section
D
The
main
activities
are
1
and
5.
本课重点活动是1和5。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.
Learn
the
consonants:
/?/,
/?/,
/?/,
/?/,
/?/,
/?/
2.
Review
the
simple
present
tense
with“have/has”and
adjectives
of
description:
(1)They
have
round
faces.
(2)He
has
big
ears.
(3)—Do
you
have
a
knife?
—Yes,
I
do./No,
I
don’t.
(4)—Does
she
have
small
hands?
—Yes,
she
does./No,
she
doesn’t.
3.
Review
the
description
of
people’s
appearances:
(1)I
have
a
small
nose.
(2)My
face
is
round.
(3)She
has
a
small
face,
big
eyes
and
a
small
nose.
Ⅱ.
Teaching
aids
教具
单词卡片/彩色粉笔/录音机/小黑板/图片
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:12分钟)
通过竞赛、师生互动问答等活动，激发学生学习英语的兴趣，进一步巩固本话题的单词和主要句型。
1.
(通过小组竞赛积分的形式，让学生复习本话题的单词和主要句型。)
(1)
(利用单词卡片进行集体认读单词活动，事先把单词进行归类，如身体部位类、形容词类等。在卡片的正面写上英语单词，卡片的背面写上相应的中文。)
(2)
(小组活动。把单词卡片打乱，展示中文意思的一面，以必答的形式让学生拼读单词，每组十二个单词，答对一个得一分。)
T:
Hello,
boys
and
girls.
Let’s
review
the
words
about
parts
of
the
body
and
adjectives
of
description.
First
read
the
words
on
the
cards
together.
Then
we
have
a
competition.
I’ll
divide
you
into
some
groups
and
show
you
the
Chinese
meanings
of
the
words.
You
should
spell
them
one
by
one
quickly.
OK?
Ss:
Yes.
T:
OK.
Group
One.
Let’s
begin.
(教师出示单词卡。)
S1:
N-O-S-E,
nose.
T:
Good.
Next.
S2:
L-O-N-G,
long.
T:
Good.
Next
one.
S3:
H-A-V-E,
have.
T:
Next.
S4:
Er
...
T:
Next
one.
S5:
R-I-G-H-T,
right.
T:
…
(如果这个学生没法回答，由下一位学生来回答，结束后在表中填上得分。)
(3)(找两位学生，一位背朝黑板，另一位根据老师出示的单词卡片表演动作或用文具等进行提示，让自己的搭档造一个含有此单词的句子。)
T:
Now.
I’ll
show
you
some
words.
One
of
you
acts
them
out
and
the
other
makes
a
sentence.
S6、S7,
please
come
to
the
front.
S6,
turn
back,
please.(教师出示has单词卡片。)
S7:
(运用肢体语言表演。)
S6:
I
have
a
pencil.
T:
No.
Try
again.
S6:
He
has
a
pencil.
T:
Good,
“has”.
(另请两位学生来表演，这时可多出示些单词卡片。)
T:
(出示long单词卡。)
S8:
(表演)
S9:
I
have
long
hair.
T:
Good,
“long”.
Next.(再出示short单词卡。)
S9:
He
is
short.
S10:
…
…
(在学生表演的过程中教师应多给予肯定评价，以此来激励学生，活跃课堂气氛。)
(积分表可在课前画在黑板右方)
Group
1
Group
2
Group
3
Group
4
…
Word
Sentence
2.
(学生快速一个接着一个的进行Do
you
have
…?句型的问答复习，教师可以先开个头。)
T:
Well
done.
Next,
can
you
ask
and
answer
quickly
one
by
one?
You
can
begin
like
this:
Do
you
have
big
ears?
S11,
please.
S11:
Yes,
I
do.
T:
Do
you
have
a
big
nose?
S12,
please.
S12:
No,
I
don’t.
T:
Do
you
…?
S13:
No,
I
don’t.
Do
you
have
small
ears?
S14:
Yes,
I
do.
Do
you
have
long
hair?
S15:
Yes,
I
do.
Do
you
…
?
S16:
…
…
3.
(根据上一节课布置的作业，每组各选一位学生描述自己母亲的外貌，教师鼓励学生主动参与描述。)
T:
Very
good.
Now
describe
your
mothers
using
the
words
on
the
cards.
Zhong
Bin,
please.
Zhong
Bin:
My
mother
has
short
hair,
big
ears
and
a
small
mouth.
T:
Great.
Another
one.
S17:
…
…
Step
2
Presentation
第二步
呈现(时间:8分钟)
通过已学单词的拼读，让学生学习六个辅音/?/
/?/
/?/
/?/
/?/
/?/。
1.
(利用事先准备的归类单词卡片，通过学生拼读方式来完成，注意突出/?/,
/?/,
/?/,
/?/,
/?/,
/?/的读音。)
T:
OK.
Boys
and
girls,
attention
please.
Look
at
the
word
cards.
Read
and
spell
them.
(教师依次出示pen,
map,
apple三张卡片。)
Ss:
Pen,
P-E-N,
pen.
Ss:
Map,
M-A-P,
map.
Ss:
Apple,
A-P-P-L-E,
apple.
(板书单词与/p/，用彩色粉笔突出单词中的字母p，然后齐声朗读。)
/p/
pen
map
apple
(用已学音标，启发学生读plane这个单词。)
T:
Now
look
at
the
blackboard
and
read
them
together.
(以同样的方式学习/?/,
/?/,
/?/,
/?/,
/?/,
/?/。)
/?/
bus
book
bag/?/
cat
not
meet/?/
desk
hand
doctor/?/
cake
neck
can/?/
girl
egg
again
2.
(听1录音并跟读，注意其发音，了解发音规律。)
T:
Listen
to
1
and
repeat,
and
pay
more
attention
to
the
pronunciation.
Then
learn
about
the
regularities
of
the
pronunciation.
Step
3
Consolidation
第三步
巩固(时间:7分钟)
让学生进一步了解六个辅音的发音规律，通过模仿录音，帮助学生养成良好的发音习惯。
1.
(再听1录音，让学生跟读并为每个音标再找一个例词来补充，从而加深印象。)
T:
Now
listen
to
1
and
repeat.
T:
Who
can
find
another
word
with
/p/
sound?
S1:
Please.
T:
Good.
Thank
you.
T:
Who
can
find
another
word
with
/b/
sound?
S2:
Box.
T:
Very
good.
Thank
you.
…
2.
(教师出示小黑板，让学生按要求完成此题。把方框中的单词按音标归类。)
T:
OK,
now
please
look
at
the
small
blackboard,
then
fill
in
the
blanks
according
to
different
sounds.
teacher
green
do
pencilboy
neck
guess
twoclass
please
does
bye
/?/____
____
/?/____
____
/?/____
____
/?/____
____
/?/____
____
/?/____
____
Step
4
Practice
第四步
练习(时间:8分钟)
通过师生互动问答、听录音写句子等活动，培养学生听、说、读、写的能力。
1.
(1)(利用书中Kangkang的图片进行师生互动问答，复习有关描述外貌的句型，可以降低2中的听力难度。)
T:
Who
is
this
boy?
Ss:
He
is
Kangkang.
T:
Does
he
have
a
big
head?
Ss:
Yes,
he
does.
T:
Does
he
have
big
hands?
Ss:
No,
he
doesn’t.
T:
Does
…?
Ss:
…
…
(再呈现一张Amy的图片,
进行类似上面的练习。)
T:
Who
is
this
girl?
Ss:
She
is
Amy.
T:
Does
she
have
long
arms?
Ss:
Yes,
she
does.
T:
Does
she
have
big
feet?
Ss:
No,
she
doesn’t.
…
(2)(根据班上学生的外貌特征，让学生表演类似的对话。)
S1:
Hello,
S2!
Who
is
this
girl?
S2:
Hello!
She
is
Li
Mei.
S1:
Does
she
have
long
hair?
S2:
Yes,
she
does.
…
(3)(让学生完整地描述老师的外貌。)
S3:
This
is
my
teacher,
Mr.
Chen.
He
has
short
hair.
He
has
a
small
nose.
…
I
like
him.
T:
Well
done!
Thank
you.
2.
(1)
(听2录音，给“运动员”标上序号。完成2。)
T:
Look
at
the
picture
in
2.
We
can
see
Kangkang
and
some
other
boys.
They
are
playing
soccer.
Do
you
want
to
know
who
they
are?
Now
listen
to
the
tape
and
number
the
players
in
the
order
you
hear.
(2)
(核对答案，再听一遍，让学生写出所听到的句子，可利用暂停键操作。)
T:
Listen
to
the
tape
again
and
try
to
complete
the
following
sentences.
①
Li
Tao
.②
Tom’s
arms
.③
Peter
.④
Kangkang
.
3.
(师生一起总结归纳本话题的目标语言，然后放3a和3b录音，学生跟读。完成3a和3b。)
T:
OK.
Boys
and
girls.
Just
now
you
wrote
down
some
sentences
about
describing
Kangkang’s
and
his
classmates’
appearances.
Can
you
summarize
other
key
sentences
in
the
topic
quickly?
Then
write
them
down.
Ss:
Yes.
S4:
I
have
a
small
nose.
S5:
We
have
round
faces.
S6:
My
hair
is
long.
S7:
It
has
big
ears.
S8:
Do
you
have
a
knife?
S9:
Does
she
have
small
hands?
T:
Well
done.
Now
listen
to
3a,
3b
and
repeat.
Then
check
the
sentences
you
write
down.
At
last
read
together.
Step
5
Project
第五步
综合探究活动(时间:10分钟)
要求学生运用本话题所学的目标语言，进行交流并获取信息。通过完成表格、写作、唱歌等活动，培养学生听说读写的综合语言技能。
1.
(教师让学生两人一组，通过相互问答的方式获取有用信息，完成5中1的表格。活动前教师可为学生提供一些有用的句型。)
T:
Now
work
in
pairs.
Ask
your
partner
some
questions
about
his/her
teacher/friend.
You
can
use
the
sentence
patterns
in
3a
and
the
useful
expressions
in
3b.
Then
fill
out
the
table
according
to
his/her
answers.
S1:
Who
is
your
favorite
teacher?
S2:
Miss
Li.
S1:
Does
she
have
a
round
face?
S2:
Yes,
she
does.
S1:
Is
her
mouth
wide?
S2:
No,
it
isn’t.
Her
mouth
is
small.
…
(S1依次询问S2的教师或朋友的外貌特征，并依据S2的回答完成表格，然后两人交换角色继续问答。)
2.
(让学生根据完成后的表格所提供的信息，描述同伴的教师或朋友的外貌，完成5中的2。)
T:
Describe
your
partner’s
teacher/friend
according
to
the
table.
Then
write
a
passage.
3.
(教唱歌曲，完成4。)
T:
Sing
this
song.
Touch
the
parts
of
your
body
while
you
are
singing.
4.
Homework:
(1)复习Unit
2,
Topic
1的主要句型。
(2)写一篇关于你的兄弟姐妹或朋友的外貌特征的短文。
(3)带彩色笔准备下节课用。
板书设计：
I
have
a
small
nose.Section
D1.
/?/
pen
plane
apple
2.①Li
Tao
has
big
hands./?/
bus
book
black
②Tom’s
arms
are
very
long./?/
cat
photo
bottle
③Peter
has
big
feet./?/
doctor
kid
desk
④Kangkang
has
a
big
head./?/
milk
chicken
cup/?/
girl
glass
tiger
