七年级下Unit 7 What does he look like?Section A（1a-2c)Period1教案

Teaching Plan
Unit7 What does he look like
(period one 1a-3)
1. Analysis of teaching material
This period is aimed to make students know how to describe people’s appearance. The most important sentences in this period are “What does he/she look like He/She is/has…”
The topic is interesting that many students are eager to take part in. It is not difficult for students to learn this period well.
Teaching objectives
1). Knowledge objectives
(1) Students should be able to use adjectives and phrases to describe people’s appearance. Such as, short/ curly/ straight hair, medium build, height, thin, heavy, wear
(2) Students should master the sentences learned in this unit. Such as, What does he/she look like He/She has…
2). Ability objectives
(1) Students can describe people’s appearance felicitously.
(2) Students can find out the person who they are talking about according to the description.
3). Feelings and attitudes objective
Let students know how to describe people’s appearance and express their ideas felicitously.
4). Cultural objective
Make students understand the differences between native culture and western culture in describing people’s appearance.
5). Learning strategy objectives
(1) Help students form the habit of observation in daily life.
(2) Let students know how to learn English well by communicating with others.
Important teaching points
1. Important words and phrases of this unit: short/ curly/ straight hair, medium build, height, thin, heavy, wear and so on。
2. Important sentences: What does he/ she look like He/ She is tall/ short…
He/ She has straight/ curly hair.
3. Topics: describe people’s appearance
Difficult teaching points
Use these words “am/is/are, have/ has” correctly and proficiently.
Analysis of students
The students are Grade one in junior middle school. They have some knowledge in English learning. However, these students come from different places, their basis are different.
6. Teaching aids: blackboard, chalk, computer
7. Teaching procedure
Step1: Warming up
(let students listen to music before class)
T: My class, welcome to my class. Before we come to our new lesson, let’s look at these two pictures. Can you guess who is she
S1: She is our English teacher.
T: She is me. And please look at this picture. Who is she
S2: She is my partner.
T: She is also me. Look at these two pictures. We can know they have different…
Ss: Height.
设计说明：课前让学生听音乐，刚上课的时候让学生猜照片中的人是谁，然后自然引出“height”这个话题，更能吸引学生的注意力，调动课堂气氛。
Step2: Presentation
T: Please look at this picture. Who is he？
Ss: He is YaoMing.
T: What does he look like？
S1: He is tall.
Then the teacher presents the new words one by one according to the pictures.
设计说明：通过各种具有明显特征的图片呈现新单词，更形象，更直观，让学生更有兴趣学习。
Step3: Speaking
T: Please look at this picture. And tell me what do they look like
S1: He is short. S2: He is of medium height. S3: He is tall.
设计说明：此环节主要是巩固有关height的句型，帮助学生掌握刚学的知识点。
Step4: Presentation
T: Please look at this picture. What does she look like？
S1: She is thin.
Then present the new words one by one according to the pictures.
设计说明：通过图片教授新词和句型，更能吸引学生的眼球和注意力。
Step5: Practice
T: My class, please look at these pictures. What does he look like？
S1: He is short. S2: He is heavy.
T: So we can say he is short and heavy.
T: What about her What does she look like
Ss: She is of medium build and thin.
设计说明：通过练习巩固了刚学的新单词，同时整合了体型和身高的表达，起到综合的作用。
Step6: Presentation
T: What’s this
Ss: It’s hair.
T: What does she look like
S1: She has long hair.
Then have a free talk with students to present the new words one by one according to the pictures.
设计说明：通过生动、对比明显的图片来教授有关描述头发的表达方式，更能吸引学生的兴趣，更直观。
Step7: Play a game
T: My class, can you remember the hairstyles now
Ss: Yes, we do.
T: Good. Now let’s play a game. Please remember the order of the hairstyles and then tell your classmates the order. Ok Now, let’s begin.
设计说明：让学生记住发型的播放顺序，然后告诉全班同学这个顺序。这个环节不仅调动了课堂的气氛和学生的学习兴趣，同时巩固了发型的表达方式，在玩中运用了所学的语言点。
Step8: Practice
Ask students to do 1a. Then the teacher checks the answers.
T: My class, we have seen many kinds of people on PPT. And in our book, it introduces some other people to us. Please open the book and finish 1a.
设计说明：让学生完成1a 的练习，是对本节课的新单词进行一次全面性的巩固，为接下来的学习做好准备。
Step9: Pairwork
T: Boys and girls, please look at this picture. She is Amy. And d is her friend. What about you Do you have a friend？
S1: Yes, I do.
T: What does your friend look like
S1: He/She is…
T: Now, please make a similar dialogue like this.
设计说明：先让好生示范，再让学生自己编对话，提高学生的口语表达能力。
Step10: Practice
T: Please circle is or has below. Then check the answers.
At last, the teacher sums up. Ask students to do a match practice.
设计说明：把听力改为直接的选择练习，可以更好地了解学生的掌握情况，最后再以连线的形式总结这个知识点。
Step11: Listening
T: Boys and girls, you have a good memory. Do you also good at listening Now please listen carefully and finish the chart.
设计说明：此环节是本节课的一个亮点，学生的基础不怎么好。把原来的听力练习改为选择的形式，更符合学生目前的水平，实现了因材施教。
Step12: Exercise
T: Please look at the chart. Sally has a friend. Her name is lily. What does she look like
S1: She is short. And she has big eyes
S2: she wears a dress and white shoes.
T: Please fill in the blanks as quickly as you can.
设计说明：先让学生看图说出外貌特征，再让学生完成对话，强化了本节课所学的知识，同时为基础薄弱的学生做了练习的铺垫。
Step12: Guessing game
T: Sally has another friend. He is from Taiwan. He is a singer. Can you guess who is he You can ask like this: Is he tall？Does he have short hair
Then ask students to describe the person after having a look at the picture.
设计说明：本环节的设计增加了课堂的趣味性，同时给学生描述一个人的外貌做了个范例，为接下来环节做了铺垫。
Step13: Describe your classmates
T: Please describe one of your classmates. If you think he/she is talking about you. Please stand up.
设计说明：此环节是综合运用本节课的知识点，对课文的内容进行拓展和升华。
Step14: Homework
1.Copy the sentences in Grammar focus （抄写Grammar focus中的句子）
2. Describe your parents and then draw a picture of them after class.
（课后描述你的父母并画出画像）
Blackboard design:
Unit7 What does he look like
(period one 1a-3)
short/ curly/ straight hair, What does he/she look like He/She has…
medium build, He/She is…
Height, thin, heavy, wear He/She has…hair.