人教版新目标版七年级英语下册 Unit 9 What does he look like第1课时教学设计

What does he look like

Unit 9 What does he look like? Period 1 Content Section A 1a, 1b, 1c, 2a, 2b, 2c

教学目标要求

1．能够使用What does she look like? 来询问某人的长相，并能够做出回答，如：What does h e look like? He is tall. He has long hair.

2．学会描述人的相貌的形容词，如：tall, short, thin, heavy, straight, curly ...

3．学会简单描述人的外貌及身体特征，如：She is thin. He has short hair.

4．能在教师指导下理解并掌握is 和has的区别和用法，如：She is thin. He has short hair.

5．能认读并能工整书写所学单词，如：tall, short, thin, heavy, straight, curly, height, build, a little, cinema, glass等。

6．能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)，如：What does she look like? She has long curly hair.

教学过程

活动步

骤

教与学活动目的及其操作教学资源运用

导入时间4m 1

导入新课单词

通过这三幅图片的对比，教师引导学生作答。

T: What does she look like?

S: She is of medium height.

She is of medium build.

(利用课件或板书教授新单词：medium, height, build)

2

引入单元标题

1．教师板书：Unit 9 What does he look like?

2．教师在教室中走动，随机询问学生：

What does he / she look like?

1a 时间8m 3

读图，了解对话情景——地点和谈论的话题

观察图片，回答问题。

T: First, look at the picture. Then, answer: Where are the students?

What are they talking about?

You can answer either in English or in

Chinese.

(T hey’re in the railway station. They are

talking about what he looks like. )

4

运用3的课件，激活学过的有关身体部位的单词

T: Now find the parts of the body, the n tell their English names.

理解辨认有关外貌的单词

1．学生复习已学的单词，接触生词，自主完成1a匹配练习。

2．教师利用课件订正答案，学生进行自我评价。5

1b

时间5m 6

听录音，完成图中的对话

1．学生读对话，根据对话内容对需要填的部分进行预测。

T: Before listening, please watch the picture and the sentences, predict what

you are going to hear.

2．播放录音，学生自主完成1b练习。

T: Listen to the tape and fill in the blanks in the picture above. Can you

find Amy’s friend?

3．教师利用课件订正答案，学生进行自我评价。

T: Let’s check.

7

观看视听会话的动画，并模仿跟读会话

1c

时间3m 8

Guessing Game

1．教师与一名同学做示范，学生可根据范例进行描述。两人一组询问和简单描述所假设的朋友

的外貌，询问者猜出图中哪一位是对方所假设

的朋友。

T: Suppose one of the people in 1a is your friend. Describe your friend. Your

partner will find him or her.

2．教师在对话内容中可增加指认朋友(Is that your friend? No, it isn’t. )的内容；询问

外貌除What does your friend look like? 外，

可鼓励学生用Is he/she tall or short? Is

he/she thin or heavy? 等表达。

2a

时间3m 9

听录音，回答问题

1．学生阅读问题，圈出句子中的谓语动词，并预测答案。教师引导学生注意到在描述头发时使

用has, 在描述身高、体格时使用is。

2．播放录音，学生完成2a练习，验证自己的预测是否准确。

3．利用课件订正答案。

4．学生观察圈出的谓语动词、表语或宾语，教师总结并强化概念：在描述头发时使用has，在

描述身高、体格时使用is。

2b

时间5m 10

观察表格并预测

学生阅读表格和任务要求，教师引导学生对所填

内容进行预测，根据 is后应填身高、体格，has

后填头发。

11 听录音，完成表格

1．播放第一遍录音，学生整体感受3段对话，教师提醒学生特别关注对话中谈论的对象以及和对话者的关系(1．brother Dave; 1．Sally;

1．friend Peter)。

2．播放第二遍录音，学生自主完成2b表格。3．播放第三遍录音，学生自查填表情况。

4．利用课件订正答案，要求学生一人一句说出自己的答案，如：David is tall and heavy ... 5．学生找出较难理解的句子，进行小组谈论，教师巡视并给予帮助。

6．播放第四遍录音，学生跟读录音，模仿语音语调语气，注意停顿。

2c

时间4m 12

通过半控制性的对话练习，熟悉、运用目标语言

1．依据2b中有关David的对话，教师与一名学生进行互动交流，为全班做出示范。

2．教师询问学生，学生将2b表格中的内容转换成完整的外貌描述语段，教师利用课件将语言

描述转换成图像，如：

T: Is Dave tall or short? What does he look like?

S: He’s tall and he’s heavy. He has curly hair.

3．学生两人一组练习对话，并合作画出Sally和Peter的形象。教师巡视并及时给予必要的帮

助。

4．请两组学生向全班学生展示他们的对话，并展示所画的Sally和Peter的形象。

小结

时间3m 13

本活动的检查评价；归纳反馈强化本节课学习目

标

1．抽查两组学生的会话表演。

2．教师总结：

Sally is of medium hei ght.

Sally is thin.

Sally has long straight hair.

Tom is heavy.

Mary has long curly hair.

作业

时间2m 14

Homework (布置作业)

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