精编人教版英语七年级下册Unit 9

七年级英语·下新目标【人】Unit 9What does he look like?
话题Topic 外貌(Physical appearance)
1.引导学生熟练地运用询问和描述他人外貌并做出简单评价的短语和句型。

2.引导学生正确而熟练地运用is 和has 、do 和does 、have 和has 。

3.引导学生通过阅读上下文,对篇章中的指代关系进行逻辑分析,保证对篇章的理解精确到位。

教法:以听说领先,在英语语境中大量感知和训练本单元的表示出行方式的句型,养成良好的学习英语的习惯。

通过单元的语言学习,归纳总结关于描述人物外貌的表达方式,使知识的记忆系统化。

采用Pair work 和Group work 相结合的方式,练习询问描述人物外貌的英文句型。

阅读活动设计为“读前、读中、读后”,每一步都设计了不同的任务或活动,重在培养学生的阅读策略和技能, 同时结合阅读材料进行拓展性语言训练和运用。

让学生在语言学习的过程中, 对别人的描述做出自己的判断。

教学突破:创设语境,重视听说能力,反复训练描述人物外貌的表达方式。

在练习中正确使用is 和has 、do 和does 、have 和has ,培养学生对词语及句型的运用能力,为写作练习做准备。

注重方法与价值观的培养
:以听说领先
,运用图片在英语语境中大量感知和训练本单元的描述人物外貌特征的形容词和运用is/has 的句型,在模拟交际活动中训练what 引导的特殊疑问句询问外貌特征的句型,养成良好的学习英语的习惯。

通过单元的语言学习,归纳总结目标语言的用法和注意事项,使知识的记忆形象化、系统化。

采用Pair work 和Group work 相结合的方式,练习询问和回答某人外貌(包括个头、体型和头发等)的英文句型以及词汇。

通过大量的课堂练习,让学生对描述明星、老师、家人或同学的话题感兴趣,并能运用语言进行阅读写作,从语言学习的过程中,注意学会运用恰当、得体的语言来描述人物。

第一课时:Section A 1a-1c
第二课时:Section A 2a-3c
第三课时:Section B 1a-2c
第四课时:Section B 3a - Self Check
教学 单词 名词:height , build , cinema , glasses , actor , actress , person , nose , mouth , face , eye ,
3.
在运用功能句型描述人物外貌时区分is和has的用法。

由于文化背景的不同,中英文中对人物外貌的描述也应该注意一些差异:
1.关于肥胖和生理缺陷
在中国文化中人们并不忌讳肥胖。

汉语中有许多词汇表示人物的肥胖,如:“富态”、“发福”、“胖墩墩,胖嘟嘟”、“心宽体胖”等,这些词语都是褒义词,只有少数是含有贬义的,如:臃肿、大腹便便。

但是英语中的fat作为形容词,描述人物时意义趋于贬义、消极,人们在交际时避免使用,要说一个人“胖”,一般用一些意义中性或委婉的词语,如:heavy, heavy-set, plump, chubby。

甚至会说She’s on a diet.(她正在节食)来暗指某人体胖。

同样,如果描述某人很瘦,也不要用skinny,而用slim或slender代替。

汉语中,人们常用“长得不错”、“心灵美”、“看上去很舒服”等词来形容相貌一般的人。

英语中,常以“plain”、“ordinary”、“homely”等词来替代,“ugly”等贬义词则很少用或者不用。

另外,“残废”在汉语里是一个很伤人心的词,直接用来描述一个人是很不礼貌的,因此,在表示肢体残缺方面,由于人们对残疾人的尊敬和同情,往往也回避“瘸子”、“瞎子”、“聋子”、“智障”、“cripple”、“the mutilated”、“lame”等词的直接使用,取而代之的是一些比较委婉的表达,如“腿脚不方便”、“聋哑人”、“弱势群体”“disabled”等。

2.关于年龄
中国人对年龄不太敏感,往往人们还爱以“老”相称,“老”被认为是成熟、老练、有经验,“姜还是老的辣”、“他是个老资格”。

所以,我们说别人是个“五六十岁的老人”时,不会觉得有什么不妥。

但是在西方,人们的年龄是一种秘密,尤其是成年妇女,她们不希望别人了解自己的真实年龄,同样也不愿意他人描述自己时,把自己说老了。

人们描述相貌时,很少直接陈述别人的年龄。

谈到“老”时,也不仅仅使用old,aged等形容词。

交谈中,人们会说She’s not so young.He’s not young any more.这样的话语来说一个人的“老”。

把老人称为senior citizens或senior people是常有的事。

3.注意一些描述性词语的使用
英语中通常使用beautiful,pretty来描述女人“漂亮”,而用handsome来描述男人。

然而,男人之间不常用handsome来描述对方。

我们用boy,girl描述男孩、女孩,若不分性别,用child。

描述成年人时,我们用lady和gentleman代替直接使用woman和man,代指女士和男士。

因为相对而言,lady和gentleman较woman和man更加礼貌、委婉,常用于正式场合。

第一课时Section A 1a—1c
1.记忆单词: straight, tall, medium, height, thin, heavy, build
短语: look like, short/long/curly/straight hair, of medium height/build
2.掌握和运用询问、描述人物外貌的句型:
—What does he look like?
—He’s really tall.
3. 通过听力训练能够掌握描述人物外貌的表达方式。

4. 通过谈论外貌,培养学生用英语进行交流的习惯。

1.学会运用描述人物外貌的形容词和短语:look like, short/long/curly/straight hair, of medium height/build
2.学会谈论外貌的句型:—What does he look like?—He’s of medium height.
3.培养用英语进行交流的习惯。

1.掌握有关人物外貌的形容词、短语和句型。

2.能够用英语谈论人物的外貌。

本课时的教学内容是人教版七年级下册英语第九单元的第一课时,这一课时在整个单元中起到了非常重要的作用。

本堂课先由一段《大头儿子和小头爸爸》的视频导入本单元的话题:What does he look like?接着用chant和全身反应法进行身体各部位名称的复习。

然后呈现一些学生熟悉并喜欢的明星图片来操练本课的核心词汇和句型,同时向学生灌输情感教育:“不可以貌取人”。

接下来用课本的听力训练作为语言的输入。

输入之后是一个语言输出的环节,也就是一个说的环节。

在这个环节里,设计几个活动:小组对话、唱歌、读短文拼图等。

为了使学生语言习得在轻松、自然、愉悦的环境中进行,在教学设计中,活动将贯穿整个课堂。

设计教学PPT,录音机,多媒体,相应的视频,明星的图片,假发,墨镜。

StepⅠ.Lead in
Leading in 【情景1】
1.T:(Greet the class.) Hello, everyone! Good morning/afternoon!
Ss: Good morning/afternoon!Mr./Ms.××.
T: Do you like watching cartoons?Let’s watch some.(Play the cartoon of The big head son, the little head father.)
Ss: Wow, Great!
T: Do you like the video?
Ss:…
T: What does the son look like?
Ss: He has a big head.
T: What does the father look like?
Ss: He has a small head.
T: Can you say the names of our body?Let’s try! Head, hair…
2.Chant
Show a picture of a girl.
T: Can you say the different parts of the body?
Ss:…
T:Let’s say them together.
ears eyes nose
face mouth teeth
head hair hands
arms legs feet
T:Let’s chant them.
[设计意图]教师用此方法来引导学生复习小学阶段学过的表示身体各部位名称的单词,为下一个阶段学习做铺垫。

同时用chant 和全身反应法来激发学生的学习热情.
Leading in 【情景2】
T:(Greet the class.) Hello, everyone! Good morning/afternoon!
Ss: Good morning/afternoon!Mr./Ms.××.
T: How many people are there in your family?
Ss: Three./Four./Five.
T: Who are they?
Ss: They are mother, father and…
T: Is your father short?
Ss: Yes./No.
T: Is your mother beautiful?
Ss:…
T: What about her hair?
Ss:…
T: In this unit,we’ll learn how to describe people’s looks.Do you like to learn it?
Ss:…
[设计意图]本单元主要话题是描述人的外貌,因此从复习家庭成员的名称入手,并用已经学过的形容
词对家庭成员进行简单的描述。

进而自然地过渡到本单元的话题,这样以旧带新能帮助学生扩展思维。

StepⅡ.Presentation(2a)
1.Show pictures of some famous stars
T: Look at the first picture.Who is he/she?
Ss:He/She is …
T: What does he/she look like?
Help Ss to say:He/She has curly hair.Repeat the word “curly”.
Then present the other words:“straight,tall,medium,height,thin,heavy,build” in the same way.
[设计意图]用学生喜欢的明星的图片来展示新单词,加深学生对单词的感性认识,调动学生识记单词
的兴趣。

2.Read the new words aloud
Show the new words on the PPT together.
T:Read the new words after me together.Curly,straight,tall,medium,height,thin,heavy,build.
Ss:Curly, straight, tall, medium, height, thin, heavy, build.
T: Now read the new words by yourselves.Try to remember them as quickly as you can.
Ss:…
3.A game
Show pictures without the words first, then the words appear after Ss say them.Let the Ss say out the words according to the pictures.For example,seeing a picture of curly hair,they should say “curly hair”.If they can not say the words quickly, help them repeat the words some times.
4.Match
Match the words with the people in the picture in 1a.
【Keys】 1a: Answers will vary.Sample answers:
1.e,f
2.b,h
3.a
4.a,e,f
5.h
6.f
7.g
8.c
9.d
[设计意图]多次重复诵读单词,强化单词的记忆。

简单的单词游戏既调动了学生的学习积极性又强化了单词记忆。

Step Ⅲ.Present the sentence patterns
1.Present the important sentence pattern“What does he look like?” by showing the pictures on the multi-media.
For example:
T: Look at the first picture.Who is he?
Ss: He is Yao Ming.
T: What does he look like?
Ss: He is tall.
2.Practice the sentence patterns
Divide the Ss into two groups:the boy group and the girl group to practice the patterns by looking at the pictures.
The teacher should explain these words.
法去呈现其他句子。

Step Ⅳ. Listening (1b)
1.Before listening
T:Please look at the picture in your books.And answer some questions about the picture.(Show the questions on the screen.)
T: Where are they? What are they going to do? What does Amy’s friend look like?
2.While listening
Play the recording for the first time.Get the class to finish the task in Activity 1b.
Play the recording again.And ask the questions to check their listening.
T:What does he look like?
Ss:He’s really tall.And he has curly hair.
T: Can you find Amy’s friend?
Ss: He is h.
The teacher plays the tape for the third time and the class read aloud in pairs.
T: Please read the conversation aloud and try not to look at the materials.
【Keys】 1b: tall, curly hair
Amy’s friend is h.
[设计意图]此环节是为了获得语言的输入,培养学生的语感,纠正学生的语音语调,同时让学生学会根据图文信息去推测听力的大意。

Step Ⅴ.Post-listening Activities (1c)
1.After listening to the conversations, get the class to read them aloud.
T: Now let’s listen to the tape and read the conversations in 1b.
Ss read aloud.Then practice the conversations.Focus on the stressed words,pronunciation and intonation.
2.T: Imagine one of the people in 1a is your friend.Describe your friend to let your partner find him or her.
Ss work in pairs.
3.Choose four students to come to the front of the class. They can wear glasses or false hair to dress up as stars who they like.The other students talk about their looks in pairs.Then they can have a catwalk along with the music after the description.
A:What do you look like?
B: I am short and thin.
A:What do they look like?
B: They are of medium height.
A:What does he look like?
B: He is of medium build.
A:What does she look like?
B: She has curly hair. She is tall.
[设计意图]学生在听了细节之后,朗读巩固;再模仿1b的对话,编出自己的对话。

根据十几岁的孩子喜欢追星的心理特点,设计一个明星模仿秀活动,既可以很好地操练到本课的句型,又可以吸引学生的注意力。

Step Ⅵ.Play a game
1.Show two short passages on the screen.First have the students read them aloud together, then divide them into groups to have a reading competition.
2.Show a picture of Han Hong.Tell the students an idea:Don’t judge a person by her or his looks.
T: Is Han Hong beautiful?
Ss:…
T: What does she look like?
Ss:…
T: Han Hong is not very beautiful, but she sings very well. She is kind and she is popular. That is enough! So we should not judge a person by his or her appearance!
[设计意图]通过游戏进一步练习口语,并增加语言学习的趣味性。

Step Ⅶ.Summary and Assignment
T: Today we learn to talk about people’s looks.(Show by PPT.) The new words: straight, curly, tall,height,thin,heavy,build,medium.The sentence pattern:What does he look like?Please learn to use “is” or “has” to describe a person.
[设计意图]通过PPT播放,让学生快速回顾本节课所学的描述人物的形容词和询问外貌的句型,便于学生课后复习和练习。

Exercise
Ⅰ.给英汉意思配对
1.heavy a.中等身材
2.of medium height b.卷发
3.straight hair c.重的,胖的
4.curly hair d.直发
5.of medium build e.中等身高
Ⅱ.用所给词的适当形式填空
1. Does he (has) black long hair?
2. His father(be) of medium build.
3. Jim (have) small eyes and short hair.
4. Susan (look) like her sister.
5. Tim (be) tall and he (have) brown hair.
【Keys】Ⅰ.1.c 2.e 3.d 4.b 5.a
Ⅱ.1.have 2.is 3.has 4.looks 5.is, has
[设计意图]学生在学完之后,自己总结本课,再次回顾所学。

以学评教、强化落实。

当堂检测主要是由本节内容组成的形成性评价,通过练习巩固所学内容。

Step Ⅷ.Homework
Tell your parents what your best friend at school looks like.
[设计意图]多与父母沟通,让父母了解学生在学校的情况。

Section A (1a-1c)
What does he look like?
What does your friend look like?
She’s of medium height, and she has long straight hair.
short/long/curly/straight hair
of medium height/build
【基础训练】
Ⅰ.根据句意及首字母提示补全单词
1. What does your friend l like?
2. All the students have s hair.
3. He is not tall or short.He is of medium h.
4.The h boy wants to lose weight(减肥).
5. His mother usually has c hair.
Ⅱ.翻译短语
6.看起来像……
7.直发
8.卷发
9.中等高度
10.中等身材
Ⅲ.翻译句子
11.他长什么样?
___________________________________________________________________________________________
12.她中等身高,中等身材。

___________________________________________________________________________________________
13.她留一头长卷发。

___________________________________________________________________________________________
14.David 高还是矮?
___________________________________________________________________________________________
15.他的头发是直的还是卷的?
___________________________________________________________________________________________
【综合运用】
Ⅰ.单项填空
1.—What he like?
—He’s tall and thin.
A.is, look
B.does, looks
C.does, look
D.is, looks
2.His mother isn’t thin or heavy.She is of medium .
A.height
B.build
C.high
D.heavy
3. She always short curly hair.
A.is
B.are
C.has
D.have
4.Jack is medium height.
A./
B.of
C.in
D.for
5.—Is Tom short?
—No, he is.
A.heavy
B.tall
C.long
D.thin
Ⅱ.选词填空
6. — Do you know our new math teacher?
—Yes, he is of build.
7. —What does the woman look like?
—She has and yellow hair.
8.The man is because he likes eating meat.
9. She like her mother.
10.The of the tree is 40 meters(米).
【参考答案】
【基础训练】
Ⅰ. 1.look 2.straight 3.height 4.heavy 5.curly
Ⅱ.6.look like7.straight hair8.curly hair9.medium height 10.medium build
Ⅲ.11.What does he look like?12.She is of medium height and build.13.She has long curly hair.14.Is David tall or short?15.Is his hair straight or curly?
【综合运用】
Ⅰ.1.C 2.B 3.C 4.B 5.B
Ⅱ.6.medium 7.curly 8.heavy9.looks10.height
第二课时Section A 2a—3d
1.记忆词汇:tonight, little, cinema, glasses, later, handsome, actor, actress, person
短语:a little, go to the movie, in front of, wear glasses
2.能够运用所学的单词、短语和句型简单地描述人物的身高、体重和发型等外貌特征。

3.正确运用does与do,is 与has,has与have。

4.通过听力训练,在情景交际中练习语言点,提高英语听说能力。

5.通过谈论同学的外貌增进了解,加深友谊。

1.学习描述外貌的相关词汇和短语:tonight, little, cinema, glasses, later, handsome, actor, actress, person, wear glasses
2.学习描述人物外貌的两个句型:Sb. is…/Sb. has…
3.学会运用 does与do,is 与has,has与have。

4.通过听力、口语的训练,总结句型,归纳语法。

1.运用所学的单词、短语和句型简单地描述人物的身高、体重和发型等外貌特征。

2. does与do,is 与has,has与have的运用。

本课时的教学内容是人教版七年级下册英语第九单元的第二课时,在上一课的基础上,通过听力导入更多的语言材料,对人物的外貌进行较准确的描述,并在真实情境中加以运用。

通过Grammar Focus对描述外貌的词语和句型进行总结,以练习的方式对易错点进行巩固加深。

本节课以活动和任务引起学生的听说兴趣,训练学生的听力和口语表达能力。

利用图片辅助听力和说话,同时在对话中反复运用新学的单词和短语,对重点句型归纳总结,针对易错点进行训练。

因此,教师可以将知识目标定为描述人物外貌的句型。

情感目标定为通过话题的学习,使学生增进了解,加深友谊。

设计教学PPT,录音机,多媒体,相应的插图。

StepⅠ.Lead in
Leading in 【情景1】
Warm up by talking about students’ looks.
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon,Mr./Ms.××.
T:Are you tall or short?
S1:I am short.
T:Do you have long hair or short hair?
S1:I have short hair.
T: Are you thin or heavy?
S1:I’m heavy.
Then have the Ss ask and answer like this.
[设计意图]利用学生学过的内容,谈论周围人的外貌,为2a听力教学扫清障碍。

Leading in 【情景2】
Play a guessing game.
One student describes one of his classmates,and the other students try to guess who she or he is.The students have a chance to guess every time the student finishes a sentence, until they say out the name correctly.For example:
S1: The person is tall.
Ss: Is she or he…?
S1: The person has short hair.
Ss:…
S1: The person is of medium build.
Ss:…
S1: The person wears glasses.
Ss: It must be…
S1: Yes,you’re right.
Then this student goes back to his or her seat.Another student comes to describe.
[设计意图]利用做游戏的方式,通过这种听说练习,让学生进一步熟悉和熟练运用描述人物外貌的词
语和句型。

为2a、2b听力教学扫清语言障碍。

StepⅡ.Listening(2a-2b)
1.Before listening
T: Look at the three questions in 2a.Do you catch their meanings?
Ss:…
T:They aren’t Yes/No questions.You can answer them without Yes or No.Now read the questions aloud.
Ss: Is David tall or short?…
T: Can you guess what we will listen to through the questions?
Ss: Yes, maybe about the three persons’ looks.
T: Yes,we’ll listen to conversations about the three persons’looks.Let’s see what they look like.
2.While listening
T:Now you will hear three conversations.The people are talking about friends.Listen carefully to answer the questions in 2a.
Play the recording for the students to listen.
Play the recording for the second time to check their answers.
T: Is David tall or short?
Ss:He’s tall.
T: Does Sally have long hair or short hair?
Ss: She has long hair.
T: Is Peter tall or short?
Ss:He’s short.
T: Now listen again.Fill in the chart in 2b.
Play the recording the third time.Students try to write down their answers in the chart.Then play it again for the students to check their answers.
T: Now let’s repeat the conversations.Listen carefully, and try to repeat sentence after sentence.Try your best to imitate the pronunciation, intonation and stress.
材料有助于学生学到地道的口语。

此环节既能充分练习学生的目标语言,使学生学以致用,同时也能极大地调动学生们的课堂参与率。

StepⅢ.Pair work(2c)
1.Get the students to read after the recording.Learn the pronunciation and intonation.
2.T: Now,I’d like one of you to answer my questions about David.You can look at the chart in 2b.
T: What does David look like?Is he short or tall?
S1:He’s tall.
T: Is he heavy or thin?
S1:He’s heavy.
T: Does he have straight hair or curly hair?
S1: He has curly hair.
(The teacher draws the picture of David according to the student’s answers.)
3.Have Ss ask and answer about Sally and Peter in pairs.Student A looks at the chart in 2b.Student B asks student A questions and then draws a picture of the person.
[设计意图]通过学生的听后口语活动,训练选择疑问句的构成和回答。

边听边画有助于集中注意力又能够使学生感兴趣。

并且能为有绘画特长的孩子提供一个展示的空间。

StepⅣ.Reading and role-playing(2d)
1.Tell students to read the conversation in 2d.Ask some questions for the students to focus on.
T: Now, please read the conversation in 2d and find the answers to these questions:(Show on the PPT or write them on the board.)
Q1.What are Mike and Tony going to do tonight?
Q2.Where will Tony meet David?
Q3.What does David look like?
Q4.Is David tall or short?
(Ss read the conversation and try to find the answers to the questions.After most students finish reading, check their answers one by one.)
T: Now let’s check your answers.What are Mike and Tony going to do tonight?
Ss: They are going to the movie tonight.
T: Where will Tony meet David?
Ss: He will meet David in front of the cinema.
T: What does David look like?
Ss: He has brown hair and wears glasses.He’s of medium height.
T: Is David tall or short?
Ss: He isn’t tall or short.
T: Very good.I’m glad most of you can find the right answer.
2.Listening and reading
T:Please read after me.You can imitate the pronunciation and intonation.Then you can practice the conversation with your partners.
Ss read and practice.
3.Then show the conversation on the PPT and then erase some phrases or sentences.Get the students to do the disappearing dialog exercise.
T:(After the students practice the conversation, get them to role-play it.)I’ll ask some pairs to role-play the conversation without reading.
4.T: What new sentences do we learn from this conversation?Let’s learn them.
Ss discuss and the teacher writes them on the blackboard like these:
Are you going to the movie tonight?
We’re meeting at seven, right?
I may be a little late.
He has brown hair and wears glasses.
He isn’t tall or short.
See you later.
T: Read these aloud and write them down in the exercise-books.
These items should be explained.
合作能力、口语表达及语言运用能力。

StepⅤ.Grammar Focus
1.T:(Play the PPT and get the students to read them aloud.) Please read the questions and answers in Grammar Focus.
2.(Learn the grammar.)
T: Look at these sentences.Discuss:
(1) What do these sentences talk about?
(2) The differences between alternative questions and the Yes/No questions.
(3) How to use do or does.
(4) How to use is or has.
After the students’discussion,the teacher gets them to report to the class.And the teacher summarizes this activity and checks common mistakes.
The teacher points out the sentence pattern and helps the class to learn.Explain the following to the students:
点,对重点内容精听精解,易于学习掌握。

Step Ⅵ.Practice(3a-3b)
1.T:Now let’s look at 3a.Do you know the words or phrases in the box?Can someone translate them into Chinese?
A student volunteers to read and translate.
2.T: Do you know how to use is or has?
Ss: Yes.
T: Which can be used with “is” and which can be used with “has”? Now work by yourselves to finish the task in 3a as quickly as you can.
Ss fill in the chart as quickly as they can.
3.Check the answers
T: Can you share your answers? Now I want one of you to share your answers with us.
A student volunteers to read his or her answers aloud,and the others check them.
4.T:Now you know how to use “is” or “has”.Let’s have another exercise.Look at 3b. Circle the correct words to complete the conversation.
Ss circle the words by themselves.Then check their answers.
T: Practice the conversation in pairs.
Get some pairs to practice the conversation in class.
[设计意图]在表述外貌时,何时用is,何时用has一直是学生的难点问题,此表格的设置让学生更直观地体会这两个词的区别。

通过这样的练习,加深对这些语言点的掌握。

Step Ⅶ.Writing(3c-3d)
1.Show some photos of the famous singer or actor (actress).
Ask Ss: Who is your favorite singer/actor/actress?
Ss think and answer this question.
2.Then ask them the question:
What does your favorite actor or actress look like?
3.Ss think and answer.
T:Now write down your answers on the line.Work in groups.Talk about your favorite
teacher/friend …What does she/he look like?Think and write down your sentences.
[设计意图]通过任务活动,联系实际,进行语言训练,培养学生对所学目标语言的实际运用能力。

StepⅧ.Summary and Assignment
T:In this class, we learn more words and expressions to describe people’s looks, and how to use “is” and “has”,“do” and “does”.(Show the language points on the PPT.) [设计意图]结合多媒体课件,反思、归纳本节课语法项目,使之系统化,是学生对所学知识进行内化、提升的过程。

巩固本节课的目标语言。

Exercise
根据汉语意思完成句子
1.她长得什么样子?
What does she?
2. 她个子是高还是矮?
she tall?
3. 他留着长发还是短发?
he have hair short hair?
4. 他不高也不矮,中等身高。

He tall short.He’s.
5. 她留着长的直发。

She long hair.
【Keys】 1.look like 2.Is, or short 3.Does, long, or 4.isn’t, or, of medium height 5.has, straight
[设计意图]当堂检测并复习巩固谈论人物外貌的表达方式的学习和掌握情况。

StepⅨ.Homework
1.Describe one of your favorite teachers in your school, or one of your favorite actors or actresses.Don’t write his/her name.
2.Copy the new words in Section A for five times.Then recite them.
[设计意图]机械记忆和实际应用相结合,注重语言知识的操练与积累。

Section A(2a-3c)
tonight, little, cinema, glasses, later, handsome, actor, actress, person
Do they have straight or curly hair?
They have curly hair.
Is he tall or short?
He is not tall or short.He’s of medium height.
Are you going to the movie tonight?
We’re meeting at seven, right?
I may be a little late.
He has brown hair and wears glasses.
He isn’t tall or short.
See you later.
【基础训练】
Ⅰ.根据首字母或汉语提示完成句子
1.What are you going to do (今晚)?
2. She usually wears g.
3. See you l.
4. Does he have long hair o short hair?
5. Zhang Ziyi is my favorite a.
Ⅱ.翻译短语
6.看电影
7.有点晚
8.长而直的头发
9.再见
10.一点,少许
Ⅲ.句型转换
11. does,your, look, Mike, friend, like, what (连词成句)
___________________________________________________________________________________________
12. or,hair, she, curly, straight,have,does (连词成句)
___________________________________________________________________________________________
13. She is tall with long black hair.(对画线部分提问)
does she ?
14. Does she have long hair?(用short hair 变为选择疑问句)
Does she have long?
15. Her mother has curly hair.(改为一般疑问句)
her mother curly hair?
【综合运用】
Ⅰ.单项填空
1.—What does your friend look like?—.
A.He is thin
B.She is a kind girl
C.She likes music
D.She is good
2. they long hair?
A.Is, have
B.Do, have
C.Does, has
D.Does, have
3. —your brother short?
—No, he of medium height.
A.Is, is
B.Is, has
C.Has, has
D.Has, is
4. Let me have a look your new schoolbag.
A.after
B.like
C.at
D.the same
5. Julia short but she long hair.
A.is, is
B.has, is
C.is, has
D.has, has
Ⅱ.补全对话
A: I hear(听说) you have a new friend.
B: Yes.6
A: What does she look like?
B: 7
A: Is she tall?
B:Yes.She’s tall and thin.
A: Does she often wear glasses?
B: 8
A: 9She often wears a yellow sweater and blue pants.
【基础训练】
Ⅰ.1.tonight 2.glasses ter 4.or 5.actress
Ⅱ. 6.go to the movie7.a little late8.long straight hair9.see you later10.a little Ⅲ.11.What does your friend look like,Mike? 12.Does she have straight or curly hair? 13.What, look like 14.or short hair15.Does, have
【综合运用】
Ⅰ.1.A 2.B 3.A 4.C 5.C
Ⅱ.6.B7.A8.D9.C10.E
【Section A】
1a Answers will vary.Sample answers:
1.e,f
2.b,h
3.a
4.a,e,f
5.h
6.f
7.g
8.c
9.d
1b tall, curly hair
Amy’s friend is h.
2a 1.He’s tall. 2.She has long hair. 3.He’s short.
2b
3a
3b A: does B: is, has
A: Is B:isn’t, is
A: have B: has, is
第三课时Section B 1a—2c
1.记忆单词: nose, mouth, round, face, eye, singer, artist, put, each, way, describe, differently, end, real
短语:a big nose, a small mouth, a round/long face, in the end
2.能掌握描述人物相貌的句型。

3.通过本课时听力和阅读练习,扩展学习一些生词、短语,并能够完成阅读理解任务,获取相关信息。

4.学会较细致地描述他人的五官及着装、配饰等。

1.进一步学习一些描述人的外貌特征的表达方式,对人物进行较细致的描述。

2.在听力和阅读中学习新的语言知识,提高听力和阅读能力。

3.通过阅读这篇短文,领悟人们对同一事物的看法与描述会千差万别。

1.在阅读教学中,注意培养阅读的策略,引导学生注意文章的整体性,上下文的衔接。

2. 正确、熟练地描述人物相貌,准确抓住他人特点进行描述。

本课时的教学内容是人教版七年级下册英语第九单元的第三课时,在前两课的基础上,增加了更多的描述人物外貌的单词和表达方式,以便能对人物进行较细致的描述,并通过听说练习对这些表达方式进行充分练习,还有相应的阅读训练。

本节课以做游戏和描述明星的方式引起学生掌握新语言点的兴趣,再通过听说练习,反复巩固,并提高学生的听力和口语表达能力。

教学重点是2a -2c的阅读教学,在阅读中不仅学习巩固语言知识,还要注意学生阅读策略的培养,提高阅读能力。

引导学生明白:不同的人对同一事物的看法和描述是千差万别的。

设计教学PPT,录音机,多媒体,图片和单词卡片。

StepⅠ.Lead in
Leading in 【情景1】
1.Warm up by talking about their looks.
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, sir/madam.
T: Do you know what you look like?
Ss: Of course.
T: What do you look like?(Point to a boy.)
S1:I’m tall and heavy.I have short straight hair.
T: Do you think you are handsome?
S1: Yes./A little./No.
T: What do you want to look like?
S1: I want to have brown hair.And …
2.Have the students talk about their looks like this in pairs.
[设计意图]通过与学生的这种自由对话,让学生以感兴趣的方式,复习运用已学过的词汇和对话,复习Section A部分的内容,并轻松进入语境,自然地进入下一步学习。

Leading in 【情景2】
Play the “Where is …?” game to review the parts of the body.Have Ss stand up and do this together.
T: Everybody follows me. Where is your head?
Ss: Here it is.
T:Everybody follows me. Where is your hair?
Ss: Here it is.
T: Everybody follows me. Where is your face?
Ss: Here it is.
T:Everybody follows me. Where are your eyes?
Ss: Here they are.
T: Everybody follows me. Where is your mouth?
Ss: Here it is.
T: Everybody follows me. Where is your nose?
Ss: Here it is.
[设计意图]既复习了身体部位的单词,又将本课时五官名词自然呈现,还充分达到热身目的,提高了参与率。

StepⅡ.Presentation(1a)
1.Show the pictures of the different body parts to present the new items.
T:Now look at the baby.What does it look like?(Show the picture of a baby.)
Ss:It has a round face.
T: What about the eyes?
Ss:The baby has big eyes.
T:What’s on this picture?(Show the picture of a small mouth.)
Ss: A small mouth.
T: What can you see on this picture?(Show the picture of a big nose.)
Ss: A big nose.
T:That’s good.What about his face?(Show the picture of Li Yong.)
Ss: He has a long face.
2.T: Now read these phrases again and again, please.Then look at 1a.Match the words with the pictures.
Ss try to find the pictures as quickly as they can.
3.Check the Ss’ answers.
T: Now let’s check the answers.
4.Read and write.
T: Now I give you two minutes to read and write the phrases.Try to remember them by heart.
Ss read and write the phrases to remember them.
【Keys】1a: 1.d 2.a 3.c 4.b 5.c 6.a 7.b/c8.b
[设计意图]通过对每幅图片的描述,引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现
的目的。

Step Ⅲ. Practice (1b)
1.Pair work.Have Ss get into pairs and describe the four pictures in 1a.
A: What does the woman in “Picture a” look like?
B: She has curly hair.
A: Does she have big eyes or small eyes?
B: She has big eyes.。