Unit 9 What does he look like

Unit 9 What does he look like? (Section a 1a-2d)
武湖中学万燕妮
内容分析：
本部分的主题图呈现了在地铁接朋友的场景，自然引入核心话题，谈论人物的外貌和形象。

然后通过听力活动的输入和针对性的对话训练让学生先学会如何用简单的句型和词汇描述人的外貌，再了解如何运用选择疑问句询问他人的外貌特征。

本部分的重点是有关外貌的词汇以及相关句型。

难点是学生在运用功能句型描述人物外貌是要分清何时是is，何时是has.
一．教学目标
1.语言知识目标
掌握以下单词
curly straight tall medium height thin heavy build tonight cinema glasses
later handsome actor actress person little
掌握以下句型
What does he/she look like ?
He /she is tall. He /she has curly hair.
What does he/she look like?
He /she is medium build.
Does he/she have straight or curly hair? She /he has curly hair.
Is he tall or short? He isn’t tall or short. He is of medium height.
2．情感目标
不能以貌取人，懂得心灵美比外表更重要。

3重难点
掌握新单词和句型，并熟练掌握描述人物外貌的方法。

弄清何时用is ，何时用has
教学过程
Step 1.warming up
1)Greet the class.
2)Play the vidio “kun fu”(营造氛围，激发学生学习热情，启发诱导用电影里的人物高矮对比
引入本课话题)
Step2. Presentation
Stage 1. learn to read the new words.
(1)Read the new words by themselves and underline the difficult words.
(2)Discuss the difficult words in group and try to get the correct pronunciation .
(3)Ask ss to read the new words ,teacher correct the mistakes at once.
(设计意图：让学生利用音标自学生词，标注较难单词，再以四人一小组为单位解决困难，教师巡视及时纠错，在活动让学生自主学习，生生互助)
Stage 2. learn to remember the words
做游戏——记忆挑战（限时记单词，看谁说的又快又准，教师在同一时刻将学生描述人物外貌的词按身高、体格、头发进行分类呈现在黑板上，教师可适当引导学生扩充词汇量，如各类不同发型short hair /long hair/straingt hair/long curly hair...
Stage 3. Show the sentences.
(1)T : What do I look like?
T : I am tall and I have long hair.(在单词身高体格栏上方板书I am, 在各类发型栏上方板书I have)
(2) T: What do you look like?
S : I’m ... I have... (教师问，点若干学生回答)
(3) 学生齐问若干学生逐一回答，教师同一时刻用第三人称提问，并引导学生回答。

T :What does he/she look like?
S : He/She is ... and he /she has...
Stag e 3.pair work.
Boys,girls ask and answer.(利用课件呈现学生所熟悉的各类名人图片，在问与答中运用课件及时呈现对人物的评价语，He/She is handsome/nice /popular...并渗透德育教育外貌并不代表一切)
Step 3.Practice
Stage 1. Finish 1a. Open the books then turn to page 49, match the words with the people in the picture (学生观察图片教师提问与学生互动，核对答案)
T: Who has curly hair?
S1: Person b has curly hair
...
Stage 2 Listen
(1) Listen and fill in the blanks
(2)Find Amy’s friend.
( 引导学生再次观察图片，预测图人物在地铁站寻找的朋友性别.让学生找出询问外貌的表达用语（What does he look like ? 教师引出选择疑问句Is he tall or short?）
1）核对答案让学生在图中找出Amy的朋友，并说出其判断依据。

2）学生听录音并跟读，然后两人一组对话
3）让学生选择1a 图片中某一人物当自己的朋友，两人一组轮流询问对方所选朋友的外貌，猜出图中哪一位是对方的朋友（注意引导学生使用选择疑问句进行问与答的操练）
(3) Listen 2a and answer the questions
(4) Listen again and fill in the chart.(让学生观察2b表格，预测表格第一、二排需要填写什么外貌特征，再根据听力填写答案)
（5）Check the answers.(教师根据表格内容使用选择疑问句与学生对话)
如：T: What does David look like? Is he short or tall?
S : He’s tall.
T : Is he heavy or thin?
S : He’s heavy.
T: Does he have straight hair or curly hair?
S: He has curly hair.
(6)practice 2c.
(student A looks at the chart in 2b ,student B asks student A the questions about a person of the people and draws a picture of the person quickly, then act the dialogue.)
(7) Guessing game ! (请几位同学逐一上台用一句话介绍好友，但不能说名字，其他同学用选择疑问句问其好友外貌特征，看谁能在最短时间内猜出谜底)
Stage 3 Role-play the conversation 2d
( 1). Read the coversation then answer the questions
1)what are Mike and Tony doing later this evening?
2)When are they meeting?
3)Who is going with them ?
4)Where are they meeting ?
5)Why does Tony want to know what David looks like?
6)What does David look like?
(2). Check the answers.( 在回答问题过程中讲解该部分出现的语言点，如，tonight,cinema, I might be a little
late , see you later, wear glasses.)
(3) Listen and repeat together.
(4). Role play the conversation,(教师与一名学生共同示范，再让两人一组进行模仿性对话练习课，运用已学句型可适当发挥想象丰富话题)
Step 4 practice writing .
1.Guessing game!
T : Who is he?
He is chinese ,he is very tall and has short straight hair .He comes from Shanghai. He is a basketball player.
Ss guess.
2. 学生模仿着写一名班级所熟悉的同学或老师外貌，请若干学生口述所写人物，并邀请同学猜出谜底。

Step 5 Summary
让学生根据板书总结描述人物外貌是何时用am/is are, 何时用have/has.
Step 6. Homework
Discribe your family members and draw a picture of them.
板书设计：
What do you/they look like?
What does/she/he /look like?
tall heavy
am/is/are short thin
height build
have/has long hair
short hair
curly hair
straight hair
long curly hair...。