Unit 9 What does he look like? (3a-3d)
本单元主要学习如何描述人的外貌以及与此相关的形容词、名词以及短语和相关句型。教材内容以人的外貌特征为主线，以一种循序渐进的生活化的学习程序，引导学生学会用英语描述自己和他人的外表特征，如身高、体重、发型以及面部特征等。并引出本单元的语法项目：系动词be和实义动词have/has的用法。这些内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交流。
二、学情分析
七年下的学生经过多半年的英语学习，已经有了一定的基础知识和听、说、读、写的能力。学生们对英语学习有着较厚的兴趣，有较强的求知欲和表现欲。本课学习内容是学生们感兴趣的话题。有部分学生对本课句型的掌握还不够熟练，单词量的缺乏也造成了他们的困扰。通过本课的学习，让学生在原有能力的基础上有所提高。
三、Teaching Objects:
1. Knowledge Objects:
(1) Describe people’s looks.
(2) Words: handsome, actor, actress, person
(3) Target language: -What does ... look like?
-She/He is ..., and she/ he has...
2. Ability Objects: The students can describe people’s looks well and correctly.
3. Moral Objects: Don’t judge others by their looks.
四、Teaching Important:
1. To use “is”, “has” and “wears” correctly.
2. To describe people’s looks.
五、Teaching Difficult:
To describe people’s looks correctly.
六、Teaching Methods:
The CAI teaching approach, group work
七、Teaching Aids:
CAI
八、Teaching Procedures:
Step 1: Leading in
T: Good morning, boys and girls.
Ss: Good morning, Miss Wang.
T: Is everyone here?
Ss:Yes.
T: Today is sunny, isn’t it?
Ss:...
T: Today we are in a new classroom, are you happy?
Ss: Yes.
T: Me, too. Today I’ll divide you into six groups. Let’s see which group is the best one? OK? When you want to answer the question, hands up and say:“Let me try”, understand?
1.T: This unit is about describing people’s looks. Before our class, let’s watch a video.
2. T: What happened?
Ss: Rora is lost.
T: Yes, you are right. When someone is lost, we can go to the police station. We can ask the police for help. Right? Rora’s sister can describe her looks very clearly. Can you describe people’s looks well? OK, now let’s describe some people’s looks I show you. OK? One describes the people, Others listen carefully and find if there any wrong in his description. OK?
（视频的导入可以给学生带来新鲜感，激发学生学习兴趣，集中学生注意力，调动学生学习积极性。让学生通过视频引发思考，为接下来的课做好铺垫。）
Step 3: Presentation
1. T: When we describe people’s looks, sometimes we use “is”, sometimes we use “has”, now open your books turn to page 51, look at 3a, there are many words in the box, finish this box carefully. Give you 2 minutes. Then check the answers.
2. T: Now we know when we use “is”, when we use “has”, let’s do some exercises.
3. T: Next part, finish 3b in you book. Circle the correct words to complete the conversation. Then check the answers. Ask students to read it in pairs.
4. T: Everyone has your favorite actor or actress, tell me what
your favorite actor or actress looks like? OK? You can make a dialogue in groups. Then ask students to show their dialogues.
T: In your life, you will meet lots of teachers. Who’s your favorite teacher? What does he/she look like? Make the dialogue, OK? Then ask students to show their dialogues.
T: Thank you for your praise. I like animals, too. Do you like animals? What does your favorite animal look like? Now make the dialogue. Then ask some students to show their dialogues.
T: Next part, describe your classmate, and let others guess who you describe. You can ask like this: “Is he/she...?” Let’s see who can describe clearly. Go.
（本课是复习巩固所学的知识。因此，在此环节设计出多种活动，让学生练习运用重点句型来描述人的外貌，通过对学生们喜欢的明星进行描述，学生们的兴趣更加浓厚。）
Step 4: Summary
T: Today we learned how to describe people’s looks, and we can use them in our daily life. We know when we use “is”, when we use “has”.
（通过归纳总结，再次强调描述人的外貌需要用到的句型和词语。让学生对本课知识的掌握得以升华。）
Step 5: Moral Education
This woman is beautiful. But she is a devil. She wants to eat Tang Seng. She is bad. Look at this old man, he is a cleaner. But he gives all his money to the school. He helps lots of students. He is kind-hearted. So don’t judge others by their looks.
（本课是描述人的外貌，所以在这部分要教育学生不要以貌取人。情感教育在教学中很重要，帮助学生树立正确的人生观和价值观）
Step 6: Homework.
1. Talk about your favourite teacher with your classmates.
2. Describe your family.
（作业的布置，让学生能够将所学知识学以致用。提高学生的综合语言运用能力。）
九、课后反思
本节课重点是要让学生学会描述人的外貌，可以延伸到人的性格。掌握本单元能够描述人的外貌的词语和句型。因为本节课的话题非常贴近生活，而且课中我运用视频导入，然后让学生们对他们心目中的明星进行描述，所以学生的兴趣很浓，在每个活动中他们都积极参与，课堂气氛特别活跃。达到了教学目的，完成了教学目标。美中不足的是有的地方衔接得不够自然，有个别同学由于单词匮乏，想表达却说不出来。在日后的教学中，我应该注重基础，让学生学得快，记得牢。在教学设计方面也要多研究，多学习。力求每节课都能走进学生心里，激发他们的学习兴趣，提高他们的综合语言运用能力。