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视频课题：人教版七年级下册Unit 9 What does he look like Section A 1a- 2c江西
教学设计、课堂实录及教案：人教版七年级下册Unit 9 What does he look like Section A 1a- 2c江西科技学院附属中学
Unit 9 What does he look like?
Section A 1a- 2c
Teaching aims:
1. Learn to describe people’s looks 2.Alternative questions Language points:
1. Words and expressions: tall, short, of medium height, heavy, thin,
of medium build, curly, straight.
2. Sentences: What does he look like? \ Is he short or tall? \ He is really tall and he has curly hair. Teaching keys and difficulties:
1. Learn to describe people’s height, build, hair and so on. 2. When to use is or have / has. Teaching methods:
Task-based Language Teaching, Cooperative Learning Method, Independent Study Method.
Teaching procedures: Step 1 Warming-up
1. Greet students and introduce myself.
2. Tell the students what we will learn today.
3. T:In order to have this class, I wear my favorite dress. (1)What do you think of my dress?
(2)What do you think of Echo in this beautiful dress? 4. How to describe people?
（设计意图：由谈论老师的穿着导入到学生对老师的描绘，再进入到新课的话题，既能了解学生对人物描绘的旧知，又能以此为过渡展开新课的授入，导入自然，衔接流畅。）
Step 2 Presentation 1.Enjoy a video. It’s a song from a TV show <<Daddy, where are we going?>>. 2.New words and new sentences. 3.Summary.
(设计意图：播放学生喜爱的电视节目视频，激发学生关注并学习描绘人物外貌的兴趣。以节目中主要人物为模特，逐一学习新词和新句，让学生在愉悦的氛围里开展新知学习，达到很好的学习效果。在学习完新知后，适时的对零散知识点的用法进行总结和归纳，以便学生对新授知识有清晰的认知。)
Step 3 Read and listen.
1.1a Match the words with the people in the picture.
2.1b Listen and fill in the blanks, then find Amy’s friend. 3.2aListen and answer the questions.
4.2b Listen again and fill in the chart.
（设计意图：1a读图匹配安排在学生对词汇已有一定认知的基础上，以便检验前面环节的学习效果。1b-2b听力环节采用层层递进、逐步加深的方式进行，旨在循序渐进地引导学生提取重要信息和细节信息的能力。另外，在2a的听力设计中，教师还设计了关注选择疑问句的语音语调的环节，旨在引导学生培养良好的语音面貌。）
Step 4 Talk about our classmates. A: What does „ look like?
B: He/she is „, and he/she has„ . He /she wears„
（设计意图：教师在课件中呈现8张自己班学生的照片，让学生谈论自己班上的学生，激发学生开口说英语的兴趣，起到语言激趣的作用。同时Pair work简单问答的训练也为学生后面综合语言环节的运用做好了一定的语言铺垫。）
Step 5 Find Mr./Miss Right.
Try to find the right person according to the clues on the task paper. 老师将学生分成是十个小组，每个小组会得到一个信封，信封里面装有一张描述自己班同学的纸条，小组同学们可以根据纸条上所描述的内容在班上寻找 Mr./Miss Right。
（设计意图：学生们通过Pairwork已经会简单地描述人物的外貌。这一环节的设计在于训练学生对人物文字描述的理解和判断能力。）
Step 6 Group Work
Some foreigners’ children are lost in Nanchang Wanda Park. Please make a conversation between their parents and the volunteers.
（设计意图：呈现南昌万达乐园图片，用学生感兴趣的话题引入到下一环节的语言训练，衔接自然同时又能激发学生语言运用的积极性。设计真实情境，让学生运用所学知识进行真实的语言操练，达到学以致用的目的，同时也能体会语言学习的成就感。）
Step 7 Writing
Please write “A Child Lost” to help the foreigners find their lost children.
（设计意图：这一环节旨在引导孩子将刚才一个环节训练的口语语言描述用文字的形式表达出来，培养孩子的书面表达能力。从而达到训练孩子听说读写的综合语言运用能力的教学目的。）
Step 8 Moral Education
Beauty is not only from appearance, but also from heart.
（设计意图：呈现图片，升华情感。本课主要学习对人物外貌的描绘，教师在教授知识的同时引导孩子树立积极正确的价值观。）
Step 9: Homework：(Choose one according to your ability)
1. Write some sentences about one of your favorite teacher’s looks. 2. Write a composition about one of your favorite teacher’s looks. （设计意图：作业采用分层布置，分为一星级和二星级作业。学生可根据自身能力进行选择完成作业。这也体现了教学中的因材施教的原则。）
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