新目标（Go for it!）七年级英语下Unit 7教案
Unit 7 What does he look like?
（第一课时1a-2c）


一、教学分析
本课是一个实用性较强的课。谈论人的外表，是人们在日常生活中时常遇到的话题，这与学生的生活经验和认知水平紧密相连，学生对本课时的学习将会表现出浓厚的兴趣。另外，本课时的新单词虽然很实用但却较多，学生在学习及使用单词的过程中将会产生一些障碍。最后在教学过程中应注意，任务的设置应有明确的目的并具有可操作性，这样才有利于提高实际语言的运用能力。

2、设计理念
根据新课程标准提倡的任务型教学，为了培养学生的主动和创新能力，在教学中我设计了多种形式的任务，让学生在老师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标感受成功。

3、教学目标

1. 知识和能力目标
1）本课时的语言目标为讨论人的外貌（Talking about people’s appearance）。围绕这语言目标，学生应掌握“What does he/she look like? What do they/you look like? He/She is…He/She has…”等句型；

2）学会谈论身高、体重、发型并掌握“like, look like, curly, long, thin, heavy, medium, build ”等重点词汇。

2. 过程和方法目标
1）学生通过看、听、说、写，掌握并使用描绘人的外貌的句型和词汇。
2）学生完成教材和老师设置的各项任务，并使用这一课时的目标语言获取与分享信息，自由谈论他人的外貌特征。

3. 情感态度和价值观目标
1）在谈论他人的外貌时应注意使用委婉语，礼貌待人。
2）不要以貌取人（Don’t judge people by appearance）。

四、教学重难点
1）描绘人的外貌的句型和词汇
2）句型中is和have/ has 的区别

五、教学手段 多媒体，图片

六、教学方法 呈现；归纳；讨论等
七、教学过程
Step 1: Lead-in
Show a picture of two boys (one is short, the other is tall) to lead in today’s topic

Step 2: Presentation
1.Show pictures to present one type of describing people’s looks (curly hair )
2.Present the new word (curly hair) and the target language through the pictures: What does he look like? He has curly hair.
3.Get Ss to drill the sentences by asking and answering the question: What does he/she look like?
4.Use almost the way above to present other types of describing people’s looks and make Ss drill the target language

Step 3: Consolidation
1.Ask the whole class to read the words and target language together
2.1a Ask Ss to read the list of words, then match the words with the people in the picture.
3.1b Listening: Can you find Amy’s friend?
4.Ask several Ss to describe the people’s looks according to the picture
5.Pair work
Ask Ss to take out their photos and make dialogues as following:
A: Is this your family photo?
B: Yes, it is.
A: who is your mother?
B: She is medium height, has short curly hair. She is thin.
A: Aha, I get it, is it her?
B: Yes, it is. You’re clever. What do you parents look like?
A: My father … and my …
Then ask several pairs to act their dialogues out in class.

Step 4: Listening 2a & 2b
1.Listen and circle “is” or “has”
2.Listen again, fill in the chart.
3.Explain the difference of “is” and “have/has”

Step 5: Describe Lily’s new friend.
1.Have Ss do the activity individually. Call attention to the dialogue in the box and the picture.
2.Check the answer.
3.Read together.

Step 6: Let’s play games!
Game1
教师先引导学生学习谈论身高，体重和发型的词语，然后通过教师的描述，学生边听边画，看哪位学生画的最符合教师的描述。
Teacher: I’d like you to draw some pictures. Please listen to me carefully. You have to draw the pictures according to what I say.

1.教师采用简笔画的形式，学生区分关于头发（long hair, short hair, curly hair, straight hair）和不同的体形（medium height, thin, heavy, medium build）的说法。
2.教师用这些词语任意组合想象中的任务，让学生根据自己的描述，画出相应的人物的图像。
3.学生对所画的人物形象进行描述。
4.展示个别学生的作品。
完成任务所需要的语言结构：
1)She/He has long curly hair.
2)She/He isn’t tall. She/ He is short.
3)She/He has a medium build.
Game 2
Ask one student to stand in the front of the classroom. The teacher gives one picture of a student to the student. The student describes the person in the picture and asks: Who is the student? The other students stand up and guess who the student in the picture is. The student who speaks out the right answer comes to stand in the front of the classroom. The teacher gives him/her another picture of a student. He/She describes the student in the picture. The other student who speaks out the right answer comes to stand in the front of the classroo
生词表: