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1、 1 Unit 7 What does he look like?教材分析 1、本单元是人教版 Go for it!七年级下册 Unit 7 What does he look like?本单元的核心话题是谈论人的外貌（physical appearance）。教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点，因此“talking about peoples looks”是教学重点。通过对本单元的学习，学生能熟练掌握表示人物外观的新单词及语言目标（What does he look like?-Hesand he has）。教材的地位与作用 相对于其他
2、单元来说，本单元知识与前后语法项目联系较少，是一个相对独立的单元。在进行教学设计时，可以相对灵活地处理。不过，学好本单元能为八年级学习人物性格“Whats he like?”及九年级人物外貌与性格的今昔对比“He used to be short and quiet,but now he is tall and outgoing”。作很好的铺垫，这样安排体现了新课标滚动式学习的理念。在单元课型和课时的设计中，针对教材难度大、份量重的特点，坚持从学情实际出发，进行“教材分析”和“教材重组”，将单元教学目标科学地分解在 6 个不同课型的课时中来完成，以保证把教学任务落到实处。现就第一部分 Peri
3、odl(Section A:1a 1b 1c)Listening and speaking 说课如下：I、Teaching objectives（1）Words and phrases:hair,curly,straight,tall,short,medium,height,thin,heavy,build,look like,（2）Target language:What does he/she look like?He is tall/short.She has curly hair.II、Ability goals:（1）使学生能够听懂有关人物外貌的描述，并学会描绘人物外貌。（2）能积极
4、思维，运用所学单词、短语及句型，结合实际生活进行灵活运用。III、Teaching important/difficult points.（1）掌握本课新单词和句型及怎样描述一个人的外貌。（2）新词汇的运用，特别是 has 与 is 的正确使用，是一个难点。IV、Teaching methods and learning strategies.（1）教学方法：运用情景交际法和任务型语言教学法。（2）学习策略：培养学生自主学习和合作学习。2 V、Emotion goals.（1）让学生学会友好地描述别人的形象。（2）Never judge from looks.VI、Teaching aids.
5、A tape recorder and some pictures.VII、Teaching procedures.Step 1 Warming up and lead-in.1、Sing a song“Are you sleeping”以此复习 Units5-6,再现现在进行时态 be+V-ing.2、Play games Ask 2 Ss with big differences to play the games.One is a heavy and tall boy,the other is a thin and short boy.游戏内容（1）扳手腕（2）跳远 目的：引起学生的学习
6、兴趣，了解人物的外貌特征，通过游戏的最后结果（即不管外貌如何，在不同的游戏中都能获胜）的对比，来培养学生的情感和态度。（Dont judge from looks）,然后以这两名学生为例教 heavy-thin,tall-short.紧接着利用图画或简笔画集中教学单词。与此同时引出 Target language.What does he look like?(板书).Step II.Teacher and Ss Interactive.1、Practice Target Language using the different Ss in the classroom and some pic
7、tures of people.What does he look like?He is tall.(short/heavy/thin/medium height/build)She has short(long/straight/curly)hair.2、Talking about the pictures of la.Ask Ss to read the words and match them with the pictures.Then help Ss to talk about the pictures using the words and target language.Step
8、 III Listening(1b)1、Ask the students to listen and fill in the blanks.Then play the tape and ask the students to read the conversation after the recording.2、Ask the Ss to read and act out the conversation in the picture.Then ask the students to talk about their best friend(s)in pairs.Step IV.Pairwor
9、k.(1 c)1、Ask two Ss to read the sample conversation to the class.Then ask the class to point to the girl in the picture who has long hair and a medium build.2、Ss practice the conversation in pairs.With the pictures shown or classmates,using the 3 Target language.(让学生自主发现 is 和 has 的用法区别来突破本单元难点，最后总结陈
10、述他们的用法。)Step V.Drawing.Ask 2 Ss to draw pictures on the Bb according to the teachers description.The others draw in their exercise books.Then compare whose drawing is the best of all.(此举用来提高学生的绘画水平和审美意识。)Step VI.Homework 1、Describe your family members looks and draw a picture of him/her.2、Speak out
11、the vocabulary and the target language.Step VII.说板书设计 Unit 7.What does he look like?(Never judge from looks.)What does he/she look like?tall/short.long medium height.short medium build.straight heavy/thin.curly (A kind heart is more important than a beautiful looks.)用彩笔标出 is/has，使同学们很容易掌握 has/is 的正确用法，难点迎刃而解。Never judge from looks!与A kind heart is more important than a beautiful looks.一上一下书写，既渗透了情感态度，又加入了德育教育，而且又使板书显得对称合理，重难占醒目突出，给人以美的享受。He is She has hair.