资源简介

Unit 9 What does he look like
Section A（1a-1c）
Teaching Aims 1.语言能力：学习并使用height, tall，be of medium height, heavy, thin, curly, straight等单词描述人物的外貌，并学会如何询问及回答。 2.文化意识：了解中西方文化中描述人物外貌特征的不同。 3.思维品质：在听力部分获得正确的目标信息并掌握相应的词汇短语。 4.学习能力：能够积极尝试运用不同的英语学习策略提高学习效率，制定适合自己的学习计划并努力完成。
Teaching Difficulties 能够询问并描述人的外貌。
Teaching Aids A tape recorder ; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Warming up
Ask the Ss to look at the pictures. What does she / he look like Look at the girl. What does she look like She has short hair. She has curly hair. She is thin. Look at the girl. What does she look like She has long hair. She has straight hair. She is thin. She is tall. Look at the boy. What does he look like He has short hair. He is short. He is heavy. Look at the boy. What does he look like He has short straight hair. He is of medium height. What does she/he look like height: He / She is tall. He / She is of medium height. He / She is short. 2. build: He / She is heavy. He / She is thin. 3. hair: He / She has short straight hair. She has long curly hair. (描述头发的顺序：长短+形状+颜色) Pair Work Describe the appearance of one of the classmates. Let your partner guess who he / she is.
Step 2 Presentation & Practice
Pre-listening 1a Match the words with the people in the picture. You can use some letters more than once. 1. short hair _e_f 2. curly hair_b_h 3. long hair__a 4. straight hair_ a e_f 5. tall__h 6. short__f 7. medium height__g 8. thin__c _ 9. heavy__d While-listening 1b Listen and fill in the blanks in the picture above. Can you find Amy’s friend —What does he look like Is he short or tall —Well, he’s really _tall_. And he has _curly hair__. Listen and read. Girl: Is that your friend Amy: No, it isn’t. Girl: What does he look like Is he short or tall Amy: Well, he’s really tall. And he has curly hair. Ask the Ss to watch the video. Post-listening 1c One of the people in 1a is your friend. Describe your friend. Your partner will find him/her. —What does your friend look like —She’s of medium height, and she has long straight hair. Pair Work —What does your friend look like —He’s short. He has short straight hair. —Is that he —Yes, you’re right.
Step 3 Language points learning
1. What does your friend look like 你朋友长什么样？ What does sb. look like 【用法详解】该句型意为“……长什么样？”，用于询问某人的外貌。常用“主语+be+描述人物外貌特征的形容词.”或“主语+have/has+一个或多个形容词+名词.”回答。 —What does your sister look like 你姐姐长什么样？ —She is very tall. She has short curly hair. 她很高，留着短短的卷发。 【拓展延伸】“What + be +主语 +like ”意为“……是什么样的人？”，多用于询问某人的性格或品质。答语中的形容词通常是用来修饰人的性格或品质的词，常见的有：friendly(友好的)，strict(严格的)，nice/kind(友善的)，shy(害羞的)，quiet(文静的)等。 —What is your mother like 你妈妈是什么样的人？ —She is quite kind. 她相当善良。 2. She's of medium height, and she has long straight hair. 她中等身高，留着长长的直发。 medium adj. 中等的 【用法详解】服装上有L/M/S的标志：L表示大号，代表large；M表示中号，代表medium; S表示小号，代表small. 常用短语：of + medium +名词（height,build,size等） I need a sweater of medium size. 我需要一件中号毛衣。 She is of medium build. 她中等体型。 height n. 高度；身高 【用法详解】height 对应的形容词为high。询问高度常用句型： What’s the height of + 其他？ How high be +其他 What's the height of the building = How high is the building 这座建筑物的高度是多少？ 3. Is he short or tall 他是高是矮？ 选择疑问句 【用法详解】在问句中提供两个或两个以上可选答案的问句叫做选择疑问句。选择疑问句的两种或两种以上的情况用or连接，回答时不能用yes或no。在口语中，选择疑问句的语调应是第一个选择项读升调，第二个选择项读降调。 —Are you a student or a teacher —I'm a student. 注意： or之后如果是单数可数名词，必须要加上冠词。 选择疑问句中or所连接的可以是不同的内容，如两个名词，两个动词，两个介词短语等。但or所连接的内容一定是并列的，如果or的前面是名词，其后也应该是名词，如果是动词，其后也必须是动词，不能前面是名词，后面却接一个动词。 Summary People's looks hair (头发) 长短+形状+颜色 e.g. She has long curly hair. height (身高) tall/short/of medium height e.g. She is tall. build (体型) heavy/fat/thin/of medium build e.g. She is of medium build. Remember Everyone is special. Everyone is important. Don’t judge people by their looks! 别以貌取人 Inner beauty is more important than outer beauty.内在美比外在美更重要。
Step 4 Summary & Homework
Summary Ask the Ss to do the exercises on PPT P26-P27. Homework Preview the conversation in 2d. Do the exercises in students’ book. The homework can vary with the specific conditions.
Teaching Reflection This is the first period of the unit.So it is important to get the students to know what they will learn in this unit and their learning goals. The teacher should encourage students to practice using the target structure more.

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