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课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 9 What does he look like Section A (GF-3d) 班级 备课教师
课型 语法课 课时 2
核心素养与思政渗透 在本课时中，围绕“人物外貌”的话题而设计的观察、归纳、探究等活动，能够帮助学生更好地掌握描述性形容词和选择疑问句的用法，激发其对英语语言规则的主动探究。通过不同活动，将本单元的主要语法知识在不同的情境中呈现出来，给学生提供感知、体验和运用新的语言结构的机会，引导学生在拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，增进同学友谊和彼此了解，懂得不以貌取人的道理。
课标分析 新课标要求七年级学生能归纳学过的语法规则；积累日常生活中常用的习惯用语和交流信息的基本表达方式；能辨识和分析常见句式的结构特征；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在谈论不同人的不同外貌的语境中，通过观察归纳、同伴合作等方式，正确理解和运用描述性形容词和选择疑问句，询问人的外貌并进行简单回答，描述人的外貌，并尝试表达个人看法；
文化意识 通过谈论人物外貌，拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养观察能力，并学会欣赏别人的优点和长处，增进同学友谊和彼此了解，懂得不以貌取人的道理；
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究描述性形容词和选择疑问句的用法，提高思维的逻辑性、批判性和创新性，加强语言表达的准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课，是对单元语法现象的梳理、训练和巩固。Grammar Focus部分总结了询问和描述人物外貌的功能句型以及相应回答，包括以what引导的一般现在时态的特殊疑问句、一般现在时态的选择疑问句以及相应的回答，分别表达“某人是什么模样？”“某人是……还是……”“某人身高/体型/头发怎么样？”教材中3a-3b的活动编体现了从易到难的层次性。
重点 巩固并掌握有关描述外貌的句型；
难点 行为动词has/have和be动词is/am/are在描述外貌时的区别，选择疑问句句型结构和回答形式；
学情分析 语法的学习比较枯燥，初一的学生年龄尚小，喜欢新奇有趣的教学方式，喜欢小组讨论、探究的学习方式，教师要避免上成语法讲授课，学生易失去学习兴趣。在上一节听说课的基础上，学生对What does he look like He’s really tall.这一功能句有了比较清晰的认知，也能就某人的外貌进行简单的描述。本节课在此基础上为学生设置更多的语境和活动，引导他们归纳总结出is和has在描述外貌时的不同用法，同时细心领悟选择疑问句的用法。
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学 生 活 动 教 师 导 学
Step 1. Lead-in. Enjoy the song and review some description words about people’s looks. Sa: He is really tall. Sb: He has big brown eyes. Sc: She has long curly red hair. Step 2. Grammar Focus. Read the sentences in Grammar Focus and try to sum up the grammar knowledge they can find. Sa: She has long straight black hair. Sb: She has long curly sliver hair. Observe the order of the description words and have a conclusion about the rule. Do some exercises. Step 3. Practice. Work on 3a. Write these words in the correct box. Classify them into two kinds. Report their answers by making sentences. Sa: He is tall. Sb: She has short hair. Work on 3b. Circle the correct words to complete the conversation. Check their answers by reading the conversations aloud and then role-play the conversation. Work on 3c. Write answers to these questions about different people. Work on 3d. Work in groups. One S describes someone in the class. The other Ss guess who is described. Step 4. Conclusion and exercises. Play an English song. T: Different people have different looks. Present some pictures and guide Ss to describe the appearance of the people. T: What does he/she look like Let Ss read the sentences in Grammar Focus and help them to have a conclusion about the description words. Show a girl with different hairstyles and guide Ss to describe them. Guide Ss to talk about the looks of the characters in Journey to the West and make comparisons among them. Let Ss read the words in the box and make sure they can understand all of them. Provide some objects for Ss to make sentences, like a big, nose, big eyes, a long face, short straight brown hair, etc. Ask Ss to read the conversation and choose the proper words. Explain “handsome” by showing some pictures and taking examples. Let Ss answer the questions about different people. Invite them to make conversations in pairs according to their answers. Let Ss work with their group members to describe someone in the class and guess who they are describing. 利用有关外貌的英文歌曲导入所学知识，营造轻松的学习氛围，让学生直观感受描述性形容词的用法，体验从英文歌曲中学习英语的方法。 引导学生仔细观察语法聚焦表格中的例句，通过独立思考、同伴讨论等方式，在观察、归纳、探究等语言实践活动中逐步进入深度学习，探索询问和描述人物外貌等相关表达的语言规律。 活动3a主要让学生观察框格中描述人物外貌特征的词汇，分辨在使用或表达时应使用什么谓语动词（is还是are），该活动主要关注的是目标结构形式。 活动3b提供了有语境的句子，要求学生根据句子所描述的人物外貌特征选择正确的谓语动词，这一活动让学生进一步感知目标语法结构的形式和表达意义。 活动3c是控制性的输出练习，要求学生运用本单元所学的语法结构来描述自己最喜欢的影星或老师的外貌特征，尝试写出完整的句子。 活动3d是开放性的输出活动，带有游戏性质，要求学生运用本单元所学语言来描述班上的一位同学，然后让其他人才出是谁，该任务紧扣学生生活实际，使学生表达的内容更加丰富，语言也更加复杂。
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Ⅰ. 根据句意及汉语提示完成单词。 1．He can't see the words on the blackboard, because he doesn't wear his ________ (眼镜)． 2．Many friends are coming to your birthday party ________ (今晚)． 3．Bob, you look really ________ (英俊的) in your new school uniform. 4．Mom says Dad is too _______ (重的), and he must exercise every day. 5．I want to go to the ______(电影院) to watch Personal Tailor(《私人订制》)． Ⅱ. 根据汉语意思完成课文原句或原句改编。 6．我不认识他。他长什么样？ I don't know him. What does he ________ __________？ 7．她中等身高，并且留着长直发。 She's ________ ________ ________， and she has long straight hair. 8．是的，但我可能会稍晚一会儿。 Yeah, but I may be ________ ________late. 9．嗨，托尼。明天晚上你去看电影吗？ Hi, Tony. ________ ________ ________ ________ the movie tomorrow evening 10．萨莉留着长发还是短发？ Does Sally have ________ ________ ________ hair Ⅲ. 按要求改写句子。 11．Xiao Na is thin and beautiful. (对画线部分提问) ________ ________ Xiao Na ________ ________？ 12．Tina likes apples. (用bananas改为选择疑问句) ________ Tina ________ apples ________ bananas 13．Susan's father isn't tall or short. (改为同义句) Susan's father is ________ ________ ________. 14．He is a popular actor. He has short black hair. (合并为一句) He is a popular actor ________ short black hair. 15．I am going to the cinema tonight. (改为一般疑问句) ________ you ________ ________ the cinema tonight Ⅳ. 补全对话 A：Who's your math teacher this term(学期)，Ann B：Kate Jones. A：Really？________(16) B：Well，she has long straight hair.And she wears funny glasses. A：________(17) B：Yes，of course.We all like her.________(18) She always tells jokes to us in class. A：________(19)Oh，where does she live？________(20) B：No，she doesn't. She lives far away from our school.
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 9 What does he look like Section A (GF-3d)
作 业 设 计
Level A Write a store announcement according to the given information.(商场寻人通告稿) You can begin like this: Dear Sally, please come to the broadcasting station when you’ve heard this. Your mother is waiting for you. If other tourists see a girl with the following characteristics, please ask her to go to the broadcasting station. Sally is...
Level B Do some exercises on the grammar knowledge of this lesson.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 9 What does he look like Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“人物外貌”的话题展开，引导学生在“电影欣赏”的语境下，学习正确使用与外貌有关的词汇表达和选择疑问句询问人的外貌并进行简单回答，描述人的外貌，并尝试表达个人看法，以此激发英语学习的兴趣，促进学生在语言学习中发展思维，在思维发展中学习语言，并帮助其拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，增进同学友谊，懂得不以貌取人，每个人都是唯一的道理。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在“电影欣赏”的情境中，正确使用与话题相关的词汇和选择疑问句，以听说等方式理解和谈论自己和他人的外貌特征；能够通过听前预测、听中记录、听后复述和创编等途径，促进听说能力的提升；
文化意识 能够拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，增进同学友谊，懂得不以貌取人，每个人都是唯一的道理；
思维品质 能够在听说活动中准确获取并表达有关人物外貌等方面的信息，并联系自身表达个人观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
学习能力 通过谈论人物外貌，激发对英语学习的兴趣；通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析 本课时为本单元第一课时，是一节听说课。1a-1c通过图文及听力练习导入整个单元的语境、话题，是整个A部分的基础，重点是呈现描述人的外貌的基本词汇和询问人物外貌的句型。2a-2d提供了更为丰富的语境，通过听取信息的任务引导学生关注和区分描述人物外貌的两个不同句型：sb. is...和sb. has...，同时在听力和口语活动中增加了选择疑问句的输入和训练，穿插巩固前面所学的描述外貌的词汇，让学生能在相应的语境中综合运用核心句型和重点词汇，达到初步的语言输出。
重点 有关外貌描述的词汇及相关句型；学会运用What does...look like 询问某人的外貌，并能作出相应回答；
难点 在描述人物外貌时is/has的恰当使用和选择疑问句的句式特点。
学情分析 在之前的学习中，学生已掌握了主系表结构和主谓宾结构的不同句式，为本课时准确描述自己和他人的身高体型、身体部位特征、穿着打扮等方面打下了一定的基础。同时，学生之前已掌握少部分与此话题相关的词汇，为本课时教学活动的顺利开展积累了一定的语料。且本课时“人物外貌”的话题紧贴学生学习生活，极易激发其学习英语的欲望和兴趣，使其乐于参与各种英语实践活动，故需教师创设合适的语境，由旧知引新知，发挥优势，设计多样有趣的活动，在教学中引导学生进行自主学习和语言实践，渗透学法指导并引导学生逐步养成良好的英语学习习惯。
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Step 1. Lead-in. Enjoy the video and try to describe the character’s looks. Sa: Merida and the queen have long hair. Sb: The king and the queen are tall. Sc: Merida is of medium build. Step 2. Pre-listeningⅠ. Match the words with the people in the picture. Report their answers by describing the students’ hair, height or build. Sa: He has short hair. Sb: He is of medium build. Step 3. While-listeningⅠ. Read the uncompleted conversation first. Listen and fill in the blanks in the picture. Sa: What does he look like Is he short or tall Sb: Well, he’s really tall. And he has curly hair. Step 4. Post-listeningⅠ. Read the sample conversation and try to make new conversations to describe the people in the picture. Sa: What does Tang Ren look like Sb: He has short curly hair and he is short. Step 5. ListeningⅡ. Look at the pictures carefully and answer the questions. Listen to the conversation and write down the answers. Listen again and fill in the chart and finish the conversations. Step 6. Post-listeningⅡ. Make a conversation in pairs to describe their friends, parents, teachers or favorite stars. Sa: What does she look like Sb: She has short black hair. Sa: Is she heavy or thin Sb: ... Step 7. Role-play. Read the conversation in 2d and find out the answers to the questions. Sa: They're meeting at seven. Sb: In front of the cinema. Sc: Mike's friend David. Sd: He is of medium height, has brown hair and wears glasses. Try to role-play the conversation and make up new conversations in pairs. Work with their group members. One S chooses one idol and lets others guess. Step 8. Conclusion. Have a summary with the help of T. Enjoy a video. Play a movie clip. T: What does Merida look like Ask Ss to observe the students in the picture carefully and write the letters on the lines. Provide “have/has” and “is (of)” for Ss to make sentences. T: What does Student e look like Guide Ss to read the instruction and the conversation and make sure they can understand the meaning. Play the recording. Let Ss finish the conversation. Check the answers. Show some pictures of characters in other movies and let Ss make conversations like the sample dialogue. T: Is she tall or short Does he have curly or straight hair Play the recording and let Ss finish 2a and 2b. Invite some Ss to report their answers. Provide some phrases to help Ss. Let Ss make conversations with special questions and alternative questions. Play a game with Ss. Let them draw a picture according to teacher's direction. T: Tom and Mike are friends, and they are going to the movie this evening. T: When are they meeting tonight T: Where are they going to meet T: Who is going with them T: What does David look like Offer some phrases to help Ss make new conversations. Let Ss work in groups and play “describing and guessing” game. T: We are all imperfectly beautiful. So let's embrace that and practice in a healthy way. 通过播放学生感兴趣的电影片段，就人物外貌特征进行提问，直观教学，导入本课话题。 形象的人物图片突破重点单词，营造轻松氛围，激发学生学习兴趣。活动中关注语音教学，帮助学生正确发音，为下一步的听力和口语表达扫除障碍。 通过听力填空的方式，引导学生获取有关人物外貌的细节信息，输入本课目标语言，达成知识目标。跟读模仿，进行语音语调的学习，帮助学生掌握最纯正的语言。 引导学生通过合作学习进行初步的语言实践，帮助学生借助熟知的电影人物形象，在真实的语境中感知、模仿所学语言，培养学生运用语言进行交际的能力，促进其逻辑性和发散性思维品质的提升。 听前应快速浏览听力要求，分析听力材料，可以使学生熟悉话题，进行热身，激活背景知识，明确任务要求，扫除听力障碍，时听力活动做到有的放矢。 通过同伴对话、“你说我画”等活动形式，引导学生关注细节性的语言点知识，在语言内化和能力提升中兼顾基础知识的落实，通过设计不同层次的听后任务，引导学生逐步深入地学习，培养良好的听说习惯，同时增强合作学习意识。 通过阅读回答问题引导学生关注关键信息和处理语言知识，通过角色扮演，增强口语技能和合作学习能力。 自主学习和合作学习相结合，创设多种语言实践互动帮助学生学以致用，把本课学习的重点内容融入语言情境任务中，既复习巩固知识点，有在情境中熟练运用了语言。 总结反思，自我检测。进行情感教育，使学生懂得“我们都是不完美的尤物，所以让我们接受并活得更加自律健康”。
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用所给词的适当形式填空。 1．It often rains ________ (heavy) in this season every year. 2．She usually wears a pair of ________(glass). 3．—Can you come to my party tonight —Sure.See you ________(late)． 4．My father isn't tall or short.He's of medium ________(high)． 5．The higher the mountain is, the ________(thin) the air is. 用方框中所给单词的适当形式填空。 curly，heavy，high，real，medium
6．—Do you know our new math teacher —Yes，he is of ____________ height. 7．—What does the woman look like —She has ________ yellow hair. 8．The man is ________ because he likes eating meat. 9．—You look________ cool today! —Thank you. The ________ of the tree is 40 meters(米)． Ⅲ. 单项选择。 ( )11．She ________ short hair and ________of medium height. A．is ; is B．has; is C．is; has D．has; has ( )12．There's ________ milk in the cup. A．a few B．a little C．few D．many ( )13．—Does Ann have curly hair —No，she has ________ hair. A．long B．straight C．short D．brown ( )14．—Is Obama short —No，he is ________. A．heavy B．tall C．long D．thin ( )15．It's raining ________ outside. You'd better not go out. A．heavily 　　　B．hardly 　　　　C．nearly ( )16．—The sun is shining brightly. —Why not wear a pair of ________ to protect your eyes？ A．shoes　　　B．pants　　　C．sunglasses ( )17．—Is your brother tall or short, Jenny —________ A．Yes, he is. B．No, he isn't. C．He is really tall. D．He is thin. ( )18．—________？ —It's small and short. A．What is it B．What does it look like C．What does it like D．What does he look like ( )19．—How nice the building is！What is it for —It ________ a hotel.But I'm not sure. A．must be B．have to be C．may be D．will be ( )20．I ________ to the cinema.Would you like to come with me A．goes B．am going C．have gone 　D．went
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 9 What does he look like (Section A 1a-2d)
作 业 设 计
Level A Write a short passage about your appearance with a picture or a photo of you.
Level B How can we describe a person Draw a mind map.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 9 What does he look like Section B (2a-2c) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课时继续围绕“人物外貌”的话题展开以读为主的语言实践活动，在“了解刑侦画像师”的情境下，引导学生继续学习正确使用与外貌特征有关的词汇和句型描述人物外貌，并尝试表达个人看法，并运用观察图片、略读、寻读、推测等阅读策略对文本进行解读，帮助学生在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，激发其学生的学习主动性和学习兴趣，帮助其拓宽视野，了解中西方文化中描述人物外貌特征的不同，并对刑侦画像师的职业有所了解。
课标分析 新课标要求七年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能根据听到或读到的关键词对人物、地点、事件等进行推断；能欣赏、鉴别美好事物，形成健康的审美情趣；能辨识语篇中的衔接手段，判断句子之间、段落之间的逻辑关系；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在语篇创设的情境中，正确理解和掌握课文中的新词汇，增加词汇量；正确使用与外貌特征有关的词汇和句型描述人物外貌，通过读、说、写等方式，理解文章主题，梳理文章内容，并运用观察图片、略读、寻读、推测等阅读策略对文本进行解读；
文化意识 能够拓宽视野，了解中西方文化中描述人物外貌特征的不同，并对刑侦画像师的职业有所了解；
思维品质 能够在老师的帮助下，通过推理判断等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读关于一份有趣职业的文章，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，增强阅读理解能力。
教材内容分析 本课是一节阅读课，教学活动以阅读训练为主，通过阅读进一步巩固所学语言，为下节课输出性写作活动作铺垫。2a的读前活动帮助学生回顾和复习关于外貌的形容词；2b的阅读语篇介绍了刑侦画像师的职业和经历，让学生能真切地感受到外貌描述在生活中的实际用途，巩固关于人物描述的语言结构，同时通过阅读进行思维构图的训练，要求学生在理解语篇的基础上选出符合描述的人物形象；2c的读后活动则要求学生根据上下文分析句子的逻辑关系，推测不同代词的指代对象，不仅能考查学生对细节的理解，还培养了学生的语篇分析能力。
重点 理解并学会使用描述人物外貌的词汇，多个形容词的短语和句型；
难点 通过阅读上下文，对篇章中的指代关系进行逻辑分析，确保准确理解文章内容。
学情分析 通过前三个课时听、说、读等形式的训练学习，学生对描述人物外貌的词汇和句型有了较为扎实的掌握，对于本课教学任务要求掌握的外貌词汇和短文理解，应该是胸有成竹。但是，学生的逻辑思维不够成熟，把握文段主旨的能力稍弱，不能够深刻理解文意，把握作者意图，故设计教学活动时要遵循学生的认知规律。
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Step 1. Lead-in. Enjoy the video and learn about the job. Step 2. Pre-reading. Read the short passage and learn some new words, such as criminal, crime, describe, differently, in the end, etc. Then watch a video clip about Lois, a police plete the chart with words of the opposite meaning. Describe these people with the words in the chart. Sa: The first man is young and thin. He has short blonde hair. Step 3. While-reading. Skimming. Read the article quickly and answer the questions. Sa: In a newspaper. Sb: An interesting job —— a police artist. Read the article quickly again and find out the topic sentence of each paragraph. Detailed reading. Read the first paragraph and answer the question. Sa: He draws a picture of the criminal. Sb: The witness see crimes and tell him what the criminal looks like. Try to fill in the blanks according to their memory. Analyze what the pronouns refer to and what the long sentences mean. Read the second paragraph and answer the question. Sa: Because many people don’t see things the same way. Sb: Because they don’t always remember well. Sc: The writer uses an example. Match the descriptions with the correct pictures. Sd: A short heavy and old man with short black hair. Step 4. Post-reading. Describing. According to the pictures, describe the people as much as possible. Work on 2c. Read and find out what the words in bold refer to. Check their answers in pairs and in class. Watching. Watch the video about a police artist. Retelling. Work in pairs and try to retell the story. Then some Ss have a try in class. Group work. Step 5. Conclusion. Have a summary of what they’ve learned this lesson. Play a video about a police artist. T: Have you heard of this job Provide a short passage to introduce the job to Ss. T: What do the police artists do Play a video about another police artist. Ask Ss to finish 2a and check the answers. Show the pictures of the three people in 2b and let Ss use the words in 2a to describe their looks. Ask Ss to look through the article and ask questions. T: Where can we find this article T: What’s the article mainly about Ask Ss to find out the topic sentences. Offer some tips: 主题句一般会在段首或段尾，偶尔也会在段中。 Let Ss read Para.1 and find out the police artist’s work. T: What does a police artist do T: How List the three steps to find the real criminal and let Ss fill in the blanks. Ask Ss to close their textbooks and complete the first paragraph with some key vocabulary. Help Ss to analyze the meaning of the difficult sentence. Let Ss read Para.2 and ask some questions to help them find out key information. T: Why is this job sometimes difficult T: How does the writer prove the idea that people don’t always see things the same way Ask Ss to match the descriptions with the pictures. T: What’s the real criminal look like Show a mind-map in the aspect of witnesses and let Ss fill in the blanks. Show the pictures and let Ss role-play the witnesses. T: Can you describe them correctly Ask Ss to finish 2c. Give some guidance on strategy. Play a video about Officer Qiang Hui. Provide the mind-map for Ss to retell the article. Invite some Ss to retell in class. Let Ss to work in groups of four and role-play a policeman, a police artist and two witnesses. Encourage Ss to vote for the best artist. 利用一段关于刑侦画像师的视频激发学生的学习兴趣，导入本课话题，创设语言学习情境，帮助学生尽快地投入到课堂教学中来。 补充介绍刑侦画像师的短文和视频，帮助学生了解此职业，通过阅读，提前将重点词汇下放，引导学生在语境中感知词义和用法，降低阅读难度。 在情境中复习和巩固有关外貌的词汇，利用反义词加强识记，为尝试描述文中提及的三个人物形象，为下一步的语篇阅读做铺垫。 渗透快速阅读策略：通过文章标题、插图和每段首尾句，概括主旨大意，并推测文章的出处； 通过学生的多遍找读和句子补充练习, 帮助学生获取细节信息的同时，逐步清晰文章的框架结构，形成篇章结构的示意图，促进逻辑性思维的发展，方便学生做进一步的思考和探讨。 将语音教学融于对语篇的阅读过程中，促进学生认知结构中词汇音形义的统一。 通过问题链引导学生理清逻辑关系，探究作者写法，加深对文章内容的深层理解和细节挖掘，并鼓励学生根据所获取的信息进行比较并表达自己的观点，促进其逻辑性思维和辩证性思维的发展。 让学生进行角色扮演，站在目击者的角度描述犯罪嫌疑人，在语境中巩固目标语言在运用中强化基础。 让学生对文章再次进行研读，通过上下文明确文中代词具体所指内容，加深理解。这样，学生不仅学知识，还能形成有效的阅读学习策略。 通过在较真实情境下的小组合作交流分享，引导学生基于阅读语篇所获得的信息，l通过角色扮演进行更加深层次的语言实践和职业体验，实现知识的有效迁移，引发学生的持续兴趣。 总结反思，反馈练习。
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Ⅰ. 阅读理解。 I'm Tony. My best friends are Frank and Cindy. We often do many things together(一起). Frank lives next to my home and we are in the same class. He is thirteen years old and tall and medium build. He has short straight hair and blue eyes. He's good-looking and very clever. He's good at geography and often helps me with my homework. He likes wearing black pants and yellow T-shirts. Cindy isn’t in the same school with us. She's eleven years old. She is thin and of medium height. She has long curly hair and her eyes are brown. She is good-looking, too, but a little bit shy. She is good at playing the guitar. Her favorite subject at school is music. She often teaches Frank and me to play the guitar after class. We three have great fun together, and we help each other(互相) and sometimes play video games at my house. ( )1.____ eyes are blue. A. Frank's B. Cindy's C. Kate’s ( )2.____ is good-looking, but a little bit shy.
A. Frank B. Cindy C. Tony ( )3.What things do the three children do together They . A. play video games B. play the guitar C. both A and B ( )4. Frank is good at_____ . A. Chinese B. geography C. history ( )5. Which of the following is TRUE A. Cindy lives next to Tony’s home. B. Frank has long curly hair C. Cindy is of medium height Ⅱ. 短文填空。 You don`t know Sam and Jim, right Now, let me (1)_________ you something about them. Sam and Jim are good friends. They are thirteen years old. Sam has (2)________ black hair. He has a round face with two (3)_______eyes and a big mouth. His (4)_______ is small. He is short and a little (5)________. What does Jim look like He is a tall boy with long black (6)________. His eyes and mouth are big, too. And he has a small nose, too. But his face is a little (7)________. The two boys like playing (8)________. Now, Jim is wearing a T-shirt, shorts and sports shoes. Sam is wearing a T-shirt, (9)________ and sports shoes. They are going to play soccer. They look very (10)________. Now, you know Sam and Jim, right
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Unit 9 What does he look like Section B (2a-2c)
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Level A If you are Joe Brown, would you like to take this as your job Why or why not Write down your reasons.
Level B Make a conversation between a police artist and a witnesses. And draw a picture of the criminal according to the witness’s description.
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授课时间：2023年 月 日
课题 Unit 9 What does he look like Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课时以“外貌(Physical appearance)”为中心话题，引导学生正确使用与人物外貌相关的词汇和句型，学会描述人物外貌，从而激发学生的英语学习兴趣，回顾和复习本单元语言知识，增强语言运用能力，掌握说明文类写作要素，在语言学习中发展逻辑思维、辩证思维和创新思维，通过描述人物外貌，帮助学生拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，懂得交友的关键不在于外表，做好自己才最重要的道理。
课标分析 新课标要求七年级学生能积累常用的词语搭配；能辨识和分析常见句式的结构特征；能用简单的连接词建立语义联系；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能欣赏、鉴别美好事物，形成健康的审美情趣；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够围绕“人物外貌”的话题，在“说说我的朋友”的情境中，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够正确使用与人物外貌相关的词汇和句型描述人物外貌，并发表自己的看法；
文化意识 能够拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，懂得交友的关键不在于外表，做好自己才最重要的道理；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关描述外貌的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作。
教材内容分析 本课是一节写作课，要求学生在听、说、读的基础上，尝试简单的语言输出。3a-3b的两个写作任务分层次编排，3a的短文填空活动为学生下一步的写作提供了可模仿的范文，而3b的写作任务列出了几个问题，同时也是写作要点，这样便于学生在课堂上进行过程性写作训练。
重点 复习和巩固所学的描述人物外貌特征的功能句型，引导学生进行一些阅读和写作的练习；
难点 综合运用所学词汇、短语和句型，从身高、身体部位、配饰、衣着、职业等方面描述人物的外貌特征。
学情分析 本节课的难点是如何运用所学词汇描述人物的外貌特征。初一的学生年龄尚小，虽然有前四节课的铺垫，但学生在运用上，尤其是对语篇的整体把握上还有很大的障碍，教师需多提供好的语篇，引领他们分析语篇结构，给他们更多可以实践运用的机会，通过小组合作，逐步可以语用所学的语言结构写出简单的小文章。
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Step 1. Review. Play a game “非诚勿扰”based on the pictures. Try to describe the people’s appearance and then talk about their favorite characters and reasons. Sa: He has ... eyes / ears / nose / face / mouth / hair. He is... Sb: I like...best, because... Choose one of the famous characters and describe their appearance. Have a translation practice. Step 2. Self-check. Have a brainstorming competition. Write down the related words in the box as many as possible. Read the sample passage about parents’ looks aloud and try to talk about their parents’ appearance in groups. Step 3. Pre-writing. Observe the picture in 3a and try to describe the boy’s appearance orally. Sa: He is tall and thin with short brown hair. Sb: I think he likes plete the short passage by themselves and check the answers. Read the passage again and try to sum up the key points, like name, appearance and feeling. Based on the passage, finish the mind-map. Step 4. While-writing. Think of one of their friends, then answer these questions. Have a brainstorming about the sentence structures they can use in writing. Have a writing practice. Write a short passage about what their best friends look like. Step 5. Post-writing. After writing, have a self-check for 3 minutes according to the checklist. Then share their passages with partners and evaluate each other according to the evaluation sheet. Step 6. Conclusion and exercises. Think about the standards of choosing friends. Watch a video and try to understand it’s important to be themselves. Present some pictures of boys and girls. Let Ss describe the character’s looks whose light is on or who gets a flower. Provide some other characters for Ss to describe. Offer the Chinese meaning of a poem and let Ss translate it into an English one. Divide Ss into four groups and let them take turns to write the words on Bb as many as they can in two minutes. The group which write the most right words wins. T: What do your parents look like Let Ss work with their partners and introduce their parents’ looks with photos. Guide Ss to read and understand the instruction and talk about the boy’s looks based on the picture. T: Jack is Bill's best friend. What does he look like What’s his favorite sport Ask Ss to fill in the blanks with the words in the box. After checking answers, guide Ss to analyze the information points of the passage. Provide a mind map about describing a person for Ss to complete. Ask some questions to lead Ss collect writing materials about describing their friends. Provide the word bank and sentence structures to help Ss. Let Ss write about their best friends’ looks in ten minutes. While Ss are writing, walk around the classroom to offer help if they need. Offer the evaluation standards to the class. Pick out one or two examples to evaluate in class. Provide the sample writing for Ss to learn more and appreciate. T: Friends are very important to us. What are you standards of choosing a friend Play a video about self-judgment. 通过“非诚勿扰”游戏和多媒体图片的辅助，导入人物外貌话题，激发学生的学习兴趣和表达欲望，激活已有知识，创设轻松愉悦的课堂氛围。 通过头脑风暴的形式，要求学生以分组竞赛的方式将所学词汇进行分类罗列，检查其掌握情况，并帮助其快速积累语料，促进部分知识网络的形成。 运用已有知识，赏析并尝试描述自己的亲人，在贴近实际生活的语境中，调动学生主动性，达到以读促写的目的，为后面的环节做铺垫。 3a短文填空活动，创设了谈论朋友的语言学习情境，为学生下一步的写作提供了可模仿的范文。 通过提取写作所需要的内容要点和功能句型，夯实基本语言点，又为下一步的写作做了很好的铺垫。通过列提纲等方式培养学生良好的写前习惯，降低写作焦虑，提高写作效率，促进发散思维和逻辑思维的提升。 3b列出的几个问题，同时也是写作要点，这样便于学生在课堂上进行过程性写作训练。词汇银行和句型结构的提供也将帮助学生较轻松地表达出自己的思想，降低写作难度，照顾不同层次水平的学生。 在进行了一系列的写前活动练习渗透了写作技巧之后，让学生当堂写作，为其提供实践的机会。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。通过“自查-互查-展评”多角度的检查方式，来欣赏自己的文章、同伴的文章，积累更多好词好句。同时，能够发现不足，及时进行更正。 自我检测，总结反思。进行情感教育，使学生懂得交友的关键不在于外表，做好自己才最重要的道理。
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Ⅰ. 用所给词的适当形式填空。 1．He is an ________(art). His works(作品) are very famous. 2．What does the ________(crime) look like Is he tall or short 3．The color of my bike is __________(differently) from that of Tom's. 4．The two shirts are either too big or too small. Please show me ________(another) one 5．This is a ________(really) story.It is about a poor student. II. 从方框中选词，并用其适当形式填空。 real，way，end，put，each
6．Cindy takes out the book from her schoolbag and ________ it on the table. 7．—How much are these socks —Five yuan for ________ pair. 8．We all like koalas because they are ________ cute. 9．You can see a store at the ________ of the street. 10．I usually ride a bike to school. I think it's the best _______ to go to school. Ⅲ. 任务型阅读。 Minions are some small robots (机器人) in a movie. They are yellow, and they always wear blue trousers. Some have one eye and some have two eyes. Their arms (胳膊) and legs are short, so they look very funny. Bananas are their favorite food. Minions are small, but they are very smart. Minions work hard and they have different ①. Some work as policemen. Some work as tennis players and some work as teachers. Many people like these cute yellow robots. Let's meet three of them. Dave has two eyes. He is tall and he is a little thin. His hair is short and straight. He likes working and he doesn't like sleeping. Stuart has one eye. ②He is of medium height. His hair is also short and straight. He likes playing. Jorge has two eyes. His hair is short and always stands up. He isn't very tall—just 96cm. He is fat, because he doesn't like doing sports. 任务一：回答下列问题。 11．What do Minions like eating ______________________________________________________ 12．Why does Jorge look heavy ______________________________________________________ 任务二： 13．补出①处所缺的单词 ________________ 14．将画线句②合并为一句： ______________________________________________________ 任务三：完成句子 15．Of the three minions, ________ is tall and thin.
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Unit 9 What does he look like Section B (3a-Self check)
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Level A Make a family album and share it next week, including the descriptions and photos of your family members.
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 9 What does he look like Section B (1a-1e) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课时围绕“人物外貌”的话题展开语言实践活动，通过创设谈论偶像外貌的真实情境，引导学生从其他角度（头发、脸型、五官、眼镜、胡子、职业等）描述人物外貌，并尝试表达个人看法，从而激发学生学习英语的兴趣，促进其在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，通过描述人物外貌，了解一些人物的突出特点，培养学生的观察能力，增强分享交流的意识，增进彼此了解，并懂得“心灵美才是真的美”。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能根据语篇内容或所给条件进行改编或创编；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够在在谈论偶像的情境中，正确使用与外貌有关的词汇表达和What does sb. look like？特殊疑问句，以听、看、说等方式，询问人的外貌并进行简单回答；通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升；
文化意识 能够通过描述人物外貌，了解一些人物的突出特点，培养观察能力，增强分享交流的意识，增进彼此了解，并懂得心灵美才是真的美；
思维品质 能够在听说活动中准确获取并清晰表达有关人物外貌的更多方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过描述人物外貌，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，在A部分所学知识的基础上，仍旧围绕人物外貌描述展开活动，并进一步拓展话题内容。1a-1e的看图造句和听说活动，目的是为了让学生学会从其他角度（头发、脸型、五官、眼镜、胡子、职业等）描述人物外貌。本课以听说的形式巩固描述人物外貌的目标句型，是对前面课时知识的延伸，对于学生能力的提升起着非常重要的作用。
重点 听说技能的巩固、拓展；描述人物外貌特征的有关词汇，包含多个描述形容词的短语与句型；
难点 在描述外貌时，有关描述头发的形容词的正确顺序；
学情分析 B部分的学习目标主要是扩展描述人物外貌的词汇，同时练习听力和学会描述人物的外貌特征。本课时有关人物外貌的话题贴近学生实际生活，能够使学生感兴趣并有话可说。经过两个课时的学习，大部分学生已经基本掌握询问和描述人物部分外貌特征的表达方式。因此该部分对于学生来说难度降低，更有利于其大胆开口，积极参与。教师在课堂设计时应给学生提供一些施展才艺的舞台和机会，让他们在做中说、在说中做，这样既能培养他们的自信，又能使其学会灵活运用所学内容，还可以培养学生的一种合作学习意识。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Play a game “Quick mind”. Say the words quickly. Observe the pictures carefully and try to answer T’s questions. Sa: She has long straight blonde hair. Step 2. Pre-listening. Listen to the teacher’s description about appearance and try to draw the people. Share their pictures with group members and see who draws the best. Look at the pictures of some famous people and make sentences about them. Step 3. While-listening. Look at the picture in 1c and try to guess the people’s jobs. Listen to the conversation and write Johnny Dean’s and Tina Brown’s jobs. Sa: Johnny Dean is a singer. Sb: Tina Brown is a movie actress. Listen to the conversation again and fill in the chart. Sa: Johnny Dean is really tall and thin. He has curly hair and wears funny glasses. Step 4. Post-listening. Work on 1e. Work with their partners. Try to ask and describe what their favorite singer or athlete looks like. Sa: What’s your favorite athlete？ Sb: My favorite athlete is Su Yiming. Sa: What dose he look like Sb: He’s of medium height. He has short black hair. ... Guessing game. Work with groups members. Listen to the description and guess the people. Step 5. Conclusion. Have a summary of what they have learned with the help of T. Show some words and let Ss read and translate. Present some cartoon characters and ask Ss to describe their looks. T: What does she look like Provide some description sentences and let Ss draw the characters on paper. T: She has short curly blonde hair. She has big eyes. She doesn’t wear glasses. She’s beautiful. Ask Ss to match the words with the pictures in 1a. Fill in the blanks in 1b according to the pictures. Let Ss have a prediction first. T: What do they do Play the recording and let Ss record the people’s jobs to check their predictions. Check the answers. Play the recording again and let Ss write down the characteristics of the two people. Encourage Ss to report their answers by making sentences. Ask Ss to repeat the conversation after the recording. Let Ss work in pairs. Offer some pictures and sentence structure to help Ss. Two minutes later, invite some Ss to report their favorite idols in class. Let Ss work in groups. One S describes the person in jigsaw puzzle and other Ss guess who it is. T: Do you think they are beautiful/handsome Why 通过“快速反应”游戏复习已知词汇，活跃气氛；利用学生熟知的卡通人物形象，巩固已学的外貌描述句型，导入话题，为后面的听说活动做铺垫。 通过“我说你画”的游戏形式，激发学生的学习兴趣和探索欲望，增加课堂学习的趣味性，也增加了听力技能的训练机会。同时，为下节课的阅读语篇中警察画师的职业理解做了铺垫。 利用学生生活中熟知的明星人物，引导学生学习描述人物典型长相特征，同时注意职业。 渗透听力技巧，引导学生仔细观察地图，在听力之前根据人物外貌特征预测人物职业，为即将要听到的话题内容做好准备，激活背景知识，明确任务要求，扫除听力障碍，让学生带着目的去听，减轻学生对听的担忧，培养其听前阅读听力材料的良好习惯。 通过听的方式再次输入本课功能句型，达成知识目标。促进听力能力的提高和策略的形成。 跟读录音，模仿语音语调，使学生学说最纯正的语言。 基于听力输入的半控制性的语言实践活动，让学生尝试与同伴介绍分享自己所喜爱的公众人物，旨在训练学生利用所学词汇及句型进行口语表达,将所学知识进行内化和迁移运用。 通过拼图式描述，要求学生能运用目标语言进行真实的交际，同时也增进了小组间的团结合作。让学生主动参与其中，学生才会去思考，有需求有动机，效果才会更好。 总结提炼，并通过一些有接触贡献的公众人物照片和设问，引导学生懂得“心灵美才是真的美”的道理。
课 时 达 标 检 测
一、用所给词的适当形式填空。 1．Alice draws very well. She wants to be an ________. 2．Please do it in different ________. 3．The actor has a new ________. He doesn't have curly brown hair. Now he has straight black hair. 4．She wants to become a famous ________ when she grows up. 5．My sister and I speak English ________. 二、根据汉语提示完成句子。 6．The teacher always tells the children a story ____________(在……结尾) the class. 7．________________(首先)，you must dress yourself up. 8．Li Shan is drawing__________(一张画像) of his stepmother(继母)． 9．You'd better wear ________________(一条牛仔裤) to climb the hill. 10．________________(每张脸) is round. 三、单项选择。 ( )11．Each of the boys________a small mouth. A．have B．has C．is D．are ( )12．She looked everywhere for her book but________had to go home without it. A．at first B．in the end C．at the last D．in end ( )13．I am new here.I often get lost and can't find my ________. A．ticket B．way C．wallet ( )14．I don't like this small bag. Would you please show me ________？ A．the other 　　　　B．other 　　　　C．another ( )15．—Philip has gone to New Zealand. —Oh, can you tell me ________？ A．where did he leave B．when he is leaving C．when he left D．when is he leaving ( )16．Mr White will talk ________ the question ________ us tomorrow. A．to；with 　　B．about；with 　　　　C．about；in ( )17．Can you describe your friend________me A．of B．/ C．to D．at ( )18．Something is wrong with my _______.I can't see anything round me. A．nose B．ears C．eyes D．mouth ( )19．The police________for the criminal everywhere. A．is looking B．are looking C．looks D．looking ( )20．Please put the picture________the newspapers. A．on B．at C．by D．in
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 9 What does he look like Section B (1a-1e)
作 业 设 计
Level A Write a short passage to introduce the hero in your heart, including his/her job, looks and the reason you like him.
Level B Write a short passage to introduce Johnny Dean and Tina Brown in the conversation.
教 学 反 思
第 页单 元 教 学 设 计
单元 Unit 9 What does he look like 总课时数 5
制定教学目标的依据 学科核心素养与课标分析 本单元以“外貌(Physical appearance)”为话题，涉及新课标中“人与自我”范畴内“做人与做事”主题群中的“自我认识，自我管理，自我提升”子主题内容，和“人与社会”范畴内“社会服务于人际沟通”主题群中的“良好的人际关系与人际交往”子主题内容。通过本单元，学生将主要学习正确使用选择疑问句询问人的外貌并进行简单回答，描述人的外貌，从而激发英语学习兴趣，在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，并帮助学生拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，增进同学友谊，懂得不以貌取人，每个人都是唯一的道理。
教材分析 本单元主要围绕“外貌”这一话题开展语言实践活动。A部分的主题图呈现了在地铁站接朋友的场景，自然地引入了询问和简单描述人物外貌的典型句型和重点词汇，然后通过听力活动的输入和针对性的对话训练，让学生先学会如何用简单的句型和词汇描述人的外貌，再了解如何运用选择疑问句询问他人的外貌特征；B部分在此基础上，仍旧围绕人物外貌描述展开活动，并进一步拓展话题内容，将重点转移至读写技能的训练上来。
学情分析 本单元学习内容贴近学生的日常生活，主题是描述一个人的外貌，极易激发学生学习英语的欲望和兴趣，能够使学生有话可说，乐于参与各种英语实践活动。在之前的学习中，学生已掌握了主系表结构和主谓宾结构的不同句式，为本单元准确描述自己和他人的身高体型、身体部位特征、穿着打扮等方面打下了一定的基础。同时，学生之前已掌握少部分与此话题相关的词汇，为本单元教学活动的顺利开展积累了一定的语料。教师在课堂设计时应由旧知引新知，发挥优势，设计有趣的课堂任务引导学生进行自主学习和语言实践，渗透学法指导并引导学生逐步养成良好的英语学习习惯。
教 学 目 的 语言能力 能够在“找朋友”、“影视欣赏”等真实情境中正确运用与外貌有关的词汇表达和选择疑问句，以听说读看写等方式询问人的外貌并进行简单回答，描述人的外貌，并尝试表达个人看法；能够通过上下文确定阅读篇章中的指代关系；能根据所听或所读内容中人物的外貌描述推断出正确的形象；
文化意识 能够拓宽视野，了解中西方文化中描述人物外貌特征的不同，通过描述外貌，培养学生的观察能力，并学会欣赏别人的优点和长处，增进同学友谊，懂得不以貌取人，每个人都是唯一的的道理；
思维品质 能够在各种语言实践活动中，通过听说读看写等训练，准确获取有关人物外貌方面的信息，学会与人探讨、交流和表达自我观点和看法，进行合理推测，有逻辑、辩证地、创新性地表达个人看法，实现知识与思维能力的迁移；
学习能力 通过谈论人物外貌等，激发对英语语言学习的兴趣；通过听、说、读、写等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率。能够参与结对活动、小组活动时，能积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言；能够有意识地训练自己的英语思维，努力做到善学、乐学。

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