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Unit 9 What does he look like Section A 2d-Grammar focus-3d（教学设计）
教材分析 This lesson is the grammar part of Section A. 【What】The reading material in 2d is between Mike and Tony. They’re talking about Mike’s friend, David’s looks. The sentence structures in Grammar focus are about how to ask and describe people’s looks. 【Why】The text in 2d provides a context for grammar learning of what-questions and the alternative questions. Learning grammar in context can deepen students’ understanding of the usage of what-questions and the alternative questions. 【How】The words and sentences in this conversation have been learned in lesson one. So it’s easy for students to understand.
学生分析 【Know】Students have a general understanding of what-questions and the alternative questions in lesson one. Besides, some key words and expressions in the conversation have been previewed before this class. 【Want to know】Students want to know more about how to use what-questions to ask people’s looks and give answers. Besides, they also want to know how the differences between be and have/has when they’re used to describe people’s looks. 【Learned】At the end of this class, students will summarize what they’ve learned today.
教学目标 Language ability: To master key words and expressions, i.e., tonight, little, a little, may, cinema, glasses, later, handsome, actor, actress, person To master key sentences, i.e., -What does he look like -He is really tall. -What does she look like -She has long straight hair. -Do they have straight or curly hair -They have curly hair. -Is he tall or short -He isn’t tall or short. He’s of medium height. Thinking capacity： Conclude and summarize the grammar rules according to the given sentence structures. Make conversations in groups. Thus students can improve their capacity of cooperation and communication. Cultural awareness: Don’t judge a book by its cover. Learning ability: Learn to use the thinking capacity: concluding and summarizing, to understand and master the new grammar rules.
教学重难点 Teaching key points: To acquire key information through the reading and finish the reading tasks. To understand and master the sentences and rules in Grammar focus. To master the usage of be and have/has when they’re used to describe people’s looks. Teaching difficult points: To master the usage of be and have/has when they’re used to describe people’s looks.
教学工具 Textbook, PPT, pictures, work sheets
教学方法 Communicative teaching method, Question-driven method, Individual & Group work method, Activity-based approach to English learning
教学步骤
Teaching steps Teaching activities Teaching purpose
Teacher’s activities Students’ activities
Lead-in （3 mins） Activity: Who is Mike’s friend？ T shows Ss the activity rules and asks Ss to find Mike’s friend according the descriptions. Ss read the descriptions and choose who Mike’s friend is. To get the students engaged in the class with a activity and then help them to review the last class.
Guess: Who is Mike going to do T asks Ss to guess what Mike is going to do according to the given picture. Ss observe the picture and guess what Mike is going to do.
效果评价 学生是否能够根据人物外貌描述，找出Mike的朋友； 学生是否能够观察所给图片，获取有效信息，推测Mike打算做什么。
Presentation （12 mins） 2d: Skimming and answer. T shows Ss the given questions and asks them to answer. Who is David T asks Ss to underline the sentences describing David’s looks and then find who David is. Ss read the four questions and find the answers. To improve students’ ability of acquiring information by skimming.
2d: New words T and Ss read the conversation together and guess the word meaning according to the context. Ss and T read the conversation together and guess the word meaning according to the context. To help students understand the new words’ meaning according to the context.
2d: Listen and mark the tone and intonation T plays the tape and asks Ss to mark the tone and intonation. Ss listen and mark the tone and intonation. To help students improve their tone and intonation.
2d: Role-play T asks Ss to role-play the conversation. Ss role-play the conversation in pairs. To offer a good chance for students to practise oral English.
Grammar focus: Think and answer. T raises questions and asks Ss to think and answer. Ss think and answer the questions. To improve students’ thinking capacity.
Grammar rules: be, have/has T shows Ss the usages of be and have/has. Ss try to conclude the grammar rules of be, have and has. To improve students’ ability of concluding.
效果评价 学生是否能够运用略读、扫读、圈关键词等阅读技巧，正确完成阅读任务。 学生是否能够根据上下文信息推测生词含义。 学生是否能够在听出对话中人物的语音语调，并标注、模仿和练习。 学生是否能够模仿人物的语音语调，进行角色扮演。 学生是否能够在教师的指导下，归纳总结语法规则。
Practice （10 mins） 3a: Write these words in the correct box. T asks Ss to finish the exercise in 3a. Ss finish exercise 3a. To check students’ understanding of grammar rules.
3b: Circle the correct words to complete the conversation. T asks Ss to finish the exercise in 3b. Ss finish exercise 3a. To strengthen Ss’ understanding of grammar rules.
3b: Read the conversation again. T asks Ss to read the conversation in pairs. Ss read the conversation in pairs. To offer a good chance for students to practise oral English.
3c: Look and say. T shows two pictures of actor and actress and the asks Ss to talk about their name, job and looks. Ss look at the pictures and share their answers. To offer a chance for students to practise the key sentences in this lesson.
3c: Discussion. T asks Ss to discuss their favorite actor, actress and teacher. Ss talk about their favorite actor, actress and teacher. To cultivate students’ ability of communicating in English.
效果评价 学生是否能够在听力过程中能够抓住关键词，准确完成听力任务； 学生是否能够听出句子的语音语调变化，并进行标注、模仿和练习； 学生是否能够模仿人物的语音语调，进行角色扮演。
Production （10 mins） 3d: Describe someone in the class. Ask your classmates to guess who you are describing. T presents the activity rules and shows them an example. Ss take part in the activity. To consolidate students’ understanding of the key sentences in this lesson.
效果评价 学生是否能够积极主动地参与练习活动中。 学生是否能够输出正确的表达，描述人物外貌特征。 学生是否能够将人物外貌描述与具体的人进行正确匹配。
Language points （2 mins） T presents the language points in today’s class. Ss follow T to review language points. To help Ss to review and summarize language points in today’s class.
效果评价 学生是否能够在老师的引导下总结出本节课的主要语言点。
Exercise （5 mins） T asks Ss to finish the exercises. Ss finish the exercises. To check Ss’ understanding of today’s class.
效果评价 学生是否能够高效且正确的完成练习。
Summary （2 mins） T and Ss make a summary of today’s class together. To help students summarize and review today’s class.
效果评价 学生是否能够与老师一起总结出本节课所学内容。
Homework （1 min） Compulsory homework: 1. Finish the exercise sheets. 2. Recite the Grammar focus. B. Optional homework: 1. Make a conversation about your friends’ looks. To consolidate what Ss have learned in the class.
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