what,does,she,look,like,怎么导入

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what,does,she,look,like,怎么导入(一)
七年级 Unit 7 What does he look like(导入)

Unit 7 What does he look like?

Ⅰ. Teaching Content 教学内容

Section A ：1a – 2C

Ⅱ. Teaching Aims 教学目标

A. Knowledge aims 知识目标

1. Words & phrases生词和短语

hair, curly, straight, tall, medium, height, thin, heavy, build, like, always,

has …hair, is of medium height/heavy.

2. Key sentences重点句子

What does your friend look like?

She is medium build, and she has long hair.

B. Ability aims能力目标

Enable the students to listen to and read the descriptions about people’s looks, talk and write about them.

C. Emotion aims 情感目标

After learning this lesson, students get the fun of English learning and understand that people should not judge a person just by his look.

Ⅲ.Teaching Knots教学难点

Students learn to describe one’s appearance orally and in writing.

Ⅳ.Teaching Approach教学方法

Communicative Teaching Approach， Task-based Teaching Approach

Ⅴ.Teaching Aids 教学用具

Blackboard, multi-media，pictures，tape.

Ⅵ.Teaching Process 教学过程

Step I Warming up and lead-in ( Use a picture of a cartoon star, Shrek to attract students to talk about his look.

T: Good morning! Boys and girls. We are going to learn a new unit, unit 7 what does he look like? This class we will learn how to describe people’s looks. Firstly, I want to divide you into 2 groups. A right answer can earn you a point. Now, I want to show you a picture. Do you know him?

S: Yes, Shrek.

T: Great. What does he look like?

Help the students to answer.

S: He is heavy. / He is green. / He is high. ….

T: He is a very special character. But he is very popular. Firstly, let’s review words of body parts and some adjectives. Please give us one word by turns.

S: (A row of students stand up and speak out words by turns.)

Body: head, eyes, nose, mouth, face, hand, arm, back, leg, feet,…

Step II New words

T: In this lesson, we will learn more about how to describe someone’s look. Here are some new words.

1) Hair : [UN] 头发；毛发

long hair 长发 Eg. She has long hair.

short hair, 短发 Eg. He has short hair.

straight hair 直发 Eg. She has straight hair.

curly hair, 卷发 Eg. She has curly hair.

注意： How to describe hair？

He has beautiful, short, curly, brown hair.

T: Help students to get the order of adj.s before hair.

“漂亮+ 长短+ 卷直+ 颜色+ hair”

补充： blonde 金黄色

Eg. She has short curly brown hair.

She has long curly blonde hair.

2) tall [adj.] 高的 —— short [adj.]矮的

Eg. He is tall/short.

3) medium height 中等高度

搭配：of medium height

Eg. He is of medium height.

4）thin [adj.] 瘦的

5）heavy [adj.] 重的

6）build [N] 体格；体型

搭配：of medium build 中等体型

Eg. He is thin/heavy/of medium build.

Conclusion:

1) Be + [adj.] short/ tall/thin/heavy….

介词短语 of medium height/build

2) Have/has + [adj.] + Hair (注意无冠词)

Practice:

1. Ask the students to read the words and match them with the pictures in 1a.

T: Read the words together and use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once.

2. Check the answers.

Step III Listening (2a,2b)

T: Now we’ll listen to 3 conversations and you’ll have to circle ”is” or “has”. Play the recording. Then check the answers.

Then play the tape again and ask the students to fill in the chart. Then check it.

Step IV Pairwork (1c)

1. Make conversations according to the pictures.(3 pictures)

What does he/she look like?

He/She is…(身高). He/She has…

He/She is …(体型).

2. Ask the students to play the guessing game.【what,does,she,look,like,怎么导入】

T: Now I have some pictures. Choose one person and make a conversation to talk about his or her look. Then, you can ask a student in another group to guess who she / he is. If he is right, you can both get 1 point. If he can’t guess it out, you can ask your group member to guess, then you may get 2 points or nothing.(You should only choose one of this row of students. )

Sample conversation 1:

S1:What does your friend look like?

S2: He is very short and he has short hair and small eyes.

S2: Is he….?

T: Yes, he is.

Step V. Pairwork(3)

T: Describe Lily’s new friend, Nancy. What does she look like? Ok, let’s finish 3 (1 minute later.)

T: Let’s check it.

S: She has long, straight and black hair and big and black eyes…

Pair work：Describe one of your good friend using the structure of 3

Step Ⅵ. Writing

1. Make an Example based on 3.

T: Based on the conversation of ex.3, we can write an article about Lily’s new friend.

My new friend

big and black eyes. She is short and she always wears a red dress and white shoes. Do

2. students write their own article.

Ｔ：Now, I’d like you to write an article about your good friend based your conversation. And I want two of you to write on the blackboard

3. Check it.

Step Ⅶ Conclusion

Today, we learned how to describe one’s look.

Main structure: What do/does 主语look like?

主语 be tall/short/of medium height

主语 have/has adj. hair.

主语 be thin/heavy/ of medium build.

T: At last, let’s see part of a video. And get the reason why Shrek is popular, even though he is not handsome at all.

S: He is cute….

( A part of Shrek.)

T: Because he is virtuous and courageous…..

At last, I have a quotation for you. The beauty of a bird lies in its feathers, a person, in his heart.鸟美在羽毛，人美在心灵。

StepⅧ. Homework

Describe your new friend and write it down on your writing book.

what,does,she,look,like,怎么导入(二)
湘教版五上Unit 1 What does she look like教学设计

Unit 1 What does she look like? (The first period)熊诗怡

Teaching aims:

1.Learn the new words: tall, short, long hair, young, old.

2. 2.Master the following patterns:

----what does he/she look like? ----- He/She is .tall.. He/ She has long hair./big

eyes...

Main and difficult points:

1 the adjectives of general description.

2 describe people's looks. Teaching steps:

Step1. Warming-up

1.Greetings (1分钟）

2.Games: Touch your body (1 分钟）

目的在于活跃气氛，调动学生的积极性，减少学生的紧张情绪。加之五官属

于人的长相的范畴，所以与此课人物外貌相关连，这样引入就能自然过渡到本节

课的内容。人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学

习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。

Rulers: I say touch your eyes/ears/ nose/mouth/shoulder/legs/arm. you should do

it .If you are wrong, you have to sit down. The person who does it correctly is the

winner. after that we begin to study our lesson.

Step2. Presentation

1.出示Cindy图片

T: Who is she? Ss: She is Cindy...

T: Thank you. Do you like her?(图片展示) Ss: Yes. T: OK, I know you think she

is a beautiful girl,. Today, we will learn Unit 1 What does she look like? ( 图片展示

同时板书。)

2.Then teach the new words and new sentences pattern. The teacher uses the

pictures to lead and teach the new words and the new sentence pattern.: tall, short,

long hair, young, old.

先利用名人照片导入问题----what does he/she look like?

----- He/She is .tall.. He/ She has long hair./big eyes...

星图片展示进行新单词句型的引入,让学生熟悉。

Step3. Practice

1.description:描述幻灯片上出现的名人并做对话

2.Guessing game: At first the teacher gives the Ss an example.（老师自己的图片）

Then ask Ss to describe their classmates. Let the others guess. 这个游戏的安排目

的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别

能力，同时可活跃课堂气氛。

Step4. Cconsolidation

1.Free talk: talk about any person who you like. 这是一个任务教学，让学生描述自己的家人、朋友及喜爱的明星或者教室里的老师，增添他人对自己的了解。 2 Show-time 鼓励学生展示自己对喜欢的人物的描述

3.Summary

words: tall, short, long hair, young, old.

----what does he/she look like? ----- He/She is .tall.. He/ She has long hair./big eyes...

Homework

1.Copy the new words for 4 times and memorize it.

2.Prepare a dialogue with your partner and show it

3.Listen to the tape and read Part A for 3 times.

what,does,she,look,like,怎么导入(三)
unit1 what does she look like

水宽小学五年级上册英语导学案

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what,does,she,look,like,怎么导入(四)
What does he look like教学案例

What does he look like?

Section A ( the first period)

羊角中学 程燕

一 教学目标：

1. 知识目标：

1) 全体学生能够学会本课关于人物外貌描写的生词：hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown，（了解生词的汉语意思，并能正确读出其英语发音。95%以上的同学能够当堂正确拼写上述单词 。）

2) 全体同学能够通过课堂活动任务理解和掌握以下句型：

-- What does he/she look like? --He/She is tall and has long hair.

--What do you look like? --I’m thin． He/She wears glasses/…

2. 技能目标：

1) 全体同学能够通过教师的导入，明确新句型新词汇的使用及含义。95%以上的同学能在对话活动中正确使用所给信息。

2) 全体学生能根据教师活动的设计，学会如何描述人物外貌。并结合实际生活灵活运用。

3. 情感态度与价值观目标：

通过学习和练习，了解关注身边的人，学会友好地描述别人的形象。培养学生尊重他人的品德，不以貌取人。

二、学情分析

七年级的学生，由于年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。由于七年级学生刚学习句型，有的学生可能说的不好，有的还不敢说，老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造英语氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。 同时，七年级的学生还存在着学习方法和学习策略经验不足等问题，但他们却有着极强的求知欲强和表现欲。根据学生的心理特点我在课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、努力唱！让学生们在玩玩、做做、说说、 唱唱中学习英语。【what,does,she,look,like,怎么导入】

三、活动设计及实施

这是一堂人物外貌的描述课，所以我通过游戏开始引课。

Step I Warming-up

Task 1: 游戏 ----新课程的导入

找出两名外貌差异较大的学生来做游戏，一个胖而高大的男生（a fat and tall boy），另一个瘦而较矮的男生（a thin and short boy）。

游戏内容：（1）拔河（tug-of-war） （2）跳远（long jump）

目的：引起学生的学习兴趣，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）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。

然后用这两名学生为例教heavy ,tall, thin, short及两个句型： 1.what do you look like? 2.What does Tom/he look like?

Task 2: 引导学生熟悉有关描述人的外貌特征的词和句

1. 教师以自己的身体的各部位为例，教授身体的各部位。（ear, face, hair, eye, nose, mouth，hair….）

2.游戏：Touch your nose 小组合作完成

设计意图：指鼻子游戏，小时候都做过，现在用英语说，学生会感到更有趣，对单词的记忆也会有帮助

目的：通过不同外貌描述，为导入教学做好知识铺垫。以做一次优秀学生，引出本节课的大任务：争做最佳学生。吸引学生，激发其学习兴趣，提高学生作为学习主体（主人）课堂参与意识。大量人物图片以及描述外貌词语，将其注意力吸引到课堂中，此时老师恰到好处地让学生汇报导入任务切入主题。

Step 2：Presentation

Task 1: Teach the new words and new sentences pattern.

T: (Use the pictures to lead and teach the new words and the new sentence pattern. And then ask the Ss to describe the classmates.)

设计思路：先利用图片展示进行新单词句型的引入,让学生熟悉。接着要求其他同学描述三位外貌典型的同学，再进行小组练习。这样更形象，更贴近生活，学生更容易接受，加强了学生间的合作与交流。再按发形，身高，体重的 类别练习以免混淆，同时加深记忆。在教学的过程中，我要求学生们套用板书的句型，就图片进行问答。【what,does,she,look,like,怎么导入】

Task 2: Summary and Play a memory game.

T: (Let the students summary the words about height, build, hair.)

Ss: (Read together and give the opposite words. Then have a competition by saying the sentences as quickly as possible when they see the pictures.)

设计思路：通过学生的总结将知识点总结成系统，再由游戏强化刚学过的句型及词汇，让学生在活动中把学习的知识掌握好。

Task 3: Work out the exercises 1a—2b

Point out the different usages between be and have/has

设计思路：在学生掌握好的前面的知识的基础上再处理学习书上的知识，就化难为简，学生才能得心应手，同时让学生整体回顾本节课的重点内容。让学生通过对比思考找出have/has 和be 动词后所接的词汇的不同，再经过老师的归纳、总结，使之成为规律性的知识，便于记忆！

Task 4: Group work: Do a survey

’m …

and she is of medium height and medium build. … has …

设计思路：通过小组调查，练习之前所学的句型，这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。

Task 5: Enlarge the knowledge.

T: (Show some other pictures, let Ss know other words to describe a person.)

设计思路：将知识量扩充，让学生了解其他书中未涉及到的描写人的一些词汇如：描写五官的词汇，胡须、秃头等的说法，及眼镜、服饰品等的描述，为下一步活动作好铺垫。

Task 6: Play a guessing game.

T: (At first, give the Ss an example.)He is my student. He has big eyes and short straight hair. He is not tall and of medium build. He is wearing a pair of glasses and a school uniform. He can sing very well. Do you know who he is? Ss guess and then T shows the anwer. T: Now you can describe anyone in the classroom, and let us guess who he or she is.

设计思路： 这个游戏的安排目的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。

Task 7: Group work: Describe and draw.

T: Look! It’s a photo of me ten years ago. I was short and a little bit heavy. I have a new look now. Do you like my new look? Let’s design a new look for your teacher!

Ss: ( Work in groups, choose one teacher they like and draw a picture of their teacher’s new look , then show it in class and describe it.)

Eg: This is our math teacher, she is …., she has…., she is wearing……Isn’t she more beautiful now?

设计思路： 设计这个任务目的在于让学生能学有所用，描述自己的老师，给老师设计一个新形象，并画出来,学生们十分激动，想着能用英语描述自己的老师并且给他们设计形象了，他们特别高兴。此时的气氛很活跃,也让此堂课别开生面，乐趣横生。同时这培养学生的多种能力，让其能动手动口。通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想。

Task 8: Motto

T: (Show some pictures about some famous stars.) Do you know them? They are not handsome and beautiful, but they bring us many happiness. We all like them. So remember a good fame is better than a good face.

设计思路： 此格言的安排是为了培养学生尊重他人的品德，不以貌取人。

Step III Homework.

1. Describe your parents.

2. What do you look like when you are 20 years old ？Write a short passage.

设计思路：

1.任务链设计目的是创造条件让学生能够研究他们自己感兴趣的问题。

2.课堂设计目的是给学生创设自主学习和交流的机会。

3. 学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。

4.继续探索在任务、与合作型教学中如何调动全体学生的积极性，

5.鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。

教学反思

在教学过程得最初阶段我做了细致得准备工作，从教材分析到教具配合，从教学环节设计到游戏情景教学落实，以及学生的课堂反应都比预料得结果要好， 课上我运用了新颖得教学方法，通过胖瘦高低学生的表演，指鼻子游戏导入，让长发、短发、卷发、直发教具以及丰富多彩的图片深深吸引学生得注意力，让学生自己感到学习英语得魅力，激发学生得兴趣。课堂表现令人满意。师生互动，生生互动，小组互动的效果出奇精彩。特别是个别同学想描述一个戴眼镜得同学时，不知道该选用is还是has。此时抓住时机迅速补充并新授wear glasses 课后反映效果特别好，对这种学生自己提出得问题，学生印象特别深刻，记忆特别牢固。学生得主导性非常强，回答踊跃，思路新颖，在回答问题得过程中，学生能基本掌握要点，而又不失灵活与个体得发挥。但总体来说，学生自主学习能力和书写能力还是有待提高，我会在今后得教学过程中加大这方面得教学力度。

what,does,she,look,like,怎么导入(五)
Uint2 what does she look like

Uint2 what does she look like?

topic2（ Section C）

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. 教学目标

1. (1)Learn some new words about clothes:

T-shirt, shoe, cap, coat, skirt, dress

(2)Learn other new words and a phrase:

at, look at, photo, strong

2. Learn some useful sentences:

(1)Look at this photo.

(2)Michael is strong.

(3)They look different, but they are good friends.

3. Review people’s appearances:

(1)She has short brown hair.

(2)He has blond hair.

(3)Her hair is red.

4. Describe people’s clothes:

(1)—What color is this/that T-shirt?

—It’s red.

(2)—What color are these/those shoes?

—They’re green.

(3)The girl in yellow is Maria.

(4)He is in a black cap and blue shoes.

Ⅱ. 教具

服装图片 /录音机/学生自行绘制的服装设计图片/拍子/彩笔/相片

Ⅲ. 五指教学方案

第一步 复习(时间:8分钟)

借助实物展示，运用所学句型进行师生对话，复习并导入新课，培养学生的口语表达能力。

1. (利用实物进行师生互动问答。复习各种颜色的词。)

T: What’s this?

Ss: It’s a pen.

T: What color is it?

Ss: It’s yellow.

(展示同样颜色的两支笔。)

T: What are these?

Ss: They are pens.

T: What color are they?

Ss: They’re yellow.

(可以利用学生书桌上的书、笔等进行提问。全面复习有关颜色表达方式的句型。) (由物转向人的外貌特征。)

T: S1. What color is your hair?

S1: It is black.

T: S2. What color are your eyes?

S2: My eyes are black.

2. (利用服装图片和颜色引出生词。导入1a。)

(展示帽子的图片。)

T: What’s this?

Ss: 帽子。

T: It’

)

Ss: It’s green.

(展示鞋的图片。)

T: What are these?

Ss: 鞋。

T: They’re shoes. What color are these shoes?

)

shoe常以复数形式出现。)

Ss: They’re white.

(提问一个学生。)

T: S3. What color are your shoes?

S3: They’re …

(用同样方式导出文中其他生词，板书并要求学生掌握dress, coat, skirt, T-shirt，了解pants。

)

G1: What is this?

G2: It’s a coat/skirt/T-shirt.

G1: What color is it?

G2: It’s brown.

T: Good. Exchange. (可用汉语给学生提示。)

G2: What are these?

G1: They are shoes.

G2: What color are they?

G1: They are white.

…

(引导学生用that/those和it/they进行问答。)

第二步 呈现(时间:10分钟)

用图并呈现1a和2的内容，师生对话，找出关键句和目标语言，为交际积累语言素材，培养学生的综合运用语言能力。

1. (看1a图，让学生听1a录音，跟读，并注意语音语调。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation.

2. (把全班学生分成两个小组完成1b，检查完成情况。)

G1: What color is this skirt?

G2: It’s yellow.

G1: What color is that dress?

G2: It’s red.

G1: What color are these shoes?

G2: They’re white.

G1: What color are those pants?

G2: They’re blue.

(提醒学生注意名词的单复数形式和相应的人称代词单复数it/they形式。)

(提醒学生注意shirt与skirt的写法区别，并解释pant或trouser常以复数形式出现。)

3. (请一名高大的男学生到黑板前，教师对其向其他学生进行问答，导入2的学习。) T: Who’s this boy?

Ss: He is …

T: Is he tall?

Ss: Yes, he is.

T: Does he have short black hair?

Ss: Yes, he does.

T: OK. What color is his coat?

Ss: His coat is green.

T: Good. Let me describe him.

T: This is a boy. His name is … He is in Class One, Grade One. He is tall and strong. (

肢体语言表示strong) He has short black hair. He is in a green coat. The boy in green is …

(板书并要求学生掌握。)

4)

T: Now look here. What’s this?

Ss: It’

s a photo. (帮助学生回答。)

(板书并教授，要求学生掌握。)

)

T: Look at this photo. There are four people in the photo.

)

)

T: Who is this?

Ss: She is Maria.

T: Good. Who is this?

Ss: She is Jane.

…

(用同样方法引出Kangkang, Michael。)

(分别描述这四个人，教师对其进行提问。)

(教师指向Maria，向学生提问。)

T: Look at Maria. What does she look like?

S1: She is tall.

S2: She has short hair.

S3: She has short brown hair.

T: OK. What color is her dress?

Ss: Her dress is yellow.

T: Very good. The girl in yellow is Maria.

(然后指向Jane，进行同样的问答。)

T: Please look at Jane. What does she look like?

S4: She has long hair.

S5: Her hair is red.

S6: She has a wide mouth.

S7: Her T-shirt is purple.

S8: Her skirt is pink.

T: Very good. She is in a purple T-shirt and a pink skirt.

(以同样的方式向学生提问Michael和Kangkang的着装。)

(教师总结并引导学生看书后关于“in”的注释。)

第三步 巩固(时间:9分钟)

借助图片，使学生能听懂并读懂课文。根据个人的简单信息，用英语表达简单的情感。培养学生的语感。

1. (听2录音，让学生跟读并在服装类名词下画线，圈出颜色类名词。核对答案。)

2. (学生读短文，判断句子的正(T)误(F)，并核对答案。巩固2。)

3. (学生朗读短文后，看图复述。提醒学生抓住每个人物的特征，背诵课文。)

(板书课文中四个人物的特征。)

(培养学生的分析与概括能力。)

4. (放录音，完成3。核对答案并根据学生的完成情况，可以适当增加播放录音的次数。) T: Listen to the tape and find the children in the picture, then complete the sentences.

第四步 练习(时间:10分钟)

设置游戏，活跃课堂气氛，培养学生的竞争与合作精神。限定时间、角色，并使学生抛开课本进行对话，培养其语言表达能力。

1. (设计一个小游戏，以小组为单位，每组推荐一名学生到讲台前参加活动。首先教师把黄色短裙、白色鞋子、蓝色裤子和橘黄色长裙的图片(各一幅)贴在黑板上，然后给每个学生一个拍子。这时教师用1a中的句型发指令，学生们在抢答的同时要拍到这幅图片上。先拍到，并回答正确者为胜，为小组争取到一颗星。通过游戏可培养学生的竞争意识，又能使学生在轻松愉快的气氛中巩固本节课所学习的新知识。游戏后，要求学生看图完成作业，把答案填在书中的空白处。完成1c。核对答案。)

2. (学生对自己的服装进行对话操练，先师生问答，然后学生间进行类似的问答，完成1a。) T: Hello, S1. What color is your shirt?

S1: My shirt is red. S2, what color is your coat?

S2: My coat is blue. S3, what color is your skirt?

S3: My skirt is pink. S4 …

…

第五步 综合探究活动(时间:8分钟)

组织学生分组讨论。让学生在实践、合作、交流与探究中达到运用语言技能的目的。

1. (小组活动。六人一组，各自描述自己课前所设计的服装，评选出最佳设计，然后全组共同完成最佳设计的文字说明，派该设计者在班上作汇报，并在板报上展出该生的设计及该组的文字说明。)

(教师指导学生写设计说明。)

T: You can begin like this: These are my favorite clothes. The cap is blue. The jacket

is blue and white. The pants are … And you can end like this: Are they cool? Or do you like them? Are you clear?

Ss:Yes.

…

2. (班级活动，完成4。教师可以引导学生进行有节奏的拍手练习，活跃气氛。) T: Let’s chant.

3. Homework:

(1)模仿2，写一篇关于自己和朋友的短文。

(2)复习Section A、B、C的单词。

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