新目标初一英语unit6教案
新目标英语七年级上册Unit6_Do_you_like_bananas课标解析
新目标英语七年级上册Unit6 Do you like bananas?课标解析
许晏菱初2014级
教材分析
本单元的主题是教会学生在日常生活中养成健康饮食的习惯。
整个单元以食物名词为主题，以一般现在时的like进行对话为途径，从听说读写等方面开展学习任务。
语法的重点是行为动词的一般现在时。
由于课文以对话展现，学生很容易地把生活中的情景和书上的对话以及文段比较自然地联合起来。
本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes.当主语是第三人称单数时句型的变化以及回答是本单元的语法重点。
在第五单元学生已经对do and does 有了一定的认识。
本单元主要句型：Do you like…? 及其回答Yes, I do. / No, I don’t.学生就容易理解。
综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。
要求学生能够用英语写一篇介绍自己家人喜欢和不喜欢的食物，养成健康饮食的习惯。
单元教学安排
本单元分为5个课时，分别是sectionA两课时，sectionB两课时，一课时阅读课。
单元目标
课时目标
思想情感目标：
1）通过学习文章，学会养成健康饮食的习惯。
2）学习养成节约粮食，爱惜食物的品质。
能力发展目标：
1）能掌握书面表达的基本写法。
2）能正确使用可数名词和不可数名词。
3）能掌握一般现在时的结构、意义和用法。
七年级英语上册人教版Unit6Do you like bananas？单元教案
单元教案Do you like bananas?教材依据：新目标英语七年级上册第六单元教学目标（一）语言知识1、词汇:本单元所要求掌握的所有词汇2、日常交际用语：Do you like …? Yes,I do./No, I don’t.I /They like oranges. I/They don’t like bananas.She likes salad. She doesn’t like salad.3、教学重点：1、掌握各种不同的有关食物方面的名词；2、实义动词like 一般现在时的否定式、疑问式及其答语；3、助动词do /does和don’t/doesn’t的用法；4、一日三餐的营养搭配5、小短文的写作4、教学难点：1、Affirmative and negative statements2、Countable nouns and uncountable nouns3、How to talk about likes and dislikes（二）语言技能学生能认识及听懂各种不同的食物名称，区分可数名词和不可数名词，并能自由表达出自己喜欢和不喜欢的食物；能根据单元所学句型自编对话，讨论自己及他人喜欢和不喜欢的食物并扩展到其他方面（如sports），能进行小组讨论并用英语进行简单的陈述（I like…, I don’t like …,he likes…,he doesn’t like….）,能进行一日三餐的营养搭配，能根据课前任务收集和整理资料，并对所得资料进行加工和处理，在课堂中合理地加以运用。
(三)学习策略通过学习课文，掌握有关饮食方面的词汇，并结合所学单词，自由讨论喜好。
通过在课文中交流彼此的特长和爱好，培养群体意识，并在小组讨论及合作中，学会合作学习与研究性学习，完成所给任务，努力开拓课程资源。
（四）情感态度激发学生英语学习的欲望和兴趣，敢于用英语进行交流和表达; 营造情感交融的良好氛围，努力提高学生的学习兴趣，学生自主学习、主动合作；认真完成课前任务，在调查中充分发挥自身潜力，培养思维能力、动手能力、开展研究性学习;（五）文化意识能了解东西方不同的饮食文化。
人教新目标英语七上Unit6Doyoulikebananas教案4
Unit 6 Do you like bananas?第一课时Section A 1a—1c【学习目标】1.知识目标：识记表示食物的单词，并掌握food、 fruit、 vegetable与其它表示食物的单词的关系;能准确区分可数名词与不可数名词。
2.技能目标：能用英语谈论食物和表达喜好,并在交际情景中熟练运用;学会用“Do you like…?” /“Does he like…?”等句型来询问、了解别人喜欢与不喜欢的食物。
3.情感目标：了解西方人的饮食习惯与文化，由此对中西方饮食文化的差异进行对比与思考。
【预习内容】1.预习1a的内容，根据图片写单词（按顺序写）：2.请把下列表食物的单词按要求分类,可数名词使用复数形式.(小提示:注意ice cream, salad和orange)banana; hamburger; tomato; broccoli; salad; water; apple; tomato; pear;French fries; orange; ice cream; strawberry; milk; potato; ice cream;可数名词:_________________________________ _____________不可数名词:______________________ ________________3.通过预习的疑问是【学习过程】1.问答的形式练习口语：Do you have a banana? Do you like bananas? ect.2.幻灯片展示新单词，教读新单词，3.区分可数与不可数，复习巩固可数名词变复数规则。
4.看图完成1a的相关内容；听录音完成1b的内容。
5.结对活动：Do you like...? Does he/she like...?【知识点拨】like 的用法：1.like + something/somebody 喜欢某物/某人例：I like apples. I like my teachers.2.like+doing/to do喜欢做某事例：I like singing, but I don’t like to sing today.注意：like后跟动名词doing时表示一般的行为，跟不定式to do时则表示特定的行为或动作。
新目标英语unit6Do-you-like-bananas教案
课题
Unit 6 Section A1a/1b /1c/2a/2b.
课型
New
教学目标
一、知识与技能：
1〕单词：do, don’t, does, doesn’t,strawberries,like,have,bamburgers,orange,tomatoes,icecream,broccoli,salad,
2〕句型：What do you have for breakfast/ lunch/ dinner?
For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner?
For breakfast, he/ she has….
Step 7Groupwork: You are going for a picnic with a group of friends.
1. Make a list of food to buy.
2. Read your list of food to the class.
1.Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.
1.Copy the new words and try to learn themby heart.
2.Make up a new dialogue about likes and dislikes then write it down in your exercise book.
新目标英语七年级上册unit6Period1公开课课件
02
实施
03
04
安排5-10分钟时间，让学生 提问。
教师解答学生的疑问，并引导 其他学生参与讨论。
Teacher's Q&A session
目的: 教师解答学生疑惑，提供个性化指导。 教师收集学生的问题，挑选有代表性的进行解答。
实施
对于共性问题，教师可组织小组讨论或邀请学生分享经 验。
Classroom interactive games
Try to understand the cultural background and context of the text.
Practice listening, speaking, writing and translation to
improve English proficiency.
深入解析语法规则
通过讲解、演示和练习，使学生深入理解Unit6涉及的语法知识点，如现在进行时、一般将来时等，并能在实际语境中运用。
Text Analysis
培养阅读理解能力
通过对Unit6的课文进行深入分析，引导学生理解文章的主题、结构和语言特点，同时提高学生的阅 读速度和理解能力。
03 teaching method
培养批判性思维
学生在讨论中学会倾听、思考、表 达自己的观点，培养批判性思维能 力。
增强沟通技巧
小组讨论让学生学会与人沟通、协 商、达成共识，提高沟通技巧。
04 Teaching interaction
Student questioning session
01
目的: 鼓励学生主动提问，促 进知识内化。
Reading and Understanding: A Trip to New York City
人教新目标版2013—2014年度下学期七年级英语教案Unit 6 I’m watching TV.
人教新目标版2013—2014年度下学期七年级英语教案主备人：备课时间：2014年月日成员：Unit 6 I’m watching TV.一、Teaching Goal：In this unit students learn to talk about what people are doing. Teach students how to cooperate and be good at watching something and love our lives.二、Teaching difficulties1. The vocabulary and the sentence structures.2. Learn the grammar: Present progressive tense.3. Oral practice using the target language.三、Teaching MethodsListening and practicing methods, pair work, Task-Based Learning method.四、Teaching AidsA tape recorder, some pictures and cards.五、Teaching Time: 5 periodsPeriod 1 (Section A:1a—2b)Teaching ProceduresStep 1.Revision1. Greetings.2. Revise the words and expressions in Unit 4.Step 2.Presatation: Lead in1. Do “Ask and answer” practice with the Ss.2. The teacher asks the students to give more verbs phrases and write them down on the blackboard.(show many pictures to help the Ss.)Teach the new words and expressions.3. Teach the Present Progressive.1）Introduction: Talk about the title of this unit. Show some pictures to introduce the Present Progressive tense.T: What’s she/he doing?Ss: She/He is v-ing (Help the Ss to answer the questions and show the sentences)2) Let the Ss to say what the Present Progressive is.3). Tell the differenceWrite down the V-ing forms by another lines of go, watch, do, play and eat . Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again and do more exercises.Step3.Activity 1a:Match1. Help the Ss talk about the pictures. The Ss read these V-ing wordsafter the teacher. Match the words and the activities. Check the answers.2. Help the Ss do “Ask and answer” practice in pairs.3. Ask some Ss to do actions and let the class guess what he/she is doing.Step4.Activity 1b & 1c: Listening and pair work.1. Play the recording for the Ss to listen. Play again. Ss listen and write the number of the activity each person is doing. Check the answers.2. Pairwork: Ask the Ss to do “Ask and answer” practice about the picture in pairs. Some pairs present their dialogues to the class.Step 5.Activity 2a & 2b: Listening and Practice1.Activity 2a:Talk about the picture in 2b.Ask the Ss to read the questions in 2a. Then listen to the tape and and write the answers. Check the answers.2.Activity 2b:Play the recording again. Help the Ss put these questions and answers in order to make a conversation. Go through the answers with the Ss.Step 6 Pairwork: Activity 2c1.Talk about the pictures in 2c. Ask Ss to read the sample conversation. Let Ss look at the first group of pictures, and ask them to guess what the people are doing.2. Then imitate the sample conversation, work in pairs. Some pairs present their dialogues to the class.3. A guessing game: Guess the activities according to the Ss’ actions.Step 7 Homework: 1.Copy the new words and recite.2.Make up their own dialogues.教学后记：Period 2 (Section A:2d—3c)Teaching aimsGo on learning to talk about what people are doing.Language points1.To learn the following sentences.⑴—Is Nancy doing homework ?—Yes, she is ./No, she isn’t .She is writing a letter.⑵—Do you want to go to the movies? —Yes ,I do .⑶—When do you want to go? —Let’s go at six o’clock.2.To learn the following words and phrases:⑴adjective: sure⑵verb phrases: wait for , talk about , talk to sb.Teaching difficultiespresent participle: run-running , write-writing Present progressive tense: Subject +be+doing +…Teaching stepsWarming-up and revision⑴Watch VCD which is connected with the present progressive tense.⑵RevisionThe teacher asks Ss to do some actions, ask and answer one by one (chain work)T: What are you doing? S1: I am reading an English book. What are you doing ?S2: I am writing .What are you doing ? S3: I am playing the guitar. What are you doing?Show some pictures, point to them and ask.T: Look at picture 1! What is he /she doing ? S1: He/She is talking on the phone.T: Look at picture 2! What are they doing? S2: They are singing and dancing.T: Look at picture3. What is he doing? S3: He is swimming.2. PresentationThe teacher asks one student to come to the blackboard and do an action.T: Are you playing soccer? S: No, I’m not.T: Are you playing basketball? S : Yes, I am.Ask more students like this.PracticeHave students make a similar dialogue like thisS1: Are you reading a book? S2: No, I am not.S1: Are you reading a newspaper ? S2: Yes ,I am.4. Guessing gamesThe teacher uses pictures to ask the students. Cover one part of the picture and then uncover it little by little.T: What is he doing ? S1: Is he playing the computer?T: No, he isn’t . S2: Is he playing the guitar? (show another picture)What are they doing? Teacher continues to ask students and shows them more pictures.5. Pair work (work on 2c)T: let’s look at the pictures and guess what the people are doing. Please practise in pairs.A: Is Nancy writing a letter? B: No, she isn’t. She is writi ng a letter. Then check the answers.6. Work on 3aT: Look at the pictures and make conversations. Please write the correct number of the pictures next to the conversations below. Then check the answer. [Conversation A=3 Conversation B=2 ]The teacher reads the conversation before the class, and the Ss repeat the sentences. Ss practice the conversation in pairs and act out the conversation.7. Pair work（work on 3c）（1）Show a picture and teach the new phr ase“wait for a bus”.（2）Look at the pictures and answer the questions below. Ask Ss ask and answer like this.S1: Where is he? S2: He is in the store/ the supermarket.S1: What is he taking? S2: He is taking a bottle of juice.S1: What is he waiting for? S2: He is waiting for a bus.（3）T: Please look at the pictures again and talk about the four pictures.8. Grammar FocusWhat are you doing? What is he/she doing?I am watching TV. He is doing homework.Is he/she doing? Yes, he/she is./No, he/she isn’t/Are they doing? Yes, they are./ No, the y aren’t.9. HomeworkRead and recite 3a.Write the story about the four pictures.教学后记：Period 3 (Section B:1a-1e)Teaching aims询问别人正在哪里干某事. 继续学习某人正在干某事.Teaching pointsTo learn the following sentences.—Where do people play basketball? —At school.—Where is he swimming? —He is swimming at the pool.To learn the following vocabularies: toy, shopping, mall, pool.Teaching stepsWarming-up. chant and revisionChantWhat are you doing? I’m reading books.What is he doing? He is watching TV.What is she doing? She is doing homework.What are they doing? They are eating dinner.Revision Ask a student to do an action and askT: Are you eating breakfast? S1: No, I’m not .T: Are you singing? S2: Yes, I am .T: Is he writin g a letter? S3: No, he isn’t .T: What is she doing? S4: She is singing .T: Are you reading a newspaper? (To another student)S5: No, I’m not .T: What are you doing? S6: I am reading an English book .T: Is he reading a Chinese book? S7: No, he isn’t .T: Is she reading an English book? S8:Yes, she is .PresentationShow some pictures and present the new vocabularies .T: What is he doing?S1: He is swimming .T: Where is he swimming?S2: He is swimming in the river .T: No, he isn’t swimming in the river. He is swimming at the pool .T：Look! What are these? They are toys . What are the girl and her mother doing? They are shopping .T: Where are they shopping?S1: They are shopping in the store .S2: They are shopping in the supermarket .T: Maybe, look, they are shopping at the mall .PracticeShow some pictures and phrases, let Ss practice in pairs like this .A: What is he doing?B: He is boating .A: Where is he boating?B: He is boating on the river .Complete the chart . (work on 1a)T: Look at the pictures and complete the chart .Then check the answer .1). library reading books2). school playing basketball3). pool swimming4). mall shoppingPairworkLet Ss look at the chart , ask and answer in pairs .A: Where do people play basketball?B: At school .A: Where do people swim?B: At the pool .Listening comprehension2a. T: You will hear three short conversations. Please listen carefully and write down the places you hear in the chart below . Then check the answers: mall, school , library .2b. T: Now look at 1b on page 28. Please listen to the tape again and fill in the chart . Let’s write down what they are doing.Ss listen to the tape twice and write down the answer on their charts.7. Pairwork (work on 1c) .T: Now look at the chart and use the information in the chart to make a conversation like this .A: Hello! Is Tina there?B: No, she isn’t . She is at the mall .A: Oh, is he shopping at the mall ? / What is she doing ?B: No, she isn’t ./ She is eating lunch with a friend .8. Groupwork (Make a survey )1). T: Let’s make a survey, please ask Ss in your classroom where their parents are and what their parents doing now . Please ask and answer in threes, then fill in the chart .2.) After the Ss finish the survey .Let them give a report .9.Homework:1). Listen to the tape and repeat the conversation on Section B.2b.try to imitate the pronunciation and intonation.2). Collect some pictures and bring them to the classroom.3). Write the report down in the exercise book .教学后记：Period 4 (Section B:2a—2c)Teaching aims:Ss can use the present progressive tense to describe the pictures.Ss can ask and answer questions about the picture fluently.Language pointsTo use the following sentences:Here is a photo / picture of my family.I’m with my sister Gina.Thank you for your letter and the photosTo learn the following phrasesThank you for sth. / doing sth. be withTeaching difficultiesHow to write the sentences about the present progressive tense correctly.Teaching steps1.warming-up and revision(1)The teacher asks Ss some questions.T: Hello, how are you? S1: I’m great. Thank you.T: How is your father? S1: He is very well.T: Where is your father? S1: He is at the mall.T: What is he doing? S1: He is shopping.T: Is your father shopping now? S2: No, he isn’t. He is watching TV.T: Where is he watching TV? S2: He is watching TV at home.(2) Show some pictures, let Ss ask and answer the questions in pairs.S1: Look! What is she doing? S2: She is reading a book.S1: Where is she reading a book? S2: She is reading a book under a tree.2. Work on 3a.(1)Show the pictures of 3a and let Ss say it one by one.S1: He is playing basketball.S2: The girl is doing homework.S3: The boy is watching TV.S4: He is swimming.S5: They are eating and talking.(2) T: Here is a letter from Mike to his pen pal, Linda. Please read the letter and underline the activities and circle the places. Check the answers(3) T: Now read the letter again and number the photos, using 1,2,3,4.Check the answers: 1, 4, 2, 3(4) Let Ss work in pairs, ask and answer about the photos like this.A: What is Mike doing in Photo 1?B: He is playing basketball.A: Is he playing basketball at school?B: Yes, he is.3.WritingShow the pictures to the Ss and let Ss finish the sentences, then check the answers.They are dancing. He is running.Yao Ming is playing basketball.The teacher is writing. Xie Tingfeng is singing.4.Group workT: Now take out your photos or pictures, please work in fours and tell your partners about your pictures or photos. I’ll give you two minutes to practice it.T: At this time I’ll ask several students to say something about your photos.5. PracticeT: Take out the pictures or photos of your own and write one or two sentences about them.Ss write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary.The teacher collects some pictures and sentences, shows them to the Ss and checks the answers.6. Fill in the blanks. ( finish 2b)(1) T: Here is another photo, look at the photo and the letter next to it. Please take out your pens and fill in the blanks. Check the answers: watching TV reading the newspaper talking eating(2)Show the picture of 2b, let Ss say the picture like this:7. Homework.Write a short composition about your own photos or pictures.教学反思：Period 5 (3a-Selfcheck)Teaching aims:Revise the contents of Unit 6.Ss can use the present progressive tense correctly.Language pointsRevise the key words, phrases and sentences in this unit.To learn two new words: camera, birdKey points and teaching difficulties.Consolidate the present progressive tense.Teaching steps:Step 1 Warming-up and revisionLet one student take out a photo or a picture of his / her own and show it to the whole class, then he / she will ask some questions about the photo or the picture.S1: Where is my father?S2: He is…..S1: What is he doing?S3: He is…S1: Is my mother doing…?S4: No, she isn’t. She is …Ask more Ss to come to the blackboard to do it.Step 2 PresentationUse two pictures and present the new words: camera, birdT: What is this?S1: Sorry, I don’t know.T: It’s a camera. We can use a camera to take a photo.T: Look! What is it? S2: It’s a bird.T: That’s right. What is the bird doing?S3: I think it is singing.S4: I think it is flying.Step 3 Complete the storyT: Look at the pictures on Page 30, Part 3. please complete the story and write the sentences in the blanks.Check the answers:What is he doing? He is looking at the birds.What are they doing? They are talking.What is the boy doing? He is running.What is the boy carry? He is carrying a bag.What is in the bag? It’s a camera.What is the boy doing? He is taking a photo.Step 4 Divide the Ss into two parts and read the dialogue. Let Ss act out the dialogue.Step 5 Key words checkStep 6 HomeworkReview the key words and phrases.教学后记：。
人教版新目标英语七年级上册 Unit 6 教案(共计17页)
Unit 6 Do you like bananas?一、单元教材分析本单元的核心项目是“喜欢和不喜欢（like and dislike）”。
围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。
通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。
本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。
二、单元学情分析本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。
通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
三、单元教学建议采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造句为主；语法教学——比较不同、总结规律、模仿操练。
新目标英语七年级上册unit6课堂教案
新目标英语七年级上册unit6课堂教案。
一、学习目标本单元旨在帮助学生：1.学习与食品和饮料相关的词汇并能正确使用；2.学习询问和回答与食品和饮料相关的问题；3.学习描述食品和饮料的口感、颜色等特征；4.学习制作简单的英式早餐。
二、教学内容1.学习词汇：food，drink，bread，cake，milk，juice，tea，coffee等；2.学习表达方式：What do you like? Do you like bread?How about juice? What color is it? What does it taste like?等；3.学习制作简单的英式早餐。
三、教学步骤1.导入（5分钟）教师向学生介绍该课程主题，并播放学习与食品和饮料相关的视频，让学生感受到食品和饮料在英国文化中的重要性。
2.学习词汇（15分钟）教师向学生介绍与食品和饮料相关的词汇，并让学生一起读音与拼写。
3.学习表达方式（20分钟）教师向学生介绍如何询问和回答与食品和饮料相关的问题，并展示相关图片，帮助学生理解并练习。
4.学习制作英式早餐（30分钟）教师向学生介绍英式早餐的内容，并让学生分组制作。
5.总结（5分钟）教师向学生总结本次课程学习内容，并强调重点与难点。
四、教学重点1.学习与食品和饮料相关的词汇；2.掌握与食品和饮料相关的问答方式；3.学习制作英式早餐。
五、教学难点英式早餐的制作和相关口语。
六、教学评价本次课程的教学评价将为考勤、作业打分、口语表现、小组合作及实际制作英式早餐等方面加以综合评价。
七、学习反馈收集学生对该课程的反馈，并针对反馈意见进行课程改进，以便更好地满足学生的学习需求。
八、总结本次课程通过介入实际生活，让学生学习到了具有实际意义的词汇和表达方式，同时通过实际制作英式早餐，增进了学生对英国文化的理解和体验，对英语学习的重视程度也得到了提高。
本文介绍了新目标英语七年级上册unit6课堂教案的相关内容，希望对英语教学和学习有所帮助。
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新目标初一英语unit6教案
Unit 6 What does he look like? 教案授课人: 王忠清
课型: 本单元第一课时
班级: 初XX级7班
时间: 05/04/05第2节
一．学情分析：
本课是一个实用性较强的课，又与学生的生活经验和认知水平紧密相连，学生对本课时的学习将会体现出浓厚的兴趣。
另外本课时的新单词虽然很实用但却较多，学生在学习及使用单词的过程当中将会产生一些障碍。
在教学过程中，应注意1，单词的读音及is 和 has的区别；2，tall， short 和 medium height; thin， heavy和medium build的教学应注意其相对性。
最后，任务的设置应有明确的目的并具有可操作性，这样才有利于提高实际语言的运用能力。
二．教学目标：
1．知识和能力目标：
本课时的语言目标为描述人的外貌；学会谈论身高、体重、发型；围绕语言目标，学生应掌握“What does he/she look like? What do they/you look like? He is…He has…”等句型；学习并掌握“like， look like， curly， long，medium， build ”等重点词汇。
2．过程和方法目标：
学生通过看、听、说、写掌握并使用描绘人的外貌的句型和词汇。
学生通过完成教材和教师设置的各项任务，使用这一课时的目标语言获取并分享信息，自由谈论他人的外貌特征。
3．情感态度目标：
学生讨论和完成任务的过程是学生合作与交流的过程。
另外，在谈论他人的外貌是应注意使用委婉语，礼貌待人。
不要以貌取人(We mustn’t judge people by appearance) 四，教学重难点：
描绘人的外貌句型和词汇；句型中is和have/has的区别。
四：教学手段；
多媒体图片
五：教学方法：(Teaching Methods)
呈现，归纳，讨论等 (Scene teaching method Oral practice method Pairwork)
六：教学过程(Teaching Procedures)
Step I: Lead-in (1 minute)
Show 2 pictures to lead in today’s topic。
Step II: Presentation (20 minutes)
1。
Show pictures to present one type of describing
people’s looks (long hair)。
2。
Present the new word (long hair) and the target language through the pictures: What does he look like? She has long hair。
3。
Get Ss to drill the sentences by asking and answering the question: What does she/he look like?
4。
Use almost the same steps as above to present other types of describing people’s looks and make Ss drill the target language。
Step III。
Consolidation (8 minutes)。
1。
Ask several Ss to read these words， target language and describe the people’s looks according to the pictures (3minutes)
2。
Listening practice with a game—Bingo (5 minutes)
(1)。
Get the class to do 1a quickly， then check the answer with whole class。
(2)， Make sure Ss know what to do， then play a game—Bingo by using these words and target language。
Step IV。
Practice (9minutes)
1。
Ask Ss to take out their photos and make dialogues like this:
A: Is this your family photo?
B: Yes， it is
A: Who is your mother?
B: She is medium height， has short curly hair。
She is thin。
A: Aha I find her， is it her?
B: Yes， it is。
You’re clever。
What do your parents look like?
A: My father…and my mum…
Then ask several pairs to act their dialogues out。
2。
Invite one student to draw a picture of a person，and write down the description of the person Step V Summary (1minute)
New words and target language。
The differences of “is and have/has”
Step VI。
Homework (1minute)
1。
Copy the new words learned in this lesson 3 times。
2。
Write down the dialogue they’ve made in the class。