第一篇：新目標七年級英語下冊unit5_SectionA_1a-1c教學設計

新目標英語七年級(下)Unit5 I'm watching TV.教學設計SectionA1a－－1c

一、教材分析

本單元是Go for it(下)Unit 5。主要圍繞“What are you doing?”這一主題展開各種教學活動，并以這一主題引出現在進行時的一般疑問句，否定句以及特殊疑問句等語言功能。本單元旨在創造一個輕松、愉快的學習、交流環境，通過聽、說、讀、寫來培養學生綜合運用這些知識的能力。并讓學生能在“做中學”（learning by doing），通過有限的課堂實踐活動，注意觀察別人的行動，能準確地用英語來表達。

SectionA 1a－－1c部分是本單元的第一課時，這一課時通過常見的一些動詞短語引出現在進行時的教學，學好本課對以后的SectionB部分的學習起了很好的鋪墊作用。

二、教學目標 1．語言目標 1）短語和單詞doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment 2）句型結構

What are you doing?I'm watching TV.What's he/she doing? He/She's reading.What are they doing ? They're watching TV.3）語法The structure of the Present Progressive Tense

The present participle 2.語言技能

1）能用現在進行時的各種形式進行準確的描述和表達正在發生的動作。

2）能掌握現在進行時態及一些表示具體動作的詞組搭配，如：doing homework, watching TV, eating dinner… 等。

3、學習策略

通過本節課的教學，我要求學生能通過觀察別人的行為和活動時能用現在進行時來準確地表達所發生或進行的動作。

4、情感態度

通過對本單元的任務性活動，我的目的是能培養培養學生學習英語的強烈興趣，樂于參加各種活動的積極情感，樂于合作，培養學生團結合作的精神。

5、文化意識

了解西方人是如何表達或描述正在進行的動作。

三、教學的重、難點

基于上述對教材的分析，我確定本單元的教學重點為詞匯、詞組搭配和現在進行時的用法。

教學難點為現在進行時中現在分詞的結構及讀音，能在交際中準確地運用現在進行時來描述或表達正在進行的動作。

四、學情分析

我所教學的對象是初一學生（以中等生為主），對英語普遍感興趣，但有很大的不穩定性，好奇心強，求知欲旺盛，他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。提高他們綜合運用語言的能力，使各層次的學生都有所收獲。

五、教學方法

1、教法分析

1）現在進行時是學生剛剛接觸的一種新的語法項目，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，創設生活化的真實情境（或半真實情境）引導學生在 運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言（為用而學，在用中學,學了就用）。

2）開展多種類型的任務型活動，如小組表演、游戲、做報告、編歌曲等提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。

2、學法指導

新制定的《英語課程標準》把“培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神”放在了首位。依據課改的精神，我從以下幾個方面對學生進行學法指導。

1）、學習方法的指導

培養學生觀察力，想象力，記憶力以及思維能力。用生動的課件調動學生的感官進行聽說讀寫的訓練。

2）、學習積極性的調動

我在教學過程中創造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。

3）、學習能力的培養

通過連貫的聽說讀寫，游戲競賽等，培養學生的交際能力，發展他們的思維能力。

4）、學習策略的指導

本節課將在課堂活動中讓學生圍繞著課堂任務在小組中分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發展他們的能力。創建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略；讓學生表演對話，實現交際策略；引導學

3、教學手段

多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI軟件，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。

五、教學過程設計 Step 1 Greeting Step2 Revision What do you(does he/she)do? What do you(does he/she)want to be?Why?(通過復習一般現在時的句型結構為下面的現在進行時的學習起一個比較的作用。）Step3 Presentation 1.Listen to a song（聽一首活潑愉快的歌曲，既能激發學生的學習興趣，又能順利地過渡到現在進行時的學習）2.Lead out the new phrases and target languages.(Show some pictures on the screen and ask some students to perform the actions.)eg.T: What are you doing ? S: I am doing homework.（Help him/her to answer）T：What is he /she doing ? Ss: He /she is doing homework.Teach : watching TV,cleaning reading a book, eating dinner, talking on the phone...as the same way.（通過多媒體課件顯示和學生的親自表演，目的是讓學生在真實情景中學習短語和感受出現在進行時的結構和用法。）Step 4 Practice 1.Ask and answer in pairs: What is he/ she doing? He/She’s...2.Groupwork A:What are you doing ? B: I am doing homework.A:What is he/ she doing ? C:He/ She's doing homework.(我設計的任務是要求三個學生為一小組，進行問答練習。這樣的活動既可以培養學生的合作意識，又能在情景中用現在進行時交際，鞏固了本節課的重點，從而突破了難點，促使學生在學習過程中學會細心觀察。)3．The structure of present progressive tense and the present participle.（讓學生觀察句子和現在分詞形式分別總結出現在進行時的結構和怎么給動詞加ing,培養學生的觀察能力和歸納能力。）

Step 5 Practice 1a and 1c 1.Match the words with the people in the pictures in Section A(1a)2.Pairwork, ask and answer questions about the pictures.Ask some pairs to act out their conversations.(1c)Step 6 Listening 1b

接下來的任務型聽力要求學生對動作作出反應，教師可承接剛開始的話題，引導學生根據所學語言完成以下任務： 1.What are the people doing? 2.Write numbers from 1a below.3.Check the answers in pairs like this: A: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing? B: He is doing homework.(通過聽力訓練，現在進行時的結構得以很好的落實)Step 7 Guessing game

（在大組之間進行競賽性的游戲活動，能促進學生的競爭意識和學習英語的積極性。）Step 8 Make a survey Step9 Make a report Hello!Everyone!I am a reporter from…(通過做調查和做報告的形式，考查學生對語言知識的運用和口頭表達能力。運用獎勵的機制，給表現好的同學發小禮物。)Step 10 Make a song（利用所學的目標語編歌曲，實現跨學科之間的知識整合，激發學生學習英語的興趣，并且獎勵優秀歌手。）Step 11 Exercises(筆頭及時考查學生掌握知識的情況。)Step 12 Summary and Homework 1.Blackboard design 2.Recite and copy the new words and target languages.3.Draw a picture of

A.your school B.a park C.a club D.a zoo and talk about “What are they doing 板書設計

Unit 5 I’m watching TV.(Section A 1a-1c)doing homework

What are you doing ? watching TV

I am watching TV.cleaning

What is he/she doing? eating dinner

He/She is reading.talking on the phone 現在進行時結構: 主語 + am/ is / are+ 動詞的現在分詞

六、課后反思

本課時學生參與面廣，不同層次的學生均有所獲。基礎較差學生能運用所學句型進行簡單的交際練習。英語能力較強的學生則進行了大量的游戲、做報告、編歌曲等口頭練習，語言能力拓展達到一定深度和廣度。

通過本節課的教學實踐，我認識到教學成功與否，學生掌握程度如何，關建在于教師如何創造性地設計課堂教學。任務的設計要體現多樣化和層次感；面對不同的學生群體，任務的難度系數（深度）是可以調控的；而面對同一群體里的不同程度的學生，教師可以在任務設置時注意不同角色的設定，做到有針對性，使每一層面的學生皆有所得。教師要有意識地積極引導學生以教材上的簡單東西為媒介向他們熟悉的生活發散開去，大膽地用英語去了解生活中的各類簡單事物，解決生活中的各種簡單事情。教師要善于活化教材,對其精加工, 在給定的語言材料基礎上進行適度挖掘和拓展,使其更好服務于教學目的.

第二篇：新版新目標七年級英語下冊unit5教學設計.doc

Unit 5 Why do you like panadas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons，New language

Why do you like koala bears?.Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa，Recycled language between, across from He's/She's from...He's / She's five years old.name of countries;China, Japan, Brazil

Section A

Additional materials to bring to class: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.la This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal's name.Point out the sample answer.Check the answers.b This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a-Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.c This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the class.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let's see the elephant.Student: Why do you want to see the elephant? Teacher: Because it's very smart.Ask some students to present their conversations to the class.2a This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the class.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins? Teacher: Yes, I do.Student: Why? Teacher: Because they're very cute.3a This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the class.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a-Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.Section B

Additional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

2a This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria's Words and Tony's Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the class.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They're intelligent.Ask students to work in pairs.As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.3a This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing.Read it to the class saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the class.Choose an animal's name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat grass? Ask students to write their own descriptions.You may wish to have less fluent students work with a more fluent partner, Ask students to share their writing with others in the class.After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

第三篇：新目標英語七年級教學設計

新目標英語七年級(下冊)教學設計

課題：Unit5：I'm watching TV.Section A(1a—1c)

三河中學：高霞

一、教材分析： 本單元是Go for it(下)Unit 5,主要圍繞“everyday activities ”這一主題展開聽、說、讀、寫等多種教學活動，其教學核心內容是：“運用現在進行時態談論人們正在做的事”。讓學生能在“做中學”（learning by doing），通過實踐活動，能準確地用英語來表達。而本課是本單元的第一課時,通過詞匯、短語、聽力訓練以及對話練習的操練來學習和掌握“現在進行時態”和提高學生聽、說、讀、寫的能力，旨在創造一個輕松、愉快的學習、交流環境，培養學生綜合運用知識的能力。

二、教學目標

1.語言知識：

本課要求學生掌握以下

詞匯：(doing homework, watching TV, cleaning, eating dinner, reading, talking on the phone ?

句型: What are you / they doing ? I'm / We're/ They're watching TV.What is she/he doing? She/he is reading.2.語言技能：

（1）能用現在進行時的各種形式進行準確的描述和表達人們正在做的事情.（3）能在日常生活中恰當理解和運用本課的話題范圍內的單詞和習慣用語。3.情感目標：

教育學生要善于觀察周圍的事物,發現生活中的美,熱愛生活，同時能提高他們的觀察能力和判斷能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂于模仿，敢于開口，積極參與，主動請教。

三、教學的重、難點：

本課的教學重點為現在分詞的變化規則,現在進行時的基本句式以及學會用現在進行時描述人們正在做什么.教學難點為現在進行時與一般現在時的區別.四、教學方法:

1、教法分析：

（1）現在進行時是學生剛剛接觸的一種新的語法知識點，而本課的話題源 自生活，立足這一點，我充分利用學生已有的知識和生活經驗，創設生活化的真實情境（或半真實情境）引導學生在 運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言（學以致用）。

（2）開展多種類型的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作,為完成任務進行探究性學習。2.學情分析：

我教學的對象是鄉鎮中學初一學生（以中等生為主），他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收獲。

五、教學過程設計

Step 1 organization(組織教學)

Greeting : morning report.Step 2 Warming up（課前熱身）

(“興趣是成功的催化劑”，因此，我認為能以一種新穎的問候方式或復習方式進入一節課，喚起學生的興趣，使學生保持一種積極的學習狀態，或循序漸進地導入所學的內容，那么可為這節課的成功打下基礎，同時也能給自己適當的減壓。)T：We are having an English class now.What are we doing now?(Help the students to answer: We're having an English class now.)

接下來要求幾個學生做一些動作，讓其他學生用英語來猜測。（目的是為本節課的現在進行時作好鋪墊）Step 3 Presentation(講授新課)

(1)利用圖片呈現本課的主要詞匯,用圖片教學生詞,直觀形象,便于記憶.T: Look at these pictures.Who can name the activities in them? S: Watch TV , do homework eat dinner?(2)通過圖片,引出現在進行時的結構和用法。1)叫一位學生按照圖片上的提示做動作，接著說： T: He/ She is singing now.They are playing soccer now.T: What is he/ she doing ? He/ She's playing soccer now 2）然后叫一個學生做動作，另一個學生問，進行問答練習。

S1: What are you doing now?

S2: I'm watching TV.(ect.)

sing----singing / watch----watching / play---playing /ect.這樣設計的目的是讓學生在交際情景中感受出現在進行時的結構和用法。(3)現在進行時的句子結構與現在分詞的變化規則:

主語+be(am,is,are)+v.-ing.Step 4 Practice(鞏固練習)1.Show some pictures and let the students ask and answer in pairs.e.g What are you doing ?

I am eating.What is he doing ?

He is eating.What are they doing?

They're eating..2.Practice Section A(1a)3.然后叫學生歸納出現在進行時的結構句型。

主語 + am/ is / are+ 動詞的現在分詞（培養學生歸納能力，找出記憶的規律。）Step 5 Listening(聽力訓練)

接下來的任務型聽力要求學生對動作作出反應，承接剛開始的話題，引導學生根據所學語言完成以下任務： 1.What are the people doing? 2.Write numbers from 1a below.3.Check the answers in pairs like this: A: What is Jenny doing?

B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing?

B: He is doing homework.(通過聽力訓練，現在進行時的結構得以很好的落實 Step 6 Pairwork(操練對話)Step 7 Group work(小組活動)

接下來我設計的任務是要求三個學生為一小組，進行問答練習。如：What are you doing ?

I am talking.What is he/ she doing ?

He/ She's talking.Is he/ she talking?

Yes, he/ she is./ No, he/ she isn't.(這樣的活動既可以培養學生的合作意識，又能在情景中用現在進行時交際，鞏固了本節課的重點，從而突破了難點，促使學生在學習過程中學會細心觀察。)Step 8 Homework(布置作業)1.熟記本課的單詞、詞組和句型。

2.觀察周圍的人們正在做的事情并用英語來表達。

板書

1a: 1.doing homework, 2 watching TV, 3 cleaning, 4 eating dinner, 5 reading, 6 talking on the phone 3a:

What are you / they doing ? I'm / We're/ They're watching TV.What is she/he doing? She/he is reading.《Unit5：I'm watching TV.Section A(1a—1c)》

——教學設計

高

霞

三

河

中

學

2011年9月17日

第四篇：新版新目標七年級英語下冊unit6教學設計.doc

Unit6 I'm watching TV.Language Goal:

Talk about what people are doing.Teaching Aims:

The present Progressive(結構式: Be + V-ing)

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

現在進行時的用法和動詞V-ing 形式的構成。

Teaching Methods:

由淺入深,設置場景、對話以及表演來教授新句型。

Teaching Aids:

教學圖片、教學光盤、VCD機、錄音機

Teaching Procedures:

Step1.Warming – up

A.Duty report Teacher: How are you, boys and girls?

S s : Fine, thank you.Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school? S1: ……

T: When does your father watch TV in the evening? S2: ……

T: Do you do your homework in the evening? S3: ……

T: When do you play soccer? S4: ……

T: what time do you usually eat dinner? S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.Step 2.Presentation

A.Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Then,the teacher ask questions:----What’s he doing?(Picture 1)----He’s making a telephone call.(Help the students answer the question with body language.)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.B.Play the video.To make the Ss clear what they are learning in this class.Mr.Gong’s words do give the teacher a big hand.(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C.Teach the Present Progressive.1.Introduction Tell the Ss what the Present Progressive is.(現在進行時表示現在正在進行或發生的動作, 它的表現形式為Be Verbs + V-ing----這也即為它的結構式.)

2.Tell the difference Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard.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.3.Listen to the tape.Let the Ss get ready to listen to the tape(paper and ball-point pen).Check the answer: 2 4 1

4.Activities.The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

n What am I doing? n I’m opening the door.n What am I doing? n I’m looking at him.n What am I doing? n I’m cleaning the window.5.Pairwork.Ask and answer questions about what people are doing in the picture.u What’s he doing?

u He’s reading.The Ss can practice different sentences upon the verbs on the blackboard.6.Guessing game.The teacher prepare several pieces of paper and there are different actions on it.Ask a pair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step.They can have fun in the classroom during this class, it’s the most important.)

7.Self-assessment.The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once.Then, check the answer.The Ss can understand whether they have learned about the Present Progressive.Step 3.Homework

1.Finish the exercises in the class.2.Make a conversation and act it out with your partner.Step 4.The end

T: You are very good today, boys and girls!And thank you for listening.Bye.

第五篇：新版新目標七年級英語下冊unit9教學設計.doc

Unit 9 What does he look like? Period One I.教學目標： 1.知識目標： 1).單詞： hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown

2).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.能力目標：1）學完本課，學會描述人物外貌。2）能積極思維，運用所學單詞，短語及句型，結合實際生活進行靈活運用。

3.情感態度目標：讓學生學會友好地描述別人的形象。

II.教學重點: 掌握本課新單詞和句型和怎樣描述一個人的外貌。III．教學難點：掌握描述人物外貌的方法。IV.教學設計：

Step 1 1.what do you look like? 2.What does Tom/he look like? Step 2: Practice(B1a, A1a)1.Finish P44, B1a.2.Now please look at P41, 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.Point out the sample answer.(Keys: c, f, a, a, d, h, e, b, g, e)Step4: Listen 1b．

(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say Amy’s friend’s look．(He's really tall．And he has curly hair.)Step5: Practice(1c and 3b)1.Ask two students to read the sample conversation to the class.Then ask the class to point to the girl in the picture who has long hair and a medium build.2.Make a dialogue with a student.And ask the student to point out the person you described.Then

Ss practice the dialogue in pairs.3.(3b)1).2).Act the dialogue.3).Finish the form.Step 6 make sentences(Section B 1b)Step 7 describe(shelfcheck3)Step 8 a guessing game（SectionB2c）Step9 homework Describe your family member and draw a picture of him/her.Period Two

I.教學目標： 1.知識目標： 1).單詞：always, captain, popular，team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise 2).句型：如同第一課時。

Do you know David?

No/Yes.2.能力目標：1).提高聽讀能力。2).能抓住人物的主要特征來描述人物的外貌。3).能概括人物的外貌特征并根據人物特征推理出某一人物。4).能和合作伙伴互相交流，充分交換信息,進行合作學習。

3.情感態度目標：1).教育學生要多發現別人的優點，學會贊美別人。2).懂得心靈美比外表美更重要。

II.教學重點: 掌握本課新單詞和句型和熟練掌握描述人物外貌的方法。

III．教學難點：熟練掌握描述人物外貌的方法并成功的根據人物特征推理出某一人物。IV.教學設計：

Step 1 According to the picture to describe your family member.Step 2 listening(Section A 2a/ 2b)Listen 2a and 2b And find the difference between is and has． Step3 Pairwork（Section A 3）

1).Have students do the activity individually.2).Practice the conversation．

3).Describe Nancy to your partner.Step 4 Presentation 1.listen and match the descriptions you hear in 3a.2.Introduction：This is my good friend，Liu Peng．Please describe him with your partner.3.1)What does Ma Yan look like?

2)What about Wang Lin's appearance? 4.Fill the form Step5 What does your best friend look like? 1.survey

2.report her /him to the class Step6 homework 1.(SectionB3c)According to the picture you draw to write about him or her down.2.Design yourself a new look that you are twenties later.Period Three I.教學目標： 1.知識目標：

1).單詞：look, remember, nobody, singer, pop singer, now, say 2).句型：復習前面句型

2.能力目標：1).繼續提高聽讀能力。2).能概括人物的外貌特征并區別人物和推理出

某一人物。3).能替自己和別人進行新形象設計，能和合作伙伴互相交流，充分交換信息。3.情感態度目標: 1)通過描述同學、教師或自己的偶像的外貌，簡單地表達自己的觀點或好惡，學會交換不同的看法，使學生在人際交往中學會尊重和理解別人。2).培養正確的審美觀。

II.教學重點: 掌握本課新單詞和句型和熟練掌握描述人物外貌的方法并能靈活運用于生活中。

III．教學難點：熟練掌握描述人物外貌的方法和畫疑犯圖。IV.教學設計：

Step1 organization 1’

organize Ss by showing a picture taken about ten years ago．（Let the students guess who was me in the picture.）Step2 a song

Why do most people can find themselves in a picture first? Please enjoy the song and answer my question.Step3 Free talk 1.Ask the students to describe my old photo． 2.Let the students talk about some changes.Step4 My new look Step5 Listen(Section B 2a and 2b)You will hear Maria and Danny talking about Tina Brown and Johnny Dean.1.Your job is to write the job each person does.Point to the heading “Job” on the chart.2times.Check the answers.2.This time your job is to write what each person looks like.Point to the heading “looks like”.Check the answers.Step6 Section B 3a 1.Read the magazine article to the class．And find the difference between the two pictures of Johnny Dean．

2.Point to the blanks in the chart．Describe Johnny before and now.Point out the simple answer.Step7 Section B 3b 3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Period Four I.教學目標： 1.知識目標：

1).單詞：復習整個單元。2).句型：復習整個單元。

2.能力目標：1).能熟練的用英語進行對人外表特點的描述，并根據描述畫出人像。2).能掌握本單元出現的表示人外觀的詞組及句型，并能結合實際生活進行靈活運用這些詞組及句型描述別人的外表,提高寫作水平。

2.情感態度目標：能在小組活動中積極與他人合作，相互幫助，共同完成學習任務, 盡情享受學習的樂趣。

II.教學重點: 描述人物外貌特征和寫作。III．教學難點：聽文畫圖，看圖寫文。IV.教學設計：

Step1.Who remembers best? words Selfcheck 1 Step 2.Who describes best?(SectionA/4)In groups, ask a student to describe his or her classmate．Use only words and sentence patterns from this unit.For example, She's short and thin.She has curly hair.(The other students listen to him or her carefully and guess who it is.)Give a sample description of someone in the class and ask the class to guess who you are describing.Ask some students to describe a person while their classmates guess who it is.Step3 Who draws best?(Section B/ 4)This activity provides listening and speaking practice using the target language.1.Ask each student to draw a picture without letting ,anyone else see it.2.Have students get into groups of four.Tell the students in each group to give themselves numbers from 1 to 4.3.Ask the other three students in each group to listen to the description and draw the person.You may wish to have them listen to the description several times.4.Ask each group to swap its pictures with another group.That group votes to decide which of the three copies looks most like the original picture.The student who drew that copy is the winner.Step4 Who writes best? Choose a picture you draw and write the description on the exercise books.Step5 homework

1.Revise the useful expressions in this unit.2.Look for some more beautiful passages to read.3.Write down a notice for looking for the lost people