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Unit9Whatdoeshelooklike?SectionAPeriod1(1a-2c)济源市太行路学校席小软Hello!Everyone,I’mverygladtohavethisopportunitytotalkaboutsomeofmyteachingideas.Mytopicis“Whatdoeshelooklike?”fromBook2,Unit9SectionA（1a-2c）ofgoforit.Part1:Theteachingmaterial.Thisisanimportantlessoninthisunit.Inthislesson,thestudentswilllearnsomenewwordsandphrasestodescribepeople’slooks.Theywilldosomelistening,speakingandwriting.Parttwo:Theteachingaims.1.Aimsofknowledge.(1)Learnthenewwordsandexpressionsinthisperiod.(2)Learnhowtodescribepeople’slooks.2.Aimsofability.(1)Developthestudents’abilityoflisteningandspeaking.(2)Traintheirabilityofcommunication.3.Aimsofemotion.Makethestudentsdescribedifferentpeopletoimprovetheirfriendship.Partthree:Keypointsanddifficultpoints.1.Masterthenewwords.2.Usethesewordsandphrasestodescribepeople’slooks.Partfour:Theteachingmethods.Thisperiodisclosetoourdailylife.soIdecidedtochoosethesituationteachingmethod,givethesituationtothestudents,andmakethemlearnhowtodescribepeople’slooks.Thenletthempracticetheknowledgebylisteningandspeaking,givethemmorechancestolearnbydoingandusing.Inordertomaketheclasslivelyandmakethestudentslearniteasily,IwillusetheCAIandarecorderasteachingaids.Partfive:Theteachingprocedures.StepI.Lead-in.1.Freetalk.“Goodmorning.Howareyou?”“Whatdayisittoday?”“Whatdoyoudoonweekends?”“DoyoulikewatchingTV?”“Doyouknowhim?”2.Describethepicturewiththewordsthey’velearned.Leadthemtoanswer,“Heisshort.Hehasshorthair.Heisfunny.”(Purposeofmydesigning:Ithinkit’simportanttoformabetterEnglishsurroundingforthestudentsandit’snecessarytoprovideasituationtoreviewlearnedknowledge.)1StepII.Newwords.1.Usesomepicturestoteachnewwords.2.Finish1a.(Purposeofmydesigning:Thiscanmakestudentsrememberthewordseasily.)StepIII.Newsentences.1.Showtwopictures,thenmakeadialoguewiththestudents.I’llask“Whatdoeshelooklike?”,“Whatdoeshelooklike?”.leadthemtoanswer“Heis/has…”2.Showmorepictures,Letthestudentsdescribethem.Firstinclass,theninpairs.Letthestudentspayattentiontotheuseof“has”and“is”.(Purposeofmydesigning:IusetheCAItoshowmanypictures,Ithinkitcanmakethestudentsinterestedinlearning.StepIV.Listening(1b).Inthispart，thestudentswillfinish1b，thenchecktheanswers.Beforelistening.Askthestudentstolookthroughtheconversationinthepicturequickly.Whilelistening.Askthestudentstolistentothetapeandfillintheblanks.Afterlistening.Letthestudentsrepeattheconversationafterthetape.Afterthat,explainthequestion:Isheshortortall?DoesSallyhavelongorshorthair?是一般选择疑问句。一般选择疑问句的结构：一般疑问句+or+被选择部分？回答时不能用“Yes”或“No”.要用一个完整的句子或其省略形式。语调一般是前升后降。(Purposeofmydesigning:Toprepareforthenextlistening)StepV.Pairwork.Letthestudentsmakeadialogueinpairs,andthenchoosesomepairstoshowthedialogue.（Purposeofmydesigning：Letthestudentshaveachancetopracticetheirlisteningandspeakingability，developthestudentsabilityofcommunicationandtheirabilityofco-operation）StepVI.Listening(2a,2b).Beforelistening.Askthestudentstoreadthequestionscorrectlyin2a.Encouragethemtoguesstheanswers.Whilelistening.Thefirsttime,thestudentslistentothetapeandanswerthequestions.Thesecondtime,thestudentslookathechartandlistentothetape,thenfillinthechart.Afterlistening.Askthestudentstoreadandrecitethetapescript.Theyshouldpayattentionto“is”and“has”.（Purposeofmydesigning：Thiscantrainstudents'listeninghabitsandskillstosolvetheproblem）StepVII.Guessinggame.Playthegame“Whoisyourbestfriend?”withthestudents.I’llexplain2howtodoit.I’llsay“Mybestfriendisoneofthem.Canyouguesswhosheis?Youcanaskmelikethis:Whoisyourfriend?Isshetallorshort?Issheheavyorthin?Doesshehavelongorshorthair?...I’llanswereachquestion.”thenasksomestudentstoguesswhomyfriendis.（Purposeofmydesigning：Thispartcanmakethestudentspracticehetargetlanguageandprepareforthenextstep.）StepVIII.Survey.First,Makeasurvey.Interviewtwostudentsintheclass.Letthestudentsusethesentences“Ishe…or…,Doeshehave…or…?”andthenfillinthechart.Whoisyourbestfriendinyourgroup?Interviewee(Example)WeiSuxiaFriend’slooksistall,thinhaslonghairGuessingresultLiMengSecond,asksomestudentstoreportit.Forexample:WeiSuxia’sfriendisLiMeng.Sheistall.Shehaslonghair….（Purposeofmydesigning：Letthestudentsconsolidatethetargetlanguagebydoingandusing）StepIX.Homework.Writeashortpassagetodescribetheirfavoriteteacher.AtlastismyblackboarddesignUnit9Whatdoeshelooklike？SectionA(1a-2c)A:Whatdoeshe/shelooklike?B:He/Shehasshort/long/curly/straighthair.He/Sheistall/short/thin/heavy.He/Sheisofmediumbuild/ofmediumheight.3