Unit 2 Looking Different Topic 1 I have a small nose.
Section A
一． Teaching aims and demands 教学目标
1. Learn some useful words
(1). Learn words about parts of the body:
head, hair, face, eye, ear, nose, mouth, neck
(2). Learn other useful words:
big, s mall, long, short, wide, round, have, has
2. Learn the usage of “have” and “has”
(1)I have a small nose.
(2)They have…
3．Learn to describe people’s appearances
二．教学步骤
Step 1. Review
Name: Jane
Age: 12
From: Canada
School: Guizhou School
Class: Two
Grade: Seven
Phone number: (0851)1234567
(1) T: What’s her name?
S: Her name is Jane.
T: How old is she?
S: She is twelve.
T: Where is she from?
S: She is from Canada.
T: What class is she in?
S: She is in Class 2, Grade 7.
T: What’s her telephone’s number?
S: It’s (0851)1234567.
(把全班学生分成两组就此对话表演)
Step 2
(根据以上内容导入新课)
T: Well done! Now we have learnt something about Jane. But do you know how to describe her appearances? So first, let’s learn some words about parts of the body.
1. (板书单词，并带领学生拼读)
head face hair eye ear nose mouth neck
/h e d/ / f ei s/ /hε/ /ai/ /i/ / n au z/ / m auθ/ /n e k/
2带领学生观察3a中图片突出的外貌特征，巩固表示人体部位的名词，学习部分形容词，并板书句子。
He has a big nose. They have small eyes.
教授have has 的用法
（板书）1.have: S(I/We/You/They)+have …
2 has: S(He/She/It)+has …
3.教师说出一个人称代词，让学生结合3b，说出用have，还是has.
T：The first sentence “I …”
S：I have
T: The whole sentence
S: I have a wide mouth.
…
Step 3
1教师带领学生运用身边事物造句，用have/has, 并让另一位学生复述。
T：I have a pen.
S: I have a book.
S: She has a book.
2 游戏 两人一组
T: Listen to your partner and touch the parts of your body he/she says.
S: Touch your nose. …
Homework:
1 复习 section A
2 描述一位身边朋友的外貌特征
SectionB:
重点活动是1a，3和4。
教学目标：
1、继续学习have/has的用法。
2、继续学习如何描述人的相貌特征。
3、能识别并正确使用不同的声调。
教学步骤：
（一）
1、教师利用自己和身边学生的身体特征复习并进一步学习身体部位的名词。引出并要求学生掌握单词；arm,hand,leg 和foot。如:
T:I have...
S:I have...
T:She/he have...
同时老师变换人称来复述该同学刚才的回答。
2、进行身体部位触摸游戏：Bobby Says，完成5b。
3、出示5a中的图片，让学生回答出相应的身体部位的名词。
（二）
1、老师朗读1a部分的对话，让学生注意自己的语调，并让学生进行跟读。
2、让学生单独读1a，教师再找出重点句子进行讲解，同时要求学生掌握这些重点句子。如：
(1)Who is your favourite movie star?
(2)--Does he have long hair?
--No,he doesn't.
(3)It's bruce Lee.
(4)Guess again.
3、让学生利用句型He has...描述成龙。教师引出have/has句型的不同表达方式并板书。
S1:He has a big nose.
T:His nose is big.
S2:He has big eyes.
T:His eyes are big.
...
在操作过程中，教师要强调is和are，have和has的用法。
4、让学生单独做3，并核对答案。完成3。
（三） 听1a录音并跟读，模仿语音语调。
(四）两人一组模仿1a谈论自己所喜爱的人物，并请一组同学表演对话。完成1b。
（五) Homework：让学生搜集自己所喜爱的明星照片，制作一份关于其外貌特征的小档案，并做简短介绍。
Section C
内容：仁爱版七年级
Unit 2 Looking Different
Topic 1 I have a small nose.(Section C)
重点活动是：1a和2..
一． 语言目标：
1. Words and expressions:
come,come from,student,sister,different,knife,don’t=do not
2.Key sentences:
1). I come from England.
2). I have a round face and small eyes.
3). ---Do you have a knife?
---Yes, I do./ No, I don’t.
4). ---Does he have a ruler?
---Yes, he does./ No, he doesn’t.
5). ---Do they have long hair?
---Yes, they do./ No, they don’t.
3.Teaching important points:
1) 学会have 和 has 的用法。2）教会学生do,does 的用法。3）教会学生用简单的语句描述人的外貌。
4.Teaching difficult pints:
1) knife 的单复数形式的区分：knife---knives
2)---Do they /I have a knife?
---Yes, they /I do./ No, they /I don’t.
---Does she /he have a ruler?
---Yes, she /he does./ No, she /he doesn’t.
3)I have a knife./She has a ruler.两个句子中have 和has 的用法的区别。
二．教学过程：
Step1: Warming up
The teacher and the students greet each other.
Step2：Leading
Last class, I asked you made a card of your favorite star’s appearance. Now, who want to share something of your favorite star’s appearance with us.
Step3: Creating situation
Listen to me carefully! Xiao Ming is a boy. He comes from Beijing. He is a student. He has big eyes and a round face. Xiao Ming has a sister, and she is a student, too. They are in the same school, but in different grades.
由以上情景导入这部分的新单词，并且引入新内容。
Step4: 巩固
1） 读1a，让学生根据所听内容，从1b 中确认两个人物图像。
2） 让学生读1a，完成1c 后并核对答案。
Step5: 完成2，并做相应的conversation 训练。
Step6: 带领学生熟悉4 中的歌谣，掌握本部分的内容。
Step7: 布置作业。根据1a的形式，描写一小段关于自己的小短文。
三． 教学反思
Topic1 I have a small nose.的主要内容是运用I have …/ She has…来学习对人的外貌、长相的描述。进一步学习have 和 has 的用法。通过1a的小短文和2的对话进行练习操作，让学生充分掌握本topic的内容。
Section D
上课班级情况概述
Class Description
学生为初一上学期学生，初一学生对中学生活既好奇又担忧，既新鲜又有畏惧感。他们希望在新的环境中，通过对英语这一学科的学习来获得他人的认可。他们对英语普遍感兴趣，但同时有很大的不稳定性。他们好奇心强，求知欲望盛。然而随着小学英语的开设，来自不同学校的学生英语水平参差不齐，因此两极分化现象从一开始就凸现出来。根据英语新课程标准：基础教育阶段英语课的总体目标是培养学生的综合运用语言能力。综合语言运用能力的形成建立在学生语言技能，语言知识，情感态度，学习策略和文化包容的态度。
教材依据和内容Teaching Materials and Teaching Content
仁爱版七年级上册Unit2 Looking Different. Topic1: I have a small nose. Section D.
教学目标Teaching objectives/aims
根据单元的教学内容、地位和作用，和英语新课程标准，以及学生现状分析确立如下教学目标：
1. 语言知识目标 Target language:
重点词汇：Parts of the body: nose, face, hair, mouth, leg, foot
Adjectives: big, small, long, short, round, wide
重点句型：1. I have a small nose.
2. We/You/They have round faces.
3. He/She/It has a wide mouth.
4 Does he have long hair?
Yes, he does./No, he doesn’t.
2. 语言技能目标Function:
1. Learn the consonants:
/p/, /b/, /t/, /d/, /k/, /g/
2. Review the simple present tense with “have/has” and adjectives of description:
(1)He/She has small eyes.
(2)They have round faces.
(3)-Do you have a pencil?
-Yes, I do./No, I don’t.
(4)-Does she have small eyes?
-Yes, she does./No, she doesn’t.
3. (1)Review the description of people’s appearances:
①I have a big nose.
②My face is round.
③He has short hair, a big nose and a wide mouth.
(2)Review some useful expressions:
①Who is your favourite movie star? It’s Bruce Lee.
②Yes, you’re right.
③We are in the same school, but in different grades.
3. 情感态度目标Emotional
1 教育学生生活中不是缺少美，而是缺少发现美的眼睛。培养学生热爱生活热爱美的情感，并培养他们的观察能力和概括能力。
2 与同桌的对话编写，锻炼了学生的合作能力，挺高了学生们的协作精神。
教学辅助手段Teaching Aids
Board-writing Word cards Pictures chalk
教学重点与难点
Difficulties and Key Points
1.教学重点：对人体各部位名词的掌握及描述相应特征的形容词。
2.教学难点：如何正确使用have/has来描述人的相貌体征。
教学过程
Teaching Procedures
Allocation of Time
Step1:Pre-teaching
Revision/ Warming up
Step 1 Review 第一步 复习(时间:12分钟)
1. (利用身体部位复习本单元的单词和主要句型。)
(1)(利用身体部位进行集体认读单词活动，事先把单词进行归类，如身体部位类、形容词类等。)
(2)(老师展示中文意思，以必答的形式让学生拼读单词)
T: I’ll show you the Chinese meanings of the words. You should spell them one by one quickly. OK?
Ss: Yes.
T: OK. Let’s begin.
S1: N-O-S-E, nose.
T: Good. Next.
S2: L-O-N-G, long.
T: Good. Next one.
S3: H-A-V-E, have.
T: Next.
S4: Er ...
T: Next one.
S5: R-I-G-H-T, right.
T: …
(如果这个学生没法回答，由下一位学生来回答)
2. (师生互动问答，对Do you have…? 句型进行复习。)
T: Do you have big ears?
S11: Yes, I do.
T: Do you have a big nose?
S12: No, I don’t.
T: Do you …? …
3. (学生快速一个接着一个的进行Do you have …?句型的问答复习，老师可以先开个头。)
T: Do you have big ears?
S13: No, I don’t. Do you have small ears?
S14: Yes, I do. Do you have long hair?
S15: Yes, I do. Do you … ?
S16: …
4. (根据上一节课布置的作业，请一位学生描述自己母亲的外貌，鼓励学生主动参与描述。)
T: Very good. Now let us describe your mothers. please.
: My mother has short hair, big ears and a small mouth.
T: Great. Another one.
S17: …
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (让学生看书上31页，通过学生拼读方式来完成，注意突出/p/, /b/, /t/, /d/, /k/, /g/的读音。)
T: OK. Boys and girls, attention please. Look at the Page 31. Read and spell them.
Ss: Pen, P-E-N, pen.
Ss: Plane, P-L-A-N-E, plane.
Ss: Apple, A-P-P-L-E, apple.
(板书单词与/p/，用彩色突出单词中的字母p，然后齐声朗读。)
/p/ pen plane apple
(用已学音标，启发学生读这个单词)
T: Now look at the blackboard and read them together.
(以同样的方式学习/p/, /b/, /t/, /d/, /k/, /g/)
/b/ bus book bag
/t/ cat photo bot tle
/d/ doctor hand dumplings
/k/ desk chicken cup
/g/ girl glass tiger
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (让学生跟读并为每个音标再找一个例词来补充，从而加深印象。)
T: Who can find another word with /p/ sound?
S1: Please.
T: Good. Thank you.
T: Who can find another word with /b/ sound?
S2: Box.
T: Very good. Thank you. ```
Step 4 Practice 第四步 练习(时间:8分钟)
1. (1)(利用书中Kangkang的图片进行师生互动问答，复习有关描述外貌的句型。)
T: Who is this boy?
Ss: He is Kangkang.
T: Does he have a big head?
Ss: Yes, he does.
T: Does he have a big nose?
Ss: No, he doesn’t.
T: Does …?
Ss: …
(再呈现一张Amy的图片, 进行类似上面的练习。)
T: Who is this girl?
Ss: She is Amy.
T: …
Ss: …
…
(2)(让学生根据图片，两人一组进行类似的口语练习。)
S1: Who’s this boy?
S2: He is Kangkang.
S1: …
S2: …
…
(3)(根据班上学生的外貌特征，让学生表演对话。)
S3: Hello, S4! Who is this girl?
S4: Hello! She is Li Mei.
S3: Does she have long hair?
S4: Yes, she does.
…
(4)(让学生完整地描述老师的外貌。)
S5: This is my teacher, Mr. Chen. He has short hair. He has a small nose. … I like him.
T: Well done! Thank you.
2. (1)
T: Look at the picture in Part 2. We can see some boys. They are playing soccer. Now listen to
the tape and number the players in the order you hear.
(2)(核对答案，再听1遍，让学生写出所听到的句子，可利用暂停键操作。)
T: Listen to the tape and try to write down the whole sentences.
①Li Ming has big hands.
②Tom’s arms are very long.
③Peter has big feet.
④Kangkang has a big head.
3. (放3a和3b录音，学生跟读。然后学生齐读。师生一起总结，完成3a和3b。)
T: Listen and repeat. Then read together.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (老师让学生两人一组，通过相互问答的方式获取有用信息，完成5中1的表格。活动前老师可为学生提供一些有用的句型。)
T: Now work in pairs. Ask your partner some questions about his/her teacher/friend. Then fill out the table according to his/her answers.
S1: Who is your favorite teacher?
S2: Miss Li.
S1: Does she have a round face?
S2: Yes, she does.
S1: Is her mouth wide?
S2: No, it isn’t. Her mouth is small.
(S1依次询问S2的老师或朋友的外貌特征，并依据S2的回答完成表格，然后两人交换角色继续问答。)
2.(带领学生完成4。)
T: Sing this song. Touch the parts of your body while you are singing.
3. Homework
补充材料Supplementary Materials
评价设计 评价目的
评价是英语课程的有机组成部分，是实现英语新刻标的重要保障。英语教学的评价包括测试性和非测试性教学评价，形成性和终结性评价不同的区分方式，从单纯的测试到评价是质的飞跃为了全面了解学生的学习情况，激发学生的学习热情，促进学生的可持续发展，要学生认识自我树立自信，对学生进行形成性和终结性相结合的教学评价。通过评价，一方面对教师而言可以获取英语教学的反馈知识，即检查自己的教学方法和教学手段对学生是否使用适时的总结教学经验改进教学方法不断完善自我；另一方面，对学生而言使学生能够了解自己的薄弱环节不断调整学习方法。
课后作业Assignment
Homework:
(1)复习Unit 2, Topic 1的主要句型。
(2)写一篇关于你的兄弟姐妹或朋友的外貌特征的短文。