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中将会产生一些障碍。在教学中，应注意以下几点；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；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。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。

三，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；

图片 、多媒体

五：教学方法：(Teaching Methods)

呈现，归纳，讨论等

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

(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 have made in the class

验、感受数的大小，通过比对、想象、感知、体会到数的大小，从而培养学生的数感。

三、重视在实践的感知体验中，培养学生的数感瑞士著名心理学家皮亚杰说过：“智慧来自动作发端。”儿童的认知规律正是“从直观的动作思维到具体的形象思维，最后达到抽象的逻辑思维”的。可以说，动手操作是儿童认识客观事物的基础和起点，低年级学生主要通过对实物和具体学具的感知和操作来获得数感。皮亚杰说，活动是儿童发展的杠杆。通过实践操作，让学生体会到“数”就在身边，感受到“数”的趣味和作用，对数产生亲切感。整节课采取“动”的教学策略，让学生在动手操作时，眼、耳、口、手相结合，多种感觉器官参与学习，帮助学生正确、全面、深刻地感知数、认识数。

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