U1L2 Talking with Others-What does he look like？（教学设计）-《新模式英语1》(劳保版第三版）《上好课》

版 本 《新模式英语1》(劳保版第三版） 课 题 Unit 1 Talking with Others ( Lesson 2 What does he look like? ) 课 型 新授课 课 时 授课班级 授课时间 授课教师 教材分析 本课是《新模式英语1》（劳保版第三版）第一单元 “Talking with Others”的第二课“What does he look like?”，核心功能是描述人物外貌。教材内容紧凑，逻辑清晰：通过Frank，Darcy，Eva三个具体人物的信息卡，引入描述身高、体重、发型、脸型的关键词汇和句型（His/Her... is...）。系统讲解语法点，包括一般现在时中have/has的用法，并提供听力分类任务和范例对话，强调语言运用。拓展更多描述头发的形容词（straight, wavy, curly, long, short等）及其词序规则，并通过“APPLY”活动实现个性化输出。教材设计体现了从输入（阅读、听力） 到内化（语法、分类） 再到输出（对话、应用） 的语言学习路径。 学情分析 授课对象为中职一年级学生，英语基础普遍较弱，学习动机和自信心有待提高。但“描述外貌”话题贴近生活，能激发学生兴趣。学生已掌握少量基础词汇（如tall，short，black），但缺乏系统性，对have/has的用法、形容词顺序等语法概念模糊，需要大量重复和可视化引导。学生喜欢互动性、游戏化的活动，畏惧单纯的语法讲解。 学习目标 知识目标： 掌握词汇：height, weight, cm, kg, long/round/oval face, black/white/blond/gray/red hair, straight/wavy/curly/short/long hair。 掌握句型：What does he/she look like? He/She is [height]. He/She has [hair] and [face]. 理解并运用have/has在不同人称下的区别。 能力目标： 能听懂并提取关于人物外貌的关键信息，完成分类表格。 能运用所学句型进行简单的人物外貌描述和问答。 情感目标： 通过小组活动，培养合作学习的能力。 学会观察和尊重每个人的外貌特征，提升自信心和包容心。 教学重难点 1.正确运用have/has和is来描述人物的身高、体重、发型和脸型。 2.强化学习has用于第三人称单数（he, she, it）的用法，以及多个形容词修饰名词时的顺序（如straight brown hair）。 教学方法 情境教学法、任务教学法、直观演示法、小组讨论法 课前准备 PPT课件，语音素材 教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1: Warming-up Quick Guess. The teacher quickly shows some close-up features of famous anime characters or celebrities with a PPT (such as Goku's face shape, Snow White's hair). Question: Who is he/she? What does he/she look like? Guide the students to try to describe it in Chinese or with the few English words they know. Students identify characters from close-up images and describe features using simple English or Chinese, building confidence and preparing for new lesson content. 通过有趣的猜谜游戏迅速吸引学生注意力，激活学生已有关于外貌的词汇，自然引出本课主题“描述人物”。 Step 2: Presentation and Interpretation 1.Meet Frank, Darcy and Eva. Guide the students to read the information cards of Frank, Darcy and Eva on page 18 of the textbook. Explain the meanings of height, weight, cm and kg, and lead the students to complete the sentence blanks about Frank. Through the information of Darcy and Eva, explain the differences between His and Her. Students complete the sentence blanks about Darcy and Eva independently or in pairs, and the teacher checks the answers. 2.Words and Grammar Spotlight. Learn the key words of this lesson. Guide students to observe the chart of Simple Present: Have. Clearly explain the rules of I/you/we/they have and he/she/it has. The teacher gives examples and students do quick sentence transformation exercises. 1.Students read P18 profiles, learn height/weight units, and complete Frank's sentences. By comparing Darcy and Eva, they distinguish his/her and fill in blanks independently. 2.Students study the have/has chart, learn pronoun rules through examples, and practice sentence transformations (e.g., "I have" → "She has") to master the grammar. 本环节通过阅读人物信息卡和对比分析，帮助学生在真实语境中理解并运用描述外貌的核心词汇和物主代词，强化语言输入与输出的结合。通过语法图表观察和句型转换练习，引导学生自主发现have/has的用法规则，并在机械性操练中内化语法结构，提升语言准确性和运用能力。整体设计遵循“感知—理解—实践”的语言习得路径，兼顾知识巩固和思维训练。 Step 3: Practice and Interaction 1.Listening and Classify. The teacher plays the listening material and the students complete the information of Tina, Grace and Andy in the table. After listening, the students check their answers in pairs. The teacher asks the students to fill in the answers on the blackboard and then the whole class checks them. 2.Model Dialogue. Student listening and reading example dialogue: What does Mary look like?-She has... How tall is she?-She is... Whole-class repetition→Group reading (A/B roles)→Group presentation. The teacher provides information about Sofia, David, and Amy (from the listening exercise), and students replace the key words in the dialogue for practice. 1.Students complete the table through listening and check answers, enhancing listening and information skills. 2.Students practice dialogues through imitation and substitution, improving oral accuracy. 通过听力填表、对话模仿和互动游戏任务，综合训练学生的听力理解、口语表达及语言应用能力，在真实语境中强化外貌描述的核心句型，提升合作学习与交际策略。 Step 4: Language Expansion 1.Adjective Order Discovery. Guide students to observe the pictures of characters (Miriam, Bob, etc.) and the sentence "Miriam has straight brown hair". The teacher explains the rules of the order of multiple adjectives in English: shape (straight/wavy/curly) + color (brown/black) + noun (hair). Case/Example analysis: The teacher gives an incorrect example (brown straight hair) and asks the students to correct it. 2.APPLY - Interview Your Partner. The teacher provides a language case framework to assist students in completing the interview activity: How old are you? What's your height? / How tall are you? What do you look like? (I have...) Invite several students to introduce their classmates to the whole class, and the teacher offers encouragement and feedback. 1.Students observe examples to discover adjective order rules, then correct errors to master the "shape + color + noun" structure. 2.Students interview partners using provided sentence patterns, record information, and orally share descriptions to achieve integrated language application. 将语言学习与真实生活相联系，实现个性化输出，是本节课语言能力的综合体现和升华。 Step 5: Learn and practice immediately Design 7 questions related to what was learned in this lesson, including fill-in-the-blanks, multiple-choice, matching, and other exercise types, to allow students to practice immediately. Step 6: Summary and Homework 1.Summary. Words: height, weight, hair, face... Sentence Patterns: What does he/she look like? He/She is... He/She has... Grammar: have vs. has; adjective order. 2.Homework. Choose a family member or friend, and use the sentence patterns learned in this lesson to write a paragraph describing his/her appearance, along with a picture (either hand-drawn or printed). Preview the content of the next lesson. 板书设计 见总结部分 教学反思 （留白） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $