Unit 9 What does he look like ？ Section A 1 (1a-1c) 一、Teaching aims ：
1. 语言知识目标：
1) Key words：curly, straight, tall, thin, heavy, medium height, medium build,
2) Important sentences：—What does she/he look like? —She/he has long straight/curly hair. —She/He’s of medium height/build. —Is he tall or short？ 2. 情感态度价值观目标：
Enable students to be friendly to others and not to judge a person just from his looks。
二、Important and difficult points 1. Master the words of describing one’s appearance 2. Sentences of describing one’s appearance 三、Teaching procedure Ⅰ Ⅰ. Greeting and Warming-up
Play a game of changing the outfit(换装游戏）
with a magic stick to lead in the new class/ (Show some pictures of different styles of people to teach the new words. Ⅱ Ⅱ. Presentation (Section A 1a) 1. Show more pictures to present the sentence pattern” What does she/he look like? 2. Boys and girls ask and answer each other to consolidate the new words and sentences 3. Reading game to help students differ how to use” be/have has”
Ⅲ Ⅲ. Practice (Section A 1c) 1. Match the words with the people in the picture. (1a) 2. Listening practice (1b)
Ⅳ Ⅳ. Guessing game
Give students four lucky numbers to guess the people who they are and try to describe them with the sentence pattern we learned. Ⅴ Ⅴ. Group work Describe one of the members in your group “What does she/he look like?” Then the other students guess who is she/he. 选出四位同学到黑板前面来，再各选几位同学描述本组的一位同学，描述时这四位同学面向黑板，背向其他同学，不许回头，根据描述进行猜测，猜到者立即举手回答，猜对最多者获得胜利。
Ⅵ Ⅵ. Summary Ⅶ Ⅶ. Homework 1. Summarize the words of describing looks. 2. Make up three conversations to describe you family member.
板书设计：
That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, guessing game, and speaking in roles.
Section A 1 (1a-1c) Words & expressions
Drills：
curly, straight, tall, short, medium height,
What does he look like?
thin, heavy, medium build,
He has short straight hair.
He’s really tall
He’s of medium height/build.
That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, guessing game, and speaking in roles.
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