根據學生的特點以及英語學習的規律，采用有效的教學手段和教學方法。創設生動活潑的語境，讓學生運用所學語言開展活動。下面是小編為大家整理的七年級上冊英語第五單元全英語1教案5篇，希望大家能有所收獲!

七年級上冊英語第五單元全英語教案1

分 析 This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.

知 識

目 標 Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China

Key structures: Hello / Hi

What's your name? My name is ...

How old are you? I'm ...years old.

Where are you from? I'm from ...

Nice to meet you. Nice to meet you , too.

能 力

目 標 1. To understand conversations involving self-introduction.

2. To give a brief self-introduction concerning name, age and hometown.

情 感

態 度 Learn to respect others when we talk with others.

Learn to introduce yourself to your friends in the right way.

教學方法 Interactive approach

教 具 Tape recorder, Multimedia

教學過程 Step 1: Warming up

1. The teacher show the PPT and play a short flash, the students enjoy the song .

2. Play a guessing game "Brainstorm" by asking the students "What's it?"

Then show the useful sentences by introducing myself.

I am Li Fang. I am from Wuhan. I am Chinese.

I am 25 years old. I am your new teacher.

3. Ask the students to introduce themselves in groups by using these sentences:

What's your name? Where are you from?

How old are you? Which class are you in?

Nice to meet you.

Step 2: Listening

1. Play the recording in activity 1 and ask the students to listen and check how many people speak.

2. Play it again and ask the students to check the words their hear.

3. Check the answers with the whole students.

Step 3: Listen and read

1. Play the recording in activity 3 and ask the students to listen

and answer the questions. Then check the answers.

(1) How many people speak in the conversation?

(2) Who are they?

(3) Are they in the same class?

2. Play it again and check the true sentences in act 3. Ask some

students to correct the wrong ones.

3. Put the students into groups of four to practise the dialogue.

The students repeat it several times, changing roles each time.

4. Talk about the pictures in the PPT and show their performances.

5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”

6. Finish act 4 and 5 in groups. Teacher checks the answers.

Step 4: Pronunciation

1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.

2. Play the recording once without stopping.

3. Play it again and ask the students to repeat.

4. Practise the sounds in pairs, then finish the exercises on the PPT.

Step 5: Speaking

1. Talk about the pictures by asking and answer in paris like this:

A: What’s his name?

B: His name is….

A: Where is he from?

B: He's from….

A: How old is he?

B: He's ...years old.

Step 6: Module task

Task 1: Who has the most friends?

運用本課句型，在規定的八分鐘時間內，以小組為單位，看誰結交的朋友最多，她將獲得一份豐厚的獎品。

Task 2: Introduce yourself by using today's useful sentences.

Step 7: Language points

1. I’m from Wuhan. 我來自武漢。(我是武漢人。)

Be from 表示“來自哪里”、“從哪里來”或“是哪里人”。如：

He’s from Beijing. 他來自北京。(他是北京人。)

They’re from England. 他們來自英國。(他們是 英國人。)

如果不強調從哪里來，只是要說明身份，也可以說：

He’s a Beijinger. 他是北京人。

They’re English. 他們是英國人。

2. Where+is/are+主語+from?

英語中,通常用特殊疑問句"Where + is / are + 主語+ from?"來詢問某人"來自哪里","是哪里人",其答語通常用"主語+ am / is / are from + 地點"。如:

—Where is Sam from?

薩姆從哪里來?

—He is from England.

他來自英國。

拓展:be from = come from,如:

Where do you come from?

Where does he come from?

3. What’s your name?

英語中,當想知道對方叫什么名字時,可用句型"What’s your name?"進行詢問,其答語一般用"My name is + 姓名."。如:

—What’s your name?

你叫什么名字?

—My name’s Gao Jing.

我叫高晶。

拓展:當你想很有禮貌地問別人的名字時,你可以這樣問:

What’s your name, please?

May I have your name, please?

4. I’m twelve years old. 我12歲。

…years old,表示“……歲”。有時候years old 可以省略，只用數字來表達年齡即可。如：Her dog is three. 她的小狗3歲。

拓展：對該句型提問可用：How old ...?它是英語中一個較重要的句型,主要用來詢問某 人的年齡,其答語通常用"主語+ am / is / are + 年齡."。如:

—How old are you? 你多大了?

—I am thirteen (years old).我十三歲。

5. Nice to meet you . 很高興見到你!

這是兩位初次見面相識后的用語，意思是“見到你很高興。”見面相識可由自我介紹，第三者介紹或者詢問相識。例如：

—Hello!I'm Xiao Hua.

—Hello!I'm Xiao Li.

—Nice to meet you, Xiao Li.

—Nice to meet you, too, Xiao Hua.

6. What about you? 你呢?

英語中“What about...?”是一句常用的客套 話，它后面可接名詞、代詞或動名詞(ing)形式，它的功能可不少呢!

(1)詢問或打聽消息。如：

I'd like a cup of tea. What about you?

我想喝杯茶，你呢?

(2)向對方提出建議或請求。如：

What about playing football now?

現在踢足球怎么樣?

(3)寒暄時的問候語，有承上啟下的轉折作用，如：

I'm a student from China. What about you?

我是一名來自中國的學生，你呢?

7. Welcome to Class 4, Grade 7. 歡迎來到七年級四班。

welcome to ...歡迎來到...，這是一句歡迎用語，在英語中使用比較廣泛，如：

Welcome to Beijing! 歡迎來北京。

Welcome, come in，please. 歡迎，歡迎，請進來。

Step 8: Consolidation

Do some exercises and check with the whole class.

Step 9: Homework

板書設計 Module 1 Unit 1

What’s your name? My name is…

Where are you from? I’m from…

Nice to meet you, … Nice to meet you, too.

作業布置 1. Finish off the workbook exercises.

2. Make your favourite "English name card".

教學反思 The students can talk in English.

Unit 2 I'm Wang Lingling and I'm thirteen years old.

課 型 Reading and writing

教 材

分 析 This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.

知 識

目 標 Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all,

first name, last name

Key structures: His / Her name is ...

He / She is from ...

He / She is ... years old.

He / She is in Class 1, Grade Seven.

能 力

目 標 To get information from the reading material about personal information.

情 感

態 度 Learn to respect others when we talk with others.

Learn to introduce yourself to your friends in the right way.

教學方法 Interactive approach

教 具 Tape recorder, Multimedia

教學過程

Step 1: Warming up

Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?

The teacher plays the PPT and shows the pictures to them.

Step 2: Revision

Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.

Step 3: Reading

1. Do act 1 and check the answers. ( B D A E C )

2. Ask the students to read the passage and check the true sentences in act 2.

3. After reading, the students check the false sentences in act 2.

4. The students read the passage again and underline the correct words in act 3.

5. Finish act 4 and check the answers with the whole class.

Step4: Language points

The teacher shows today's useful sentences and explain them.

1. This is Lingling and her English name is Lucy.

這位是玲玲，她的英文名叫露西。

This is ...向別人介紹某人時說 "This is ..." 不用

"That is ..."。 如：This is Tom. Tom, this is Jack.

這是湯姆。湯姆，這是杰克。

注意：this is 不能縮寫，而 that is 可以縮寫成that's。

打電話時，介紹自己用this, 詢問對方用that。如：

This is Lucy speaking.

Is that Lucy speaking?

2. Good to see you. 很高興見到你!

此句為熟人之間見面常用的問候語，還可以

說：Nice to see you. / Glad to see you. /

Pleased to see you.

It's nice to see you all.

很高興見到你們所有人!

句中all為代詞，意思“每個，全體”;作主語時，

be動詞用are。如：

All the students are here today.

所有的學生都到齊了。

3. I'm Wang Lingling and I'm thirteen years old.

我叫王玲玲，我今年十三歲了。

介紹自己名字的時候可以用“I'm”、“I am”

或“My name is ...”，此句還可以說：

My name is Wang Lingling.

另外，這里的“...years old”，表示.......幾歲，這里的

數字可以省略，直接說成：I am thirteen.

對它提問用：How old...? 如：

How old is Lingling?

She is thirteen years old.

4. Tony is my first name and Smith is my last

name. 托尼是我的名，史密斯是我的姓。

family name 姓 = last name 教名

與中國習慣不同，大多數英語姓名有三個名字：教名，中間名和姓。他們的姓放在最后。(中間名一般很少用)如果你要稱呼別人為……先生，夫人，小姐時，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的這個名字，你只能稱他為Mr. Green，而不能稱他為Mr. James。

Step 5: Writing

1. The students look at the pictures and write sentences.

Finally, ask three or four students to show their answers.

2. The teacher makes a model for the students and ask the students to write sentences for themselves with and.

Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven.

Step 6: Module task

Let the students to ask their partners about personal information and make cards for them. The more, the better.

Name: __________

Age: __________

School: __________

Date of birth: ___________

Birth place: __________

Telephone number: ___________

Hobbies:___________

Favorite color:____________

Ask several students to show their performances and praise the better ones.

Step 7: Consolidation

Show the students some exercises and ask them to finish in class, then check the answers with the whole students.

Step 8: Homework

采訪兩個你的新同學，分別問他們以下幾個問題：

What's your name?

Where are you from?

How old are you?

What's your favourite subject?

將你的采訪記錄整理成一篇為My new classmates的短文。(可適當增加采訪問題，全文不少于50單詞。)

板書設計 Module 1 Unit 2

What’s your name? My name is…

Where are you from? I’m from…

Nice to meet you, … Nice to meet you, too.

作業布置 1. Finish off the workbook exercises.

2. Interview two of your classmates and write a short passage.

教學反思 The students can get information from the reading material about personal information.

Unit 3 Language in use

課 型 Revision and application

教材分析 Unit 3 對“自我介紹和獲取信息”的功能句式進行綜合訓練：談論自己或朋友的情況(活動1);根據提示完成介紹圖片中人物情況的句子;填表、匹配復習表示國家、民族及人物活動的詞匯。Around the world了解中西人名的不同;Module task要求通過問答形式介紹自己和他人。

知識目標 Key structures:

1) What’s his/her name?

2) Where is he/she from?

3) What's his/her English name?

4) How old is he / she?

5) What class is he / she in?

能力目標 Enable students to talk about themselves and their friends.

情感態度 Learn to respect others when we talk with others.

Learn to introduce yourself to your friends in the right way.

教學方法 Formal and interactive practice

教 具 Tape recorder, PPT, handout

教學過程 Step 1: Revision

1. Ask some students to introduce themselves to the other students.

2. Ask them to talk about the pictures in the PPT.

Step 2: Teaching grammar

動詞Be的一般現在時：

1. 肯定句：主語+ be(am,is,are) +其它。

2. 否定句：主語+be+not+其它。

3. 一般疑問句：Be+主語+其它?

4. 特殊疑問句：疑問詞+一般疑問句?

動詞Be的常用句式：

1. be + 形容詞

I am very happy. 我很幸福。

He is very kind. 他人非常好。

2. be + 名詞

Mr Wang is our English teacher.

王先生是我們的英語老師。

They are our good friends.

他們是我們的好朋友。

3. be + 介詞短語

She is at home. 我在家里。

Are you from America? 你來自美國嗎?

The book is on the desk. 書在桌子上。

4. be + 副詞 Class is over. 下課了。

Step 3: Speaking

Ask the students to introduce the three people in act 1.

You can do it like this:

This is Sam.

He is twelve.

He's from England.

He's in Class 1.

Step 4: Practise

Do act 2-4 by themselves and check the answers in groups.

Ask one group the report their answers.

Step 5: Around the word

1. Tell students the difference between Chinese names and English names.

T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.

Step 5: Module task

Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class.

Step 6: Do exercises

Do the exercises in the PPT. The teacher checks the answers.

Step 7: Sum up

Ask the students to talk about “What have you learned in this lesson?”.

Sum up the different ways of “Be” and report it.

Step 8: Homework

板書設計 Module 1 Unit 3

What’s your name? My name is…

Where are you from? I’m from…

How old are you? I’m ….years old

作業布置 查找資料名人資料，向全班同學介紹你心目中最喜愛的英明星或最

尊敬的人。

教學反思 Speaking more is necessary for the students.

七年級上冊英語第五單元全英語教案2

SectionA(1a—2c)

【學習目標】：1、熟練掌握本課6個單詞.

2、學會詢問他人姓名及介紹他人姓名.

3、能聽懂有關談論他人姓名的對話并進行自由交際.

【學習重點】：詢問他人姓名及介紹他人姓名的句型.

一、自主學習(教師寄語：Knowledgeispower.)

學習任務一:熟練讀寫本課6個單詞.

1.個人自瀆，記憶本課單詞.

2.小組互相檢查單詞讀寫情況.

3.根據漢語寫出下列英語單詞并展示.

學習任務二:運用句型：What'shis/hername?

His/Hernameis....進行自由交際.

1.小組合作，理解并熟讀下列短語，并寫出漢語意思.

mynane()yourname()

hisname()hername()

2.個人理解下列對話，并且兩人合作練習.

A：Hello!What'syourname?

B：MynameisGina.

A：Nicetomeetyou.

B：Nicetomeetyou,too.

A：What'shername?

B：HernameisJenny.

3.小組合作，練習自己的對話.

4.對抗組開展競賽，展示自己的對話.

學習任務三:聽聽力完成2a,2b.

1.個人看圖，理解四幅圖畫，思考圖畫中人是在談論他人還是對方.

2.聽聽力，給四幅圖畫編號.

3.小組為單位，熟讀2b中的名字。

4.聽聽力，完成2b.

二、合作共建(教師寄語：Manyhandsmakelightwork.)

討論下面兩句話如何用英語表達.

1.他叫Bob.

2.她叫Jenny.

三、系統總結(教師寄語：Nomancandotwothingsatonce.)

根據提示，完成下列問答.

______________

What's_______name?_______is....

_______________

四、診斷評價

1、寫出下列短語.

(1)我的時鐘(2)你的問題

(3)他的名字(4)她的回答

2、根據句意及首字母補全單詞。

(1)_________isyourname?

(2)Nicetom________you.

(3)Hisa_________isgood.

(4)L______!Hisclockisbeautiful(漂亮的).

三、選擇

1._______,What'shisname?HisnameisJohnGreen.

A.HiB.OhC.SorryD.OK

2.Sheisagirl(女孩).What's______name?

A.herB.sheC.she'sD.his

五、【課后反思】(教師寄語：Neverdothingsbyhalves)

第3課時Unit1Myname'sGina(總第3課時)

SectionA3a—4

【學習目標】：1、熟悉掌握本節課的六個詞匯。

2、正確辨別英文名字的姓和名，以及和中文名字的差異.

3、學會詢問他人名和姓的句型.

【學習重點】：掌握詢問他人名和姓的句型.

【學習過程】：

一、自主學習(教師寄語：Knowledgeispower.)

學習任務一:熟悉掌握詞匯。

1、個人自讀，記憶本課單詞.

2、小組相互檢查單詞讀和寫的情況.

3,、據漢語寫出單詞,小組競賽并展示.

學習任務二:能運用句型:What'syourfirstname?

Myfirstnameis....

What'syourlastname?

Mylastnameis...進行交際.

1、試讀下列姓名,嘗試總結歸納.

GinaMiller

Firstname:________Lastname:________

完成3a.(讓對抗號在黑板上展示)

2、理解下列對話,兩人合作練習.

A:Hello!What'syourname?

B:MynameisJackSmith.

A:What'syourfirstname?

B:Myfirstnameis....

A:What'syourlastname?

B:Mylastnameis...

3、小組合作,練習自己的對話.

4、對抗小組開展競賽,展示自己的對話.(完成3b)

二、合作共建(教師寄語：Manyhandsmakelightwork.)

學會了詢問他人的名和姓的句型后，能否用his/her做替換練習。

三、系統總結(教師寄語：Nomancandotwothingsatonce.)

1、總結你所知道的名和姓。

2、自己編寫一個詢問他人姓和名的小對話.

四、診斷評價(一)用所給詞的適當形式填空.

1.Nicetomeet______(your).

2._____(she)nameisHelenBlack.

3.Hisfamilyname_____(be)MrGreen.

4.______(be)youMrGreen.

5.Hi,I_____(be)Lily.

(二)據漢語完成句子

1.Brown是他的姓氏.Brownis______________name.

2.她的名是什么?____________________name?

3.你好,我是杰克.Hi,________Jack.

4.我的鋼筆是黑色的._____penis______.

5.他的名字是吉姆._______________Jim.

(三)根據上下文完成對話.

A:Hello!

B:________!

A:I'mGina,________________?

B:MynameisLindaBrown.

A:IsLindayourlastname?

B:No.Lindaismy__________.AndBrownis___________.

A:Nicetomeetyou.

B:____________________.

五、【課后反思】(教師寄語：Neverdothingsbyhalves)

七年級上冊英語第五單元全英語教案3

I’d like some noodles.

I. Analysis of the Teaching Material

1. Status and function

The topic of this unit is about food. The students will learn how to order food or

take-away. In this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others? information and provide their personal information

during the process.

2. Teaching aims and demands

1). Knowledge objects

a. To master how to order food or take-away;

b. To master the modal verb “would” and “what” questions.

c. To master the usage of countable nouns and uncountable nouns.

2). Ability objects

d. To use “would like” to talk about the need for food.

e. To improve students? ability of communication and social practice.

3). Sensibility objects:

Let the students experience the happiness of learning English, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3. Teaching difficult points and focus:

1)To learn the names of food and the countable and uncountable nouns.

2)To learn how to order food.

3)To use “would like” to express their need for food and learn how to order food.

II. Target Language

1) what would you/he/they like to eat?

I?d /He?d /They?d like some...

2) What kind of noodles would you/he/they like?

I?d/He?d /They?d like beef and tomato noodles

IV. Vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

V. Teaching Time

45 minutes

VI. Teaching Procedures

Step 1. Warm up.

1) Show some pictures about sports and let the students answer the questions below:

After doing these sports, what?s your feeling?

Are you tired ?

Are you hungry?

2) Let the students thinking the question: If you are hungry, what would you like to eat?

3) Show some pictures of food that they have learned.

Step 2. Lead into.

1)T: “No food left! But don?t worry, let?s go to the restaurant to have a big meal.

Look! What can you see in the restaurant?

Yes, There are many kinds of food there. You can choose whatever you like”.

2)Show the new words.

3)Questions:

A: What kind of vegetables/meat/food/drink would you like?

B: I?d like some…

Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.

Step 3. Let’s chant.

Step 4. Noodle House.

1) Show some pictures about noodle specials.

meat+vegetables → special1/special2….

(let the students to guess the meaning of the word ?special?)

2) Make dialogue

A: What kind of noodles would you like?

B: I?d like…and…noodles.

Step 5. Pairwork and guessing game

1) Pairwork . (Make dialogues.)

2) Game: Who is the winner?

Ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. The boy or the girl who find the right special will win one score….after

some pairwork, see who is the winner? The boy or the girl.

3) Guessing game.

Step 6. Role Play (In the Nodle House)

A customer and a waiter. (Make a dialogue)

Let the students express their need for food and learn how to order food.

Step 7. Summary

Step 8. Apothegm

Step 9 A Flash → “I’m hungry”

Learn the song.

Step 10. Homework

七年級上冊英語第五單元全英語教案4

Teaching Plan

Background information(背景知識):

Students: 52 Middle School students

Lesson duration: 45mins

Teaching contents(教學內容): Unit 2 Topic 1 I have a small nose. Section A

Teaching aims(教學目標):

1. Learn some new words:

(1)Learn words about parts of the head:

nose, eye, head, face, hair, ear, mouth, neck

(2)Learn some other new words:

guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,

2. Learn some useful sentences:

(1) I/You/We/They have…

(2) She/He/It has…

(3)---Do you have…?

---Yes, I/We do. No, I/We don’t.

(4)--- I know.

--- You’re right.

3. Learn how to describe people’s appearances.

Teaching focus(重點)：words about parts of the head and adjectives of description

Teaching difficulties(難點)：The usages of have and has

Teaching procedures:(教學步驟)

Step1 Warm-up 第一步 熱身

greeting

sing a song : Head and shoulders.

Step2 Review 第二步 復習

(1) 通過復習，培養學生根據卡片信息進行簡單交流的能力。

(出示卡片上文字信息，師生進行互動問答。復習描述人的基本情況。)

Name: Jane

Age: 11

From: Canada

School: Beijing International School

Class: Nine

Grade: Seven

Phone number: (010)9267-6929

(1)T: What’s her name? S1: Her name is Jane.

T: How old is she?S2: She is eleven.

T: Where is she from?S3: She is from Canada.

(2)(根據圖畫導入新內容。)

Step 3 Presentation 第三步 呈現

利用簡筆畫教授人體部位的名稱，并在圖片的相應位置板書單詞，然后領學生拼讀。

(2)(利用卡片，操練表示人體部位的名詞。)

T: Let’s look at this picture. What’s this? S1, please.S1:Eyes.

T:How do you spell it, please?S1:E-Y-E-S,eyes.

(以同樣方式操練其他表示人體部位的名詞。)

T: Nice work, boys and girls. (教學boy and girl)

(3) 通過對比圖片學習描寫人體頭部的形容詞(long hair, big eyes, small eyes, a round face…)

(4) (出示2a的教學掛圖，讓學生觀察圖片中突出的外貌特征，鞏固表示人體部位的名詞和部分形容詞。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose?

Ss:Yes. It’s big.

T: Good. He has a big nose. Are they big, too?Ss:No. T: Very good. They are not big. They are small. They have small noses and small eyes.

(以同樣方式操練其他四幅圖片。)

(5) (在熟練掌握人體部位和描述人體部位形容詞的基礎上，結合2a的教學圖片，讓學生操練形容詞+人體部位的短語，然后教授have和has的用法，進而過渡到完整的句子。)

① have: S(I/We/You/They) +have …

② has: S(He/ She/ It)+has …

Step 4 Consolidation 第四步 鞏固

1. (小組競賽。限定時間要求學生書面完成2b。核對答案，并讓學生復述have/has的用法，最后讓學生齊讀這七個句子。)

2. (接龍游戲。教師根據自己的實際情況以第一人稱說一個句子，學生模仿練習。)

S1:I have a small nose.

S2: I have a long face.

S3: I have a big head.

S4: …

…

Step 5 Practice 第五步 練習

完成1a，1b進一步幫助學生鞏固本課的功能項目，培養學生的聽說能力。

Sing a song

Step 6 Summary 第六步 總結

Summarize the new words.

Summarize the grammar.

Summarize the useful expression

Step 7 Homework 第七步 作業

(1) 預習Section B 的生詞

(2) 描述一位朋友的外貌。

七年級上冊英語第五單元全英語教案5

Looking Different

Topic 1 I have a small nose.

Section A

The main activities are 1a, 2a and 3a. 本課重點活動是1a, 2a和3a。

Ⅰ.Teaching aims and demands 教學目標

1.Learn some new words:

(1)Learn words about parts of the body:

nose, eye, head, face, hair, ear, mouth, neck

(2)Learn some other new words:

guess, have, small, has, big, know, right, round, long, wide, girl, boy, short

2. Learn some useful sentences:

(1)Oh, I know.

(2)Yes, you’re right.

3. Learn the simple present tense with“have/has”and adjectives of description:

(1)I have a big nose.

(2)They have round faces.

(3)She has long hair.

(4)It has big ears.

4. Learn how to describe people’s appearances.

Ⅱ. Teaching aids 教具

小黑板/影片的封面或圖片/教學掛圖/錄音機

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:10分鐘)

通過復習，培養學生根據圖畫和文字信息進行簡單交流的能力。

(出示小黑板上的圖畫和文字信息，師生進行互動問答，然后讓學生兩人一組表演對話。復習描述人的基本情況。)

Name: Jane

Age: 12

From: Canada

School: Beijing Ren’ai International School

Class: Four

Grade: Seven

Phone number: (010)9267-6929

(1)T: What’s her name?

S1: Her name is Jane.

T: How old is she?

S2: She is twelve.

T: Where is she from?

S3: She is from Canada.

T: What class is she in?

S4: She is in Class Four, Grade Seven.

T: What’s her telephone number?

S5: It’s (010)9267-6929.

(把全班學生分成兩組就此對話進行表演。)

(2)(根據圖畫導入新內容。)

T: Well done! Now we have learned something about Jane. Do you like her? Is she beautiful? Then how to describe her appearance? First, let’s learn some new words about parts of the body. Now let’s look at the picture.

Step 2 Presentation 第二步 呈現(時間:12分鐘)

利用圖片，借助體態語，幫助學生學習語言，并培養他們的觀察能力。

1. (教師利用Jane的圖片教授2a中人體部位的名稱，并在圖片的相應位置板書單詞，然后領學生拼讀。注：教師應按照從上到下、從局部到整體的順序講授人體部位，以便幫助學生記憶。)

T: Please listen and follow me, then touch the parts of your body when you say them. Please go!

(板書生詞，要求學生掌握，并讓學生注意拼讀。)

head face hair eye ear nose mouth neck

2. (利用2a的教學掛圖，操練表示人體部位的名詞。)

T: Let’s look at this picture. What’s this?(手指畫著頭部的圖片。) S1, please.

S1:Head.

T: How do you spell it, please?

S1:H-E-A-D, head.

(以同樣方式操練其他表示人體部位的名詞。)

3. (以做游戲的方式呈現新單詞和短語，使學生易于理解和接受。具體方法如下：把全班學生分成四組，每組輪流選出一名學生在黑板上畫人物頭像。每個學生畫一個身體部位。例如，第一個學生畫的是一張圓臉，教師就幫助學生說a round face。板書并解釋。其他身體部位以同樣方式呈現。直到把所有本節課所涉及的描述性形容詞都呈現出來為止。可以多畫幾幅圖，完成后，每組學生輪流用短語描述人物外貌特征，說得準確流利者為勝。)

T: Nice work, boys and girls. Now let’s play a game. I’ll divide you into four groups. Each group chooses a student to draw a part of the body. And you should describe it with a phrase. OK. Let’s begin!

(板書boy和girl，并要求學生掌握。)

boy, girl

S2: (畫一個圓臉) A round face. (教師幫助學生說。)

(板書并解釋，要求學生掌握。)

round

S3: (畫一雙小眼睛) Small eyes.(教師幫助學生說。)

(板書并解釋，要求學生掌握。)

small

S4: (畫一個大鼻子) A big nose.(教師幫助學生說。)

(板書并解釋，要求學生掌握。)

big

…

(以同樣方式呈現a wide mouth, big ears, long hair，要求學生掌握。)

4. (出示3a的教學掛圖，讓學生觀察圖片中突出的外貌特征，鞏固表示人體部位的名詞和部分形容詞。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this nose big?(教師指著圖片1的鼻子，并借助手勢問。)

Ss: Yes. It’s big.(引導學生說。)

T: Good. He has a big nose. Are they big, too?(教師指著圖片②問。)

Ss: No.

T: Very good. They are not big. They are small. They have small noses and small eyes.(教師指著圖片2的鼻子和眼睛說。)

(以同樣方式操練其他四幅圖片。)

5. (在熟練掌握人體部位和描述人體部位形容詞的基礎上，結合3a的教學圖片，讓學生操練形容詞+人體部位的短語，然后教授have和has的用法，進而過渡到完整的句子。)

(教師說出一個人稱代詞，讓學生結合3a的教學掛圖說出用have還是用has。)

T: Next, please practice the sentence patterns. I say personal pronouns, you complete the sentences.

T: Look at Picture 1. “I …”

Ss: I have.

T: The whole sentence.(“完整的句子”)

Ss: I have a big nose.

T: Picture 2. “We …”

Ss: We have ...

(教師示意說完整的句子。)

Ss: We have small eyes.

T: Picture 3.“They …”

Ss: They have …(教師幫助說)

(教師示意說完整的句子。)

Ss: They have round faces.

…

6. (播放3a錄音，讓學生跟讀并注意語音語調。)

T: Listen to 3a and repeat. Pay attention to the pronunciation and intonation.

7. (1) (總結have/has的用法并板書。)

T: Let’s sum up the usages of“have”and“has”.

① have: S(I/We/You/They) +have …

② has: S(He/ She/ It)+has …

(2) (教師帶領學生運用身邊的實物，練習用have/has造句。)

T: I have a book.

She has a big pencil-box.

He has a beautiful bag.

…

Step 3 Consolidation 第三步 鞏固(時間:8分鐘)

完成3b和4。通過小組競賽，接龍游戲，替換練習等活動，進一步操練have，has的用法。

1. (小組競賽。限定時間要求學生書面完成3b。核對答案，并讓學生復述have/has的用法，最后讓學生齊讀這七個句子。)

T: Now, let’s P.K. Can you complete the sentences in 3b on Page 26 as quickly as you can? Then I’ll divide you into two teams. Boys must choose the sentences which they use “have”. Girls must choose the sentences which they use “has”. Please go.

2. (接龍游戲。教師根據自己的實際情況以第一人稱說一個句子，學生模仿練習。)

T: Well done. Now let’s play a game in chains. You can say a sentence to describe yourself. Please use “I have” to make sentences, for example, I have a big nose. Begin!

S1: I have a small nose.

S2: I have a long face.

S3: I have a big head.

S4: …

…

3. (根據學生的描述，有意識板書一些句型，運用肢體語言，引導學生進行替換練習。)

T: Nice work. Huang Lin and Huang Hao, please.

Huang Lin: I have a small nose.

Huang Hao: I have a small nose.

T: You can say together like this: We have …

Huang Lin and Huang Hao: We have small noses.

T: And the whole class can say like this: They have …

Ss: They have small noses.

Huang Lin: I have a small nose.

Huang Hao: I have a small nose.

(引導他們用we來描述，注意單復數形式，其他同學用they轉述。教師板書。)

Huang Lin and Huang Hao: We have small noses.

Ss: They have small noses.

(引導其他同學來描述，教師板書。)

Lin Ying(女): I have long hair.

Ss: She has long hair.

Chen Bin(男): I have big ears.

Ss: He has big ears.

4. (請學生根據描述，完成4。)

T: Read the passages and draw pictures.

5. (兩人一組，一位描述，另一位畫，畫完后同桌交流。評選出優勝小組并將其畫貼在墻上，以資鼓勵。)

T: Let’s draw a picture in pairs. One reads, the other draws. Are you ready?

Ss: Yes.

T: Let’s begin.

S5: This girl has a round face, big eyes …

S6: (根據S5的描述，畫女孩的面部特征。)

…

Step 4 Practice 第四步 練習(時間:8分鐘)

完成1a，1b，2a和2b，進一步幫助學生鞏固本課的功能項目，培養學生的聽說能力。

1. (用學生畫得較好的圖片進行問答，問答過程中教師板書新內容，并進行簡單解釋。)

T: Nice work. Do you know the boy? He has a round face, big eyes, a small nose, a wide mouth and small ears. His hair is short. He is a boy in Group Three. Can you guess?

Ss: Cheng Long.

T: Yes, you’re right.

(板書，并要求學生掌握。)

guess

know

I know.

right

You’re right.

2. (播放1a錄音，請學生跟讀并注意語音語調，然后判斷下列問題的正(T)誤(F)。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. Then mark the following sentences True (T) or False (F).

(1)Michael has a big nose. ( )

(2)Kangkang has a small nose. ( )

3. (讓學生戴上面具兩人一組表演，完成1b。)

T: Now practice the dialog and then I’ll ask two students to act it out.

4. (看2a部分，用適當的形容詞描述人體部位的特征。)

5. (學生兩人一組進行表演，完成2b。)

T: Listen to your partner and touch the parts of your body he/she says.

S1: Touch your nose.

S2: (按S1指令做出相應動作。)

…

Step 5 Project 第五步 綜合探究活動(時間:7分鐘)

通過綜合探究活動，使學生能夠在真實的語境中鍛煉口頭表達的能力。同時啟發學生的思維，培養他們的觀察力。

1. (教師分別請一男生、一女生到黑板前，請下面的學生描述他們的外貌，教師先示范，然后以滾雪球的方式繼續活動。)

(1) T: This boy has a round face.

S1: He has a round face and small eyes.

S2: He has a round face, small eyes and a big nose.

S3: …

(2) T: This girl has long hair.

S4: She has long hair and a big nose.

S5: She has long hair, a big nose and a small mouth.

S6: …

2. (聽音辨人。從所聽語段中獲取相關信息，并作出判斷。)

T: Let’s play a guessing game. Listen carefully. He is a boy in Group Five. He has big eyes and big ears. He has a wide mouth and a big head. He has a small nose and long hair. Who is he?

S7: Lin Wen.

T: No.

S8: Lin Fen.

T: Yes, you’re right.

(掌聲鼓勵。)

(分組進行聽音辨人游戲。)

T: Now I’ll divide our class into four groups. Do as I do, please.

…

3. Homework:

(1)復習Section A。

(2)預習Section B生詞。

(3)描述一位朋友的外貌。

板書設計：

I have a small nose.

Section A

1. I know.

2. You’re right.

3. (1)I have a big nose.

(2)We have small eyes.

(3)They have round faces. I/We/You/They + have …

(4)She has long hair. He/She/It + has …

(5)He has a wide mouth.

(6)It has big ears.

Section B

The main activities are 1a, 3 and 4. 本課重點活動是1a、3和4。

Ⅰ. Teaching aims and demands 教學目標

1. Learn some new words:

favorite, movie, star, Chinese, again, look, arm, hand, leg, foot

2. Learn some useful sentences:

(1)—Who is your favorite movie star?

—It’s Bruce Lee.

(2)Guess again.

3. Continue to learn the description of people’s appearances:

(1)Her eyes are small.

(2)She has a small face, big eyes and a small nose.

4. Continue to learn the simple present tense with have/has:

(1)—Does he have long hair?

—No, he doesn’t.

(2)—Does he have a wide mouth?

—Yes, he does.

Ⅱ. Teaching aids 教具

教學掛圖/錄音機/學生照片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:9分鐘)

通過復習上節課的目標語言，引出并學習本節課新句型。訓練學生的口頭表達能力。

1. (檢查上節課布置的課外作業。教師把學生分成十二個小組，讓學生在小組內描述他的一個朋友，然后請兩個學生向全班同學描述。教師要及時給予表揚。)

T: Hello, boys and girls. From last period, we learnt how to describe someone’s appearance. Now I’ll divide our class into twelve groups. Then you talk about your friend’s looks in groups. You can begin like this: I have a friend. He is a boy. He has … And then I will choose two of you to report it in the front.

2. (教師出示28頁5a的教學掛圖，請八名學生依次到黑板前，按教師指令，觸摸玩具的身體部位，并要求學生在黑板上寫出相對應的單詞。)

T: Very good! Next, look at the doll. I’ll ask eight students to come to the blackboard one by one. Please touch and write down the names of the parts of the body on the blackboard. Do you understand?

Ss: Yes.

T: Touch her hair.

Touch her face.

…

(復習學過的身體部位的名詞后，教師指著圖片教授并板書新單詞arm, hand, leg, foot, 同時強調foot的復數形式是feet。在學生會讀并理解詞義后，教師繼續發出指令，讓所有學生做相應的動作。)

T: Great! Let’s go on learning other parts of the body. When I read, please touch the parts of your body. Please go!

T: Touch your arm.

Touch your hand.

Touch your leg.

Touch your foot.

(教師板書并要求學生掌握。)

arm, hand, leg, foot, feet

3. (教師利用5a的教學掛圖繼續問答，導入本課新句型。)

T: Look at the doll. Does she have long hair? (教師引導學生回答。)

Ss: Yes, she does.

T: Does she have small eyes? (教師引導學生回答。)

Ss: No, she doesn’t.

(板書并要求學生理解。)

does Does she have …

Yes, she does.

doesn’t No, she doesn’t.

(教師示范后，請學生用上面的句型就其他身體部位進行問答練習。)

T: Well, now practice the drills above one by one. One asks, the other answers. Please go!

S1: Does she have big ears?

S2: No, she doesn’t.

S3: Does she have a small mouth?

S4: Yes, she does.

…

Step 2 Presentation 第二步 呈現(時間:10分鐘)

通過1a對話，使學生初步掌握動詞have/has的一般疑問句及其肯定和否定回答，并學習新句型Who’s your favorite …?。

1. (教師在黑板上畫一顆星星。)

T: This is a star.

(在星星下方板書star，引導學生推測出詞義，并要求學生掌握。)

star

(繼續板書movie star。)

movie star

T: 《赤壁》is a nice movie.《功夫熊貓》is a movie, too. Can you guess what’s the meaning of“movie”?

Ss: 電影。

T: Nice work. What’s the meaning of “movie star”?

Ss: 電影明星。

T: Good! Who is your favorite movie star?

(板書并要求學生掌握。)

favorite

(采訪兩三位學生，說出他們最喜愛的電影明星是誰，導入1a。)

2. (出示1a教學掛圖。)

T: You all have your own favorite movie stars. Who is Michael’s? Do you want to know about him? (指著圖片。)

T: This is Michael’s favorite movie star. Can you guess who he is? S1, please.

S1: Li Lianjie.

T: No. Li Lianjie is my favorite movie star. Guess again. S2, please.

S2: Bruce Lee.

T: No. He is from China. He is Chinese and has a big nose. OK. Now listen to 1a and guess again. Who’s Michael’s favorite movie star?

(板書Chinese和again，要求學生掌握。)

Chinese, again

3. (學生聽錄音猜測圖片上的人物，教師鼓勵他們談論自己最喜愛的電影明星，可讓同桌兩人一組進行操練。)

T: Who’s he? S3, please.

S3: He’s Cheng Long.

T: Yes. You’re right. Now practice the dialog in pairs like this:

S4: Who is your favorite movie star?

S5: My favorite movie star is Li Lianjie./It’s Li Lianjie. He is tall and strong …

…

4. (再播放1a錄音，請學生跟讀并注意語音語調。)

T: Listen again and repeat. Pay attention to your pronunciation and intonation.

Step 3 Consolidation 第三步 鞏固(時間:10分鐘)

通過聽說讀寫的練習，強化動詞have/has的用法及描述人的外貌特征的方法。

1. (讓學生完成1b，鞏固1a。)

T: OK, just now, you talked about your favorite movie star. Can you talk something about your favorite teacher with your partner? You can use the sentences: “Who is your favorite teacher?” “Guess, he’s …” “Does he have …?” “No. Guess again.”

2. (教師拿出準備好的學生照片說：“假定這位學生是你的朋友，請根據1a，表演對話。)

T: Suppose this is your good friend, Lin Wen. Make a similar conversation according to 1a, and act it out.

S1: I have a good friend in my class. Guess who is my favorite friend?

S2: Is your friend a girl?

S1: Yes, she is. She has a big nose.

S2: Does she have long hair?

S1: Yes, she does.

S2: Does she have small eyes?

S1: No, she doesn’t. Her eyes are big.

S2: Is she Lin Wen?

S1: Yes, you are right.

3. (看2部分，聽錄音填數字，要求學生使用has句型進行核對。做得好的給予掌聲鼓勵。完成2。)

T: Nice work. Now let’s look at the kids with masks on Page 27. They’re Maria, Michael, Wang Junfeng, Kangkang, Linda and Jane. Can you guess what they look like? Next, please listen to 2 and match the following phrases with the right numbers. Then describe the kids with the sentence patterns: Maria has a small mouth. She has a small mouth.(核對答案時教師可以有意識地用be動詞來重復學生的答案，并板書。)

T: OK. Let’s check your answers one by one. S3, please.

S3: Kangkang has a big head. He has a big head.

T: Yes. That’s right. His head is big. S4, please.

S4: Jane has a small face. She has a small face.

T: Right. Her face is small. S5, please.

S5: Wang Junfeng has small eyes. He has small eyes.

T: Good. His eyes are small. S6, please.

S6: Linda has long hair. She has long hair.

T: Very good. Her hair is long.

(板書句型，引導學生使用be動詞來描述人物的外貌特征，并提醒學生注意人稱代詞主格和形容詞性物主代詞之間的替換。)

He has big eyes.→His eyes are big.

She has long hair.→Her hair is long.

T: Well. What about Kangkang? S7, please.

S7: Kangkang has a big nose. He has a big nose.

T: Is that right?

Ss: Yes. His nose is big.

T: Good. Now let’s practice the drills with your partner.

(根據黑板上的信息，讓學生使用be動詞描述2中人物的外貌特征。)

Example:

I have a round face.→My face is round.

4. (教師利用簡筆畫或圖片幫助學生完成3。教師可向學生說明描述人的外貌有多種方式并要求學生掌握。)

T: Look at me. My face is round./I have a round face. Now look at the picture in 3 on Page 28 and rewrite the sentences using have or has. Then make more sentences. Finish 3.

Step 4 Practice 第四步 練習(時間:8分鐘)

讓學生聽錄音，模仿語音語調，為學生的口語交際打下良好的語音基礎，完成4。完成5a，5b，進一步鞏固身體部位的名稱，通過游戲活躍課堂氣氛，激發學生學習英語的興趣。

1. (聽4錄音，教師要求學生學會判斷和標注升降調。完成4。)

T: Listen to 4 and learn how to judge and mark the intonation.

A: Who’s that girl?

B: She’s my friend, Mary.

A: Look, she has a small face, big eyes and a small nose.

B: That’s right.

(板書look，要求學生掌握。)

look

2. (聽1a，標出升降調。練習語音語調。然后核對答案。)

T: Listen to 1a and mark the intonation.

3. (完成5b，鞏固5a。教師說明游戲規則：當聽到Bobby says時才能做動作。把學生分成四大組，先小組操練后每組選出一名代表上講臺，由教師發出指令，四名學生做動作，做錯的淘汰，選出最終獲勝者，教師給予獎勵。)

Step 5 Project 第五步 綜合探究活動(時間:8分鐘)

通過真實的任務，幫助學生熟練運用本課所學的目標語言。

1. (做猜謎游戲。)

(這個游戲是通過問與答來猜測對方的要好朋友。游戲內容：一位同學事先在紙上寫下同班中要好同學的姓名，折好交給另一個同學，讓這位同學猜測到底是誰，允許這位同學提三個有關外表的問題，然后通過回答判斷，最后打開紙張看是否猜對。)

T: OK. Let’s begin.

S1: I have a good friend in our class. He is a boy. Guess! Who?

S2: Does he have a big head?

S1: Yes, he does.

S2: Does he have small eyes?

S1: No, he doesn’t.

S2: Does he have a round face?

S1: Yes, he does.

S2: He is Lin Jing.

S1: Yes, you’re right. Great!

(如果回答為No，就打開紙張核對。然后同桌間繼續進行猜謎游戲。)

2. (以My favorite teacher/classmate/friend/…為題，要求學生試用3中的不同句式描述人物的外貌特征。)

3. Homework:

(1)與同伴練習會話1a。

(2)復習Section A和Section B的單詞。

(3)預習Section C單詞。

(4)根據1a及3中的句式編對話。

板書設計：

I have a small nose.

Section B

1.—Does he have long hair? 2. Who is your favorite movie star?

—No, he doesn’t. It’s Bruce Lee.

—Does he have a wide mouth? Guess again.

—Yes, he does. 3.①Her hair is long. = She has long hair.

②His eyes are big. = He has big eyes.

Section C

The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ. Teaching aims and demands 教學目標

1. Learn some new words and phrases:

come, come from, student, sister, different, knife, don’t=do not

2. Continue to learn the simple present tense with“have/has”:

(1)Do you have a knife?

Yes, I do.

(2)Do they have long legs?

No, they don’t. They have short legs.

(3)Does he have a ruler?

Yes, he does.

3.(1)Talk about the introduction and review the description of people’s appearances:

①I come from England.

②I’m a student.

③I have a sister.

④She has a round face, big eyes, a small nose and a small mouth.

(2)Talk about the similarity and differences:

We are in the same school, but in different grades.

Ⅱ. Teaching aids 教具

小黑板/紙/錄音機/實物/小刀/圖片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:10分鐘)

通過復習，鞏固表示人體部位的單詞，提高學生的表達能力。

1.(教師出示一塊小黑板，同時叫學生拿出預先準備好的紙和筆，先看示范，然后在紙上作圖：head, hair, nose, mouth, ears, eyes, legs, arms, feet。注:可以畫出不同的姿勢，學生邊畫邊用英語說出所畫部位，教師巡視并督促學生大聲說出單詞，然后在全班范圍內對所畫的圖進行介紹，如big eyes, a small nose, a wide mouth等。)

T: Let’s draw a picture of the people. Take out your paper and pens, and follow me. Begin! Head.

Ss: Head.(讓學生邊畫邊說。)

T: Hair.

Ss: Hair.

(復習鞏固表示人體部位的單詞，最后展示畫得的，并給予鼓勵。)

2. (1)(教師讓兩個學生以“Who is your favorite friend in your class?”為話題，根據Section B中的1a編對話并表演。)

T: Make a conversation to talk about“Who is your favorite friend in your class?”. Please go.

S1: Oh, I have a good friend in our class.

S2: A boy?

S1: No. She is a girl. She has a big nose.

S2: Does she have long hair?

S1: No, she doesn’t. She has short hair.

S2: Does she have small eyes?

S1: No, she doesn’t. Her eyes are big.

S2: Is she Hu Xue?

S1: Yes, you’re right.

(2)(利用學生的表演內容，師生互動問答，導入新句型。)

T: Come to the front, please, Hu Xue.

Hu Xue: OK!

T: Can you introduce yourself including your appearances?

Hu Xue: OK! My name is Hu Xue. I’m a girl. I’m thirteen years old. I’m from China. I have a big nose and big eyes. My hair is short.

T: Great. Are you a Chinese teacher?

Hu Xue: No. I’m not a teacher, but I’m a …

T: Good. You’re not a teacher. You’re a student. Do you have a big nose?

Hu Xue: Yes, I do.(教師幫助學生回答“I do”)

T: Do you have small eyes?

Hu Xue: No, I don’t.(教師幫助學生回答don’t，并說明don’t=do not。)

T: Do you have a sister?

Hu Xue: Yes, I do.

T: Are you in the same school?

Hu Xue: No, we’re not in the same school.

T: Good. You can also say “we’re in different schools”. Do you come from China?

Hu Xue: Yes, I do.

T: Thank you. Go back to your seat and sit down.

(板書生詞，分析并強調相近或相反的詞、詞組，加快記憶。然后帶領學生朗讀并要求掌握，板書新句型。)

student (teacher) Do you have …?

sister (brother) Yes, I do.

different (same) Do you have small eyes?

come from=be from No, I don’t.

do/don’t(=do not)

3. (教師通過介紹，導入1a，并設置聽力任務。)

T: I know a boy. He has a sister. Do you want to know what the boy and his sister look like? Now listen to 1a.

Step 2 Presentation 第二步 呈現(時間:7分鐘)

學習1a，培養學生的閱讀理解能力。

1. (讓學生聽1a錄音，然后回答問題。)

T: Listen to the tape carefully, and then answer the questions.

(板書)

(1) Is the boy a student?

(2) How old is his sister?

(核對答案)

T: Is he a student?

Ss: Yes, he is.

T: Right. How old is his sister?

Ss: Twelve.

T: Yes. You’re right. Now listen again and repeat. When you’re reading, you can underline the key words.

2. (根據短文里的關鍵詞，完成1b，鞏固1a所學知識。)

(找出正確圖片后，讓學生歸納描述人物外貌特征的關鍵詞語并板書。)

T: Please find the key phrases in 1a.

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