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人教版七下unit9全英教案Unit 9 Teaching PlanTeaching goals:1. Learn and use the key vocabulary and phrases in this unit.2. Understand and use the structure of "Whatshould/shouldn't/can/can't we do?" to make suggestions and express opinions.3. Develop students' speaking and listening skills through communicative activities.4. Cultivate students' cultural awareness by learning about different etiquette in different countries.Teaching procedures:Step 1: Warm-up1. Greet the students and check their homework.2. Show the students some pictures of people from different cultures and ask them to discuss what they notice about their outfits or behaviors. Encourage them to think about whether these behaviors are good or not.Step 2: Vocabulary building1. Present the new vocabulary in this unit, such as bow, hug, behavior, scissors, greeting, etc. Use pictures, gestures, and examples to help students understand the meanings.2. Give the students some practice exercises to consolidate the new vocabulary. For example, match the words with their meanings, complete the sentences with the correct words, etc.Step 3: Reading and listening1. Have the students read the text "Etiquette around the world" silently and underline the key information. Then discuss in pairs about what they have learned.2. Play the listening material for the students to listen and match the countries with their customs. After listening, check the answers with the whole class.Step 4: Speaking practice1. Divide the students into groups and have them discuss the questions in Activity 3 on page 64. Encourage them to express their opinions and give reasons for their choices.2. Role play: Have the students work in pairs and act out a conversation where they make suggestions about etiquette in different situations. For example, one student can be a visitor and the other can be a local person. They can discuss what the visitor should or shouldn't do.3. Group presentation: Assign each group a country and have them research and present on the etiquette customs in that country. They can use pictures, videos, and real-life examples to make their presentations more engaging.Step 5: Consolidation1. Have the students complete the exercises in the workbook to consolidate what they have learned in this unit.2. Review the key vocabulary and phrases with the students. Play some vocabulary review games, such as "Taboo", "Hot Seat", or "Charades".Step 6: Assessment1. Give the students a quiz to test their understanding of the vocabulary and grammar in this unit.2. Evaluate the students' speaking and presentation skills based on their performance in the role play and group presentation activities. Step 7: Homework1. Assign homework exercises from the workbook to reinforce what they have learned in this unit.2. Ask the students to write a short essay about their own culture's etiquette customs, comparing and contrasting them with those in other countries.。
新版新目标七年级英语下册unit9教学设计.doc（推荐五篇）第一篇：新版新目标七年级英语下册unit9教学设计.docUnit 9 What does he look like? Period One I.教学目标： 1.知识目标： 1).单词： hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown2).句型： -- What does he/she look like?--He/She is tall and has long hair. --What do you look like?--I’m thin．He/She wears glasses/…2.能力目标：1）学完本课，学会描述人物外貌。
2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3.情感态度目标：让学生学会友好地描述别人的形象。
II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。
III．教学难点：掌握描述人物外貌的方法。
IV. 教学设计：Step 1 1.what do you look like? 2.What does Tom/he look like? Step 2: Practice (B1a, A1a) 1.Finish P44, B1a. 2.Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e) Step4: Listen 1b．(Look at their books Listen and fill careful1y). Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say Amy’s friend’s look．( He's really tall．And he has curly hair.) Step5: Practice (1c and 3b ) 1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build. 2. Make a dialogue with a student. And ask the student to point out the person you described. ThenSs practice the dialogue in pairs. 3.(3b) 1). 2). Act the dialogue. 3). Finish the form. Step 6 make sentences (Section B 1b) Step 7 describe(shelfcheck3) Step 8 a guessing game （SectionB2c） Step9 homework Describe your family member and draw a picture of him/her.Period TwoI.教学目标： 1.知识目标： 1).单词：always, captain, popular，team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise 2).句型：如同第一课时。
新目标英语七年级（下）Unit 9教学设计一、教材分析（一）教材的地位及作用1、新目标英语教材概述《新目标英语》教材的语言教育理念是：知识用于行动强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
（Task-based Language Teaching）模式。
教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。
2、单元分析及教材处理本课是新目标英语第2单元，教材以I’m more outgoing than my sister.为中心话题，围绕着描述“人物的特性”展开，学习和运用形容词的比较级，让学生能表述个人的特征，能用比较级对人进行对比描述。
本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中，学生通过对周围人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
（二）教学目标，结合第七单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：语言知识目标1.掌握本课的词汇（主要是：描述人物的词汇）描述外貌：ta ll short heavy thin long hair short hair 描述性格：quiet outgoing calm wil d serious funny 其它（身体/头脑/年龄/勤奋等）：athletic weak smart foolish young old hard-working lazy2、掌握语法1）形容词的比较级的构成2）学会用比较级来进行比较语言技能目标能表述个人的特征，能用比较级对人进行对比描述。
（三）教学重点及难点重点1．复习词汇tall short heavy thin long hair short hair quiet outgoing cal m wild serious funny athletic weak smart foolish young old hard-working lazy等2．句型: Which is bigger, the apple or the orange? Yao Ming is taller t han Liu Xiang. Yao Ming is much taller than Pan Changjiang.3．形容词比较级的构成及形容词比较级的用法二、教学程序：（一课时45分钟）Warming up（课前热身）1. Read the tongue twister quickly. 通过快速读出绕口令，培养学生的语感。
人教版新目标七年级下册第九单元What does he look like? 说课稿各位领导，老师您们好：今天我说课的内容选自新目标七年级下册第九单元 what does he look like？第一课时,Section A 1a—1c 下面我将从教学目标设计，目标制定的依据，教学准备，教学策略设计,和教学过程设计五个部分来进行说课。
一．教学目标设计:1、知识目标:描述人的外貌，运用下列简单句型进行交际交流：What does he /she look like?He’s/ She’s tall。
/short…He / She has straight hair/ medium build…2、能力目标：（1）、能抓住人物的主要特征来描述人物的外貌（2）、能概括人物的外貌特征并根据人物特征推理出某一人物.3、情感目标：通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，不以貌取人。
Never judge one person by his appearance。
(三）教学重点及难点1、掌握并运用描述人物特征的词汇：tall， short， medium height---—身高特征thin, heavy， a medium build-———-体重特征short hair, curly hair， long hair, straight hair， black hair， blonde hair, brown hair—--发型特征2、掌握并运用简单的英语交际句型：Is that your friend?No， it isn’t。
What does he/ she look like?He / She is…。
. /has…Do you know ….?No， what does he / she look like?3．难点：1）描述头发时形容词的排列顺序：长短+形状+颜色2）注意比较动词“has"和“is”在对人物进行描述时的用法及汉语意思的差别。
七年级下册Unit9 说课稿一、教材背景本节课是七年级英语下册的Unit 9课程，主要内容为食物和饮料方面的词汇学习和综合运用。
本单元中，学生们将学习到一些常见的食物和饮料名称，如：hamburger、orange juice、milk、water等，并通过口语交际的练习来提高自己的英语水平。
二、教材分析1. 教学目标通过本节课的学习，学生应能够：1.掌握本单元所学习的食物和饮料的名称和发音。
2.了解和运用有关本单元的问答句型，以便进行口语交际。
3.能够使用本单元所学习的用餐用语，成功进行简单的英语口语交流。
2. 教学重点1.本单元所学习的食物和饮料的名称和发音。
2.本单元所学习的问答句型和用餐用语。
3. 教学难点1.使用本单元所学习的句型进行实际交际。
2.拼读单词时准确地发出音。
4. 教学方法本节课的教学方法主要以任务型教学为主，通过学生之间的互动交流，来促进学生们在口语表达能力和听力方面的提高。
三、课堂教学设计1. 自我介绍和复习（5分钟）教师首先自我介绍，然后让学生也进行自我介绍，并进行一些简单的英语单词复习，如数字、颜色等。
2. 学习新单词（10分钟）教师向学生介绍新单词，包括食物和饮料的名称，通过发音让学生正确地读出单词并理解其含义。
3. 句型表达（20分钟）教师通过问答方式，让学生掌握本单元所学的句型及其用法。
同时，教师还可以向学生介绍一些常用的用餐用语。
4. 交际练习（30分钟）教师将学生分成小组，让学生之间进行一些真实场景的练习，如在餐厅点餐、购物时购买食物等。
通过互相交流、模仿和纠正，学生可以更好地熟悉掌握所学内容，并提高英语口语表达能力。
5. 归纳总结（10分钟）教师通过总结本节课所学内容，让学生掌握本单元中重点难点知识点，并巩固所学内容。
四、教学建议1.在教授新单词和句型时，教师可以使用音频、图片等资源，帮助学生更好地理解和记忆所学内容。
2.在进行交际练习时，教师应根据学生的实际情况和英语水平，分成不同程度的小组，以保证每个学生都能够得到适当的提高。
七下英语Unit 9教案Unit 9教案教学目标：1. 能够听懂、会说、会读、会写有关健康生活方式的词汇和句子。
2. 能够运用所学的知识，描述自己和他人的健康状况。
3. 能够就如何保持健康提出建议，并能够理解他人的建议。
教学重点：1. 学习并掌握与健康生活方式相关的词汇和句型。
2. 运用所学知识进行口语和书面表达。
3. 学会提出和理解关于保持健康的建议。
教学难点：1. 能够灵活运用所学知识，描述自己和他人的健康状况。
2. 能够理解并回答关于健康的问题。
教学准备：1. 教材：七年级下册英语教材 Unit 9.2. 多媒体设备：投影仪或电视机。
3. 教具：图片、PPT、录音机等。
教学过程：Step 1: Warm-up (热身活动) - 10分钟1. 通过展示一些健康相关的图片，引发学生对健康生活方式的讨论。
2. 让学生用英语表达自己的健康状况，并与同桌分享。
Step 2: Presentation (呈现新知) - 15分钟1. 呈现并教授新的词汇和句型，如healthy, unhealthy, exercise, eat a balanced diet, etc.2. 通过图片和实物，让学生理解和记忆新的词汇和句型。
3. 利用多媒体设备播放相关视频或录音，帮助学生更好地理解课文内容。
Step 3: Practice (练习) - 20分钟1. 进行口语练习，让学生以小组为单位，就自己和他人的健康状况进行对话。
2. 学生可以根据所学的词汇和句型，提出问题并回答问题。
3. 教师可以在练习过程中给予学生适当的指导和帮助。
Step 4: Consolidation (巩固) - 15分钟1. 让学生用所学的知识，撰写一篇关于健康生活方式的短文。
2. 学生可以结合自己的生活经验和所学的词汇和句型，描述自己的健康状况以及保持健康的方法。
3. 学生可以在小组内互相交流和修改自己的短文，提高写作水平。
Step 5: Extension (拓展) - 15分钟1. 分享学生的短文，让其他同学进行评价和提出建议。
☆教学过程Step I 导入 Leading-inT: All of you are my good friends. But who is my best friend in your class?（你们大家都是我的好朋友，但谁是我最好的朋友？你们猜。
）学生开始激动了，几乎全班的小手都举起来了。
一学生问：S1: Is your best friend a boy or a girl?T: A boyAsk a boy who is short and fat to act as Pan Chang-jiang with a toy gun. Tell students: He is my best friend。
What does he look like? Let students understand the words . He has short hair.He is short .He is heavy/fat.（设计意图：1用学生表演导入目的是为了拉近师学间的距离，与学生交朋友建立平等的学习关系，提高学习英语的英趣，建立一个良好的学习氛围。
2，为描述朋友及家人的外貌活动的作业作好铺垫。
）Step II Presentation:1、课件展示开始了本课的教学内容。
1.Show a pictures and describe about their height / build / hairstyles . Let students understand the words in the class . e g: short /long/ no hair ; tall / short / medium height ; fat ( heavy)/ thin / medium build.2、 Watch a Videw.ask students What does he look like ？Can you draw yours your friend’s picture?. 展示照片，让学生通过观察后能互相提问并描述出其外貌特征On the photo of family ,point out the teacher wants to have a new look and asks students to choose a hairstyle to fit .Teach some new knowledge about hairstyle and write them on the Bb: What does she/ he look like?She / He has short hair / straight hair / curly hair / long hair .3、Let students design new hairstyle, then tell students the teacher ’s choice : “I want to have the same hairstyle as Zhao Wei.” Finally show the photo of Zhao Wei, the practice and point :What does she look like ?She has long straight black hair .（设计意图：通过对老师新形象设计的想象，提高学生的审美力，加强对发型设计的词汇的掌握且板书。
