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人教版新目标英语七年级下册《Unit 9 What does he look like》说课稿4一. 教材分析《Unit 9 What does he look like》是人教版新目标英语七年级下册的一单元，本单元主要围绕着描述人的外貌特征进行展开。
通过本单元的学习，学生能够掌握如何用英语描述一个人的外貌，如：height, weight, eye color等。
此外，学生还能够学会如何用英语进行简单的自我介绍和相互介绍。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，学生在描述人的外貌方面还存在一定的困难，需要通过本节课的学习来提高。
此外，学生的学习兴趣和积极性较高，对于新的学习内容充满好奇。
三. 说教学目标1.知识目标：学生能够掌握描述人外貌的词汇和句型，如：What doeshe look like? He is tall. She has blue eyes. etc.2.能力目标：学生能够用英语描述一个人的外貌，并进行简单的自我介绍和相互介绍。
3.情感目标：通过本节课的学习，学生能够提高自己的自信心，勇于用英语表达自己。
四. 说教学重难点1.重点：描述人外貌的词汇和句型。
2.难点：如何运用所学知识进行实际的交流和应用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实践中学习和运用语言。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，提高学生的学习兴趣和积极性。
六. 说教学过程1.导入：通过展示一张明星照片，引导学生思考如何用英语描述这个人的外貌。
2.新课呈现：教师展示PPT，介绍描述人外貌的词汇和句型。
学生跟读并模仿。
3.课堂活动：学生分为小组，用所学知识描述组内成员的外貌，并进行自我介绍。
4.实践应用：学生模拟在商场、学校等场景中，用英语描述陌生人外貌，进行实际交流。
5.总结提升：教师引导学生总结本节课所学内容，并鼓励学生课后继续练习。
人教版七年级英语下册 Unit 9 Section A 教案，是一门关于正确运用be动词和have动词描绘人物特征的教学内容。
本教案以对学生进行知识点的介绍为出发点，通过讲解be动词和have动词的用法，引导学生们正确的应用它们来描绘人物特征。
一、教学目标1. 学会be动词和have动词的用法2. 能够正确运用be动词和have动词来描绘人物特征3. 提高学生对英语语言能力的理解和运用二、教学重难点教学重点：be动词和have动词的用法、描绘人物特征的方法教学难点：学生对语法知识的理解和运用三、教学内容及步骤Step 1：导入1. 导入问题：如何用英语描绘人物特征？2. 引入新知识：本节课将学习be动词和have动词的用法，并且学会如何运用它们来描绘人物特征。
Step 2：正文1. 介绍be动词和have动词的用法Be动词用于表示一个人或物品的状态、身份、特征、性格等。
例如：She is tall.（她很高。
）He is a teacher.（他是一名教师。
）Have动词用于表示一个人或物品的拥有、体验、感受等。
例如：I have a car.（我有一辆车。
）She has a lot of toys.（她有很多玩具。
）2. 进行案例分析a. Lucy的特征：Lucy很高。
b. John的特征：John很漂亮。
c. Mike的特征：Mike有一副眼镜。
d. Amy的特征：Amy长发飘飘。
3. 练习A. 根据句意和提示，用适当的be动词或have动词填空。
1. I____(have) a headache.2. He___(be) a smart student.3. She___(have) a lovely dog.4. They___(be) friendly and funny.5. It___(be) a sunny day today.B. 根据图片和句子，写出人物特征。
Example: This girl has long black hair.Step 3：总结字母与词语不同，英语句子的结构决定了动词的形式应该是be还是have。
Unit9 How was your weekend?Structures: Simple past of regular and irregular verbs, What questions, How was your weekend? (formulaic)Target language: What did you do last weekend? On Saturday morning I cleaned my room.How was your weekend? It was great.V ocabulary: played, went, did, was, cleaned, watched, visited, studied, geography, library, practice, test, mountain, talk showStep1.Warming up1.Greet each other as usual.2.Listen to a song: yesterday once moreQ1: Is it good-listening?Q2: Who knows the name of this song?T: From this song, we know that when the writer was young, he liked to listen to the radio(liked listening to the radio). Can you tell meQ3: What did you like when you were young?Or: What did he like when he was young?What did they like when they were young? (let the students practice the “like”sentence).Q4: What did you do when you were young? (show some pictures on the screen: did my homework ,played soccer, cleaned my room, went to the beach, played tennis, went to the movies etc. Text book 1a)Step2. PresentationT: Well, from your answering, I know that some of you remembered the things you did when you were young: when you were young, you played sports etc. Now that, I think most of you must remember the things you did last weekend, yes or no?Q5: What’s the date today? ----What was the date four days ago?(which festival?----Christmas Day)Q6: What did you do four days ago? -----Did you have a Christmas party?Step3 GuessThe whole class can be divided into four groups, Teacher prepared some papers which had written some activities, let one student of each group choose one piece of paper, the others guess.Use the following sentence:Q7: Did you do your homework that day?Step4. Talking and have a competitionT: I had a Christmas party on that day, now, have a look, and what’s this? Y es, it’s a Christmas Father’s coat, it’s my gift that I received from that day, and I had a good time on that day.1.Let Ss talk about their Christmas Day or last weekend.2.Let Ss choose “who had the best Christmas Day or last weekend”, why? (Retell the story about their Christmas Day or last weekend).Step5.HomeworkLet Ss write down their great days.。
第四课时Section B(2a—3b)教学目标通过本课的学习,学生能够:1.获取和梳理本课时语篇中的what、how、why等关键信息;理解并掌握本课时重点词汇、句型。
(获取信息)2.掌握文本信息的处理能力,提高交流与合作能力。
(梳理整合)(内化应用)3.借助小组流动和探究,培养语篇分析能力及人际交往意识。
(迁移创新)语篇研读What:本课语篇通过描述画像师的职业和经历,学生真切地感受到外貌描述在生活中的实际用途,该文本在巩固人物描述的语言结构的同时,还考查了不同代词的指代对象。
Why:通过文本的阅读,一方面对学生进行思维结构的训练,让学生在理解语篇的基础上选出符合罪犯的人物形象。
另一方面,指示代词的考察,不仅考查学生对细节的理解,而且培养了学生的语篇分析能力。
How:文体为记叙文,在对画像师的职业和经历的描述中,巩固关于人物外貌的语言描述的同时,更注重培养学生思维和分析能力。
教学过程设计理念:以《英语课程标准》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《英语课程标准》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学生活动效果评价Lead-in通过视频欣赏导入本课话题1.Greeting.2.The teacher asks students to watch avideo.3.The teacher asks students to look atthe picture and answer the questions.Q1:What is the policeman doing?Q2:What do you think of his job?4.The teacher asks students to look atthe picture and try to describe thepeople.观察学生能否根据图片观察回答问题和描述人物特征设计意图通过播放视频组织教学,提醒学生要集中精神,为上课做好准备Activity1:Warm-up读前活动帮助学生复习关于外貌的形容词Brainstorm.T:Today,we learn something aboutjobs.What is your father’s job?S:…T:What do you think of his job?S:…教师根据学生回答问题的情况判断学生对目标语言的掌握情况设计意图复习职业等相关词汇,关注学生对家长的工作评价(单方面),为后面的工作评价(两方面)做准备【学习理解】Activity2:Pre-reading预测感知,激活思维1.Learn about a new job—policeartist.T:He is a police.He is also anartist.He can be a police artist.2.Work on2a.观察学生能否掌握新单词,完成2a任务;能否通过观察三幅图片思考谁是嫌疑人;能否通过上下文确定阅读篇章中的指代关系续表教学目标学生活动效果评价3.Read the newspaper article quicklyand find the answer:Which picture shows the realcriminal?设计意图通过第一个环节,引入新工作——police artist,简单介绍什么是police artist,为语篇阅读预热【学习理解】Activity3:While-reading通过细节阅读,让学生对文本内容进行深度解析Read Para.1and answer thequestions:What’s Joe Brown’s job?Read Para.2and answer another twoquestions.1.What does the real criminal looklike?2.Why does Joe draw three differentpictures for one criminal?观察学生能否抓取阅读语段中的关键信息和设置语篇问题的关键词设计意图通过文本分析,学生熟悉教材内容并利用课本信息进行句意转换,给出符合问题的答案,为后面的深度思考做准备【学习理解】Activity4:Post-reading运用本课主题内容启发学生进行思考1.The teacher asks students to listenand repeat.2.The teacher asks students to try toretell the passage by the mind map.3.The teacher asks students to workon2c.教师观察角色扮演活动帮助学生更好地掌握文本内容;根据学生情况给出必要的指导和反馈设计意图再次阅读文本后,深度思考并发表自己的观点,引导学生关注工作的两面性,为后面的输出做准备【学习理解】续表教学目标学生活动效果评价Activity5:Writing 理清写作思路,通过写作练习目标语言Pre-writing1.Finish the task in3a.2.The teacher helps students toorganize the writing structures andknow what to write in each part.While-writing1.Talk about your friend’s look.2.Write a passage about your bestfriend.These questions may helpyou.Q1:What is your friend’s name?Q2:What does he/she look like?Q3:What does he/she like towear?Q4:Why do you like him/her?Post-writing1.The teacher shows a possibleversion to students and asks themto check out.2.Self-check and peer-check.观察学生在写作中是否明确了写作意图,是否准确使用范文中有用的句型和表达,并给予指导和反馈设计意图通过阅读与写作训练相结合,进一步巩固本单元所学的语言基础知识,并灵活运用本单元所学的重点单词、词组与句型进行写作训练【应用实践】板书设计作业设计基础型作业:Retell the passage in2b.实践型作业:Polish your writing according to your teacher’s advice.教学反思。
人教版七年级英语下册unit9教案英语教案是教学设计的文本表现形式。
下面是小编为大家精心整理的人教版七年级英语下册unit9教案，仅供参考。
人教版七年级英语下册unit9教案范文Unit 9 What does he look like?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： curly, straight, tall, medium, thin, heavy, build, tonight, little, cinema, glasses, later能掌握以下句型：—What does he look like?—He’s of medium/build.—What does he look like?—She has long straight hair.—Is he tall or short?2. 情感态度价值观目标：让学生学会友好、客观地描述人的形象。
二、教学重难点1. 教学重点：掌握单词，熟练掌握描述人的形象的句型。
2. 教学难点：掌握描述人的形象的句型。
三、教学过程Ⅰ. Warming-up and revision找出三名外貌差异较大的学生来做比较，一个胖而高大的男生(a fat and tall boy)，一个瘦而较矮的男生(a thin and short boy)，一个中等身材(of medium height)。
目的：引起学生的学习兴趣，了解人物的外貌特征，(即不管外貌如何在不同的游戏中都能获胜)的对比培养学生的情感和态度：不要以貌取人(Don’t judge by appearance)。
然后用这两名学生为例教heavy, tall, thin, short引出句型：1. What do you look like? He’s really tall. He has long straight hair.2. What does she look like? She’s of medium/build.…Ⅱ. Presentation (Section A 1a)1. Match the words with the people in the picture. (1a)学习课本的第一部分P49,1a先看图片，然后搭配图片和相关的外貌特征的词。
新人教版七年级英语下册Unit9 教案七年级英语OSN 教研Unit9 What does he look like? I. Warm-up 1. There be 句型 2. Where引导的特殊疑问句II. Presentation 重点句型： 1. What does/do+主语+look like？??看上去怎么样？ 2. sb.+ be+ of+ medium build/height 某人中等身材/个子 3. sb.+ has+?hair 某人留着??发知识点：1. 形容词1）. 形容头发：__________ __________ __________ __________2）. 形容身材：__________ __________ __________ __________ __________ __________ 2. a little 意为“有点儿”，用来修饰形容词。
例如：It’s a little cold tonight.a little 意为“一些；少许”后跟不可数名词。
例如：There’s a little meat in the bowl.碗里有点肉。
3. glass 作“玻璃”讲时，是不可数名词；作“玻璃杯”讲时为可数名词；而glasses则是“眼镜”之意。
例如：Glass is broken easily. There’s no water in your glasses. 玻璃很易碎。
你的杯子里没有水了。
Does she wear glasses?她戴眼镜吗？ 4. describe people’s looks. 教师寄语：Victory won’t come to you unless you go to it. 胜利不会走向你，除非你走向它。
1 七年级英语OSN 教研Unit8重点短语看起来像____________________ 短发___________________ 卷发____________________ 中等个子___________________中等身材___________________一点；少量________________ 大鼻子________________小嘴________________圆脸________________警察画家________________ 一张罪犯的图片或肖像____________________________最后________________擅长________________去看电影____________________黑发________________长脸________________长发________________直发________________有点________________大眼睛________________同样的方式________________ 金黄色的头发____________________今晚你要去看电影吗？__________________________________ _____________ 我可能会有点迟__________________________________ _____________ 他不高不矮__________________________________ _____________ 人们并非总是以同样的方式看待事物，所以他们会将同一个人描述的不一样。
2). like喜欢like doing / like to do sth.例：我喜欢下午练习英语。
I like ___________ every afternoon.3). would like to do sth. = want to do sth练一练：1). What does your mother _____ _____? = What _____ your mother _____?（长什么模样）2). What _____ you _____ _____ have for dinner?（想要）3). _____ their teacher _____ _____ in the river? (喜欢游泳)2. a little bit = a little = a bit + 形容词；a little = a bit of + 不可数名词练一练：1). I’m ______ tired. A. a bit little B. a little bit C. bit of D. a bit of2). I have ______ homework today. A. a bit B. a lot C. a little D. a few3). I feel a little tired today. = I feel ________ _______ ________ tired today.4). There is a little bread on the plate. = The re is _____ _____ _____ bread on the plate.5). The little girl is a _____ _____ _____. 有点文静3.stop的用法：1). At the bus stop公交车站2). stop doing sth. 停止正在做的事情3). stop to do sth. 停下来去做另一件事情练一练：1). She never stops _________. A. talk B. to talk C. talking D. talks2). If you feel too tired, you can stop_____ to bed. A. go B. going C. to go D. goes3). The bus ____ at the bus ____ and the children got on the bus. 停在车站4.look的用法：1). have a new look面貌焕然一新2). look at = have a look at看一看3). look + 形容词, 看起来…4). look like + 名词，看起来像…5). look for 寻找5.remember / forget to do sth. 记住/ 忘记去做某事.如：_____ _____ _____ close the door before you leave. = _____ _____ close the door before you leave. 离开前别忘关门。
Unit 9 What does he look like？Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： curly, straight, tall, medium, thin, heavy, build, tonight, little, cinema, glasses, later能掌握以下句型：—What does he look like?—He’s of medium/build.—What does he look like?—She has long straight hair.—Is he tall or short？2. 情感态度价值观目标：让学生学会友好、客观地描述人的形象。
二、教学重难点1. 教学重点：掌握单词，熟练掌握描述人的形象的句型。
2. 教学难点：掌握描述人的形象的句型。
三、教学过程Ⅰ. Warming-up and revision找出三名外貌差异较大的学生来做比较，一个胖而高大的男生（a fat and tall boy），一个瘦而较矮的男生（a thin and short boy），一个中等身材（of medium height）。
目的：引起学生的学习兴趣，了解人物的外貌特征，（即不管外貌如何在不同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。
然后用这两名学生为例教heavy, tall, thin, short引出句型：1. What do you look like? He’s really tall. He has long straighthair.2. What does she look like? Sh e’s of medium/build.…Ⅱ. Presentation (Section A 1a)1. Match the words with the people in the picture. (1a)学习课本的第一部分P49,1a先看图片，然后搭配图片和相关的外貌特征的词。
Now please look at P49, 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)留2-3分钟读写1a中的单词、短语。
2. 引导学生熟悉有关描述人的外貌特征的词(1). 用漫画画人物教有关height，curly等单词。
然后操练“What does he look like? He is really tall.”注意be 动词的用法。
(2). 一个cartoon girl 教身体的各部位（ear, face, hair, eye, nose, mouth）。
然后操练“What does he look like? He has long straight hair.” 注意has的用法。
(3). pictures 来教有关头发的词汇, 注意has的用法。
接着教a beard, a moustache, glasses。
Ⅲ. Practice (Section A 1c)1. Read the conversation and recite it.2. Practice like the conversation according to some pictures.Ⅳ. Listening (1b, 2a & 2b)1. Look at the picture of 1a, listen and fill the blanks in the picture. (1b)Listen carefully and fill in th e 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 the look of Amy’s friend．( He's really tall．And he has curly hair.)2. Listen and answer the questions. (2a)3. Listen again and fill in the chart. (2b)4. Listen a third time to understand the key words.Ⅴ. Practice (2c)1. Student A looks at the chart in 2b. Student B asks Student A questions about one of the people and then draws a picture of the person quickly.2. Act the dialogue.Ⅵ. Role-play the conversation. (2d)1. Read the conversation to answer the questions：（1）When are they meeting?（2）Where are they meeting?（3）What does David look like?(4) Is he tall or short?2. Read the conversation.3.Role-play the conversation.4. Explanation:(1) may be(2) a littleⅦ. Guessing game (李咏潘长江)全班同学分为两组，每组选出一名同学作为组代表到黑板前面来，这两位同学面向其他同学，背向黑板，不许回头。
老师将两幅名人图片粘到黑板上或打在屏幕上等，然后分别请这两组同学向本组的组代表描述本组图片上人的外貌、工作（第四单元知识点）或其他相关情况，让本组的组代表最快猜到本组图片上名人是谁的小组获得胜利。
在游戏过程中注意：描述的同学每人只能描述一次，并且只能描述一句，并尽可能多的描述人物外貌，在很难猜出时，可以描述工作或其他相关情况。
Ⅷ. Homework1. 熟记本节课所学单词，预习P51& P52。
2．Describe your friends in the class and draw a picture of them. 板书设计：Section A (Grammar Focus-1d)一、教学目标：1. 语言知识目标：1) 单词：handsome, actor, actress, person, nose2）能掌握以下句型：①He’s of medium/build.②What does he look like? He’s really tall.③ What does he look like? She has long straight hair.④ Is he tall or short？2. 情感态度价值观目标：学习让学生学会友好、客观地描述人的形象。
二、教学重难点1. 教学重点：学习单词、句型。
2. 教学难点：让学生学会友好、客观地描述人的形象。
三、教学过程Ⅰ. Warming- up and revision1. Say what your friends in the class look like and show the pictures of them.2. Work in pair. One student describe one of his friends in class, the other student guess who he/she is.3. Write these words in the correct box.Read and write these words about 2 minutes.Ⅱ. Grammar Focus1. 学生阅读Grammar Focus中的句子，并完成下列句子填空练习。
2. 指导。
注意提醒、区分单复数，is 与has。
① 他长的什么样子？_____________________他个子很高。
_______________________② 她长的什么样子？ ___________________她长着长的直发。
____________________③ 他们长的什么样子？___________________他们中等身材。
___________________④ 他们长着直发还是卷发？__________________他们长着卷发。
______________________⑤ 他个头是高还是矮？ ____________________他不高也不矮。
他是中等身高。
_____________________________Ss finish off the sentences and check the answers.3. 自主探究一、描述人物外貌的问句。
1. 她/他长得什么样子？What does he/she ____ _______?2. 他们长得什么样子？What _____ they _____ ________?3. 她个子是高还是矮？______ she tall ______ _______?4. 他长着长发还是短发?_____ he have ______ hair _____ short hair?二、描述人物形象的表达方式。
1. 描述身高、体重等整体特征时用be动词。
如：他很高/矮/中等身高。
He _____ tall/ _____/ ____ _______ height.她长得很瘦/胖/中等身材。
She ____ thin/ _____/ of _______ ______.2. 表示留着何种发型等用have/has。
她留着长的直发。
She ______ _________ long hair.3. 表示穿着、戴着眼镜（帽子）用wear。
他戴着一幅眼镜。
He _____ a pair of _______.Ⅲ. Reading(Work on 3b) Read the sentences and circle the correct words to complete the conversation.1. 阅读指导：首先，应读每个句子，理解句子的意思；然后，应根据主语的单复数形式来确定谓语动词或助动词的单复数形式。
