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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.。
一、单元学习主题
本单元主题属于“人与社会”主题范畴中“社会服务与人际沟通”这一主题群,涉及子主题“同伴交往、相互尊重、友好互助”以及“常见的职业与人们的生活。
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二、单元内容分析
本单元分为Section A 与Section B两部分,主要围绕话题“physical appearance”展开听、说、读、写、看等语言活动。
本单元共有五个主要语篇,第一、二个语篇讲述了在地铁站找朋友的故事,介绍某人的外貌特点;第三个语篇是对话的形式,呈现了在电影院前等朋友的场景,自然的引入询问和介绍人物外貌的简单句型;第四个语篇通过两个学生谈论自己喜欢的明星,学生进一步认识描述外貌的词汇;第五个语篇是阅读形式,介绍了刑侦画像师的职业和经历,让学生真切地感受到外貌描述在生活中的实际用途。
语篇不仅为我们传递了不同的语言知识和语篇知识,也传递了“感知内在美比外在美更重要”的育人价值。
单元主题内容结构框架见下图:。
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? 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。
人教版七年级下册英语Unit9《Howwasyourweekend？》教案《How was your weekend?》教案(一)教学目标1.认知目标:o能熟知课文主要内容，掌握相应的语言知识(单词、习惯用语、语法和功能用语)。
o能结合所给任务，综合运用新、旧知识完成任务。
2.技能目标o能培养良好的听、说、读、写的能力，能正确使用动词过去式进行准确的描述。
o通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有效信息，拓宽视野，围绕“上一周周末活动”进行交际。
o能在日常生活中恰当理解这单元话题范围内的单词和习惯用语，在真实的语言环境中体会语言，运用语言，感受语言的真实价值，品味语言的实际意义，从而获得运用语言的实际能力，运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。
3.情感目标o合理安排自己周末的学习、运动、休息、娱乐等活动形式，过有益义的周末。
保持愉快的心情，以积极的姿态，精神饱满地面对生活与学习。
教学重难点单词：beach,pool,visit,stay,cute,test,cook,spend,mountain,practice以及不规则变化行为动词is,do,go,have,read,see,write，sit的过去式形式was,did,went,had,read,saw,wrote,sat短语：go to(a place),go shopping,go for a walk with……,visit (a person)，watch sb do sth，It is time to do sth，read a bookabout(history),see an interesting talk show，study for the(math)test。
教学工具课件教学过程Step1. Revision1. Check the past tense of some words.2. Practice “How was your weekend?”Step2. ExerciseAsk: What did you do yesterday?Let’s see what Sally and Jim did yesterday. Do 1a on P56.Do you like the things they did? Ask: Do you like to play the guitar? … .Listen and write down what Sally and Jim did last weekend and complete the chart.Step3. SurveyInterview your partners about their parents: What did your mother /father do last weekend? Then give us a report: My friend **’s father/mother … last weekend.Step4. ReadingRead 3a by yourself, and circle the activities you like. Underline the activities you don’t like. T hen let the students give their answers.Explain: For most kids.Then ask some students to read the passage.Step5. SurveyWhat did most of you do last weekend? Ask about your friends in your group and give a report:Last weekend, most of us … .Step6. ExerciseDo 3b. First ask questions about the pictures? What is he/she doing?Then fill in the blanks according to the pictures.Step7 Oral WritingCan you introduce your last weekend like 3b?Homework:1. Write about what you did last weekend.2.Do workbook(1) P35 (2)26课后小结学了这节课，你有什么收获?课后习题完成课后练习题。
人教版新目标七年级英语下册 Unit 9教学设计一. 教材分析人教版新目标七年级英语下册Unit 9主要围绕日常生活和一般现在时进行教学。
本单元主题明显，贴近学生生活，有利于激发学生的学习兴趣。
教材内容丰富，包括听力、口语、阅读和写作等方面，有助于学生全面提高英语水平。
此外，教材还设计了多样化的练习和活动，便于教师进行课堂教学和学生自主学习。
二. 学情分析七年级的学生已具备一定的英语基础，对日常生活话题有一定的了解。
但部分学生在语言表达和听力方面仍存在困难，因此需要教师针对性地进行引导和辅导。
此外，学生对新鲜事物充满好奇，善于模仿和参与活动，教师应充分利用这一特点，激发学生的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握Unit 9中的单词、短语和句型，了解一般现在时的用法。
2.能力目标：学生能够熟练运用所学知识进行日常交流，提高听、说、读、写的能力。
3.情感目标：通过本单元的学习，学生能够增进与他人的友谊，培养合作精神。
四. 教学重难点1.重点：单词、短语和句型的学习和运用。
2.难点：一般现在时的用法和听力理解。
五. 教学方法1.任务型教学法：通过设定各种实际生活中的任务，引导学生参与课堂活动，提高语言实际运用能力。
2.情境教学法：创设生活情境，让学生在真实环境中学习英语。
3.交际法：注重学生之间的互动交流，提高口语表达能力。
六. 教学准备1.教材、教学参考书和多媒体教学资源。
2.录音机、课件和教学卡片。
3.学生分组，准备角色扮演等活动。
七. 教学过程1.导入（5分钟）教师通过与学生打招呼，询问身体状况等日常话题，引入本课主题。
引导学生谈论日常生活中的一般现在时，激发学生学习兴趣。
2.呈现（10分钟）教师展示课件，呈现Unit 9的单词、短语和句型。
通过图片、例句等方式，对新词汇和短语进行讲解，让学生初步感知和理解。
3.操练（10分钟）教师学生进行口语练习，运用新学的单词、短语和句型进行角色扮演。
【更新】人教版七年级下册英语Unit9第九单元优秀教案一、教学目标1. 掌握单词：hope, future, astronaut, enjoyable, unhappy2. 能够流利地运用一般将来时来表达将来的计划和希望3. 能够听懂并理解关于未来的对话和问题4. 能够合作完成与未来规划相关的活动二、教学重点1. 研究、掌握一般将来时的用法2. 培养学生对未来计划和希望的表达能力三、教学准备1. 学生课本和练册2. 多媒体设备和教学投影仪四、教学过程1. 导入（5分钟）引导学生讨论一下他们的未来计划和希望，激发学生研究的兴趣和积极性。
2. 教学主体（30分钟）a. 复和引入新知识通过多媒体展示相关图片，引入新单词和短语，并帮助学生掌握其含义。
b. 教授一般将来时的用法详细解释一般将来时的构成和用法，例如：主语 + will + 动词原形。
通过示例句子和练帮助学生理解和掌握。
c. 练与拓展让学生进行口头和书面练，练运用一般将来时进行句子构造和对话。
同时，组织小组活动，让学生合作讨论自己的未来计划。
3. 巩固与反馈（15分钟）通过问题和对话练，巩固学生对一般将来时的掌握程度。
同时，对学生的合作活动进行评价，并给予反馈和鼓励。
五、教学延伸鼓励学生在家进行额外的练，巩固所学的知识。
可以提供一些相关的练题和研究资源。
六、教学评价通过对学生的口头和书面练进行评价，了解学生对一般将来时的掌握程度，并给予针对性的指导。
七、教学反思根据教学实际情况，对本节课的教学效果进行总结和反思，为下一次教学做出调整和提升。
八、课后作业完成课本和练习册上相关的练习题，并继续思考自己的未来计划和希望。
Unit 9 What does he look like？Section A 1 (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. Lead-in1. Look at the picture of 1a and think about the questions:1. How many people are there in the picture?2. Where are they?3. What are the two girls doing?4. Can you describe the people in the picture?2. Learn some new wordsⅡ. 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.留2-3分钟读写1a中的单词、短语。
练习对话，引导学生熟悉有关描述人的外貌特征的词2. 1b Listen and fill in the blanks in the picture above. Can you find Amy’s friend? A: Is that your friend?B: No, it isn’t.A: What does he look like? Is he short or tall?B: Well, he’s really ____. And he has _________.Listen to the dialogue of 1b again and try to find the sentence pattern for asking people’s appearance and the sentences for describing people.What does he look like? Is he short or tall?He is really tall.He has curly hair.3. 通过图片展示以问答的形式练习对话。
Ⅲ. Practice (Section A 1c)1. Read the conversation and recite it.2. Practice like the conversation according to some pictures.Ⅳ. Listening (2a & 2b)1. Listen and answer the questions. (2a)1.Is David tall or short? __________________2.Does Sally have long or short hair? _________________3. Is peter tall or short?_________________2. Listen again and fill in the chart. (2b)3.Describe David, Sally, Peter’s appearances according to the information of 2b.◆David is heavy and tall. He has curly hair.◆Sally is thin and of medium height. She has long straight hair.◆Peter is short and of medium build. He has short hair.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.Where are Mike and Tony going tonight?2. Where are they meet?3. Who is going with them?4. What does David look like?2. Read the conversation.3.Role-play the conversation.VII. Language points1. We’re meeting at seven, right? 我们七点见，对吗?1) meet相当于汉语中“集合；见面；碰头；聚集”。
如：Let’s meet at the school gate tomorrow at eight.让我们明天八点在校门口集合。
2) right表示“对吗，是吧”，用来表示对此前陈述内容进行确认和核实。
全句为Is that right? 口语中常用不完整的句子表达意见或想法。
2. …, but I may be a little late.a little意为“有点儿”，用来修饰形容词。
e.g. It’s a little cold tonight.今晚有点冷。
【拓展】a little意为“一些；少许”后跟不可数名词。
e.g. There’s a little meat in the bowl.碗里有点肉。
3. Well, he has brown hair and wears glasses.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。
e.g. Glass is broken easily.玻璃很易碎。
There’s no water in your glass.你的杯子里没有水了。
Does she wear glasses? 她戴眼镜吗？4. He isn’t tall or short. 他不高也不矮。
英语在受到否定概念限定的部分中一般不用and, 而用or。
e.g. I don’t have any brothers or sisters.我没有兄弟和姐妹。
在以上这种用法中，or相当于and not。
试比较：Sophie never cleans or even offers to wash the dishes.=Sophie never cleans and does not even offer to wash the dishes.索菲从不打扫房间，甚至从不主动洗碗。
Finish some exercisesVIII. Homework1. 总结所学过的描述人物长相的词汇，用英语写出来。
2. 编写三个小对话来描述一下你的家庭成员（爷爷/奶奶；爸爸/妈妈；哥哥/妹妹）。
Section A 2 (Grammar focus-3c)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.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. 探究乐园一、描述人物外貌的问句。
