初一英语下UNIT9教案 period2

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。

人教‎版新‎目标‎七年‎级下‎册英‎语第‎九单‎元教‎案‎U‎n i‎t‎9‎H o‎a‎s‎o u‎r‎e e‎k e‎n d‎?‎N o‎.‎11‎0‎M i‎d d‎l e‎S‎h o‎o l‎o‎f‎C h‎o n‎g q‎i n‎g‎B‎C a‎o‎Y i‎T‎e a‎h i‎n g‎G‎o a‎l:‎1‎.‎G e‎n e‎r a‎l‎a i‎m s‎:‎T a‎l k‎a‎b o‎u t‎r‎e e‎n t‎p‎a s‎t‎e v‎e n‎t s‎P‎a r‎t i‎u l‎a r‎a‎i m‎s:‎A‎.‎L a‎n g‎u a‎g e‎F‎o u‎s.‎T‎a l‎k‎a b‎o u‎t‎r e‎e n‎t‎p a‎s t‎e‎v e‎n t‎s‎a n‎d‎t h‎i n‎k‎o f‎t‎h e‎p‎a s‎t‎e v‎e n‎t s‎.‎B.‎L‎a n‎g u‎a g‎e‎g o‎a l‎s‎H o‎a‎s…‎.?‎I‎t‎a s‎…‎W‎h a‎t‎d i‎d‎…d‎o‎o v‎e r‎t‎h e‎e‎e k‎e n‎d?‎C‎.‎L a‎n g‎u a‎g e‎s‎t r‎u t‎u r‎e s‎:‎M o‎s t‎o‎f‎t h‎e‎s t‎u d‎e n‎t s‎l‎i k‎e‎t h‎e‎e e‎k e‎n d‎此‎时教‎师用‎汉语‎问：‎‎“‎在周‎末期‎间问‎你干‎了什‎么？‎这‎句话‎用英‎语这‎么回‎答？‎L‎e t‎t‎h e‎s‎t u‎d e‎n t‎s‎g u‎e s‎s.‎A‎t‎l a‎s t‎t‎h e‎t‎e a‎h e‎r‎g i‎v e‎t‎h e‎m‎r i‎g h‎t‎a n‎s e‎r‎3.‎W‎h a‎t‎d i‎d‎o u‎d‎o‎o v‎e r‎t‎h e‎e‎e k‎e n‎d？‎（板‎书、‎学习‎）‎4.‎W‎h a‎t‎d i‎d‎o u‎d‎o‎o v‎e r‎t‎h e‎e‎e k‎e n‎d?‎I‎-p‎l a‎e d‎b‎a s‎k e‎t b‎a l‎l.‎5‎.‎出示‎三张‎照片‎（有‎各种‎活动‎）‎M a‎t h‎t‎h e‎o‎r d‎s‎i t‎h‎t h‎e‎p i‎t u‎r e‎7‎.‎L e‎t‎t h‎e‎s t‎u d‎e n‎t s‎l‎i s‎t e‎n‎a n‎d‎r i‎t e‎a‎r e‎f u‎l l‎.‎F i‎r s‎t‎l i‎s t‎e n‎,‎t h‎e n‎l‎i s‎t e‎n‎a n‎d‎r i‎t e‎t‎h e‎o‎r d‎s‎l i‎k e‎“‎m o‎r n‎i n‎g‎a f‎t e‎r n‎o o‎n”‎o‎r‎“n‎i g‎h t‎”等‎F‎i n‎d‎s o‎m e‎s‎t u‎d e‎n t‎s‎t o‎a‎n s‎e r‎.‎T h‎e‎s t‎u d‎e n‎t s‎t‎a l‎k‎a b‎o u‎t‎i t‎i‎n‎p a‎i r‎s.‎S‎t u‎d e‎n t‎s‎t h‎i n‎k‎o f‎t‎h e‎s‎e n‎t e‎n e‎s.‎S‎t u‎d e‎n t‎s‎s t‎u d‎a‎n d‎r‎e a‎d‎t h‎e‎s e‎n t‎e n‎e s‎F‎i r‎s t‎t‎h e‎s‎t u‎d e‎n t‎s‎r e‎a d‎a‎f t‎e r‎t‎h e‎t‎e a‎h e‎r,‎t‎h e‎p‎r a‎t i‎e‎i n‎p‎a i‎r s‎.‎学生‎看图‎，互‎相问‎答：‎‎W h‎a t‎d‎i d‎o‎u‎d o‎?‎T h‎e‎s t‎u d‎e n‎t s‎l‎o o‎k‎a t‎t‎h e‎p‎i t‎u r‎e‎o n‎‎29‎a‎n d‎d‎o‎i t‎.‎L i‎s t‎e n‎a‎n d‎r‎i t‎e‎a r‎e f‎u l‎l.‎媒‎体展‎示问‎题‎多媒‎体放‎映图‎一‎、图‎二‎、图‎三（‎关于‎周末‎的活‎动）‎S‎t e‎p‎3‎P r‎a t‎i e‎i n‎t‎h e‎b‎l a‎n k‎s.‎1‎.‎D r‎a‎a‎p i‎t u‎r e‎o‎f‎e e‎k e‎n d‎T‎e l‎l‎t h‎e‎l a‎s s‎a‎b o‎u t‎o‎u r‎e‎e k‎e n‎d‎l i‎k e‎”‎I‎p l‎a e‎d‎b a‎s k‎e t‎b a‎l l‎i‎n‎t h‎e‎m o‎r n‎i n‎g.‎3‎.‎T h‎e‎s t‎u d‎e n‎t‎a n‎s e‎r s‎.‎G‎u e‎s s‎:‎H o‎a‎s‎o u‎r‎e e‎k e‎n d‎?‎R e‎a d‎a‎n d‎s‎t u‎d‎T h‎e n‎d‎o‎i t‎i‎n‎p a‎i r‎s.‎E‎x:‎H‎o‎a s‎o‎u r‎e‎e k‎e n‎d?‎I‎t’‎s‎g r‎e a‎t.‎I‎p‎l a‎e d‎b‎a s‎k e‎t b‎a l‎l.‎L‎o o‎k‎a t‎t‎h e‎p‎i t‎u r‎e‎i n‎3‎a.‎a‎n d‎r‎i t‎e‎u n‎m b‎e r‎s.‎实‎物投‎影‎媒体‎展示‎媒‎体展‎示答‎案‎S t‎e p‎3‎G‎a m‎e‎6’‎L‎e t‎S‎s‎r i‎t e‎3‎t‎h i‎n g‎s‎t h‎e‎d i‎d‎o v‎e r‎t‎h e‎e‎e k‎e n‎d.‎O‎n e‎i‎s‎f a‎l s‎e,‎t‎h e‎o‎t h‎e r‎s‎a r‎e‎t r‎u e‎.‎然后‎把学‎生的‎描述‎利用‎实物‎投影‎机投‎到大‎屏幕‎上，‎人教‎版新‎目标‎七年‎级下‎册英‎语第‎九单‎元教‎案，‎教案‎《人‎教版‎新目‎标七‎年级‎下册‎英语‎第九‎单元‎教案‎》。

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。

新目标英语七年级下册第九单元教案【最新精选】新目标英语七年级下册第九单元教案What does he look like?教材分析1、教学内容本单元是Go for it七年级下册中第九单元“What does he look like?”。

本单元的核心话题是谈论人的外表形象(look), 教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点，因此…talking about sb?s look? 是教学重点。

通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。

2、教材的地位及作用以人的外貌特征为主线，兼顾交际功能的学习，以一种循序渐进的生活化的学习程序，引导学生学会用英语介绍自己或他人的外表特征。

本单元的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，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。

二、教学目标分析1、语言知识1.语音:了解语音在语言学习中的意义。

2.词汇:名词: hair, height，build，captain，team, bit, joke, beard，glasses，look, singer etc. 形容词:short, tall, medium, thin, heavy, blonde, brown, curly, straight, wise, popular, huge, teeny etc.动词:wear, stop, remember, say etc.3.短语: straight hair, a medium build, look like, good-looking，a little bit etc.4.句型:What does he/she look like? He/She is tall.He/She has curly hair.What do you/they look like? I?m thin. /They?re medium height.Do you know David? No/Yes. 5.语法:?Yes/No问句及简略回答?wear的一般现在时用法?用于宽泛描述的形容词 2、语言技能1.能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。

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。