人教新目标版七年级英语下册 Unit 9 What does he look like优质教案

Unit 9 What does he look like

Language goal

In this unit students learn to describe people.

New language

What do you look like? I'm short. And I have curly hair.

What do they look like? They're medium height.And they have short hair.

What does he look like? He's heavy and he wears glasses.

What does she look like? She's thin and she has long hair.

Section A

Ask students to name some ways of describing people. You can start students off

with examples such as tall and short. Point out various students in the class

and ask students to say if they are tall or short.

Continue with examples of students who have long hair and short hair. Write the

words on the board and ask students to repeat these words. Then point at different

students' hair and ask the class, Long hair or short hair?

Culture note

In some cultures, it is impolite to point at other people or to touch other people,

particularly on the head.

la This activity introduces the key vocabulary.

Focus attention on the words. Ask students to read the list of words. Then say

each word and ask students to repeat it.

On the board, make a simple drawing to illustrate each of the words. As you

complete each drawing, point to it and ask students what it shows. If they don't

know, say the word and ask students to repeat it. For example,draw a stick figure

with very long legs and a long body,When you point to the figure, students say

tall.

Call attention to the picture. Point to the letters next to the people in the

picture.

Say, 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.

Check the answers.

1 b This activity provides guided listening and writing practice using the target

language.

Call attention to the speech bubbles in the picture.Read the dialogue, saying

blank when you come to a blank line.

Say, You will hear a conversation between Amy and her friend. Fill in the blank

lines in their conversation.Then look at the picture and find the boy Amy is

talking about.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, students fill in the blanks in the

speech bubbles.

Say, Who are they talking about?

Correct the answers.

2a This activity provides guided listening practice using the target language.

Point to the list of nine phrases and ask a student to read them to the class.

Say, Now you will hear three conversations. The people are talking about friends.

They are using these words to describe their friends. Some of these words go with

"has" and some go with "is".

Point to the circle around the word "circle". Say, Circle the correct word, either

is or has, when you hear it in the conversation.

Play the recording the first time. Students only listen.Point out that there are

three different conversations about three different people.

Play the recording a second time. This time say, Circle "has" or "is". You may

wish to play the recording a third time to allow slower students to complete their

work and to let other students check their answers.

Correct the answers.

2b This activity provides listening and writing practice using the target

language.

Point at the chart with space for two words used with is and two words used with

has after each name

Call attention to the sample answers. As you point to the word is, say a sentence

using the sample answer tall:He's tall. Point to the word has and say a sentence

using the sample answer curly hair: He has curly hair.

Play the recording. Ask students to listen to the descriptions and write the words

in the correct column after cad person's name.

3 This activity provides guided writing practice using the target language.

J

Call attention to the dialogue in the box and the picture. Explain that students

have to complete the dialogue with words to describe Nancy's appearance.

Have students do the activity individually. As they work, move around the

classroom offering help as necessary.

3a This activity provides reading practice using the target language.

Draw attention to the pictures and the descriptions.Explain that students have

to match the pictures with the correct descriptions.

Point out the example. Have a student read the first description.

Students do the activity individually.

3b This activity provides oral practice using the target language

Call attention to the picture and the names in the box. Say, Student A has to

write the names in the box next to the people in the picture. Then Student B has