人教版新目标英语七年级下册教案Unit-9-What-does-he-look-like-教案

What does he look likeUnit 9 What does he look like? Period 4 Content Section B 2a-2c教学目标要求1．学习阅读中如何明确文章中代词的具体指代内容，如：he, it, him, this, they等。

2．感知阅读中如何通过标题预测文章大意。

3．能够在老师的指导下，通过抓关键词完成阅读任务，如：job, artist, look like, something different, criminal, in the end等。

4．能认读并能工整书写所学单词，如：artist, crime, criminal, put, each, way, describe, differently, another, end, in the end, real等。

精品教育资料 1教学过程活动步骤教与学活动目的及其操作教学资源运用复习时间3m 1复习已学目标语T: Look at the picture and answer my questions: What does he look like?Is he tall or short?Does he have curly black hair?2仿照上述对话，组织Pair-work复习活动T: OK. Let’s do pa ir-work: Talk about your lastweekend.学生双人活动，教师抽查几对学生。

精品教育资料 2导入时间1m 3导入新课话题T: Well, do you often draw pictures for people?How do you draw them?4引入本课标题1．教师板书：Unit 9 Section B An interesting job 2．教师询问几名学生：What is your favorite job?2a时间6m 5读前小组活动：写出表格中单词的反义词，为阅读做准备1．学生小组活动，每个成员在表格中写出单词的反义词，成员交换检查单词的拼写并进行改错。

人教新目标七年级英语下册教案Unit 9What does he look likeUnit 9What does he look like?第一课时Section A(1a－2d)Target Navigation【目标导航】Key words and phrases：curly，straight，tall，medium，height，thin，heavy，tonight，little，may，cinema，glasses，later，(be) of medium height，a littleKey sentences：(1)—What does he/she look like?—He/She is tall and has long hair.(2)—What does your friend look like?—She's of medium height，and she has long straight hair.Skills：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。

Emotion：让学生学会友好地描述别人的形象。

The guidance of learning methods【学法指导】让学生围绕着课堂任务在小组中分工合作，在活动中相互探讨、相互交流、相互合作。

Learning important and difficult points【学习重难点】1．掌握本课新单词和句型以及熟练掌握描述人物外貌的方法。

2．熟练掌握描述人物外貌的方法并成功地根据人物特征推理出某一人物。

Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】预习指导与检测(一)预习指导1．根据单元标题和图片等，预测新课内容。

2．根据音标拼读新单词并牢记。

3．自学课文，勾画出重点和疑难点。

(二)预习检测Ⅰ.汉译英。

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:。

人教版七年级下册Unit 9What does he look like说课稿及教案本单元适用于七年级学生，学生已经掌握了一定的英语基础知识，但需要进一步提高英语交际能力。

学生在日常生活中经常需要用英语描述他人外貌，因此本单元的内容贴近学生生活实际，易于学生接受。

同时，本单元采用任务型教学模式，强调综合运用能力，能够提高学生的英语综合能力，培养学生用英语进行交际的能力。

在教学过程中，需要注意学生的情感态度和价值观，培养学生尊重他人，合作探究的良好品质。

教学重点在于掌握句型结构和描述他人所需的词语，难点在于提高学生的听说读写能力和将所学知识应用到实际生活当中。

本单元讲述长相话题，贴近生活，让七年级学生能够参与简单的会话，但在研究策略方面仍有待改进。

有些同学在研究时缺乏小组合作意识，也不敢大胆地用英语交流。

在本堂课中，我们采用“教师为主导，学生为主体，任务为基础”的教学原则，注重听说的实用性，以促进语言实际运用能力。

教师扮演设计者、研究者、组织者、促进者和协调者的角色，贯彻教中学、学中用的策略，提高学生自主研究和独立思考的意识，激发学生自身的潜能和创造力，以任务型教学为课堂教学设计理念，具体采用情景交际教学法和参与式合作课堂教学法，突出学以致用。

通过以上教学方法的实施，我们调动学生的好奇心和研究兴趣，让学生在探究和合作中研究，使得课堂气氛活跃，最大限度地激发学生研究英语的兴趣，提高学生的英语水平。

在积极地参与、完成各项任务的过程中，学生自主研究语言，提高综合运用语言的能力，学会更好地与他人沟通，使各层次的学生都有所收获。

在这节课中，学生主要通过合作和对话来完成任务型教学。

在教学过程中，我们通过情景设计来导入本节课的主要内容，让学生通过图片展示研究新单词和短语，采用瞬间记忆的形式检查学生的掌握情况，训练学生的听说能力。

通过师生、生生互动，让学生熟悉新句式，并通过Pairwork的活动让学生掌握所学知识。

Unit 9 What does he look likeLanguage goalIn this unit students learn to describe people.New languageWhat 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 AAsk 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 noteIn 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 istalking about.Play the recording the first time. Students only listen.Play the recording a second time. This time, students fill in the blanks in thespeech 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, eitheris or has, when you hear it in the conversation.Play the recording the first time. Students only listen.Point out that there arethree different conversations about three different people.Play the recording a second time. This time say, Circle "has" or "is". You maywish to play the recording a third time to allow slower students to complete theirwork and to let other students check their answers.Correct the answers.2b This activity provides listening and writing practice using the targetlanguage.Point at the chart with space for two words used with is and two words used withhas after each nameCall attention to the sample answers. As you point to the word is, say a sentenceusing the sample answer tal l:He's tall. Point to the word has and say a sentenceusing the sample answer curly hair: He has curly hair.Play the recording. Ask students to listen to the descriptions and write the wordsin the correct column after cad person's name.3 This activity provides guided writing practice using the target language.JCall attention to the dialogue in the box and the picture. Explain that studentshave to complete the dialogue with words to describe Nancy's appearance.Have students do the activity individually. As they work, move around theclassroom 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 haveto match the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students d o 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 towrite the names in the box next to the people in the picture. Then Student B hasto ask questions to find the people. Remind students that they should not lookat each others' textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles. Then askstudents to do the activity in pairs. As students talk, walk around the classroomlistening and offering assistance as necessary.After several minutes, stop the activity and have several pairs present theirdialogues to the class.4 This activity provides open-ended oral practice using the target language.Give a sample description of someone in the class and ask the c lass to guess whoyou are e only words and sentence patterns from this unit.Forexample, She's short and thin. She has curly hair.Ask some students to describe a person while their classmates guess who it is.Section BNew languagebeard, mustache, black, blonde, bald Additional materials to bring to class:large scrap paper for the drawing activity in activity 41 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask students to tell what they see in eachpicture. Confirm each correct answer and supply any words students don't know.Point at the numbered list of words. Say each word and ask students to repeatthese words.Then ask students to match each word with one of the pictures. Say, Write theletter next to the picture in front of one of the words. Point out the samplea nswer.1 b This activity provides oral and writing practice using the target language.Point at the incomplete sentences and read the completed sample sentence to theclass.Ask students to work alone or in pairs. Have students write the name ofa famous person in each blank.Ask some students to read the sentences they completed. Have other students say whether the sentenc es are right or wrong.2b This activity provides listening and writing practice using the target structures.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again.This time your job is to write what each person looks like. Point to the heading "looks like".Play the recording. Ask students to fill in the blanks next to the words "looks like" on the chart.Correct the answers.2a This activity provides listening and writing practice using the target language.Point out the picture of Johnny Dean and Tina Brown and Maria and Danny. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does. Point to the heading "Job" on the chart.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the blanks in the chart.Correct the answers.2c This activity provides oral practice using the target language.Name a famous actor, musician or athlete and describe that person. For example, My favorite actor is Leonardo DiCaprio. He's medium height and he has brown hair.Ask students to work in small groups. Have students describe a famous person to the group. Ask others in the group to add information to each description, if possible.3a This activity provides reading and writing practice using the target language.Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people. Lead students to understand that they are before and after pictures.Ask students to read the magazine article individually.Move around the room answering any questions students may have.Read the magazine article to the class. Answer any further questions about the words in the story students may have.Point out the blanks in the chart. Say, Under "Before"write words that describe Johnny before be changed. Under "Now" write words that describe Johnny after be changed. Point out the sample answer.As students work, move around the room monitoring progress.3b This activity provides guided writing practice using the target language.Call attention to the passage and the pictures below.Explain that the passage describes how Gloria Green's look has changed. Point out the sample answer, and ask a student to provide the second answer (short hair).Point out the numbered blanks in the paragraph. Say,Write words describingGloria's appearance in each blank.Ask students to finish the activity on their own.3c This activity provides writing practice using the target language.Ask students to name their favorite actors or musicians. Write some of the names on the board.Ask each student to choose an actor or musician and write a short description of the person.Ask what new words students want to use in their descriptions. When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it. Limit this to two or three new words.As students write, move around the room answering questions and offering language support.Read some of the completed descriptions to the class and have students guess who the person is.4 This activity provides listening and speaking practice using the target language.Read the instructions. Check to see that students understand how the game is played.Ask each student to draw a picture without letting ,anyone else see it.Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times.Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.七年级下英语教案Review unit 91.特殊疑问句What do you/they look like?I’m/They’re short.I’m/They’re thin.What does he/she/your friend/Yao Ming look like?He/She has a medium build.He/She is tall.He/She has curly hair.2.Describe appearancesI is short hair (n.)We long hair (n.)You straight hair (n.)He are curly hair (n.)She blonde hair (n.)My friend have black hair (n.)Li Ming thin (adj.)They has heavy (adj.)tall (adj.)wear short (adj.)bald (adj.)wears a beard (n.)glasses (n.)a medium build (n.)a mustache (n.)。

第三课时Section B (1a—1e)教学目标通过本课的学习,学生能够:1.获取和梳理本课时听力对话语篇中的关键信息;理解并掌握本课时重点词汇、句型,激发学习兴趣。

(获取信息)2.运用本课时重点句式进行操练和听力练习,学会描述外貌。

(梳理整合)3.运用输入的话轮结构进行语言输出,夯实重点句型。

(内化应用)4.正确描述自己最喜爱的人物的外貌,培养善于归纳总结的逻辑思维能力和对所学知识的结构化和系统化。

(迁移创新)语篇研读What:本课语篇是关于外貌的话题,通过两个孩子谈论自己喜欢的明星让学生进一步感知描述外貌的词汇如身高、体型、脸型、五官、头发、胡子等。

Why:根据“人与社会”主题范畴来设计听说课的教学目标和教学要求,依据目标和教学要求设计基于“外貌”的主题教学活动。

在对话过程中通过两个学生描述自己喜欢的明星的外貌,让学生了解描述外貌的词汇。

How:语篇采用听力对话形式呈现,对话部分有7个话轮,展示了两个学生喜欢的明星的外貌特征。

该语篇比第一课时的语篇内容更复杂,表达的更加深入和细致。

学生通过该语篇了解了更多话题内容。

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。

续表板书设计作业设计基础型作业: Recite the conversation in 1c.实践型作业:Describe what your favorite singer or athlete looks like. 拓展型作业:Draw a mind map and try to retell the passage.教学反思。

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。

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。

甘肃省兰州市第三十一中学七年级英语下册 Unit 9 What does he look like教案（新版）人教新目标版Class Type Time Period TeacherClass1, Grade7 New lesson Period 1(section A 1a-2c)Analysis of studentsStudents try their best to do their tasks and help each other. They are active in class, but several students have some difficulties in pronunciation. They should practice more.Teaching aims1. Knowledge and skills:⑴ Words & phrasescurly, straight, tall, medium, height, (be)of medium height, thin, heavy, build, (be)of medium build.⑵ Key sentences① —What does your friend look like?—She’s of medium height, and she has long straight hair.②—Is he tall or short?—He isn’t tall or short. He is of medium height.2. Process and methods:Listen and describe people’s looks.3. Emotion & attitude:Don’t judge the others by their appearance.Teaching importantpoints: Master the key words of subject and sentence patterns. Listen and d escribe people’s looks.Teachingdifficultpoints:Listen and d escribe people’s lo oks.Teaching methods:Listening method.Speaking method.Question-based method.Teaching procedures:Lead-in Learning aims.A short video.Preview, query and discussion ingroupPreview 1a-2c. Discuss the words and sentences you can’t read or understand in groups.Check the results.Query anddiscussion inclassDiscuss the unsolved problems in the class if any.Teacher’s questions 1. 1a. Can you match the words with the people?2. 1b. Can you listen and fill in the blanks in the picturesabove? Can you find Amy’s friend?3. 1c. Can you describe someone in the picture above?4. 2a. Can you listen and answer the questions?5. 2b. Can you listen again and fill in the chart?6. 2c.Can you make your own conversations and draw a picture?7. Grammar focus. Can you complete the sentences?Check each other You can check each other with your partner.Sum up Who can tell me what you have learned in this class? Teacher’s words Don’t judge the others by their appearance. Homework Writing: Describe yourself.Whiteboard DesignUnit 9 What does he look like?What does your friend look like?She’s of medium height, and she has long straight hair. Is he tall or short?He isn’t tall or short. He is of medium height.Reflections。

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。