新人教七下Unit9 What does he look like？公开课教学设计
人教版七年级下册英语第九单元Unit 9 What does he look like教案(教学设计)
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。
新版新目标七年级下_unit9_what_does_he_look_like_公开课课件
By Zou Hua from Silie Middle School
Match the words with the people in the picture. (1a) 1.short hair ___ e/f/h 2.curly hair ___ b/h 3.long hair ___ a 4.straight hair a/e/f/ ___ 5.tall ___ h 6.short ___ f 7.medium height__ g 8.thin ___ c d 9.heavy ___ 10.medium build a/e/g ______
She has short hair. She has curly hair. /kЗ:lɪ/ She has long hair. She has straight hair.
She has short curly hair.
/streɪt/ She has long straight hair.
hair hair
has short has short
straight straight
curly curly
Listen and fill in the blanks in the picture. (1b) tall curly hair
Heavy or thin, Tall or short, We’re all the same. We’re all beautiful.
Straight or curly, Young or old, We’re all the same. We’re all beautiful.
If your friend is very short,
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 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.)。
人教版英语七年级下册教案：Unit9 What does he look like？ SectionA(Grammar Focus-3d)
Task3: Write answers to these questions about different people. Then tell your partner about them.
A: Does he have a big nose?
B:No, he doesn’t.
A: Does she have big eyesorsmall eyes?
B: She has big eyes.
自主探究梳理1：What does he look like?用来询问某人的外貌，意为________________? look like是一个短语，意思是“________”，在句中作谓语时，通过的变化来体现人称、时态和数的变化，其中like作介词时，意为“________”。What is he like?用来询问某人的性格，意为“__________”。What does he like？中的like是动词，意为“________”，因此这个结构是用来询问人的爱好或习惯的。
学生能较为轻松地完成习题。
有至少80%的学生能够根据自主探究梳理的提示完成语言知识的总结。
3
深度加工知识
Step4
Practise
(15mins)
Step5
Use(15mins)
Task1:Write these words in the correct box.
short hair heavy curly hair thin young
人教版七年级英语下册课件：Unit9 What does he look like公开课一等奖优秀课件
of medium build has short straight black hair
has a big nose Jackie Chan
a singer short and thin
has long curly blonde hair
Jolin Cai
We can't judge a person only by their looking .不能以貌取人。
He is a short and _______old man, heavy
short black and he has ______________hair.
Translation
1.许多人不总是以同样的方式看事物. Many people don’t always see things the same way. ______________________________ 2.同样的人他们可能描述不同。 They may describe the same person differently. ___________________________ 3. 他们告诉他罪犯长什么样。 They tell him what the criminal looks like. ______________________________
What does the criminal look like?
He is______ tall and_____, thin and he has _____________. curly blond hair about thirty He’s___________ years old.
What does the real criminal look like?
人教新目标版英语七下Unit 9《What does he look like》(Section A
人教新目标版英语七下Unit 9《What does he look like》（Section A 1a—1c）教学设计一. 教材分析人教新目标版英语七下Unit 9《What does he look like》主要介绍了描述人物外貌的句子结构。
通过本节课的学习，学生能够听懂、会说、会写关于描述人物外貌的句子，并能运用所学知识进行简单的日常交流。
本节课的内容与学生的生活紧密相连，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂简单的英语指令，并能够用英语进行简单的自我介绍。
但是，部分学生对描述人物外貌的句子结构还不够熟悉，需要通过本节课的学习来加强。
此外，学生对新的语言知识的学习还需要不断的鼓励和引导。
三. 教学目标1.知识目标：学生能够听懂、会说、会写关于描述人物外貌的句子，并能运用所学知识进行简单的日常交流。
2.能力目标：学生能够通过观察和描述，提高自己的观察力和表达能力。
3.情感目标：学生能够培养对英语学习的兴趣，增强自信心。
四. 教学重难点1.重点：学生能够听懂、会说、会写关于描述人物外貌的句子。
2.难点：学生能够运用所学知识进行简单的日常交流，并能够灵活运用。
五. 教学方法1.情境教学法：通过设置各种情境，让学生在实际的语言环境中学习和运用英语。
2.交际教学法：通过小组讨论、角色扮演等方式，让学生在实际交流中提高英语能力。
3.任务型教学法：通过完成各种任务，让学生在实践中学习英语。
六. 教学准备1.教师准备：准备好相关的教学材料，如PPT、图片、实物等。
2.学生准备：学生预习相关内容，了解基本的描述人物外貌的句子结构。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾已学过的描述人物外貌的句子，激发学生的学习兴趣。
2.呈现（10分钟）教师通过展示图片和实物，引导学生用英语描述人物外貌，让学生在实际情境中学习新知识。
3.操练（10分钟）教师学生进行小组讨论，让学生互相描述外貌特征，提高学生的口语表达能力。
新人教版初中英语七年级下册Unit 9 What does he look like优质课件
Let’s have a try.
A: Why are you so happy today?
B: Because I make a new friend. A: __W_h__a_t’_s_h_e_r_n__a_m_e_?_______ B: He ／ She is____M__a_r_y__ (名字).
He has brown hair and wears glasses. He isn’t tall or short.
_H_e_’s_o_f_m__ed_i_u_m_h_e_i_g_ht_. __________
Challenge yourself!
Mike: Hi, Tony. Are you _g_o_in_g_t_o_th_e_m__ov_i_e _ tonight? Tony: Yes. We’re meeting at seven, right? Mike: Yeah, but I _m_a_y__be____ a little late.
first letter.
David
Sally
Peter
is
heavy, tall
of medium height,
short,
thin
of medium build
has curly hair long straight hair short hair
Read 2d and answer the questions.
She has short hair. She has curly hair. She has brown hair.
She has long straight black hair. She has short curly brown hair.
七下英语Unit-9---What-does-he-look-like教案
七下英语Unit-9---What-does-he-look-like教案Unit 9 What does he look like?(Section A 1a-2d)教案主备⼈武新华签字时间1. Teaching aimsa. Knowledge aims: (知识⽬标)1.）学习掌握有关描述⼈的长相的词汇。
2.）学习掌握如何询问和描述对⽅及他⼈的长相的句型。
b. Ability aims: (能⼒⽬标)1.）能够在⽇常⽣活询问他⼈的长相。
2）.能够在⽇常⽣活中从头发，胖瘦，⾝材等⽅⾯来描述⼈的外貌特征。
c. Moral aims: (情感⽬标)培养学⽣不要以貌取⼈的品质，让学⽣明⽩⼈的真正美丽在于内在的品质⽽不是外貌长相和⾐着。
2. Learning importance: (学习重点）重要词汇1）.单词：有关外貌长相的词汇。
2.）短语：look like, of medium build/height, a little bit3. Learning difficulties: (学习难点）名词前形容词的排列顺序。
Step1预习导航单词闯关卷曲的直的⾼的中等的⾝⾼瘦的重的⾝材在今晚⼩的电影院眼镜以后短语闯关卷发直发中等⾝材中等个头看起来像⼀点，少许…的组长讲笑话好看的1句型闯关1.她长什么样⼦？.她中等⾝材。
2.他是⾼是矮？他既不⾼也不矮，中等⾝材。
3.我们七点集合，⾏吗？4.你的朋友长得怎么样？她留着长的直发，戴着眼镜我的困惑展板请将预习中不会的问题写下来，课堂上解决。
Step2 Presentation（⼀）．预习筛查（⼩组合作，反馈结果）（⼆）展⽰交流、精讲点拨【交流疑问⼀】1.询问某⼈外貌特征的常⽤句型：What do/ does + 主语+ look like? 表⽰“……长得什么样？”回答时⽤“主语+ is/ are + 形容词”或“主语+ have/ has +(形容词) + 名词”。
人教新目标七下Unit 9 What does he look like.公开课教学设计
Unit 6 I’m watching TV.Section A (1a-2d) Period1一、教学目标：1. 语言知识目标：1) 掌握单词： newspaper, use, soup, wash, movie, just2) 掌握句型：①—What are you doing? —I'm watching TV.②—What's he doing? —He's using the computer.③—What are they doing? —They're listening to a CD.④—This is Jenny. —It's Laura here.2. 语言技能1) 能掌握语法：现在进行时态的用法。
2）能运用所学的知识，描述人们正在干的事情。
3. 情感态度价值观目标：通过对本单元的学习活动，培养学生学习英语的强烈兴趣，善于发现生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感，培养学生团结合作的精神。
二、教学重点：1. 词汇、词组搭配和现在进行时的用法。
2.能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
3.能掌握现在进行时态及一些表示具体动作的词组搭配,如: doinghomework, using the computer, watching TV, eating dinner…等三、教学难点：1. 现在进行时中现在分词的结构。
2.能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
四、教法学法：任务型教学、合作探究五、教学准备：课件、录音机、评测试卷教学过程： Step1. Warming-up and Lead in1. Watch a video program: Are You Sleeping ?2. Greet the Ss .3.Show the Teaching AimsStep2. Presentation1. Show some pictures on the big screen. Present the new words andexpressions.2. Ss watch and learn the new words and expressions.3. Give Ss some time and practice the new words and expressions.4. Show some pictures on the screen and ask some students to practicethe drills.e.g. T: What are you doing?S: I am doing homework. (Help him/her to answer)T: What is he /she doing?Ss: He /she is doing homework.5. Work in groups to sum up the Present Progressive Tense.6. Add -ing to the verbs.7. Change Drills .Step2.1a1. Work on 1a. Ss read the activities and look at the pictures. Thenmatch the activities with pictures.2. Check the answers with the Ss.Step3. 1b1. T: What are Jenny, John, Dave and Mary doing? Now let’s listento the tape, find out the right activities from 1a.2. Play the recording for the Ss twice.3. Ss listen to the recording and write the numbers from 1a.4. Fill in the blanks.Step5. 1c1. Ask the Ss to read the conversations in 1c with a partner. Thenlook at the pictures in 1a and conversations about other person in the picture.2. Ss make conversations by themselves and practice theconversations.Step6. 2a1. Work on 2a;T:Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with thequestions.(Play the recording for the first time, students only listencarefully. Then, listen to the recording again, and match theanswers with the questions. )Check the answers.2.Listen again and fill in the blanks .Step7.2b.Let Ss read the conversation in 2b first. Then play the recordingfor the Ss twice.The first time Ss only listen and write down the words in the blanks.Then play the recording again for the Ss to check the answers. (Ifnecessary, press the Pause button to help.)Step8.2c1. Now, role-play the conversation with your partners.2. Let some pairs to act out the conversation.Step9.2d1. Ask Ss to listen to the conversation in 2d and answer the questionsbelow.① Are Jenny and Laura talking on the phone?(Yes, they are.)② What's Laura doing now?(She's washing her clothes.)③ What's Jenny doing?(She's watching TV.)④ What do they want to do?(They will eat out.)2. Ss read the conversation and answer the questions above.3. Check the answers with the Ss.4. Let Ss work in pairs and role-play the conversation.5. Explain some language points.6. Give the Ss a poem to retell 2d.7. Get the Ss to retell 2d.Step10.Have a testHomework: 1. Recite 2d in this period. 2. Do Workbook Exercise Ⅰ-Ⅳ。
人教版英语七年级下册Unit 9 What does he look like？全单元教案
施秉县民族中学教师集体备课教案施秉县民族中学教师集体备课教案___________________________________________【自主检测】：I、图文配对( ) 1. He is my favorite singer. He comes from Taiwan, China.He has small eyes and short black hair.( ) 2. She is a pretty girl. She has big eyes and long straightblack hair. She is very popular in China now.( ) 3. She is heavy and has short hair. She always wears glasses.She sings well. Many people like her and her songs.D. not joke教学反思：本节课我主要训练学生的口语表达,通过名人图片和班上学生让学生进行口头描述。
学生十分活泼,积极性高。
主备教师周清小组教师麻中华、张玉芬、江文平、戴卓珍上课教师周清科目英语班级七(5)、(6)上课时间2019年5月24日〔星期五〕累计课时4 总第50 课时课题Unit 9 What does he look like? Section B 2a –3a 课时4教学目标：1. Key words: artist; crime; criminal; put; each; way; describe; differently; another;2.Key phrases: police artist; a picture of the criminal; in newspaper; on television;3.Aims of abilities: To train students’ abilities of reading and comprehension.教学重点掌握本课单词、短语,描述人物外貌特征。
初一下公开课unit9-what-does-he-look-like教案
初一下公开课unit9-what-does-he-look-like教案1.整体设计思路、指导依据说明这是Unit9的第一课时，俗话说，好的开端是成功的一半，这一课时在整个单元中起到了非常重要的作用。
英语新课程的标准要求教师转变教学方式，在教学上要体现“以学生为中心”，使学生在情境、活动中习得语言。
为充分体现新课标的理念，我对本节课教学活动的整体设计，将注重面向全体学生，创设大量情景，开展多种生动活泼的活动，让学生在活动和情景中学习和掌握英语，优化英语学习方式。
同时，我还采用多种有效的激励和评价措施来引导学生积极参与。
本堂课先由一段大头儿子小头爸爸的视频导入本单元的话题：What does he look like?接着用chant和全身反应法进行身体各部位名称的复习。
然后呈现一些学生熟悉并喜欢的明星图片来操练本课的核心词汇和句型，同时向学生灌输情感教育：“不可以貌取人”。
接下来用课本的听力训练作为语言的输入。
输入之后是一个语言输出的环节，也就是一个说的环节。
在这个环节里，我将设计几个活动：小组对话、唱歌、读短文拼图等等。
总之，为了使学生语言习得在轻松、自然、愉悦的环境中进行，在教学设计中，活动将贯穿整个课堂。
在每个活动的展示过程中，都运用小组竞赛的方式来调动学生的学习积极性。
2.教学背景分析教学内容分析：本单元的话题是描述人的外观，话题贴近学生的生活，这个话题应该能够激发学生的表达欲望。
本课时是这个单元的第一课时，在本单元中起到了非常重要的作用。
本单元的核心词汇和核心句型都将在这一课时呈现。
1a是个match,引出了本课的新单词，1b是听力训练，1c是口语训练的一个范例。
这些内容对于大部分学生来说都不会太难，所以非常有必要拓展一些内容。
学生情况分析：在小学阶段，孩子们已经学了人的身体各部位名称，例如：head, face ,eye, ear等等，但是他们头脑里储存的只是一些孤立的单词，往往不能用完整的句子来描述人的外表特征。
七年级下册unit 9 What does he look like 名师教学教案(1)
He has short straight hair.
He is of medium build.
He is tall.
He wears glasses.
知识讲解
（难点突破）
II.New friends
2、给学生总结难点，让学生一目了然。
教学环节
教学过程
导入
I.Play a game.
Play a game of changing the outfit.
T: look at xiaoxin, what does he look like? He has blond hair. Let’s change his outlook.
T:I want to introduce two new friends to you. Do you want to know what they look like?
Tina has a round face. Mary has a long face.
III.Pair work.
A: What does XXX look like?
B: She is/has/wears......
课堂练习
（难点巩固）
Summary
小结
难点分析
从知识角度分析为什么难
1，描述发型的形容词顺序抽象，不好记。
2，描述发型，身高身材，着装所使用的的动词不一致。
从学生角度分析为什么难
七年级的孩子接触英语时间不久，对于语法性的规律不太掌握，要养成学生自己发现规律，总结规律是个长期的活动。
七年级英语下册 Unit 9 What does he look like教案 (新版)人教新目标版 (9)
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 outvarious students in the class and ask students to say if they are tall or short.Continue with examples of students who havelong hair and short hair.Write the words on the board and ask students to repeat thesewords. 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 w 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 stickfigure 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 withone of the numbered words.Write each letter next to a numbered word. You can use someletters 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.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 readthem to the class.Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describe theirfriends. Some of these words go with "has" and some go with "is".Point to the circle around the word "circle". Say, Circle thecorrect word, either is or has, when you hear it in theconversation.Play the recording the first time. Students only listen.Point out that there are three different conversations about three different people.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 nameCall 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: Hehas curly hair.Play the recording. Ask students to listen to the descriptions andwrite the words in the correct column after cad person's name.3 This activity provides guided writing practice using the targetlanguage. JCall attention to the dialogue in the box and the picNancy'sappearance.Have students do the activity individually. As they work, movearound 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 thatstudents have to match the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students d o the activityindividually.3b This activity provides oral practice using the target language Call attention to the picture and the names in thebox. Say, Student A has to write the names in the box next to the people in the picture.Then Student B has to ask questions to find the people. Remindstudents that they should not look at each others' textbooks when they do this activity.Have two students read out the example dialogue in the speechbubbles. Then ask students to do the activity in pairs. Asstudents talk, walk around the classroom listening and offeringassistance as necessary.After several minutes, stop the activity and have several pairspresent their dialogues to the class.4 This activity provides open-ended oral practice using the targetlanguage.Give a sample description of someone in the class and ask the class to guess who you 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 classmatesguess 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 whatthey see in each picture. Confirm each correct answer and supply any words students don't know.Point at the numbered list of words. Say each word and askstudents to repeat these words.Then ask students to match each word with one of the pictures.Say, Write the letter next to the picture in front of one of the words. Point out the sample answer.1 b This activity provides oral and writing practice using the target language.Ask some students to reades 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.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 thedescription 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 theoriginal picture. The student who drew that copy is the winner.山东省××市灰埠中学七年级下英语教案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.)。
公开课Unit9 What does he look like教学设计-人教版英语七下
Unit 9 What does he look like?Section A (1a-1c)一、教学目标1. 能正确使用下列词汇和常用表达：curly, straight, tall, medium, thin, heavy, build, (be) of medium build, tonight, little, a little, cinema, glasses, later2. 能够询问并描述人的外貌：(1)—What does he/she look like?—He/She is tall/short/of medium height. / He/She is fat/ thin/of medium build.(2)—What does he/she look like?—He/She has long/short straight/curly hair.(3)—Is he tall or short?—He isn’t tall or short. He’s of medium height.3. 能根据所听或所读内容中人物的外貌描述推断出正确的形象。
4. 了解中西方文化中描述人物外貌特征的不同。
二、教学重点及难点重点：1. 学习询问并描述人的外貌。
2. 掌握一些形容人外貌的英语表达法。
难点：运用目标语言对人的外貌进行问答。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1. Warming-upWatch and answerWatch the video and talk about the questions.【设计意图】通过观看视频谈论有关人物外貌的内容，让学生直观感受询问并描述人的外貌的情景，顺利引入今天的主题。
Step 2. Pre-listeningLook and learn1.Let students look at the pictures and learn some new words and expressions this class.2.Let students try to describe their classmates using the new words and expressions, and others guess who he/she is.Other new words and expressionsShow some new words and expressions, ask students to try to read them and correct their pronunciations.【设计意图】让学生熟悉描述人的外貌特征的新词汇和表达法，为后面的学习做铺垫。
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学生两人对话
能自主学习，学会合作，为学生提供表现自我的空间，在展现自我的过程中巩固新的词汇和句型。
Step 7writing
1.Pre-writing
2.while-writing
3.let studentsreadtheirarticle
Check students
学生跟读
学生自己读
让学生会读本节课的新词汇，为下面的句型学习做铺垫
Step3Speaking
Teacher gives some pictures and asks students to describe people’s looks.
学生观察图上的人物外貌，自己描述人物的长相。
能正确使用描述性形容词。
教
学
目
标
知
识
目
标
重点词汇：handsome, actor, actress, person
重点句型。
பைடு நூலகம்--- Is David tall or short?
--- He is tall \ short.
--- Do they have straight or curly hair?
He/ She has long straight black hair…
学生自己总结从这节课中学到了什么
了解学生的学习情况，对所学知识再进一步巩固,提升自己。
Step9 practice
多媒体展示
学生做题
由听说练习向书面练习过度，检查所有学生的掌握情况
Step 10. Homework
Write a composition about yourfamily’s looks.
学生小组活动,描述一位同学的外貌，让小组成员竞猜。
在step 3环节中训练了学生的观察能力和语言应用能力，为了更好的结合生活实际，让语言生活化，特设计了这个小组活动，让学生在游戏中学习，从而实现学习更好地服务生活，既有说的培养，也有听的训练。
Step5文本处理
1.以填空的形式呈现Grammar中的句子
上节课和本节课的开始，以对话的形式练习新的语言点。这节课是对上节课的延伸、应该对学生能力的培养有更高的提升，以简短的小作文形式培养学生自己的观察能力，以及语言综合运用能力，也为下面的写作训练做个铺垫。
Step 4 Groupwork
Ask Ss todescribe a classmate’s look and let group members guess who he\she is .
教学重点、难点
学生能正确运用动词have和be 询问和描述人物的外貌长相。have和be的用法学生容易混淆.运用所学知识描述、谈论人物外貌长相既是难点，又是能力训练点。
教学方法
采用任务型教学、情景教学及小组合作等多种教学方法。
课前准备
让学生复习巩固上节课学过的语言点
让学生预习新学的词汇，有条件的跟着录音
通过作业达到巩固知识的作用。
plete the 3a
3. Complete the conversation in 3b
学生独立完成题目训练
由说的练习过渡到笔头练习，进一步强化学生的语言点，会使用have和be
Step 63c
What does your favorite actor or actress look like?
1.学生自己看图尝试连词成句
2.学生根据提示写作
3.读自己的作文
学生大量说的练习，是否能写出来，没有语法错误，语言流畅，表达清晰，正确的使用语言点，以此培养学生写的能力。
Step 8 Summary
What does he / she look like?
He / She is tall / of medium height / short. He / She is thin / of medium build / heavy.
教学环节
教师活动
学生活动
设计意图
Step1 Lead inand warm up
Teacher and students have a free talk
学生根据教师的提问进行回答
让学生回顾上节课所学知识，并运用所学知识和同学进行简单的对话，复习巩固，为本节课知识的传授起到了承上启下的作用。
Step2 learn some new words
人教版七年级英语
Unit9What does he look like?
《Unit9 What does he look like?》Section Aperiod 2教学设计
课题
Unit9 What does he look like? Section Aperiod 2
课型
新授
课程标准
学会用“have和 be”描述、谈论人物外貌并根据人物外貌特征推理出人物。
--- They have curly hair.
能力
目标
能熟练描述、谈论人物外貌并根据人物外貌特征推理出人物。
学会谈论身高、体重、发型面部特征及着装特点。
情感
目标
通过描述周围的人物，多发现别人的优点，互相了解，增进友谊；能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
学 情分析
本单元主要引导学生能熟练描述、谈论人物外貌长相，在第一课时学生已对相应的语言点和描述性形容词有了一定的掌握，相信学生能较好掌握这节课的句型及其应用，在教学设计方面，也符合学生的实际。