七年级英语下册Unit 9教案1
人教版英语七年级下册Unit 9 写作教学案
七年级下册 Unit 9 What does he look like?写作教学案话题：外貌（教师使用）【写作目标】能够用简洁的语言描述人物的外貌、性格特征等。
【阅读积累】一、词汇积累：写出下列短语。
（课前任务）1、长发2、一点;少量3、去看电影4、戴眼镜5、小嘴巴6、最后7、一张圆脸 8、画某人的相9、其他的特征参考答案：1. long hair 2. a little 3. go to the movie 4. wear glasses 5. a small mouth 6. in the end 7. a round face 8. draw a picture of sb. 9. other features二、句型积累：根据汉语意思完成下列句子。
（课前任务）1、你的朋友长什么样？What does your friend __________ __________?2、大卫是高还是矮？Is David __________ __________ __________?3、很多年轻人喜欢穿牛仔裤。
Many young men like to __________ __________ ?4、他留着棕色的短卷发。
He has __________ __________ __________ hair.5、他真的很英俊。
He is __________ __________ .参考答案：1. look like 2.tall or short 3.wear jeans 4. short curly brown 5. really handsome三、写出与本话题有关的词汇和句型。
（课前任务）常用词汇：have … hair, tall, short, thin, heavy, a little, nose, ear, be of medium height/build经典句型：1、What does/do sb. look like?2、Sb. be of medium height/build.3、Sb. have/has … hair.4、Is he thin or heavy?5、Sb. looks young/pretty…6、Sb. be friendly/shy/kind…四、读写结合：请阅读下面的短文，按要求完成任务。
外研版七年级英语下册教案 Module 9 Unit 1 教学设计
外研英语七下Module 9 Life history Unit 1 He left school and began work at the age of twelve【教学目标】1.知识目标：掌握重点单词、短语用法：(1). March ，April， May ，June ，July， August ，September ，October ，November ，December，writer, real, newspaper, exact, date, become ；(2). Find out, at the age of, in th e 1860s, Women’s Day, National Day,Children’s Day, Teachers’ Day , New Year’s Day, Spring Festivel, be born in---.掌握句型：(1).H ey, we can find out about him on the Internet(2)He left school and began w ork at the age of 12.(3).Later he got work on a boat.(4).He took the name Mark Twain and became very fa mous.(5).He was born in 1835 in Missouri.2.能力目标：能听懂含有一般过去时态的句子，能运用一般过去时态询问并回答过去发生的事情和经历。
3.情感目标：通过对马克. 吐温及其作品的了解，体验到珍惜现在生活的美好，增加对学习的信心和对生活的热爱。
【教学重点】: 一般过去时态的用法。
【教学难点】: 一般过去时的句型转换。
(重点不规则动词过去式)【教学过程】[课前朗读]:朗读重点词汇，根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。
七年级英语下册 Unit9 What does he look like整体分析教案人教新目标版
Unit 9 What does he look like单元整体分析◆重点词句梳理◆教材内容解读本单元的中心话题是“描述人物外貌”。
Section A 部分有两个方面的内容：一是人物外貌描述及相关词汇；二是用选择疑问句询问人物外貌。
Section B 部分是Section A的拓展，从人物的发饰、脸型、五官、眼镜、胡子、职业等各方面描述人物外貌，巩固人物描述的语言结构。
◆功能话题应用What does he look like?He’s of medium build.Is he tall or short?He’s tall.Do they have straight or curly hair?They have curly hair.◆语法结构点击1. 选择疑问句。
2. 描述他人外貌。
背景知识链接◆采用新教案P177话题相关链接。
Section A新课备课素材◆素材一新课导入设计导入一图片导入： Ss show their pictures and describe the person in the picture ; lead to the new words and sentences with the pictures ; then lead to the new lesson.导入二Guessing Game：Describe a student or a teacher in your class. Other Ss guess who is he/she. Then lead to the new lesson.导入三I’m the model. The teacher choose three Ss as the models: a fat and tall boy, of medium heighta thin and short boy. The models describe themselves. Then the teacher lead to the new words and lesson.导入四 Brainstorming: Write down the words as many as possible about physical appearance. And then lead to the new lesson.◆素材二新课活动案例活动 1 采用新教案P178活动设计1和活动设计2.活动 3 Game: Who is the fastest? (详见PPT)活动 4 Role-play（分角色表演，强化巩固描述外貌特征为话题的情景对话。
人教版英语七年级下册：Unit 9 Section A(1a--2d)教案
Unit 9 What does he look like？Period 1Section A (1a-2d)【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。
【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。
【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? She’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1a先看图片，然后搭配图片和相关的外貌特征的词。
人教版英语七年级下册教案：Unit9 What does he look like？ SectionA(Grammar Focus-3d)
自主梳理探究2：
选择疑问句中的两个选择项目用__________________连接，回答时不能用______或______回答，而是根据实际情况选择符合事实的陈述句。
通过小组合作的形式，把核心句子进行翻译，从而对这些核心句子有一个更为准确的认知和复习。
通过让学生感知语法，初步让他们了解be和have/has在描述人物外貌特征中的区别，再通过图表和图片加深理解，让学生完全掌握此用法。
通过学生和老师自我探究和总结，加深语法知识的理解，让学生有一个非常清晰的语法知识框架，为后续的语法练习做好铺垫。
学生能较为轻松地完成习题。
2
获取
新知识
Step 2
Presentation (3mins)
Step 3
Conclude (3mins)
Task1.Read and understand
T: Boys and girls, now look at Grammar Focus, please read and translate all the sentences , and then ask and answer in pairs like this:
教
学
重
难
点
教学重点：
1）辨识和运用选择疑问句。
2）准确运用be动词和动词have来描述外貌。
教学难点：
1.注意比较动词be动词和have/has动词在对人物进行描述时的用法及汉语意思的差别。
七年级英语下册《Unit 9 How does he look like(第1课时)》教案
2.根据句意，补全已给的首字母的单词
（1）Today Mary looks beautiful. She has red and s______ hair.
（2）I keep doing exercise, so I’m becoming a little bit t______
本部分通过询问what does he look like?来学习描述人的外贸的词汇，并且通过听力的内容进一步学习描述人的外貌的词汇和what引导的特殊疑问句。
TeachHale Waihona Puke ng Aims and Demands
Know ledge Objects
Key words: hair , straight , tall , height ,thin , heavy, build , like, always, captain , team , popular , bit , joke , never , stop
StepⅢ1b
Read the instructures to the class.
Play the tape for the first time. Ss only listen.
Play the tape again, Ss listen and fill in the blanks in the picture.
Devide the Ss in to groups to make their own conversations according to the picture.
Step V练习
1.翻译下列短语.
（1）看起来像____________（2）中等体格____________
人教版英语七年级下册教案第九单元unit9 what does he look like
T: Look, this is my family photo. Let’s meet them one by one. (Show a photo of my family.)
Step 1 New words
1. Present new words.
课型
新授课
教学目标
1.To enable students to describe people’s looks correctly.
2.To improve students listening skill.
重点
How to improve students listening skill.
难点
How to make students describe people’s looks correctly.
What does he look like
课题
Unit 9 What does he look like? 第一课时Section A 1a - 1c
课型
新授课
教学目标
Learn some useful words and expressions about describing persons’ appearance.
重点
Learn how to describe people’s looks.
难点
How to make students describe people’s looks correctly.
教学用具
录音机，多媒体
教学环节
说 明
二次备课
复习
Review the key words
新人教版七年级英语下册Unit9 教案
新人教版七年级英语下册Unit9 教案七年级英语OSN 教研Unit9 What does he look like? I. Warm-up 1. There be 句型 2. Where引导的特殊疑问句II. Presentation 重点句型： 1. What does/do+主语+look like？??看上去怎么样？ 2. sb.+ be+ of+ medium build/height 某人中等身材/个子 3. sb.+ has+?hair 某人留着??发知识点：1. 形容词1）. 形容头发：__________ __________ __________ __________2）. 形容身材：__________ __________ __________ __________ __________ __________ 2. a little 意为“有点儿”，用来修饰形容词。
例如：It’s a little cold tonight.a little 意为“一些；少许”后跟不可数名词。
例如：There’s a little meat in the bowl.碗里有点肉。
3. 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。
例如：Glass is broken easily. There’s no water in your glasses. 玻璃很易碎。
你的杯子里没有水了。
Does she wear glasses?她戴眼镜吗？ 4. describe people’s looks. 教师寄语：Victory won’t come to you unless you go to it. 胜利不会走向你，除非你走向它。
1 七年级英语OSN 教研Unit8重点短语看起来像____________________ 短发___________________ 卷发____________________ 中等个子___________________中等身材___________________一点；少量________________ 大鼻子________________小嘴________________圆脸________________警察画家________________ 一张罪犯的图片或肖像____________________________最后________________擅长________________去看电影____________________黑发________________长脸________________长发________________直发________________有点________________大眼睛________________同样的方式________________ 金黄色的头发____________________今晚你要去看电影吗？__________________________________ _____________ 我可能会有点迟__________________________________ _____________ 他不高不矮__________________________________ _____________ 人们并非总是以同样的方式看待事物，所以他们会将同一个人描述的不一样。
人教版七年级英语下unit9WhatdoeshelooklikeSectionA(1a-2d)教案
Teaching plan for Lesson 1,Unit 9,Section A南坤中学朱凤冠一、教学目标1.知识目标：1.Learn and practice the words:captain,team, popular, blonde, good-lookong, bit, joke,never,stop,brown,stop, person, a little e the words to undersatnad the descriptions of people.2.Learn and practice the sentence patterns:He’s tall and he has brown hair.Learn to use “be+adj.; have/has +n.”tthese structures.2.能力目标：1.Learn to underline the key words&phrases while reading the passage.And choose the best choice from the passages.2.Learn to write a short passage about your friend similar to the descriptions in 3a.3.情感目标：1.Encourage Ss to learn English2.Work in group.二、学生认知水平：（指学生已有的知识水平和心理水平）学生对短文理解能力相当差，不能借助短文给出的信息完成相应的细节类选择题，对阅读理解题型有畏难情绪，学习英语的积极性不高。
三、重难点、易错点分析：1.重点；理解四则描述性文段，并学写描述自己朋友的小短文。
2.难点：写出一则描述身边朋友的小短文。
3.学生易用错“is，has”两个谓语动词。
四、教学过程：1.复习引入T guides Ss to read the four pictures in 3a .Review the sentence patterns:A:What does he/she look like ?B:He/ She is…He/ She has …hair.Lead to the four descriptions below.Lead to the new lesson.(师：口头提问复习已学的询问人们长相的句型记答语。
湖北省黄石市第十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
Unit 9 What does he look like第一课时Section A Section A (1a-2d)一．教学目标（一）知识与技能：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？（二）过程与方法：以学生为主体，以任务、游戏、小组合作为主线，采用多媒体课件，运用“高效课堂”模式进行教学。
（三）情感态度与价值观：让学生学会友好、客观地描述人的形象。
二．教学重点：掌握单词，熟练掌握描述人的形象的句型。
三．教学难点：掌握描述人的形象的句型。
四．教学准备:多媒体课件、录音机五．教学过程（一）.温故互查1. Her hair is very straight. It is not c .2. She is very h , so she runs every day to keep healthy.3. He is very tall. He is 2.20 meters in h .4. Bob is not thin or heavy. He has a m b .5. Tom is t . He can get the apple on the tree.6. Look! Mr. Black has a new look. He is wearing a pair of dark g .7. —I am a l tired. —Let’s stop to have a rest.8. We are g (看电影) tonight.（二）.设问导读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 thi n and short boy），一个中等身材（of medium height）。
人教版英语七年级下册教案：Unit9 What does he look like？ SectionB(2a-2c)
T: Do you know a police artist?
Ss: Sorry||，I don’t know.
T: In this class||，let’s know about an interesting job||，a police artist.
语言能力：
1.学会通过分析文本的指代逻辑关系和关键词的提示||，复述原文||。
2.学会模仿和运用文本中的长难句||。
情感态度价值观：
1.在阅读练习过程中||，学生将会了解Joe Brown有一份有趣的工作——警察艺术家这份工作的特点；
2.让学生能够准确的描述别人的外貌||，让他们明白不要以貌取人||。
Task2. Practice in pairs
Show some pictures of famous actors or singers and ask students to talk about them in pairs.
T: Class! Who is she?
Ss: She is Zhao Wei
Task1: Read the newspaper article fast and silently to find the general idea.
T:When you look for the main idea||，the first sentence in each paragraph can help you.
T: What does she look like ?
Ss: She is tall. She is thin. She has long straight black hair.
Show some pictures of famous actors and ask students to talk about them in pairs.
人教版七年级下册英语第九单元Unit9教案
2). like喜欢like doing / like to do sth.例：我喜欢下午练习英语。
I like ___________ every afternoon.3). would like to do sth. = want to do sth练一练：1). What does your mother _____ _____? = What _____ your mother _____?（长什么模样）2). What _____ you _____ _____ have for dinner?（想要）3). _____ their teacher _____ _____ in the river? (喜欢游泳)2. a little bit = a little = a bit + 形容词；a little = a bit of + 不可数名词练一练：1). I’m ______ tired. A. a bit little B. a little bit C. bit of D. a bit of2). I have ______ homework today. A. a bit B. a lot C. a little D. a few3). I feel a little tired today. = I feel ________ _______ ________ tired today.4). There is a little bread on the plate. = The re is _____ _____ _____ bread on the plate.5). The little girl is a _____ _____ _____. 有点文静3.stop的用法：1). At the bus stop公交车站2). stop doing sth. 停止正在做的事情3). stop to do sth. 停下来去做另一件事情练一练：1). She never stops _________. A. talk B. to talk C. talking D. talks2). If you feel too tired, you can stop_____ to bed. A. go B. going C. to go D. goes3). The bus ____ at the bus ____ and the children got on the bus. 停在车站4.look的用法：1). have a new look面貌焕然一新2). look at = have a look at看一看3). look + 形容词, 看起来…4). look like + 名词，看起来像…5). look for 寻找5.remember / forget to do sth. 记住/ 忘记去做某事.如：_____ _____ _____ close the door before you leave. = _____ _____ close the door before you leave. 离开前别忘关门。
七年级下册英语Unit9单元教案(人教版)
书
设
计
Unit 9.What does he look like?(SectionA1a-2d)
A:What does he look like ?
B:He’s of medium height.
C:What does your friend look like ?
D:She’s of medium build,and she has long hair.
-He is tall.
2.Does Sally have long or short hair?
-She has long hair.
3.Is Peter tall or short?
-He’s short.
学生根据听力内容完成听力任务，全班同学核对答案。
David
Sally
Peter
is
heavy
2.What does she look like?-Shehas long straight hair.
3.What do they look like?-They’re of medium build.
4.Do they have straight or curly hair?-They have curly hair.
D:She’s of medium build,and she has long hair.
E:What do your twin sisters look like?
F:They are both tall with short curly hair.
Role-playtheconversation,and
Listen and fill in the blanks in the picture above.Can you find Amy’s
七年级英语下人教版 Unit 9 教案
How was your weekend？教案Language goalIn this unit, students learn to talk about recent past events.New languageWhat did you do over the weekend? I cleaned my room.What did she do over the weekend? She did her homework.What did he do over the weekend? He went to the movies.What did they do over the weekend?' They played tennis.Section AAdditional materials to bring to class:wall calendarnewspaper and magazine pictures for Follow-up activity 1blank cards and markers for Follow-up activity 2Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.Ask several different students and help these students say complete answers.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture.For example, She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,2a This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hear <t recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.Correct the answers.2b This activity provides listening practice using the target language.Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers.2c This activity provides guided oral and writing practice using the target language.Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.3a This activity provides reading practice using the target language.Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)After that, read the three dialogues with a student.The second part of each dialogue is incomplete.Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.Correct the answers.3b This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.Here is a sample dialogue:A: How was Sarah's weekend?B: It wasn't very good. She cleaned her room and studied for the math test.Ask pairs of students to present their dialogues to the class.4 This activity provides oral practice using die target language.Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the Ty and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense.Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences abouteach other's pictures in past tense. Walk around the class offering assistance where necessary.Ask a student to draw two pictures about his or her last weekend on the bonrd. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9Section BNew languageI played the guitarI studied geography.I went to the library.1 a This activity introduces more key vocabulary.Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one,After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers1 b This activity provides reading practice using the target language.Draw pictures of the happy face and unhappy face on the board. Write the word VMM under the happy face and the words not fun under the unhappy face.Ask students to name some activities they think are fun and some that are not fun. For example, a student might say doing homework or cleaning my room are not fun.Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a,Correct the answers.2a This activity provides listening and writing practice using the target language.Call attention to the names Jim and Sally and the write-on lines under each name.Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.Play the recording the first time. Students only listen.Point out the sample answer, cleaned her room.Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.2b This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles.Ask a pair of students to read the dialogue to the class.Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example.Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.As students practice, move around the room monitoring progress.Ask pairs of students to present their dialogues to the class.2c This activity provides open-ended oral practice using the target language.Point out the example in speech bubbles. Ask two students to read the dialogue to the class.With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.Ask some pairs to present their real-life conversations to the class.3a This activity provides reading practice using the target language.Read the article to the class or have a student do it.Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. the things that arc fun. Underline the things that you don't like, the things that are not fun.Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.3b Tlus activity provides guided writing practice using the target language.Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.Call attention to the sample answer. Ask a student to read the sentence to the class,Ask students to complete the activity individually.Check the answers.3c This activity provides writing practice using the target language.Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs.Ask a student to follow these notes and say what he or she did over the weekend. When the student is finished say. Now write the words you just said.As students work, move around the room monitoring progress and answering any questions students may have.Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,4 This activity provides writing and oral practice using the target language.Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class who their partners are and what their famous partners did over the weekend.。
【更新】人教版七年级下册英语Unit9第九单元优秀教案
【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。
Unit9whatdoeshelooklike教学设计
Step2.The teacher ask and students answer:
-what doesXiecanlook like?
(Ask the questions about the three models; let the students review the words.)
本堂课为第一课时，是一堂听说课。由于是学校的家长开放日，因此还特意在课堂中增添了亲子活动。
总的来说，我认为这堂课上的比较成功，课堂气氛非常活跃，学生对学习的兴趣也很浓，充分利用了实物教学的方法，令学生更直观更立体的理解了每个单词的意思，在口语操练方面，采用了集体回答，小老师带读，男女同学，分组竞赛的方式，方法多样，充分展现了学生自己的口语水平。在课堂上有几个亮点，一个是猜名人的游戏，令气氛达到了高潮，而后来找父母的游戏中，令我意外的是许多平时在班上回答问题不积极的同学反而在这项活动中非常积极，而我也给了他们机会，让他们的父母感受到了孩子的一片心意，也为他们以后的学习增添了信心。最后的化妆舞会，是我上课以来第一次将派对带到课堂上，在做前期的准备时，学生就开始兴奋和期待起来。一些同学戴面具，一些同学带高脚杯，一些同学把父亲的西装，母亲的高跟鞋，甚至扮演动画片中的角色，最后呈现出来，让家长感觉就像在看一个有关化妆舞会的节目。孩子们在派对上充分运用课堂上学习的知识与同伴谈论，最后输出的时候效果都非常好。家长在课后的反应也比较肯定。
heavy/thin/of medium build(isn’t heavy or thin)
Heshort straight brown hair
haslong curly blonde hair
人教版七年级英语下册Unit9WhatdoeshelooklikeSectionA(1a-1c)教案
人教版七年级下Unit 9 What does he look like?教案I 教学目标1. 知识目标（1）描述人物外貌的重点词汇及句型。
（2）用What does he/ she look like? 询问他人的外貌特征。
（3）He/ She is…; He / She has…来描述人物的外貌形象。
2．能力目标能够综合描述评价一个人3. 情感目标（1）了解不同人的外貌特征（2）培养审美情趣，学会欣赏父母和朋友II 教学重难点用英语询问并描述外表III 教具多媒体IV 教学方法任务型教学法V 教学过程Step1 Lead in通过问题激发学生的学习兴趣。
Do you know how to talk about people’s looks?提示学生进行简单的回答并引入新课“ Unit 9 What does he look like?”Step2 Vocabulary通过展示不同的图片，教授新单词long/short/straight/curly hair; tall, short, of medium height; thin, heavy, of medium build. 总结所学单词，简单进行检测。
Step3 Exercise1．Do 1a. Match the words with the people in the picture. You can use some letters more than once.此练习旨在使学生加深新词汇的认识并能够快速、准确地使用，为下一步练习做铺垫。
2．Do 1b. Listen and fill in the blanks.同时注意听力的巩固。
Step4 PresentationLook at the teacher. “What do I look like?”学生思考并和老师齐答“You have long straight hair. You’re tall. You’re of medium build.”提醒学生注意：新单词可分为hair，height，build三大类。
人教版初中七年级英语下册第九单元Unit 9 教案含教学反思
第9单元What does he look like?类别课程标准要求掌握的内容话题Physical appearance外形特征Section A 单词straight adj.直的tall adj.高的height n.身高；高度thin adj.瘦的heavy adj.重的little adj.小的tonight adv.＆n.(在)今晚；（在）今夜may modal v.也许；可能；可以cinema n.电影院glasses (pl.) n.眼镜later adv.以后handsome adj.英俊的actor n.演员actress n.女演员person n.人curly 卷曲的medium 中等的短语look like…看起来像……(be) of medium height中等身高a little一点；少量in front of在……的前面go to the movies去看电影wear glasses戴眼镜句型1.—What does he look like? 他长什么样？—He is tall/short/heavy/thin. 他是高的/矮的/重的/瘦的。
2.She has long straight hair. 她留长直发。
3.Is David tall or short? 大卫是高还是矮？4.I may be a little late. 我可能会晚点到。
newspapers and on television to find him.然后，乔画出罪犯的肖像，警察把它放在报纸上和电视上来寻找此人。
4.In the end, the real criminal is a short and heavy old man, and hehas short black hair!最后，真正的罪犯是一位又矮又胖的老年人，他留着黑色的短发！语法 1.询问及描述外貌 2.多个形容词的排列顺序写作描述人物外貌知识目标询问及描述长相；学习描述性形容词。
新人教版七年级英语下册Unit9 教案
Unit9 What does he look like?I.Warm-up1.There be句型2.Where引导的特殊疑问句II.Presentation重点句型：1.What does/do+主语+look like？……看上去怎么样？2.sb.+ be+ of+ medium build/height 某人中等身材/个子3.sb.+ has+…hair 某人留着……发知识点：1. 形容词1）. 形容头发：__________ __________ __________ __________2）. 形容身材：__________ __________ __________ __________ __________ __________2. a little 意为“有点儿”，用来修饰形容词。
例如：It’s a little cold tonight.a little 意为“一些；少许”后跟不可数名词。
例如：There’s a little meat in the bowl.碗里有点肉。
3. 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。
例如：Glass is broken easily. There’s no water in your glasses.玻璃很易碎。
你的杯子里没有水了。
Does she wear glasses?她戴眼镜吗？4. describe people’s looks.看起来像____________________ 短发___________________ 卷发____________________中等个子___________________中等身材___________________一点；少量________________大鼻子________________小嘴________________圆脸________________警察画家________________一张罪犯的图片或肖像____________________________最后________________擅长________________去看电影____________________黑发________________长脸________________长发________________直发________________有点________________大眼睛________________同样的方式________________ 金黄色的头发____________________今晚你要去看电影吗？_______________________________________________我可能会有点迟_______________________________________________他不高不矮_______________________________________________人们并非总是以同样的方式看待事物，所以他们会将同一个人描述的不一样。
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Unit 9 Do you W ant to go to movie?单元整体说明单元教材分析本单元主要学习使用want来谈论和表达自己的喜好；学习运用表示品质的形容词来表达自己喜好的理由；学习连词and和but的用法；巩固行为动词一般现在时的结构和名词单、复数的构成。
本单元通过“介绍电影，谈论喜好”和“制定计划”这两个话题，设计了三个任务型活动：任务一是：根据自己的喜好，搜集奥斯卡电影资料，进行介绍；任务二是：我不确定，学习“表达计划安排”的有关知识；任务三是：学写小作文，让学生掌握“陈述理由”的方法和正确使用表示品质的形容词。
单元知识系统(树)Do you want to go to a movie? Y es, I do. No, I don’t.Does he /she want to go to a movie? Y es, he /she does. No, he /she doesn’t.What kind of movies do you want? I like action movies and documentaries.单元总体目标通过本单元的学习让学生掌握所学目标语言；学会询问他人的喜好和谈论自己的喜好，并能够表达自己喜好某一类电影的理由；能根据自己的爱好制订出周末或节假日的行动计划。
单元重难点一览每单元学情分析本单元的主题是谈论喜好和制订计划，围绕这两个主题进行一系列的交际活动，使学生正确使用want来谈论和表达自己的喜好并学会制订计划；同时复习了行为动词一般现在时的结构和名词单、复数的构成。
对于行为动词一般现在时的构成，我们已经在第五、六单元学习过，教师一定要根据学生的实际掌握情况进行引导，尤其是“三单”形式的变化；对于名词的复数，教师要进行总结以掌握其变化规律，但重要的是让学生正确运用。
单元教学建议采用Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或制作课件(各种电影的精彩片段)等来展开课堂教学、Pairwork问答式的口语交际活动和小组活动，进行“询问和谈论喜好”和“制订计划”的课堂教学和练习。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义并学会运用；口语教学——采取pairwork问答式的口语交际活动和小组活动互相操练；听力教学——采取图文配对和填写表格的方式；阅读教学：采取比较差别和寻找关键词的练习；写作教学——以模仿、填词为主；语法教学——总结规律、在运用中掌握。
单元课时分配本单元用3课时教学Section A用1课时Section B部分用l课时Self Check用l课时。
Section A教学内容Section A(教材P53～55)教学目标知识与能力Section A的主要内容是运用want制订计划和打算，并谈论喜好和偏爱及其理由；学会运用连词and和but谈论喜好。
过程与方法采用Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或制作课件(各种电影的精彩片段)等来展开课堂教学、Pairwork问答的口语交际活动和小组活动，进行“询问和谈论偏爱”和“制订计划”的课堂教学和练习。
情感态度价值观Section A是通过“介绍电影”来学习“谈论喜好”和“制定计划”这两个话题，学内容是学生非常感兴趣的话题，贴近学生的生活。
通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和友情，并帮助学生找到彼此的共同点，加深沟通。
教学重、难点及教学突破重点通过“介绍电影”，运用动词want谈论喜好和制订计划；学会运用连词and和谈论喜好。
语法难点行为动词一般现在时的构成和应用；名词复数的构成；连词and和but的用法教学突破 Section A重在通过使用动词want来谈论喜好、偏爱和制订计划，而进行交流载体是已经学过的行为动词一般现在时的结构，因此在教学中教师只要善于引导学生很容易接受教学内容。
教学准备教师准备搜集一些有关各种电影介绍的广告或海报；制作能反映各种类型电影特征图片、幻灯片或有关各种电影精彩片段的课件；设计课后巩固练习的幻灯片。
学生准备复习行为动词一般现在时的结构和名词复数的构成；讨论、收集一些著名明星的资料。
教学步骤l (1课时)一、第一教学环节：情景创设。
导入新课二、第二教学环节：师生互动。
学习探究三、第三教学环节：合作交流，巩固提高本课总结本课采用了Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或课件(各种电影的精彩片段)等来展开课堂教学、Pairwoork问答式的口语交际活动和小组活动，运用want，like和连词and，but等进行“询问和谈论偏爱”及“制订计划”的课堂教学和练习。
通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和友情，并帮助学生找到彼此的共同点，加深沟通。
问题探究与拓展活动I think…句中的否定的前移：在使用I think的时候，通常是前面肯定，后面也肯定；前面否定，后面还是肯定，也就是说I think后面的句子只用肯定的形式。
如：I think Beijing Opera is very interesting．我认为京剧非常有趣。
I don’t think it’s great．我认为它不怎么样。
(一般不说：I think it isn’t great．)。
练习设计随堂练习设计KEY：1．find 2．comedy 3．student 4．thriller 5．someone 6．action 7．opera 8．ticket个性练习设计l、听音乐说影视；2、放录音说影视；3、放录像说影视。
一般来说，学生们喜欢某一种类型的影视作品，跟这种作品的内容符合他们的欣赏水平、欣赏口味和欣赏习惯有很大关系，同时作品中的主题音乐、主题歌曲、精彩的对白和演员的知名度也会对学生产生影响。
如果让学生听一段某影视作品的主题歌曲、主题音乐或其中的精彩对白，再让他们猜出该影视作品的类型、影视的名称、其中的主要演员和主要内容，这是学生们非常乐意做的事情，教师再引导他们用学过的句型进行表达，又可以复习、巩固所学的知识，可谓一举两得。
教学探讨与反思学生在使用名词单、复数时出现的错误一般有这几种形式：一是运用名词的场合一律用名词的单数，如：I like banana．，I have pen．等；二是分辨不清可数与不可数名词，出现一刀切现象，如：Do you like salads?，She likes to eat an ice cream．；三是掌握才住名词复数形式的变化，出现一律加“’s”现象，如：I live documentaries．，I don’t li ke comedies．等。
培养学生正确使用名词单、复数的习惯和意识，要让学生从理论上掌握，但更重要的是要在平时的操练和口语活动中有耐心地进行引导与点拨。
Section B教学内容Section B(教材P56～57)教学目标知识与能力Section B的主要内容是学习运用表示品质的描述性形容词谈论自己对电影喜好的原因和评论电影；复习所学的制订计划，并谈论表达喜好和偏爱的目标语言。
过程与方法采用Discussing和Concluding的学习策略，利用教学图片、幻灯片等来展开课堂教学、Pairwork问答式的口语交际活动和小组活动，进行“谈论偏爱”和“评论电影”的课堂教学和练习。
情感态度价值观Section B是通过“介绍电影”来学习或复习有关“谈论喜好并给出理由”的目标语言，学习内容是青年学生非常感兴趣的话题，贴近学生的生活。
通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和友情并帮助学生找到彼此的共同点，加深沟通。
教学重、难点及教学突破重点学习运用表示品质的描述性形容词谈论自己对电影喜好的原因和评论电影；语法难点行为动词一般现在时的构成和运用；名词复数的构成和应用。
教学突破Section B主要是通过学习一些表示品质的描述性形容词并运用它们谈论电影，复习所学的目标语言，也就是将这些形容词用于说明自己某个喜好的理由，从而完善了目标话题的内容。
因此，掌握这些描述性形容词的使用是关键。
教学准备教师准备制作一些反映各种类型电影品质的图片、幻灯片；设计课后巩固练习的幻灯。
学生准备复习行为动词一般现在时的结构和名词复数的构成；讨论、收集一些有关电影的相关资料，包括电影名称、导演及主要演员等。
教学步骤一、第一教学环节：情景创设，导入新课二、第二教学环节：师生互动，学习探究三、第三教学环节：合作交流，巩固提高本课总结本课采用了Discussing和Concluding的学习策略，利用教学图片、幻灯片等来开展课堂教学、Pairwork问答式的口语交际活动和小组活动，运用表示品质的描述性形容词，谈论自己对电影喜好的原因和评论电影；复习所学的制订计划和打算，并谈论喜好和偏爱的目标语言。
通过互相介绍自己的喜好和偏爱，既可以拓展一些课外知识，又可以增进同学之间的了解和友情并帮助学生找到彼此的共同点，加深沟通。
板书设计Unit 9 Do you want to go to a movie?Section B词汇：scary，funny，sad，exciting，think，often，young，people，usually，weekend，stay，home，learn，about，Chinese，history，read，story，same，reason，word，China，different，description，favorite，actor，new，speed，successful，best，famous，sleepless，night，fact，tell，me，really，even，be，artist句型：…is a great actor．His／Her new movie is…It’s a／an…The movie is…语法：行为动词一般现在时的结构。
教学探讨与反思also与too：also和too都是“也”的意思，但用法不同。
also一般用于肯定句和疑问句，且位置靠近动词，一般是在be动词、情态动词之后，行为动词之前；too用于肯定句和疑问句，一般放在句尾。
如：Maria likes documentaries and also likes Beijing. 玛利亚喜欢记录片，她也喜欢京剧。
My father likes it‰．我爸爸也喜欢它。
I’m also student．(=I’m a student，too．)我也是一名学生。