黑龙江省伊春市上甘岭区中学七年级英语下册教学案Unit 9 What does he look like(6课时,,无答案)
七年级英语下册Unit9 what_does_he_look_like教案
Unit9 what does he look like?I.Topics1. Talk about the appearance of people2. Practice describing “what does he look like?”“He is …,”“He has…”Ⅱ. Teaching aims1.Knowledge aimsWords: Long, short, curly, straight, heavy, thinPhrases: (be )of medium height, (be) of medium build Sentence: What does he look like? He is… he has…2.Moral aims: 1).Everyone is special. Everyone is important.2)Don’t judge people by their appearance.Ⅲ. Teaching key and difficult points:Teaching key points: know how to ask and answer one’s look Difficult point：When to use he is … he has…medium height, medium buildIV. Teaching aids:1) Raising question approach2) Picture approach3) Game approachTeaching means: use the multi-media as an assistant means in teaching.V. Teaching steps:Step 1 Lead-in1）Listen to an English song about body organs to wake up students’ears.2）Show the student 1 picture and let them point the familiar words of organsStep 2 Presentation1)Show some pictures and lead to the new words of this lesson2)Learn to make sentences with these words.( give the students an example when necessary).3)List What-questions and answer sentence patterns.Ex:Phrases:medium build, medium heightSentence:a) What does he look like?b) He is medium height and medium short.c) He has short straight hair.d) He has long curly hair.Step 3 Listening1) Present the students the questions before listening to the text.2) Get the students to listen to the tape and then answer the following questions.Step3 Pair-work1)Show some stars’pictures and let students describe them according to hints .2)Let students rope-play their dialogue3)Describe their classmatesStep 4 Consolidation (competition)1) Divide students into three groups to choose questions.2)Four questions for students to answer and every question has its points, the group which gets the highest score will win. Step5 Summary1) Go through the important points and difficult points of this lesson with the students once again.2) Let students know that we should not judge a person only by his looks. We should make friends with kind and warm hearted people no matter he or she is beautiful or not.Step6 Homework1. Describe your parents and then draw a picture of them.2. Write a description for your partner.课后反思：教科研初中组五中片康宁中学英语中心备课组。
2019年七年级英语下册Unit9WhatdoeshelooklikeSectionB教案新版人教新目标版
Unit 9 What does B教学模式介绍探究式课堂教学模式的教学环节：创设情境——启发思考——自主（或小组）探究——协作交流——总结提高探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。
同时侧重小组研究和小组活动，关注学生自主性。
设计思路说明【创设情境】教师让学生看并学，给出不同的图片询问学生what does has black hair,让学生用名人造句完成1b部分的句子。
【学生活动】学生根据图片的提示，正确进行配对。
思考名人特征并填空。
三、自主或小组探究1.活动探究【教师预设】教师引出两个人物：Johnny和Tina，让学生听录音分别找出两人的职业填在1c的表格中，再听一遍录音找出两人的外貌特征填在表中。
【学生活动】学生听录音完成不同的任务。
2.合作探究【学生活动】学生小组合作互相描述自己最喜欢的明星或运动员，教师在学生互相讨论完之后点学生起来复述组员最喜欢的明星或运动员。
下一部分让学生继续两人一组进行你说我猜的游戏，教师让学生选出代表上台竞赛，最终选出猜出最多的小组获胜。
3.自主探究【教师预设】教师给学生展示图片教授一些新单词如：艺术家，犯罪者，罪行等等。
四、协作交流【教师预设】教师让学生回顾之前学的所有的一些描述人的形容词，再完成2a部分的表格，填写同行单词相应的否定词。
接下来将学生分为四人一组来进行下面的活动：首先快速阅读课文，找到文章中所谈到的主人公的名字和职业，接下来让学生看到2b部分的图片并做个猜测哪个会是罪犯。
再让学生阅读课文将描述罪犯的外貌的句子找出来并判断哪个图片中的人物是罪犯。
接下来完成2c部分指示代词指代的内容。
五、总结提高【教师预设】首先让学生对文章进行提问，接下来让学生完成3a部分的选择填空，并和学生核对答案。
部编版英语七年级下册Unit9教学设计第9单元教案
Step three (讨论)
Talkabout 2c中的问题。
Step four(归纳)
Ask the students what they learn from the lesson
Step five :Exercise
1. — Who’s your favorite ______ (sing)?
总课时
4
教学目标
1).能掌握下列词汇：later handsome actor actress person nose
blond mouth round face
2.能掌握以下句型：
①He’s of medium/build.
②What does he look like? He’s really tall.
Step two(讨论)
•自学新单词：eye singer artist crime criminal put each way describe differently
Step three：练习新单词的用法
1.完成1a并且核对答案
Step four :listening
完成1c和1d的听力练习
Step five.Exercises
3.完成3a和3b中的练习
Step three (归纳)
Ask the students what they learn from the lesson
Step four :Exercise
He is __ ___height.
He has __ ___hair.
He is __ __build
He wears a pair of __ _-.
新课标七年级英语下册第九单元全单元教案
Unit9 Wha t does he look like?教材来源：初中七年级《英语》教科书内容来源：七年级《英语（下册）》第9单元主题：Wha t does he look like?课时：共4课时. 授课对象：七年级学生设计者：楚文闻/巩义市直第二初级中学目标确定的依据1.课程标准相关要求课程标准三级目标要求七年级学生能听懂较慢语速、熟悉话题的简单对话；识别主题，获取主要信息；能引出话题并进行交谈，并能在口语活动中使用正确的语音语调。
2.教材分析本单元要求学生能询问人物外貌，并能从不同方面描述人物外貌，能熟练地向别人描述自己喜欢的明星、老师、朋友等的外貌。
Section A集中呈现了一是运用描述人物外貌的词从身高、身材、头发三方面描述人物；二是用Wha t do/does sb look like? 和选择疑问句来询问人物外貌。
难点是在描述人物外貌时be动词和have/has的正确使用。
Section B 是Section A的拓展延伸，话题上，增加了从五官、衣着、个性特征等方面描述人物；在技能方面，进一步深化听说技能，加强读写训练。
难点是写一段话描述你所熟悉的人的外貌。
3.学情分析学生在小学阶段初步学习过一些描述人物外貌的词汇，这些为七年级顺利学习描述人物外貌奠定了知识基础。
本单元内容是第一次学习询问人物的外貌，在运用时，学生可能会在be动词和have/has的正确使用上出现错误；另外学习以what引导的特殊疑问句和选择疑问句来询问人物的外貌及回答，还要学习从脸型、五官个性等方面描述人物外貌。
Unit 9 Wha t does he look like?第一课时Section A 1a-2c【教学目标】1.通过课前预习和课堂练习，能准确说出本节课所学的描述人物外貌的词，并能从身高、身材、头发三个方面描述外貌。
2.通过小组活动，1）能运用What do/does … look like?询问外貌；2)能用选择疑问句询问外貌，并能准确地进行回答。
七年级英语下集体备课教案unit9
【Period1】
一、教学目标：
1．知识目标：
(1). 能掌握以下单词：curly, straight, tall, medium, thin, heavy, build, tonight, little, cinema, glasses, later
(2). 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.能力目标：
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。
2. Read the conversation. thenrole-play thenversation.
四、布置作业
1. 掌握记忆本节课的重点单词及句型,预习P51
五、板书设计
Unit 9 What does he look like?
Section A (1a-2d)
Words & expressions
curly, straight, tall, medium, What does he look like? He’s really tall.
thin, heavy, build, tonight, She has long straight hair.
.六、教学反思
Unit 9 What does he look like?
（一）复习旧知
1. Revise the description words of the people’s look.
七年级英语下册Unit 9教案人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！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 blanklines 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 nameCall attention to the sample answers. As you point to the word is, say a sentence using the sample answer tal l: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. 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 describing Gloria'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.山东省平度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.)。
初中英语七年级下册第九单元电子教案
S1: I have short, straight hair.
(The teacher asks some moer students to practice. Then show a photo to the students.)
2. Practice the new words.
T:Look at 1a. Match the new words with the pictures as quirkily as you can.
(Then check the answer.)
Step 3 listening.
T:I have a good friend. Her name is Amy. Look, this is Amy. Now she comes to the station to meet her friend. But there are so many people. She can’t find her friend. Can you help her?
XXX中学统一备课用纸
科目
英语
年级
七年级
班级
授课时间
课题
Unit 9What does he look like?
Period 1 (Section A: 1a—2b)
课型
听说课
教学目标
语言知识目标：
1.识记描述人物外貌特征的词汇
Short, long, curly, straight, blonde, brown, hair, bald, tall, height, thin, heavy, a medium build, glasses, beard mustache
英语七年级下册unit9教案
英语七年级下册unit9教案英语教案是七年级英语教师对课堂教学进行设计、实施、评价和反思的文本与载体。
下面是店铺为大家整编的英语七年级下册unit9教案，感谢欣赏。
英语七年级下册unit9教案范文Unit 9 What does he look like?Period OneI.教学目标：1.知识目标：1).单词：hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown2).句型： -- What does he/she look like? --He/She is tall and has long hair.--What do you look like? --I’m thin.He/She wears glasses/…2.能力目标：1)学完本课，学会描述人物外貌。
2)能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3.情感态度目标：让学生学会友好地描述别人的形象。
II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。
III.教学难点：掌握描述人物外貌的方法。
IV. 教学设计：Step 1 1.what do you look like? 2.What does Tom/he look like?Step 2: Practice (B1a, A1a)1.Finish P44, B1a.2.Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e) Step4: Listen 1b.(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice.The first time, just listen.The second time，listen and fill in the blanks.And say Amy’s friend’s look.( He's really tall.And he has curly hair.)Step5: Practice (1c and 3b )1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.2. Make a dialogue with a student. And ask the student to point out the person you described. ThenSs practice the dialogue in pairs.3.(3b) 1).2). Act the dialogue.3). Finish the form.Step 6 make sentences (Section B 1b)Step 7 describe(shelfcheck3)Step 8 a guessing game (SectionB2c)Step9 homeworkDescribe your family member and draw a picture of him/her.Period TwoI.教学目标：1.知识目标：1).单词：always, captain, popular，team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise2).句型：如同第一课时。
2024年人教版七年级英语下册教案Unit9 What does he look like第3课时
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。
七年级英语下册Unit9Whatdoeshelo第1课时S-A1教案
Unit 9 What does he look like 教学课题第一课时Section A(1a-2d)教学目标『知识目标』Important words:straight,t all,height,thin,heavy,tonight,little,may,cine ma,glasses,laterImportant phrases:(be) of medium height,curly hair,look like,a littleImportant sentences:1.What does he look like?2.He has brown hair and wears glasses.3.Is he tall or short?4.He’s of med ium height.5.See you later then.『能力目标』学会描述身高、体重、发型等外貌特征。
『情感目标』学会尊重人,不以貌取人。
教学重难点1.描述人的外貌。
2.be,have的一般现在时态。
教学过程◆Step 1 Leading1.Show pictures with some people.(见课件)2.Teacher discusses the pictures with students.A:What does he/she look like?B:He is tall./He h as short hair.3.Ask several students to show their conversations.4.Ask students to read the new words after the teacher.◆Step 2 Work on 1aAsk students to match the words with the peo ple in the picture in 1a.◆Step 3 Listening 1bListen to the tape and fill in the blanks in the picture in 1a.(见课件)◆Step 4 Work on 1cOne of the people in 1a is your friend.Describe your friend.Let your partner find him/her.A:What does your friend look like?B:She’s of medium h eight,and she has long straight hair.◆Step 5 List ening 2aListen and answer the questions in 2a.(见课件)◆Step 6 Listening 2bListen again and fill in the chart in 2b.(见课件)Check the answers.◆Step 7 Work on 2cStudent A looks at the chart in 2b.Student B asks Student A questions about one of the people and then draw a picture of the person.A:What does he look like?B:He’s of medium height.教学过程◆Step 8 Role-play1.Ask students to read the conversation and answer the questions.(见课件)(1)What time are they meeting?(2)What does David look like?2.Ask students to read the conversation again and check the answers.◆Step 9 HomeworkWrite a conversation about what your friend looks like.板书设计Section A(1a-2d)重点短语1.(be) of medium height重点句型1.What does he look like?2.curly hair3.look like4.a little2.He has brown hair and wears glasses.3.Is he tall or short?4.He’s of medium height.5.See you later then.课堂练习Ⅰ.单项选择1.—What does she look like?—She long straight black hair.A.isB.hasC.haveD.are2.Wang Jun his father and his father very young.A.looks like;looks likeB.looks like;looksC.looks;looks likeD.looks;looks3.Miss has curly hair.A.Brown;brownB.Brown;BrownC.brown;brownD.brown;Brown4.My friend tall or short.She’s medium height.A.isn’t;forB.isn’t;ofC.doesn’t;forD.doesn’t;of5.There is a near my home.I often go there to watch movies.A.super marketB.cinemaC.bankD.hotelKeys:1—5 BBABBⅡ.句型转换1.Tom is of medium height.(对画线部分提问)does Tom ?2.She wears a blue sweater today.(改为一般疑问句)she a blue sweater today?3.Does she have short curly hair?(做否定回答),she .4.Sally has long hair.(用short hair改为选择疑问句)Sally long hair short hair?Keys:1.What;look like 2.Does;wear 3.No;doesn’t 4.Does;have;or。
初中英语人教版七年级下册Unit9sectionB教案
T: Do you want to know the right answer? Read paragraph1 in 2b.P49. And find the right answer by yourselves.
利用循序渐进的方法，先以学生熟悉的职业演员、足球运动员为例，描述外貌，询问其职业只要是做什么的，进而引入police artist这个职业。通过小组讨论，猜想其职业是做什么的。最后让学生带着问题和好奇心进入阅读，自己寻找答案。（培养学生对阅读的兴趣和自主学习能力）
T：OK, now, I need some of you tell me what the criminal looks like. (Point someone to answer and I draw the pictures on BB)
T：OK, you see all of you saw the same picture just now. But your descriptions of the criminal are different. So I draw many different pictures. Now , how do you think of Joe’s job, easy or difficult
T：Yes, the last sentence in paragraph. Let’s read it together.
T：And next question about paragraph1. Before I tell you the question, who can have a try?
（3分钟）
七年级下册英语教学设计Unit9
☆教学过程Step I 导入 Leading-inT: All of you are my good friends. But who is my best friend in your class?（你们大家都是我的好朋友，但谁是我最好的朋友？你们猜。
）学生开始激动了，几乎全班的小手都举起来了。
一学生问：S1: Is your best friend a boy or a girl?T: A boyAsk a boy who is short and fat to act as Pan Chang-jiang with a toy gun. Tell students: He is my best friend。
What does he look like? Let students understand the words . He has short hair.He is short .He is heavy/fat.（设计意图：1用学生表演导入目的是为了拉近师学间的距离，与学生交朋友建立平等的学习关系，提高学习英语的英趣，建立一个良好的学习氛围。
2，为描述朋友及家人的外貌活动的作业作好铺垫。
）Step II Presentation:1、课件展示开始了本课的教学内容。
1.Show a pictures and describe about their height / build / hairstyles . Let students understand the words in the class . e g: short /long/ no hair ; tall / short / medium height ; fat ( heavy)/ thin / medium build.2、 Watch a Videw.ask students What does he look like ？Can you draw yours your friend’s picture?. 展示照片，让学生通过观察后能互相提问并描述出其外貌特征On the photo of family ,point out the teacher wants to have a new look and asks students to choose a hairstyle to fit .Teach some new knowledge about hairstyle and write them on the Bb: What does she/ he look like?She / He has short hair / straight hair / curly hair / long hair .3、Let students design new hairstyle, then tell students the teacher ’s choice : “I want to have the same hairstyle as Zhao Wei.” Finally show the photo of Zhao Wei, the practice and point :What does she look like ?She has long straight black hair .（设计意图：通过对老师新形象设计的想象，提高学生的审美力，加强对发型设计的词汇的掌握且板书。
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Unit 9 What does he look like?Section A 1a - 1c (P49)* 教师寄语: Clothes do not make the man. 人不在衣装。
【教学目标】：1. 学习描述人外貌的词汇:curly,straight,tall,medium,height,thin,heavy,build2. 学会描述人的外貌。
--What does he/she look like? -- He/She is…, and he/she has….3.让学生学会友好，客观的描述人的外貌。
【教学重点】：掌握单词，熟练掌握描述人的形象。
【教学难点】：掌握描述人的形象的句型。
【学情分析】：本单元的教学内容很贴近学生的生活，对一些形容词同学们已经掌握的很好了，对本堂课的教学有很大的帮助，本堂课的教学内容相对简单，内容好掌握。
【教学方法】：高效课堂讲授法。
【学习方法】：自主学习，合作探究，质疑展示。
【教学用具】：课件，黑板，录音机等。
【教学过程】：I、预习交流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，勾画出重点和疑惑。
II、翻译官1. 长发___________________2. 短发_____________________3. 直发___________________4. 卷发_____________________5. 高的___________________6. 矮的_____________________7. 重的___________________ 8. 廋的_____________________9. 中等个子_______________ 10. 中等身材_________________【课堂导学】：I、新课呈现Step1 Free talkTry to speak out the words of people‟s looks you know.Step2 Presentation1. Learn the new words about people‟s looks in 1a.2. Finish 1a. Then check the answers.3. Look at the picture in 1a and learn the drills:--What does he look like? Is he short or tall?--Well, he‟s really…. And he has….Step3 ListeningListen and finish 1b. Check the answers.Step4 Pair workPractice the conversations in 1a .Then make your own conversations.II、合作交流Group work: 总结归纳本课学的描述人外貌的词汇。
Looks: ______________________________________________________________________________________________________________【自主检测】：Ⅰ、完美呈现1. Sun Dong is very __________ (廋的).2. He‟s of _________ (中等的) build.3. He is short and has __________ (卷的) hair.4. Mary‟s hair is long and __________ (直的).5. –What is the __________ (高度) of the tree?-- About three meters.II、对比空间1. My brother is __________, but I‟m short.2. Do you like straight or ___________ hair?3. I don‟t like white. My favorite color is ___________.4. Mary is very heavy, but her sister is very __________.Ⅲ、译展身手1. 你爸爸长什么样？_________________________________________________________?2. 你爸爸是什么样的人？_________________________________________________________?【快乐链接】描述人外貌的词汇(1)short 矮tall 高thin 瘦overweight胖slim 苗条plump 丰满tubby 矮胖muscular 强壮skinny太瘦了medium height 不胖不瘦plain 长的一般good-looking长的好看【学习体会】成功&收获: 失败&不足:【教学反思】：Unit 9 What does he look like?Section A 2a -2d (P50)*教师寄语: Clothes do not make the man. 人不在衣装。
【教学目标】：1. 学会描述某人的外貌。
【教学重点】：能够准确的将人物外貌表达清楚。
【教学难点】：对人物外貌进行对话练习。
【学情分析】：上节课的学习是学生对本单元的举行有所了解，大部分的学生掌握的都很好，逐步的进行对话练习。
【教学方法】：高效课堂讲授法。
【学习方法】：自主学习，合作探究，质疑展示。
【教学用具】：录音机，黑板等。
【教学过程】：I、预习交流1. 根据课本图片和对话等，预测新课内容；2. 根据音标拼读新单词并牢记；3. 自学课文，勾画出重点和疑惑。
II、翻译官1. 今天_____________________2. 今晚_____________________3. 电影院___________________4. 戏剧院__________________5. 一点; 少量_______________6. 少；几乎没有_____________7. 一杯牛奶__________________ 8. 一副眼镜__________________9. 戴眼镜___________________ 10. 去看电影_________________【课堂导学】：I、新课呈现Step1 RevisionReview the vocabularies of people‟s looks in 1a.Step2 Listening1. Go through the questions in 2a.2. Listen to the tape. Finish 2a & 2b.3. Check the answers.Step3 Pair workWork in pairs. Finish 2c.Step4 Role-play1. Role-play the conversation in 2d.II、合作交流xKb1.C o mGroup work: 分析总结如何描述某人的外貌，并模仿2d编写对话。
Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________【自主检测】：I、精挑细选( ) 1. She is of ______ medium height and she has ______ long hair.A. a; aB. a; /C. /; /( ) 2. -- ______ is your favorite teacher like?--She is very friendly.A. HowB. WhatC. Who( ) 3. He is short, but he looks _______ thin.A. a littleB. a little ofC. a lot ofII、你来我往A: Hello, Tom. 1. _____________________________________?B: Yes. We …re meeting at six, right?A: Yeah. 2. __________________________. My friend Bob is going, too. Just meet him in front of the cinema first.B: Oh, but I don‟t know him. 3. __________________________?A: Well, he has brown hair and wears glasses.B: OK. 4. ______________________________?A: He isn‟t tall or short. He‟s of medium height.B: OK, sure. 5. __________________________.【快乐链接】描述人外貌的词汇(2)nose:high-bridged高鼻梁big大的high高的pointed尖鼻子straight挺直的eyes:sexy 性感的watery水汪汪的deep-sunken深陷的bright明亮的face: rosy 红润的beautiful美丽的handsome英俊的well-featured五官端正的【学习体会】成功&收获: 失败&不足:【教学反思】：Unit 9 What does he look like?Section A Grammar Focus-3d (P51)* 教师寄语：Clothes do not make the man. 人不在衣装。
【教学目标】：1、总结归纳Section A部分知识重点；2、学会运用Section A部分所学知识。
3、学习让学生学会友好、客观的描述人的形象。
【教学重点】：学习本课单词句型。
【教学难点】：让学生详细的，准确的，掌握本单元语法知识。
【学情分析】：通过前两节课的学习学生对本单元的语法有所了解，但还有模凌两可的知识点，本堂课讲详细的总结本课重点知识点。