七年级英语下册Unit9WhatdoeshelooklikeSectionA备课资料新人教目标版
新目标(人教)七年级下册英语教学课件 Unit 9 Section A(2a-2d)
little 表示否定含义， 修饰不可 I have little free time. 我几乎没有空 “几乎没有” 数名词 闲时间。
a little 表示肯定含义， “一点；少量”
I know a little French. 我懂一点儿 法语。
2. He has brown hair and wears glasses. 他有着棕色的头发而且戴着眼镜。 wear 动词, 可表示“戴着眼镜”, “蓄着……样的头发”, “穿着……样的衣服”等。 wear的宾语是“衣服、鞋子、眼镜、首饰”等。 wear 表示经常性的状态。 put on表示穿的动作。
David
Sally
Peter
is heavy of medium height, short tall thin
has curly hair long straight hair short hair
is后多接形容词，用于描述身高、体格等；has后一般接名词短语， 用于描述头发等。
Listen and read. Conversation 1 A: Is that your brother David? B: No, it isn’t. A: What does David look like? Is he tall or short? B: He’s tall. He’s heavy. And he has curly hair.
You ask and I answer
Pre-listening
Look at the picture and I circled one person. Then you can guess which one I circled using these sentences:
人教pep版七年级英语下册 Unit9Whatdoeshelooklike第1课时SectionA1a_1c教案
课题
Unit 9 What does he look like?第一课时Section A1a-1c
课型
新授课
教学目标
Learn some useful words and expr essions about describing persons’appearance.
T: Can you say something about them? S1:…
(Then the teacher asks another three students to answer the questions like this.)
T: I think you all have a happy family. Me, too. I also have a happy family. Do you want to know them? Ss: Yes.
T:I have long,? ( The teacher points at a student.)
S1: I have short, straight hair.
(The teacher asks some more students to practice. Then show a photo to the students.)
T: Do you kn ow what they look like? Ss: No.
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 the drills
最新人教新目标版中学七年级英语下册 Unit 9 What does he look like教案 (新版)
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.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.)。
英语人教版七年级下册unit9教学设计
talk about their looks. （听力活动之后,创设语言交流活动，为学生对话提供平台，进 行知识的传输和操练。让几名学生在讲台前走模特步，其他的学 生在观看模特走秀，边观看边讨论，为他们创设更真实的语言环 境，让他们有身临其境的感觉，持续激发学生学习“描述人物外 貌特征” 的强烈愿望，通过参与交流，学生完成目标语言交际 表达任务。 ） Step 6.Pair work
教学基本信息
新目标七年级下 Unit 9 What does he look like?
课题 作者 及工作单 位
Hale Waihona Puke Section A(1a-1c)
四中集团校
韩艳萍
指导思想与理论依据
本节课的设计理念： 1.学生是学习活动的主体，教师是活动的组织者和引导者。在英 语教学中，把英语课程生活化，把一个个教学目标活动化，在活 动中激发兴趣，掌握学习方法，积极营造以学生为主体，教师为 主导的有效师生互动的高效课堂。在活动过程中，通过感知、体 验、实践、参与等方式，完成任务目标，让学生感受成功。 2.让学生在自主学习、合作学习的过程中，实现对知识的融合， 信息的交流，为学生搭建展示自我的平台。
What does he/she look like? He/She is ... He/She has...
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1. Report her /him to the class: My name is… . I am… . I have… . （通过让学生做自我介绍，然后形成书面报告的形式报告给班级 其他同学，既锻炼了说的能力，又锻炼了写的能力。还让学生明 白了在与人相处时要学会尊重他人，欣赏他人，不要以貌取人。 ） Step7:Summary This lesson we have learnt some new words about people’ s looks. And we also learned how to describe people’s looks. （让学生总结概括询问人物外貌特征的句式，描述人物外貌特征 的句式。告诉学生首先独立完成，然后再合作交流，提高学生自
人教新目标版七年级英语下册Unit 9 What does he look like Section A 1a-2c课件
.
练一练
1.My best friend _h__a_s__ curly hair. 2.Look!The man __is___ so heavy! 3.Her sister __i_s__ of medium height. 4.Liu Xiang __h_a_s__ short straight hair. 5.__I_s__ David of medium build?
A:What does… look like? B: He / She is…, and he/she has…
2a. Listen and answer the questions.
1. Is David tall or short? _H__e_i_s _ta_l_l_. _________
2. Does Sally have long or short hair? _S_h_e_h_a_s__lo_n_g__h_a_ir_.__
6. short _f__
7. medium height _g__ 8. thin _c_h__ 9. heavy _a__
He is heavy. He has short hair.
She is thin and tall. She has long hair.
He is of medium height. He has big eyes.
1a.Match the words with the people in the picture. You can use some letters more than once.
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。
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Unit 9 Section A
1. —What does your friend look like? 你朋友长相如何? —She is of medium build, and she has long hair. 她中等身材,留着长发。 (1)“What+do/does+主语+look like?”是用来询问某人的身材或长相,即外貌。回答时可用“主语+be+形容词”或“主语+have/has+形容词+名词”。如: —What does the girl look like? 那女孩长得怎么样? —She’s tall and thin. /She has long black hair. 她又高又瘦。/她留着长长的黑发。 注意:What+be+主语+like?也可以用来询问外貌,但更侧重问人的品格。 如:—What is your mother like? 你母亲如何? —She’s very kind. 她很友善。 (2)look like意为“看起来像……”,like是介词,表示“像;像……一样”。如: The boy looks like his father. 这个男孩长得像他的爸爸。 【辨析】look like与be like ①look like“看上去像”,指外观上像。如: She looks like her grandmother. 她长得像她的奶奶。(外貌上) ②be like“像……一样”,指品德、相貌等,更侧重人的个性特征。如: The twins are like their father. 这对双胞胎像他们的爸爸。(性格上) (3)“be+of+名词”结构,表示人或事物的特点、性质。如: He is of medium height. 他中等身高。本句也可以说:He has a medium height. (4) medium height意为“中等个子”。medium是形容词,意为“中等的”常用于指身高或尺寸;height是名词,意为“高度”,其形容词是high。如: My father is not tall. He is of medium height. 我爸爸个子不高。他中等个子。 What’s the height of the building? 这座建筑物多高? 2. Is David tall or short? 戴维德个子高还是矮啊? 【辨析】tall与high (1)tall常指人、树、建筑物等的“高”,但不指山的“高”,其反义词为short。如: a tall man 一个高个子男人 a tall tree 一棵高大的树 (2)high多指物体或位置的高,但不指人的高;还可以指抽象意义上的高,如:物价、温度、评价等,其反义词为low。如: a high mountain 一座高山 high prices 高价 3. Are you going to the movie tonight? 今天晚上你打算去看电影吗? (1)“be going to+动词原形”常表示即将、将要、打算做某事。其中的be要根据句子的主语来确定。如: He is going to visit his uncle next Sunday. 下个星期天他打算去看望他的叔叔。 I am going to find a job in the city. 我打算在这座城市找一份工作。 (2)tonight用作副词,意为“今晚;今夜”。如: Would you like to have dinner with me tonight? 今晚想和我一起吃午饭吗? You’ll have fun at the party tonight. 你在今晚的聚会上会玩得很开心。 4. But I may be a little late. 但我可能会晚点儿。 (1)may在此处表示可能性,意为“也许”。如: Please ask Lily, she may know. 请问莉莉吧,她或许知道。 【辨析】 may be与maybe ①may be是由“情态动词+be动词”构成,意为“可能是”。如: You may be right. 你也许是对的。 ②maybe用作副词,意为“或许;大概”,常用于句首。如: Maybe you are right. 也许你是对的。 (2)该句中的a little表示程度,意为“稍微;有点儿”后接形容词或副词。相当于a bit, a little bit, kind of等。其后都可接形容词表程度。如接名词时要注意“a little”直接接名词,a bit须带of后再接名词。如: He is a little heavy.=He is a bit heavy.=He is a little bit heavy. 他有点胖。 He has a little cold.=He has a bit of a cold. 他有点轻微感冒。 【拓展】a little还可表示数量,后跟不可数名词,意为“一点儿;少量”。如: There is a little water in the bottle. 瓶子里有点儿水。 【辨析】a little与little a little 表肯定含义,意为“少量;一点”。 little 表否定含义,意为“几乎没有”。 都用来修饰不可数名词。如: The girl can speak a little English. 这个女孩会说一点儿英语。 I know little English. 我几乎不懂英语。 5. ..., he has brown hair and wears glasses. ……,他留着棕色的头发,戴着眼镜。 glasses意为“眼镜”,通常用作复数形式。“一副眼镜”用英语表示为:a pair of glasses; two pairs of glasses两副眼镜。如: Jack likes wearing glasses. 杰克喜欢戴眼镜。 【链接】glass作“玻璃”讲时是不可数名词,作“玻璃杯”讲时是可数名词。如: These glasses are made of glass. 这些杯子是由玻璃做的。 6. See you later then. 那等会儿见。 later用作副词,表示时间上的“以后;后来”。如: The weather will be fine later. 天气很快就会好转。 I’ll tell you about it later. 稍后我再告诉你此事。 【辨析】later与after 两词都表示“在……之后”,但位置不同: (1)“时间段+later”如: He went to London a week later. 一周后他去了伦敦。 (2)“after+时间段” 如: He walked back to the hotel after three days. 三天后他走回了宾馆。 7. They’re of medium build. 他们中等身材。 build用作名词,意为“体型;体格”。如: An elephant has a heavy build. 大象身体庞大。 【链接】(1)build还可用作动词,意为“建筑;建立”如: They’re building a new house. 他们正在修建一座新房子。 (2)building作为名词,意思是“建筑物,楼房。”如: What’s in this building? 这个建筑里面有些什么? (3)builder意思是“建设者,建筑者;创建者”。如: This job needs a repairman or a builder or somebody. 这项工作需要一个修理工人或建筑工人或是找个什么人。 8. The person is of medium height. 这个人中等个子。 (1)person意为“人”,是可数名词,其复数形式为persons。如: I think she’s the person for the job. 我认为她是适合这项工作的人。 辨析：person与people ① person无性别之分,可指男人,也可指女人。它用于数目不大但比较精确的场合。如:There are only three persons in the room. 这个房间里只有3个人。 ② people泛指“人们”,作主语时,谓语动词用复数形式。如: Some people are playing in the park. 一些人在公园里玩。 (2)medium 是形容词,“中等的”,如: They have a medium-sized house in the heart of the city. 他们在市中心有幢中等大小的房子。 (3)height的形容词是high。
例1 单词拼写 Bob is six feet in _________(身高). 【答案】 height。 例2 她长得怎么样?(look like) 【解析】 用来询问某人外貌的句型用“What+do/does+主语+look like?”。 【答案】 What does she look like? 例3 Tom is _________than any other players in the school team. A. tall B. taller C. tallest D. more tall 【解析】 考查形容词比较级的用法。根据句中than提示,用单音节形容词tall的比较级taller。 【答案】 B。 例4 —Why are you in such a hurry, John? —There _________ a basketball match between Class Three and our class in ten minutes. A. is going to be B. is going to have C. will have D. will hold 【解析】 考查动词时态。根据时间状语in ten minutes可知是表示将来的一段时间之后的动作,故用一般将来时态。