2013最新新目标七年级英语下册 Unit9 What does he look like单元知识点总结

合集下载

人教新目标七年级英语下册教案 Unit 9 What does he look like

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

2．能积极思维，运用所学单词、短语及句型，结合实际生活进行灵活运用。

Emotion：让学生学会友好地描述别人的形象。

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

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

2．熟练掌握描述人物外貌的方法并成功地根据人物特征推理出某一人物。

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

2．根据音标拼读新单词并牢记。

3．自学课文，勾画出重点和疑难点。

(二)预习检测Ⅰ.汉译英。

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.)。

新目标英语七年级下Unit 9 What does he look like教案

Unit 9 What does he look like?Section A(1a-2c)Teaching and Learning Goals1 In this lesson, the students will master the key words: curly, tall, thin, heavy, of medium height, of medium build, handsome.2 T he students can describe people’s looks using the target language: What does he/she look like? He/She’s ----. He/She has ---. What do they look like? They’re ---. They have ---. Is he/she --- or ---? Do they have --- or ---?3 Give the students listening practice to help them recognize and use the target language in natural speech.4 Every student mustn’t judge people by their looks and should be friendly to others.Step 1 PreviewT What do I look like?Ss You are tall and thin. You have short black hair.(Describe the teacher)T What do you look like?(Describe the students by themselves)I am…I have…Step2 Warming up and leading in1 Review and learn the new words about describing hair.1 Look at the pictures.2 Design an activity to describe a person′s haircuts.He has …hair.His hair is …3Learn to describe a person‵s build and height.”Step3 Listening 1 Show 1a2、listening 1b①Listen and fill in the blanks.Girl: Is that your ______?Amy: No, it _________.Girl: What does he look like? Is he short or ______?Amy: Well, he’s really tall. And he has ______ hair.②Can you find Amy’s friend in the picture in 1a?③Check the answers.3. Listen to the tape and repeat.4. One of the people is your friend. Describe your friend. Your partner will find him/her. For example:A: What does your friend _________?B: She’s _________, and she has _____________.3、Listening 2a-2bThe general idea of the conversations is to. describe people’s looksT: Class, we all know the conversations are about people’s looks. What does everyone look like? Now, listen for the specific ideas.(1) Listen and answer the questions.①Is David tall or short?___________________________②Does Sally have long or short hair?________________________________③Is Peter tall or short?________________________(2) Listen and fill in the chart.has heavyisPeterSallyDavidtallof mediumheight, thinshort, ofmediumbuildcurly hair long straighthairshort hair(3) Complete the conversations according to the tape. Conversation 1A: Is that your _____ David?B: No, it isn’t.A: What does David look _____? Is he tall or short?B: He’s tall. He’s _____. And he has curly hair.Conversation 2A: Is that Sally?No, it isn’t.A: Does Sally have long or short hair?B: She has long straight hair. She’s of _________. And she’s ______. Conversation 3A: Is your friend Peter short or tall?B: He’s short. He’s of _____ ______. And he has short hair.Step 4 Post-listening activitiesCan you describe one of your teachers?Let the students describe their teachers.Step 5 Listening PracticeWatch a short movie and get the main information to describe a thief. Then let the students write down their answers as many as possible.❝What does the man look like?❝Height( )❝Build|Weight体重（）❝Hair（）Wearing（Step6 SumaryStep 6 TestTest in class1. 短语翻译。

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.)。

2013年春人教新目标版七年级英语下册_Unit9_What_does_he_look_like？_Section_B_课件ppt

Beckham is a famous
football player. He is
tall. He is of medium build. He has short, blonde hair. He is wearing a T-shirt.
1e Describe what your favorite singer or athletic looks like. My favorite singer is Jay Chou. He is of medium height and build. He has short black hair. He has small eyes. He’s really
(4) Describe 动词 “描述，描写” 后接宾语要加to
description 名词 Eg: Can you describe your father to us? That is a description of you. 6…says one woman. Another woman says… another 泛指同类事物中三者或三者以上的另一个， one…another 表示不定数目中的一个与另一个 one… the other 表示两者中的一个与另一个。 One another 互相相当于 each other. Eg: I don’t like this one. Please show me another. We should help one another= each other.
sunglasses
bald
1e. Describe what your favorite singer or athlete looks like.
He is tall.

人教新目标版英语七下Unit 9《What does he look like》(Section B

人教新目标版英语七下Unit 9《What does he look like》（Section B 1a—1d）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型。

通过本单元的学习，学生能够熟练运用所学句型询问和描述他人外貌，提高他们的语言运用能力。

本节课主要围绕Section B 1a—1d展开教学，这部分内容包含了两个任务：1a描述一张人物图片，1b描述一位熟悉的同学。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但部分学生在实际运用英语进行交流时，仍存在一定的困难。

针对这一情况，教师在教学过程中应注重激发学生的学习兴趣，提高他们的课堂参与度，从而更好地提升他们的语言运用能力。

三. 教学目标1.知识目标：学生能够掌握描述人物外貌的句型，如“What doeshe/she look like?”, “He/She has…”, “He/She is…”。

2.能力目标：学生能够在实际情景中运用所学句型询问和描述他人外貌。

3.情感目标：通过本节课的学习，学生能够提高自信心，勇于用英语进行交流。

四. 教学重难点1.重点：描述人物外貌的句型。

2.难点：如何运用所学句型在实际情景中进行流畅的交流。

五. 教学方法采用任务型教学法，通过图片、情景、小组活动等多样化的教学手段，激发学生的学习兴趣，提高他们的课堂参与度。

在教学过程中，教师应注重引导学生主动探究、积极交流，培养他们的合作精神。

六. 教学准备1.准备相关的人物图片，用于导入和操练环节。

2.准备一份学生名单，用于巩固环节。

3.准备一些关于人物外貌的词汇卡片，用于拓展环节。

七. 教学过程1.导入（5分钟）利用一张人物图片，引导学生用英语描述图片中的人物外貌。

例如：“What does he look like?”, “He has…”, “He is…”。