七年级英语下册Unit9Whatdoeshelooklike教案新版
Unit 9 What does he look like?教材解读本单元通过听力训练、口语活动、阅读训练、写作练习等一些列活动让学生逐步熟悉并掌握描述人的外貌的基本词汇和询问人物外貌的句型。
同时穿插了一些难点：选择疑问句的输入和训练以及在描述人物时两个不同句型：sb.is…和sb.has…。
总之通过本单元的学习，学生的各项能力都得以了提高。
单元目标一、知识与技能1. 掌握句型what does he/ she look like?He’s really tall./ She has long straight hair. I am short/ tall / of medium height.2. 能正确使用选择疑问句询问人的外貌并进行简单回答。
3. 掌握本单元的重点词汇。
4. 进一步提高阅读文章获取信息的能力。
二、过程与方法采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，阅读活动和写作训练。
三、情感态度与价值观通过课堂活动锻炼学生的听说读写的能力。
教法导航采用直观教学法，遵循以学生为主体的原则。
学法导航采用Using contest guessing和Role playing的学习策略。
课时支配第1课时：Section A1a-2c第2课时：Section A 2d-3d第3课时：Section B 1a-2a第4课时：Section B 2b-Self Check课时教案第1课时Section A 1a-2c教学目标一、知识与技能1. Train the listening skill.2. 应用交际句型：What does he look li ke? He is of medium height, and she had long sraight hair.3. 熟悉选择疑问句。
4. 掌握本课时重点单词。
二、过程与方法采用目标和直观教学法，调动学生的积极性，引导他们积极参与课堂。
三、情感态度与价值观通过课堂活动提高英语表达能力。
教学重点1. Train t he listening skill2. 应用交际句型：What does he look like? He is of medium height, and she had long sraight hair.3. 熟悉选择疑问句。
4. 掌握本课时重点单词。
教学难点应用交际句型：What does he look like? He is of medium height, and she had long sraight hair.教法导航课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。
学法导航加强小组合作学习，积极回答问题。
教师准备PPT。
学生准备预习本单元新词汇和句型。
教学过程Step 1 GreetingsT：Greet the students as usual.Step 2 New words and 1a1. Let the students watch the picture carefull y and show the following questions:How many people are there in the picture?Where are they?What are the two girls doing?Can you describe the people in the picture?2. After the students answer the questions and let them learn some new words.Tall, short, of medium height, straight hair, curly hair, of medium build.3. T reads the new words and let the students read after the teacher.4. Let the students finish the task in 1a.Step 3 1b listening1. Play the tape for the first time and finish the task in 1b.2. check the answers.3. Let the students find Amy’s friend and give their reasons.4. Play the tape for the second time and ask them to read after the tape.Step 4 Pair workSuppose that one of the people in 1a is your ing the following sentences to make a dialogue.A:what does your friend look like?B:She’s of medium height, and she has long straight hair.Presentation:Ask two pairs to go to the blackboard to present their dialogue.Step 5 2a-2c1.Let the students go through the three sentences.2 Play the tape for the first time and try to answer th e following questions.3.If necessary, play the tape for the second time.4.Then listen again and try to fill in the chart.5. check the answers.6.Let the students read after the tape.7.Make a conversation according to the model in 2c.T goes around the classroom to check what they are doing.(随机抽取两个小组进行对话表演)课堂作业由于本节课采用了以学生为主体，充分调动了学生的积极性。
本节课的目标在愉悦的课堂气氛中得到了落实和巩固。
但个别同学不能流利地进行交际。
第2课时Section A 2d-3d教学目标一、知识与技能1.Master the sentence “What does he look like? “Does he have curl y or streight hair”.2.Master the difference of “is” and “ has”.3. Develop the ability of making a conversation.4.掌握描述外貌的一些词汇。
二、过程与方法以课本素材为载体培养学生综合运用英语的能力。
三、情感态度与价值观培养合作精神。
教学重点1.Master t he sentence “What does he look like? “Does he have curly or streight hair”.2.Master the difference of “is” and “ has”.3. Develop the ability of making a conversation.4.掌握描述外貌的一些词汇。
教学难点Develop the ability of making a conversation教法导航鼓励学生多说，培养他们的合作意识。
学法导航多听积极参与。
教师准备精心制作的课件,照片。
学生准备练习上节课对话，照片。
教学过程Step 1 GreetingsGreet the students as usual.Step 2 Free talkOrganize Ss by showing a picture of mine taken ten years ago．Let the students guess who was it in the picture．Ask the students to describe my photo．The students talk about some changesNow boys and gins，please take out your pictures.（教师从中找几张让其他同学来描述其外观形象）Step 3 Role-play conversationPlease go through the dialogue firstThen practice it in pairsStep 4 Grammar focusShow the form on the screen and ask all the students to read aloud.Remind th estuents pay attention to the following:What does he look like?What do they look like?提醒学生注意 be tall / short/ thin/ heavy of medium heighthas/ have short hair/ sraight hair/ long hair/ curly hairLet th est udents read the form again in order to master them.Go through the wor ds in the chart with the students and read aloud.Let the students fill in the table.Check the answers.Using the same way to finish the exercise in 3b.Step 5 3cFirst let the students have a free talk about their favorite actor or teacher. Then let them write the descriptions down.T goes around the classroom to give their some instructions.Let the estudents change their work and correct the mistakes.Ask two students to report their answers.Step 6 3d:GameDecribe someone in the class.Let others find the owner.Firs the teacher and one student set an example.Step 7 summaryGive the students a few minutes to sum up what they have learned.课堂作业：be & have1. My father ______ of medium build and ______ a beard (胡子).2. David ______ short. But his sister ______ tall.3. I ______ of medium height and ______ short straight black hair.4. Tom’s hair _______ short. But his eyes ______ big.5. My new friend ______ thin and tall.6. Linda ______ curly hair.参考答案：1. is，has 2. is，is 3. am，have 4. is，are 5. is 6.has 教学反思应通过多种练习循序渐进地来训练学生的能力，不能孤立地将知识灌输给他们。
七年级英语下册Unit9WhatdoeshelooklikePeriod3教案新版人教新目标版
Unit 9 What does he look like?Period3 SectionB1a-1e【教学目标】知识与技术（1）熟练把握以下辞汇：名词n. face, mouth, eye, nose, singer 形容词adj. blonde, round （2）熟练把握以下短语：（3）把握以下句型：Here comes the movie actors.继续学习本单元描述人的句型进程与方式把描述人的短语和人物搭配，听力练习，描述你喜爱的明星。
情感、态度与价值观帮忙学生正确表述人物的相貌。
【教学重难点】重点：1. 学会观看并准确描述描述他人体貌特点。
2. 明白得听力材料。
难点：1. 准确抓住他人特点进行描述。
2. 躯体部位名词拼写与复数形式的转变。
【导学进程】一．新课预习译一译1.小鼻子 ___________ 2 大嘴巴 ___________ 3. 圆脸____________ 4.长脸______________ 5.金发 ______________ 6 小眼睛___________ My father has a long face and a big 。
Sally has blonde hair and a small 。
Does your Chinese teacher has big eyes?________________________。
二. 情景导入the Where is …? game to review the parts of the body. Ss stand up and touch their organs.T: Everybody follow me, where is your head？Ss: Here it is.T: Everybody follow me, where is your hair？Ss: Here it is.T: Everybody follow me, where is your face？Ss: Here it is.T: Everybody follow me, where are your eyes？Ss: Here it is.T: Everybody follow me, where is your mouth？Ss: Here it is.T: Everybody follow me, where is your nose？Ss: Here it is.温习了躯体部位的单词。
七年级英语下册 Unit 9 What does he look like教案 (新版)人教新目标版 (9)
Unit 9 What does he look likeLanguage goalIn this unit students learn to describe people.New languageWhat do you look like? I'm short. And I have curly hair.What do they look like? They're medium height.And they have short hair.What does he look like? He's heavy and he wears glasses.What does she look like? She's thin and she has long hair.Section AAsk students to name some ways of describing people. You can start students off with examples such as tall and short. Point outvarious students in the class and ask students to say if they are tall or short.Continue with examples of students who havelong hair and short hair.Write the words on the board and ask students to repeat thesewords. Then point at different students' hair and ask the class, Long hair or short hair?Culture noteIn some cultures, it is impolite to point at other people or to touch other people, particularly on the head.la This activity introduces the key vocabulary.Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.On the board, make a simple drawing to illustrate each of the w to it and ask students what it shows. If they don't know, say the word and ask students to repeat it. For example,draw a stickfigure with very long legs and a long body,When you point to the figure, students say tall.Call attention to the picture.Point to the letters next to the people in the picture.Say, Use the letters to match the people in the picture withone of the numbered words.Write each letter next to a numbered word. You can use someletters more than once. Point out the sample answer.Check the answers.1 b This activity provides guided listening and writing practice using the target language.blank line.Say, You will hear a conversation between Amy and her friend. Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.Play the recording the first time. Students only listen.Play the recording a second time. This time, students fill in the blanks in the speech bubbles.Say, Who are they talking about?Correct the answers.2a This activity provides guided listening practice using the target language.Point to the list of nine phrases and ask a student to readthem to the class.Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describe theirfriends. Some of these words go with "has" and some go with "is".Point to the circle around the word "circle". Say, Circle thecorrect word, either is or has, when you hear it in theconversation.Play the recording the first time. Students only listen.Point out that there are three different conversations about three different people.Correct the answers.2b This activity provides listening and writing practice using the target language.Point at the chart with space for two words used with is and two words used with has after each nameCall attention to the sample answers. As you point to the word is,say a sentence using the sample answer tall:He's tall. Point to the word has and say a sentence using the sample answer curly hair: Hehas curly hair.Play the recording. Ask students to listen to the descriptions andwrite the words in the correct column after cad person's name.3 This activity provides guided writing practice using the targetlanguage. JCall attention to the dialogue in the box and the picNancy'sappearance.Have students do the activity individually. As they work, movearound the classroom offering help as necessary.3a This activity provides reading practice using the target language.Draw attention to the pictures and the descriptions.Explain thatstudents have to match the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students d o the activityindividually.3b This activity provides oral practice using the target language Call attention to the picture and the names in thebox. Say, Student A has to write the names in the box next to the people in the picture.Then Student B has to ask questions to find the people. Remindstudents that they should not look at each others' textbooks when they do this activity.Have two students read out the example dialogue in the speechbubbles. Then ask students to do the activity in pairs. Asstudents talk, walk around the classroom listening and offeringassistance as necessary.After several minutes, stop the activity and have several pairspresent their dialogues to the class.4 This activity provides open-ended oral practice using the targetlanguage.Give a sample description of someone in the class and ask the class to guess who you are e only words and sentence patterns from this unit.Forexample, She's short and thin. She has curly hair.Ask some students to describe a person while their classmatesguess who it is.Section BNew languagebeard, mustache, black, blonde, bald Additional materials to bring to class:large scrap paper for the drawing activity in activity 41 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask students to tell whatthey see in each picture. Confirm each correct answer and supply any words students don't know.Point at the numbered list of words. Say each word and askstudents to repeat these words.Then ask students to match each word with one of the pictures.Say, Write the letter next to the picture in front of one of the words. Point out the sample answer.1 b This activity provides oral and writing practice using the target language.Ask some students to reades are right or wrong.2b This activity provides listening and writing practice using the target structures.Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again. This time your job is to write what each person looks like. Point to the heading "looks like".Play the recording. Ask students to fill in the blanks next to the words "looks like" on the chart.Correct the answers.2a This activity provides listening and writing practice using the target language.Point out the picture of Johnny Dean and Tina Brown and Maria and Danny. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does.Point to the heading "Job" on the chart.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the blanks in the chart.Correct the answers.2c This activity provides oral practice using the target language.Name a famous actor, musician or athlete and describe that person.For example, My favorite actor is Leonardo DiCaprio. He's medium height and he has brown hair.Read the instructions. Check to see that students understand how the game is played.Ask each student to draw a picture without letting ,anyone else see it.Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.Ask the other three students in each group to listen to thedescription and draw the person. You may wish to have them listen to the description several times.Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like theoriginal picture. The student who drew that copy is the winner.山东省××市灰埠中学七年级下英语教案Review unit 91.特殊疑问句What do you/they look like?I’m/They’re short.I’m/They’re thin.What does he/she/your friend/Yao Ming look like?He/She has a medium build.He/She is tall.He/She has curly hair.2.Describe appearancesI is short hair (n.)We long hair (n.)You straight hair (n.)He are curly hair (n.)She blonde hair (n.)My friend have black hair (n.)Li Ming thin (adj.)They has heavy (adj.)tall (adj.)wear short (adj.)bald (adj.)wears a beard (n.)glasses (n.)a medium build (n.)a mustache (n.)。
校七年级英语下册Unit9Whatdoeshelooklikeperiod7教案(新版)人教新目标版
Unit 9 What does he look like?中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。
早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。
（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。
3、教具准备：粉笔，钢笔，书写纸等。
4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。
（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。
2025版七年级英语下册Unit9Whatdoeshelooklike教案新版人教新目标版
Unit 9 What does he look like?教学过程教学环节老师活动学生活动备课札记Step 1 Warm up and leading in 1. Play a video clip of BeijingLove Story: Cheng Feng and ShiXiaomeng go to the train stationto meet Shen Bing. However ChengFeng has never seen Shen Bing, soShi Xiaomeng tells him what ShenBing looks like on the phone.2. Teach:(1)straight hair, medium height,thin, hair, curly, straight,height, tall, thin, heavy, build(2)—What does she look like?—She has/is/is of. . .1. Watch a video clip ofBeijing Love Story.2. Learn new words andsentences:(1)straight hair,medium height, thin,hair, curly, straight,height, tall, thin,heavy, build(2)—What does she looklike? —She has/is/isof. . .利用学生感爱好的人物视频, 学习描述人物外貌特征的词汇, 并通过视频激发学生的学习爱好。
续表教学环节老师活动学生活动备课札记Step 2Matching (1a) 1. Now please look at P49, usethe letters to match the peoplein the picture with one of thenumbered words. Write eachletter next to a numbered word.2. Check the answers.(1. e 2. b h 3. a 4. a e f 5. h6. f7. g8. c9. d )1. Match the people inthe picture with one ofthe numbered words.Write each letter nextto a numbered word.2. Check the answers.进一步巩固所学的新词汇。
(完整版)unit9Whatdoeshelooklike教学设计.doc
教学设计人教版《新目标英语》七年级下册Unit 9 What does he look like?Section A 1a-2b王菲一、教材分析本单元的教学核心项目是“描述人的外貌”（Describe People’s looks），涉及到讨论人的身高、体重、发型、面部特征及其着装等语言项目。
教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点，以人的外貌特征为主线，兼顾交际功能的学习，以一种循序渐进的生活化的学习程序，引导学生学会用英语介绍自己或他人的外表特征。
这些内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流，所以在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
二．教学目标：I．知识与技能：1.Master the new words and phrases in this part.2.Practice listening and speakingskills II ．过程与方法：Autonomous learning and cooperative investigation.III．情感态度与价值观：学会观察和描述周围的人物，学会友好地描述别人的形象，互相了解，增进友谊。
三.教学重点及难点重点：Master some new words, phrases, and know some structures.难点：掌握正确运用 have 动词和 be 动词描述人物外貌的方法。
四、学情分析：七、三班的学生整体程度较好，对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲望胜，对刺激记忆手段多的知识记忆深刻，而且学生在七年级上册已经学过关于“What does he like?这一”特殊疑问句式，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。
谈论人的外表形象是人们日常生活中遇到的话题。
七年级英语下册Unit9WhatdoeshelooklikePeriod1教案新版人教新目标版
Unit 9 What does he look like?Period1 SectionA 1a-2c【教学目标】知识与技术（1）熟练把握以下辞汇：名词n. height，build形容词adj. curly, straight, tall, medium, thin, heavy（2）熟练把握以下短语：Look like , straight hair, medium height, medium build,（3）把握以下句型：—What does he look like?—He’s of medium/build.—What does he look like?—She has long straight hair.—Is David tall or short?--Does Sally have long or short hair?进程与方式把描述人的形容词和图片搭配，听力练习，pairwork.情感、态度与价值观让学生学会友好、客观地描述人的形象。
【教学重难点】重点：1. 学会表述描述他人体貌特点的形容词。
2. 能听懂有描述他人外表的对话。
3. 学会简单描述他人发型，身高及身材。
4. 学会用特殊疑问句来询问他人的外表。
难点：1. 描述他人外表形容词的读音及拼写。
2. 描述他人外表的特殊疑问句,选择疑问句。
3. 形容词的叠加利用。
【导学进程】一．新课预习写一写短头发_______________ 卷头发_______________ 长头发______________直头发________________高__________________ 矮__________________中等高度______________瘦_______重________中等体型_______________译一译What does he look like ?_______________________________.He's really tall._______________________________.He has curly hair.________________________________.She is of medium build.________________________________.二. 情景导入T: How many people are there in your family?Who are they? Is your mother tall/ short/beautiful …?本单元要紧话题是描述人的外貌，因此从温习家庭成员的名称入手，并用已经学过的形容词对家庭成员进行简单的描述。
【七级英语下册】UnitWhatdoeshelooklike？教案(新版)人教新目标版
Unit 9 What does he look like？Section A (1a-2d)一、教学设计目标：1.语言知识目标：1) 能掌握以下单词：c urly,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.感情态度价值观目标：让学生学会友善、客观地描绘人的形象。
二、教学设计重难点1.教学设计要点：掌握单词，娴熟掌握描绘人的形象的句型。
2.教学设计难点：掌握描绘人的形象的句型。
三、教学设计过程Ⅰ. Warming -up and revision找出三名容颜差别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），一其中等身材（of mediumheight ）。
目的：惹起学生的学习兴趣，认识人物的容颜特色，（即不论容颜怎样在不一样的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（ Don’t judge by appearance ）。
而后用这两名学生为例教heavy,tall, thin, short引出句型：1.What do you look like? He’s really tall. He has long straight hair.2.What does she look like? Sh e’s of medium/build.Ⅱ. Presentation(SectionA1a)1. Match the words with the people in the picture. (1a)学习课本的第一部分P49,1a 先看图片，而后搭配图片和有关的容颜特色的词。
人教版新目标英语七年级下册教案Unit9Whatdoeshelooklike教案
Unit9Whatdoeshelooklike？SectionA1(1a-2d)一、讲课目标：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：—Whatdoeshelooklike?—He’sofmedium/build.—Whatdoeshelooklike?—Shehaslongstraighthair.—Ishetallorshort？2.感神情度价值观目标：让学生学会友善、客观地描述人的形象。
二、讲课重难点1.讲课要点：掌握单词，娴熟掌握描述人的形象的句型。
2.讲课难点：掌握描述人的形象的句型。
三、讲课过程Ⅰ.Lead-in1.Lookatthepictureof1aandthinkaboutthequestions:1.Howmanypeoplearethereinthepicture?2.Wherearethey?3.Whatarethetwogirlsdoing?4.Canyoudescribethepeopleinthepicture?2.LearnsomenewwordsⅡ.Presentation(SectionA1a)1.Matchthewordswiththepeopleinthepicture.(1a)学习课本的第一部分P49,1a先看图片，此后搭配图片和相关的面貌特色的词。
NowpleaselookatP49,Usetheletterstomatchthepeopleinthepicturewithoneofthenumbe redwords.Writeeachletternexttoanumberedword.Youcanusesomelettersmorethanonc e.Pointoutthesampleanswer.留2-3分钟读写1a中的单词、短语。
七年级英语下册Unit9Whatdoeshelooklike学案设计(新版)人教新目标版
Unit 9 What does he look like?Period 1 Section A 1a-2c【课型】听说课学习目标1.能掌握本课重点词汇:short hair,curly hair,long hair,straight hair,tall,medium height,thin,heavy。
2.通过听说训练,理解以下句型的意义,初步掌握描述人的外貌的句型:—What does your friend look like?—She’s of medium height,and she has long straight hair.—Is he short or tall?—Well,he’s really tall.3.初步了解听前预测的技巧,并在听的过程中学会抓关键词,做到有目的地获取有效信息。
4.能通过描述外貌,培养观察能力,并学会欣赏别人的长处和优点,增进同学友谊。
学习过程【自主学习】预习本节课单词,借助词汇录音跟读。
【新课导入】Step 1:GreetingDaily greetings to the students.【新知呈现】Step 2:Presentation1.多媒体展示一些人物图片,在老师的引导下学习有关外貌的单词和短语。
2.学习生词的过程中,关注/θ/和/ð/的发音以及句中重读单词。
3.熟练朗读1a中的单词和短语。
4.单词与图片人物搭配,并核对答案。
【新知学习】Step 3:Listening 1bBefore listening1.认真观察1a图片,在车站门口的几个男孩身边简单注明描述外貌的单词。
如:h 注明tall,curly hair2.自读1a图片不完整对话。
While listening1.播放录音,把1a图片中的对话补充完整。
注意有关外貌的关键词,找到Amy的朋友。
2.齐读描述Amy朋友外貌的句子。
3.再播放录音,跟读时注意对话中的重读单词。
人教版七年级英语下册Unit9Whatdoeshelooklike说课稿
一、教材分析
（一）内容概述
人教版七年级英语下册Unit9 "What Does He Look Like?"主要讲述了描述人物外貌特征的词汇和句型。本单元在整个课程体系中处于第二学期的后半段，继学习了基本的日常用语和简单的人物描述之后，进一步深化学生对人物外貌的描述能力。本单元的主要知识点包括：1.学会使用形容词来描述人物的外貌特征，如：tall, short, thin, fat, long, short等。2.掌握询问和回答人物外貌特征的句型，如："What does he/she look like?", "He/She is...", "He/She has..."等。3.能够运用本单元所学词汇和句型进行简单的交流和描述。
（二）教学反思
在教学过程中，我预见到可能出现的问题或挑战包括学生对形容词用法的混淆、对句型的掌握不足等。针对这些问题，我将采取以下应对策略：1.提供明确的解释和示例：对于学生容易混淆的知识点，我将提供清晰的解释和例句，帮助学生理解和区分。2.增加练习和反馈机会：通过设计多种形式的练习和提供及时的反馈，帮助学生巩固知识点，并及时发现并纠正错误。课后，我将通过学生的作业和课堂表现来评估教学效果。对于存在的问题和不足，我将进行具体的反思和改进，如调整教学方法、设计更多的实践活动等，以提高教学质量和学生的学习效果。
三、教学方法与手段
（一）教学策略
在本节课的教学中，我将采用情境教学法和交际教学法。情境教学法通过引入有趣的人物图片或视频，引发学生的好奇心和兴趣，使他们积极参与到课堂活动中。这种方法能够帮助学生将新知识与实际情境相结合，提高他们的理解和运用能力。交际教学法则通过设计多种形式的角色扮演和小组合作活动，让学生在实际操作中运用所学知识，提高他们的口语表达能力和交流能力。这两种方法的理论依据都是构建主义学习理论，即学习者通过主动参与和实际操作来构建自己的知识体系。