人教新目标版初中英语七年级下册Unit 9 What does he look like？单元测试
Unit 9 What does he look like？一、单选题（每小题1分，共20分）( )1．You ______ nervous. What’s wrong?A．like a little B．look a little C．looks little D．look like( )2．－Do you know the girl ____ long hair?－Yes. She is my sister.A．has B．with C．is D．to have( )3．James,I'm too tired. Let's stop a rest.A．having B．have C．to having D．to have( )4．The new student is ______ shy.A．a little bit B．little C．a bit of D．bit( )5．She ______ of medium height with short hairA．is B．has C．does D．have( )6．His mother always _______ glasses.A．put B．wear C．puts D．wears( )7．－What does your father look like? －He ______ short hair and big eyes.A．is B．are C．has D．have( )8．I don't know what to say.It's difficult to ________ how I feel.A．describe B．study C．write D．forget( )9．—________？—He's very short.A．What does he like? B．Where's he from? C．What does he look like? D．How's his school? ( )10．—________you ________ to the library tonight? —Yes，I am.A．Does；go B．Do；go C．Are；going D．Are；go( )11．________ friend is ________ actor.A．His；an B．His；a C．She；an D．Her；a( )12．The apples are very delicious.Could I have ________ one，Mom?A．other B．others C．the other D．another( )13．Mike has ________and ________．A．big eyes；a small nose B．big eyes；small nose C．big eye；a small nose D．a big eye；small nose ( )14．She's a kind ________．She often helps other ________．A．person；peoples B．people；person C．people；persons D．person；people( )15．I ________ my mother and I ________ her.A．am like；like B．am like；am like C．like；like D．look；like( )16．Is he tall ________ short? He isn't tall ________ short.A．or；and B．and；or C．or；or D．and；and( )17．—Can you ______ your new history teacher to me? —Sure.Our new history teacher is tall with glasses.A．bring B．describe C．take D．talk( )18．My father ______ reading books，but my mother ______.A．doesn't like；doesn't B．likes；like C．doesn't like；does D．likes；does( )19．—What does your father ______？—He likes sports.A．like B．likes C．look like D．looks like( )20．—What does Tom look like? —He is not tall or short.He is of ______.A．curly hair B．medium height C．medium build D．big eyes二、完型填空（每小题1分，共10分）My name is Han Shuang. I’m a middle school student. I 21 a new friend at school this term. 22 name is David Smith. He is a(n) 23 boy. He comes from New York. He is of medium build. He is tall 24 small blue eyes and short curly hair. He usually wears 25 in class, because he is nearsighted(近视的).David and I live on the same street. 26 we often go home together(一起) after school. On the way home，we talk about a lot of things. He tells me he has a 27 . Her name is Becky. She is also a student. She likes reading books. When she is 28 , she often goes to the library.David loves music very much and he 29 staging every day. Do you know what his 30 is? Right! He wants to be a musician.( )21．A．fight B．make C．help D．keep( )22．A．Her B．Your C．My D．His( )23．A．American B．English C．Russian D．Chinese( )24．A．from B．at C．with D．for( )25．A．glasses B．shirts C．hats D．shoes( )26．A．so B．but C．because D．or( )27．A．mother B．brother C．sister D．daughter( )28．A．busy B．free C．lazy D．young( )29．A．studies B．listens C．takes D．practices( )30．A．job B．dream C．subject D．habit三、阅读理解（每小题2分，共30分）（A）There is a student from China in our class. He is very good at his lessons, but he is also very shy. He doesn’t talk too much with us because he thinks that there are so many differences. When he came into our classroom for the first time, he was so frightened (受惊的) that he cried out.That’s because of our appearances. For example, his hair is short, black and straight, but ours are all different from his. Jim’s hair is yellow and much longer than his. Dave’s hair is curly and brown. Kitty’s hair is blonde. Our builds and clothes seem to be strange in his eyes,too. Peter is a boy. He is tall and thin, but he wears a colorful T-shirt.( )31．How many students are described (描述) in the passage?A．Three. B．Four. C．Five. D．Six.( )32．What does the word “differences” mean?A．困难B．差别C．作业D．事情( )33．Whose hair is curly?A．Jim’s. B．Dave’s. C．Kitty’s. D．Peter’s.( )34．Why did the student cry out when he came into our classroom for the first time?A．Because he is Chinese. B．Because he didn’t like to be a student of our class.C．Because our appearances frightened him too much. D．Because he was ill.( )35．Which of the following statements (陈述) is NOT true?A．The student with straight hair is from China. B．Jim’s hair is shorter than that of the Chinese.C．Our clothes are also different from that of the Chinese. D．The color of Kitty’s hair is blonde.（B）May 10th is Meg’s birthday. She gets a gift. It is a new coat from her sister. The coat is very beautiful and she feels very happy.One day, Meg finds that a button(纽扣) of her coat is lost. She looks for the button everywhere, b ut she can’t find it. The next day, she doesn’t wear that coat to school and feels sad all day. After school, she goes to the clothes shops and wants t o buy that kind of clothes. But she feelsdisappointed.Meg tells her sister about that, her sister says, “We can change all the buttons. Then the buttons will be the same.” The coat is beautiful again and Meg feels happy again.( )36．Meg’s sister buys ____ for her on her birthday.A．some buttons B．a new coat C．a new bike D．some flowers( )37．How does Meg feel when she doesn’t wear that coat?A．She feels happy. B．She feels sad. C．She feels excited. D．She feels bored.( )38．What does Meg’s sister do at the end of the story?A．She changes all the buttons of the coat. B．She buys another coat again.C．She buys a button in the clothes store. D．She goes to the clothes store and changes the coat.( )39．Where does the underline word “disappointed’ mean in Chinese?A．兴奋的B．失望的C．难过的D．高兴的( )40．What’s the best title f or the passage?A．A lost button B．A lost coat C．A kind sister D．A clothes store（C）I have a new pen friend.Her name is Kate.She is twelve years old.She's from Canada.She has long brown hair and she is good-looking.Kate likes going to the movies and she wants to be a doctor.I like playing the guitar and I want to be a teacher.But we both like listening to music.My favorite singer is Jolin Tsai.She is of medium height and has long straight hair.I don't think she's very pretty, but she's very cute.Kate's favorite singer is Jay Chou.He is thin and his hair is short.Kate thinks he is cool. ( )41．Kate is the writer's ________．A．sister B．cousin C．aunt D．pen pal( )42．What does Kate want to be?A．A doctor. B．A singer. C．A teacher. D．An actor.( )43．Kate and the writer both like ________．A．playing the guitar B．going to the movies C．listening to music D．playing the piano( )44．The writer thinks ________ is very cute.A．Kate B．Jolin Tsai C．Jay Chou D．Andy Lau( )45．Which of the following is TRUE?A．Kate is thirteen years old. B．Jay Chou has long hair. C．Kate's hair is brown. D．Jolin Tsai is very tall.四、用所给单词的正确形式填空（每小题0.5分，共5分）46．My father is a funny ________47．I think doing exercise is a good ________ to keep healthy．48．Three days ________ they get to Beijing ．49．When I read I have to wear my ________．50．Mary，it’s bad for your ________ to read books in the sun．51．Jeff is a ________ (英俊的) boy with black hair.52．We are going to a party ________ (今晚)．53．The elephant has a long ________ (鼻子)．54．Can you tell me her ________ (真实的) name?55．My sister has a ________ (圆的) face and she looks very cute.五、填写适当的单词补全句子（每小题0.5分，共5分）56．Jenny's sister has two big ________ (eye)．57．Bill's father and brother are ________ (actor)．58．May I ________ (put) my bag on the chair?59．The boy wants to be a ________ (sing)．60．Different people think about it ________ (different)．61．She is of medium_______(high)．62．He wants__________(draw)a good picture of each student．63．Police sometimes put pictures of criminals in newspapers_______(find)them．64．Bob is a great movie_______(act)．Everyone knows him well．65．Mr．Green wears a pair of glasses today，He looks__________(real)cool．六、句型转换（每小题2分，共10分）66．A my’s father isn’t tall or short. (改为同义句)Amy’s father is __________ __________ __________.67．Tony is short and has brown hair. (对画线部分提问)__________ does Tony __________ __________?68．Linda wears glasses. (改为一般疑问句)__________ Linda __________ glasses?69．Alice has a big nose. (用a small nose改为选择疑问句)__________ Alice __________ a big nose __________ a small nose?70．Tom is a handsome man. He wears glasses. (合并为一句)Tom is a handsome man __________ __________.七、补全对话（每小题2分，共10分）A：71．________.B：He is very tall and has short curly brown hair.A：72．________B：No, he is a little bit thin.A：73．________B：Yes, he does.A：74．________B：No, he is a little bit quiet. But he is very popular in our team. We all like him.A:Oh, I know him. 75．________B:Yes, that’s him. He is the new captain of our football team.八、书面表达（共10分）76．请根据下面的提示，用英语写一则寻人启事。
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。
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。
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.)。
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.)。
中学七年级英语下册 Unit 9 What does he look like教案 (新版)人教新目标版
Unit 9What does he look like?
What does your friend look like?
She’s of medium height, and she has long straight hair.
Is he tall or short?
Teaching procedures:
Lead-in
Learning aims.
A short video.
Preview, query and discussionin group
Preview 1a-2c. Discuss the words and sentences you can’t read or understand in groups.
2. Process and methods:
Listen anddescribe people’s looks.
3.Emotion & attitude:
Don’t judge the others by their appearance.
Teaching important points:
Masterthekey wordsof subjectand sentencepatterns.
2.1b. Can you listen and fill in the blanks in the picturesabove?Can you find Amy’s friend?
3.1c. Can youdescribe someone in the pictureabove?
4. 2a. Can you listen and answer the questions?
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…”。
人教新目标版英语七下Unit 9《What does he look like》(Section A
人教新目标版英语七下Unit 9《What does he look like》（Section A 1a—1c）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子结构。
通过本节课的学习，学生能够听懂、会说、会写关于描述人物外貌的句子，并能运用所学知识进行简单的日常交流。
本节课的内容与学生的生活紧密相连，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂简单的英语指令，并能够用英语进行简单的自我介绍。
但是，部分学生对描述人物外貌的句子结构还不够熟悉，需要通过本节课的学习来加强。
此外，学生对新的语言知识的学习还需要不断的鼓励和引导。
三. 教学目标1.知识目标：学生能够听懂、会说、会写关于描述人物外貌的句子，并能运用所学知识进行简单的日常交流。
2.能力目标：学生能够通过观察和描述，提高自己的观察力和表达能力。
3.情感目标：学生能够培养对英语学习的兴趣，增强自信心。
四. 教学重难点1.重点：学生能够听懂、会说、会写关于描述人物外貌的句子。
2.难点：学生能够运用所学知识进行简单的日常交流，并能够灵活运用。
五. 教学方法1.情境教学法：通过设置各种情境，让学生在实际的语言环境中学习和运用英语。
2.交际教学法：通过小组讨论、角色扮演等方式，让学生在实际交流中提高英语能力。
3.任务型教学法：通过完成各种任务，让学生在实践中学习英语。
六. 教学准备1.教师准备：准备好相关的教学材料，如PPT、图片、实物等。
2.学生准备：学生预习相关内容，了解基本的描述人物外貌的句子结构。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾已学过的描述人物外貌的句子，激发学生的学习兴趣。
2.呈现（10分钟）教师通过展示图片和实物，引导学生用英语描述人物外貌，让学生在实际情境中学习新知识。
3.操练（10分钟）教师学生进行小组讨论，让学生互相描述外貌特征，提高学生的口语表达能力。
最新人教新目标英语七年级下册unit 9《What does he look like》课件
Teacher’s words: Don’t judge the others by their appearance. 不要以貌取人.
Homework
Describe yourself.
描述你自己。
Thank you!
long curly hair short straight hair
short curly hair
long straight hair
Step 2. Query and discussion in class. Discuss the unsolved problems in the class.
1c
Describe someone in the picture. Your partner will find him or her.
What does your friend look like? Is it a?
She’s of medium height, and she has long straight hair.
Lead in
Listen and Learn
Funny Faces 有趣的脸
Step 1. Preview, query and discussion. Preview 1a-2c. Discuss the words and sentences you can’t read or understand in groups.
curly has hair
Question 6 Can you make your own conversations 2c and draw a picture (画像) ? What does he look like? He’s of medium build.
新版人教新目标版七年级英语下册Unit9-What-does-he-look-like-Section-A课件
thin
medium build
heavy
tall
short
strong
weak
heavy
medium build thin
描述人的长相用动词be还是have/has
have, has + short hair is, am, are+ tall short thin heavy of medium height of medium build good-looking
is has
heavy, tall
curly hair long straight short hair hair
2c. Student A looks at the chart in 2b. Student B asks Student A questions about one of the people and then draws a picture of the person.
long hair
straight hair curly hair black hair brown hair blonde hair
medium height
He is not short, and he is not tall.
medium build He is not thin, and he is not heavy.
long, blonde, curly hair
描述头发
Hair 头发
short hair long hair curly hair straight hair
漂亮+长短+形状+颜色
2020年人教版新目标七下Unit9What does he look like单词和课本要点解释
2020年人教版新目标七下Unit 9 What does he look like？单词及课本要点解释Section A1.straight adj. 直的可用来形容头发，也可形容其他事物，常作定语或表语。
straight hair 直发Draw a straight line with a ruler. 用尺子画一条直线。
The street is straight. 这条街道是笔直的。
【拓展】straight 也可作副词，意为“直接地，径直地”。
I have to go straight home. 我必须直接回家。
2.tall adj. 高的既可以指人的身高，也可以表示物体高大。
She is a tall girl. 她是个高个儿女孩。
He lives in a tall building. 他住在一幢高楼里。
high与tall形容建筑物“高”时可以互换，但形容mountain(山）时，只能用high.辨析：tall与high3.medium adj. 中等的This is a coat of medium size, 这是一件中号外衣。
－What size shirt does he wear, small, medium or large?－Medium.-他穿多大的衬衫，小号、中号还是大号？-中号。
【拓展】我们在购买衣服时，常常看到L、M、S的标志。
其中L 表示“大号”，是large的缩略形式；M表示“中号”，是medium的缩略形式；S表示“小号”，是small的缩略形式。
4.height n. 身高;高度 high形容词高的询问某人的身高或某物的高度是多少，常用what,而不用 how much 或how many. What's your height? 你身高多少？What's the height of that wall? 那堵墙有多高？【拓展】height 可与介词in 连用，常用于描述某人有多高的句子中，其结构为Sb.+be+数字＋meter(s)/foot(feet)in height., 此时，in height 相当于形容词 tall.He is two meters in height.=He is two meters tall.他两米高。