七年级英语下人教版 Unit 9 教学设计
How was your weekend ?教学设计设计理念1. 1.在本单元的教学活动设计中，我们根据新课程标准提倡的任务型教学，在课堂上设计了多种形式的任务，以便充分训练学生的听、说、读、写的综合运用能力，培养学生运用英语进行逻辑思维和交际的能力。
2. 2.我们通过在本单元的学习活动中，鼓励学生能谈论以前发生的最有意义的事情和周末所从事的活动，鼓励学生了解父母当年读书时的周末是如何度过的，比较差异找找原因，在这项任务活动中进行移情教育，使他们珍惜今天的幸福生活，更加努力地学习。
主题词表:主题思维图及任务活动：学习目标1. 1.语言目标：学会下列内容并用他们进行交流句型：What did you do over the weekend ?Saturday morning I cleaned my room .Saturday evening I went to the movies .How was your weekend ?It was great .词汇：played , went , did , was , cleaned , watched ,visited , studied , beach , geography , library学习策略与思维技巧：归纳法话语配合多元智能目标：学会谈论在周末自己和他人所从事的活动。
学会规则与不规则动词的一般过去时态的构成及使用方法。
地理描述。
移情能力。
学习重点、难点1. 1.知识结构；学习一般过去时态的用法。
2. 2.语言结构：规则与不规则动词的一般过去式的构成。
以及What引导的特殊疑问句。
教学准备1. 在活动以前，让学生考虑周末通常做什么（小短文）。
2. 挂历，报纸和杂志图片等。
3. 多媒体课件和网络图片教学时间四课时教学过程:第一课时Focues attention on the picture .让学生通过图片及所给词组造句，分组比赛进行。
Went to the movies , go.played soccer playwent to the beach , godid homework, doplayed tennis , playcleaned my room . clean如：1 I/She usually go /(goes)to movies on weekends.2 I/She went to movies over the weekend.Sample 周末通常做什么？在此活动前，先让学生自己思考，给学生一个语言准备的时间，然后再进行调查，让学生在使用语言的过程中练习语言。
Teacher：Do you know what your partner did over the weekend？first think of three of your classmates who you want to interview and write their names in the form .Then guess what they did over the weekend .You can go to ask them and check if you are right ？活动建议：1．1．学生先写出想采访同学的姓名，并猜测他们的周末是怎么过的，然后去采访那位同学，看自己的猜想是否准确。
完成任务所需要的语言结构：What did you do over the weekend ?I did my homework /watched TV /went to my uncle’s house……Sample 谁的周末最精彩这个活动是在前一个活动的基础上进行的，通过此项活动，训练了学生的归纳总结能力。
Teacher: I’d like you to ask some of your classmates about theirweekend activities .Try to find out who had a great weekend .活动建议：1 学生采访班上的几个同学，询问他们的周末活动。
2 每个学生在自己所采访的同学中选出一位周末过得最有意义的并把他/她的周末生活介绍给大家。
完成任务所需要的语言结构：How was your weekend ?It was great ./What did you do over the weekend ?I read a book /cleaned my room /went shopping /played basketball …Listening Part :让学生将子自己的周末生活介绍给大家，学生在听的过程中要有事可做。
记录所听到的动词短语。
Notes1.1.What did you do over the weekend , Lucy ? 露西，你周末做什么了？这句话用的是一般过去时，在疑问句中助动词用did 。
over the weekend 意为“在周末”，也可以说成 at the weekend 或on the weekend 。
结合When were you born?I was born in (on)….复习be动词的一般过去时。
2.2.On Saturday morning , I played tennis .星期六上午，我打网球了。
“在上午/下午/晚上”表达为in the morning / afternoon / evening , 表达“在星期几的上午/下午/晚上”要用介词 on 。
played 是play的过去式。
动词过去式构成：规则变化一般在动词原形后加-ed构成，不规则变化需逐一记忆。
Three Exercises1. 1.Circle the correct word in each sentence1)1)Ming ( play / played ) soccer last weekend .2)2)Tony ( did / do ) his homework over the weekend .3)3)Anita ) cleaned / clean ) her room on Saturday .4)4)I ) visit / visited ) for the science test .2. 2.Match the sentence parts . Draw a line .1) I went tennis .2) She did to the movies .3) He cleaned her homework .4) Li Ping played soccer .Four Homework1．1．采访你的同学上周末他做什么了。
2．2．了解你父母的童年的周末是怎么度过的。
第二课时One Check the homework让学生讨论一下自己的采访和对父母的调查。
（尽量让他们用英语说）Sample介绍你家人的周末生活。
此活动为小组活动，同学四人一组进行交流、学习。
通过此项活动学生感受到一般过去时与一般现在时态的不同之处：没有人称的区别。
活动建议：1学生四人一组展开活动，轮流介绍自己家人的周末生活。
2 让学生交换信息，即，将原来的几个小组按A号、B号、C号、D号重新组合，组成A号组、B号组、C号组、D号组。
新的小组成员互相交换在刚才的小组中得到的信息，并记录下新得到的信息。
最后回到原来的小组，向组员汇报新得到的信息。
完成任务所需要的语言结构：Report:I got up at 8 o’clock .I had some bread and a glass of milk or breakfast .after breakfast .I started to do my homework ,my mother cleaned the room and washed the clothes in the morning .My father watered the flowers .Then he read newspaper in the study .On Saturday afternoon we went to my grandparents house .We had a big dinner together .We all had a great time .On Sunday I studied English and math .My parents went to the supermarket .They bought a lot of thingsGrammar根据学生作业中出现的问题，总结一般过去时的用法。
Review the grammar focus . Ask students to say the questions and answers. 鼓励学生自己分组复习整理总结规则与不规则动词的一般过去式的构成Review the difference between regular –ed past tenses and irregular past tenses (do-did , go-went) . Point out the two headings in each column : Present and past . Say a sentence from activity 2a for each verb , first in present tense firm and then in past tense form . For example , I do my homework . I did my homework . Point out the present tense forms in the first column and the related past tense forms in the second . Ask students to do the same with the other sentences in activity 2 a . Three Practice3a This activity provides reading practice using the target language .Point to the three scenes in the picture . Ask students to describe what the person in each scentence did .After that , read the three dialogues with a student .The second part of each dialogue is incomplete .Have a student read them .Correct the answers .3b This activity provides guided oral practice using the target language .Call attention to the example in speech bubbles . Ask a pair of students to read the dialogue to the class .Say ,now practice asking and answering questions like this about what the people in the pictures did over the weekend . Practice in pairs . Use the dialogue as an example .Help students find partners .Ask pairs of students to present their dialogues to class .Four Game What did you do ?This activity provides oral practice Using the target language .Play a model round of the game . Draw simples pictures of two things you did over the weekend .Practice the activity in groups of four .Ask a student to draw two pictures about his or her last on the board . Class members guess the correct past tense sentences . Then write who (what , when , where , why , how ...) words and encourage students to ask and answer them .Five ExercisesUnscramble the questions and answersA: Saturday do did what you on ? What did you do on Saturday ? B: played Saturday tennis morning on I ._________________________do did what you ? _________________________A: homework did I . _________________________B: on what do Sunday did you ? _________________________A: room my cleaned ISix Writing1 把上周五你的活动描写下来,在课上与同学交流。
Unit9 What is your favorite教学设计和反思22
Take out some books and teach new words, Chinese, math, history, geographyTake out objects and learnart,PE,musicStep 4 ：Read words and have PKStep 5 ：Presentation（sentences）My favorite subject is English. What is your favorite subject?Step 6:The teacher asks and the students answer.The students ask and the students answer. Listen and repeat.ReadPractice这一过程重在培养学生的听读能力。
新知识呈现师问生答，生问生答，更好的运用所学句型对话。
Step 7 ：Complete 1a and check the answers ListeningComplete exercisesStep 8：Pair workStep 9：Play a game and do exercises Complete 1aThe students makeconversations inpair and showperformances.通过游戏的方式让学生自主选择做题，激发了学生的兴趣。
听力是英语中很重要的能力。
要辨认出题目所需要的信息。
本环节是展示环节。
合作教学是英语课堂上采用的一种有效的教学手段，通过开展合作学习，大大增加了学生的参与面，营造出有利于学生主体参与的教学情景。
本环节在于1、游戏激发学生的学习欲望。
2、针对中学生争强好胜的特点，通过竞争的方式激励学生积极参与到课堂活动中来，同时以组为单位，本课主要学习What is your favorite subject ? 以及问答。
七年级英语优秀教学设计（通用8篇）
七年级英语优秀教学设计（通用8篇）七年级英语优秀教学设计（通用8篇）作为一位兢兢业业的人民教师，常常要写一份优秀的教学设计，教学设计是把教学原理转化为教学材料和教学活动的计划。
我们应该怎么写教学设计呢？以下是小编精心整理的七年级英语优秀教学设计，仅供参考，大家一起来看看吧。
七年级英语优秀教学设计篇1Unit3. Why do yu like koalas?The first periodⅠ.Teaching Aims and Demands1.Knowledge Objects.1)Key vocabularykoala tiger elephent.dolphin panda lion penguin giraffe zoo cute map smart2)Target languageLet’s see the pandas.Why do you like see the tigers?Because they are cute.2.Ability Objects:1)Train students’abilities of listening and speakng.2) Enable and help the students to learn how to listen to and talk about animals.3.Moral Object:It is very important for everyone to love the nature and protect animals .The earth is our home and animals are our friends..It is our duty to love the nature and protect enviroment.Ⅱ Teaching Key and Difficult Points1)Describe the animals using the words and the target language.2)Get students to learn “Why questions”, “Because answers” a nd the adjectives of quality.Ⅲ.Teaching methods1)Watching and describing methods2) Oral practicing method.Ⅳ.Teaching Aids:1)objects and some pictures.2)A recorder and computerⅤ.Teaching proceduresStep1.Warming up1) Play the tape,get the students to listen to music of animals2) Play a guessing game.T: Listening to the voices of animals.What kinds of animals are they?3) Show some pictures about animals after guessing and talk about animals.T: Look,there is a big zoo in our city There are many animals init.Do you want to see the animals in the zoo?Let’s go into thezoo.What kind of animals can you see?Step2.Present the new words1) T: Look. What is this in Chinese?Ss:“考拉”T: What is this in English?Do you know?Ss: NoT: It is a koala. Read after me K-O-A-L A, koala.2)Show some new words in the pictures.and teach students to learn them.:koala tiger elephent.dolphin panda lion penguin giraffezoo cute map smartStep3. Practice the new words(1a)1)Get students to read the words in 1a2)Match the words with the animals in the oictures.3)After that check the answers.Step4. Task1) Look at the pictures of animals and describe the animals like this. T: Let’s see the pandas .Do you like them?S1: Yes.I like them very much.T: Why do you like them?S1: Because they are cute .Let’s see the lions.T: Why do you want to see the lions.?S1: Because they are smart.T: Do they live on the land or in the water?S1: They live on the land.(At the same time,Teach the students the words,smart,cute)2)Get students to come up wth more new adjectives of quality to describe the animals.cute, smart, fun, interesting, scary, shy, lazy.(At this time,we can also let the students have a competition.This method can make the students active in class and it can help them develop their quick response and wide thinking)3)Get students to ask and answer in pairs to descibe the animals.4)Get students to performin in front of the class.Step5. Listening1)Play the tape,get students to listen and check.the animals in 12)Play the tape again.Ask students to work in pairs.Studentslisten and repeat after the recording3)Check the answer.Step6. Pairwork1)Ask the students to make conversations in pairs. Show the followng.A:Let’s see the elephant.B:Why do you want to see the elephant?A:Because they are very smart.(T:Now please make conversations in pairs ,using the animals in Activity 1c.You can have a competition and let’s see which pair of students is the best?)2)Get a few pairs to show their conversations.Step7 SummaryToday we have learnt lots of new words of animals,and the target language.We can describe the animals and other things using the target language.Now,We should remember the earth is our home and animals are our friends. It is our duty to protect animals and love the nature. Step8 Homework.1)Make a survey:What animals do you like?why?2)Write them down and make a conversationVI Blackboard design七年级英语优秀教学设计篇2一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：① —Can you play the guitar? —Yes, I can./ No, I can't.② —What can you do? —I can dance.③ —What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
教案-Unit9--What-does-he-look-like？
秀中七年级英语(下)教学设计您的精心就是学生的信心秀中七年级英语(下)教学设计您的精心就是学生的信心秀中七年级英语(下)教学设计您的精心就是学生的信心明确目标：1.重点词汇：nose, round, face, mouth,singer, describe, blonde，funny2.重点语法：描述人物外貌的形容词自主学习A）根据首字母完成句子。
1.Lucy has a wide m_______.2. She has a r________ face.3. The little boy has big e______.4. Bob wants to be a s________. He likessinging合作探究Task1. Look at the pictures in 1a，read and matchTask 2. T alk about the famous people’s looks you know. Finish1b.Task 3. Listening :1c-1d.Task 4 .Pair work：Describe a famous people you know. Finish1e.达标检测二、单选( ) 1.—What does Merry look like?— .A. She looked like her motherB. She is funny.C. She had brown hair and black eyesD. She looks like a movie star( ) 2.My teacher is very young.He short, straight hair.A. haveB. hasC. havesD.is( ) 3. Does she have red hair?A. Yes, she doesB. No, s he isn’tC. Yes, she is.秀中七年级英语(下)教学设计您的精心就是学生的信心秀中七年级英语(下)教学设计您的精心就是学生的信心。
初中英语_Unit9 Reading Singapore—A Place You Will Never Forget!教学设计学情分析教材分析课后反思
Unit9 Reading Singapore—A Place You Will Never Forget!教学设计Writing 通过思维导图，谈论家乡日照，写一篇旅游广告。
认真聆听，根据问题提供的支架进行笔头输出。
PPT思维导图根据知识框架进行书面表达。
Homework 引导学生课下完成作业.Find moreinformation toperfect your travelad.认真聆听记下作业。
运用多媒体资源，学生课下搜索关于家乡的更多信息，并完善作文。
附: 上课思路Unit9 Reading Singapore—A Place You Will Never Forget!学情分析本课的教学对象是八年级的学生。
知识方面：对于八年级的学生来说，经过近两年的英语学习，部分学生已经有了一定的英语学习基础。
他们掌握了大量的语言技能，对英语文本的分析能力也有了一定的提高，但阅读技能的培养还待继续，所以在教学环节除了注重学生语言知识的学习外，还设置了不同的阅读微技能活动。
他们也掌握了一点国外日常生活中的不同传统特点,但总体上来说,还比较少。
心理方面：旅游这个话题与学生的生活紧密相连,也是他们很感兴趣的话题,如有机会,他们也很想出国亲身体验一些中国不同的旅游胜地,风土人情和传统生活。
但对于我们的学生来讲，出国的机会比较少。
比如新加坡，据了解没有同学去过。
基于现实生活,只能引导学生在课堂上发挥丰富的想象力,把课堂模拟成生活。
但大部分学生对于国外的旅游胜地,风土人情和传统生活所知甚少,因而词汇量和信息量可能会偏大,加之学生英语成绩的分化比较严重,所以要求学生能课前认真做好预习,借助网络和书籍,培养自学能力；在预设的任务中,也注意引导学生在交际中动态生成,学生有话可说,乐于合作分享.这样就有利于他们更好的运用课本知识,达到提高综合运用语言能力的目的。
Unit9 Reading Singapore—A Place You Will Never Forget!效果分析英语阅读教学的每个环节都有关系到阅读教学的整体质量。
公开课Unit9 What does he look like教学设计-人教版英语七下
Unit 9 What does he look like?Section A (1a-1c)一、教学目标1. 能正确使用下列词汇和常用表达：curly, straight, tall, medium, thin, heavy, build, (be) of medium build, tonight, little, a little, cinema, glasses, later2. 能够询问并描述人的外貌：(1)—What does he/she look like?—He/She is tall/short/of medium height. / He/She is fat/ thin/of medium build.(2)—What does he/she look like?—He/She has long/short straight/curly hair.(3)—Is he tall or short?—He isn’t tall or short. He’s of medium height.3. 能根据所听或所读内容中人物的外貌描述推断出正确的形象。
4. 了解中西方文化中描述人物外貌特征的不同。
二、教学重点及难点重点：1. 学习询问并描述人的外貌。
2. 掌握一些形容人外貌的英语表达法。
难点：运用目标语言对人的外貌进行问答。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1. Warming-upWatch and answerWatch the video and talk about the questions.【设计意图】通过观看视频谈论有关人物外貌的内容，让学生直观感受询问并描述人的外貌的情景，顺利引入今天的主题。
Step 2. Pre-listeningLook and learn1.Let students look at the pictures and learn some new words and expressions this class.2.Let students try to describe their classmates using the new words and expressions, and others guess who he/she is.Other new words and expressionsShow some new words and expressions, ask students to try to read them and correct their pronunciations.【设计意图】让学生熟悉描述人的外貌特征的新词汇和表达法，为后面的学习做铺垫。
Unit+9 Grammar+Focus 人教版英语七年级下册
( A )1. A．of ( C )2. A．so ( B )3. A．a ( B )4. A．he ( C )5. A．relax
B．from B．but B．an B．his B．relaxed
C．with C．because C．the C．him C．relaxing
三、短文填空
请从方框内选择适当的词并用其正确形式填空，使文章完整连贯。注
2. 特殊疑问句形式的选择疑问句：特殊疑问句， 选择项A＋or＋选择 项B? /特殊疑问句， 选择项A, 选择项B＋or＋选择项C? 如：Which season do you like better, summer or winter? 你更喜欢哪个季 节，夏天还是冬天？ 注意：选择疑问句不能用Yes或No来回答，通常是从提供的选择项中选 择一种进行回答。如：—Which pen do you like, the blue one, the red one
become friends. Ann can play “kung fu” very well. We call her 8 “kung fu
kid”. She sometimes plays basketball with us too. In the picture she is
wearing a dress but she doesn't like 9 skirts or dresses. She often wears a T-
B. at B. played
C. on C. are playing
Our friend Ann doesn't go to our school. She is 6 and thin with brown
最新七年级英语下册《Unit 9 What does he look like》教学设计 (新版)人教新目标版
Unit 9 What does he look like?Learning Objectives一、Topics（话题）:Physical appearance二、Functions (功能)Describe people’s looks三、Structures (结构)1. What questions2. Adjectives of description3. Alternative questions四、Target Language (目标语言)What does he look l ike?He’s of medium build.Is he tall or short?He’s tall.Do they have straight or curly hair?They have curly hair.五、Vocabulary （词汇）straight, tall, thin, heavy, round, handsome, face, mouth, eye, nose, glasses, actor, actress, put, describebe of medium height/build, look like, wear glasses, a little, in the end 六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）Joe Brown has …He’s about … years old.I like him because …八、教材分析本单元以描述人的外表为话题，共设计了三个部分的内容。
旨在通过本单元的教学使学生学会使用“What does he/she look like?”的句型询问别人的外表；用英语描述别人的发型，身高，身材以及其它特征。
并能学以致用，用所学知识描述自己的朋友，喜欢的老师及演员的等。
人教版七年级英语下册unit9教案
人教版七年级英语下册unit9教案英语教案是教学设计的文本表现形式。
下面是小编为大家精心整理的人教版七年级英语下册unit9教案，仅供参考。
人教版七年级英语下册unit9教案范文Unit 9 What does he look like?Section A (1a-2d)一、教学目标：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：—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. 情感态度价值观目标：让学生学会友好、客观地描述人的形象。
二、教学重难点1. 教学重点：掌握单词，熟练掌握描述人的形象的句型。
2. 教学难点：掌握描述人的形象的句型。
三、教学过程Ⅰ. Warming-up and revision找出三名外貌差异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)，一个中等身材(of medium height)。
目的：引起学生的学习兴趣，了解人物的外貌特征，(即不管外貌如何在不同的游戏中都能获胜)的对比培养学生的情感和态度：不要以貌取人(Don’t judge by appearance)。
然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? She’s of medium/build.…Ⅱ. Presentation (Section A 1a)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，然后搭配图片和相关的外貌特征的词。
人教版英语七年级下册教案：Unit9 What does he look like？ SectionA(Grammar Focus-3d)
自主梳理探究2：
选择疑问句中的两个选择项目用__________________连接，回答时不能用______或______回答，而是根据实际情况选择符合事实的陈述句。
通过小组合作的形式，把核心句子进行翻译，从而对这些核心句子有一个更为准确的认知和复习。
通过让学生感知语法，初步让他们了解be和have/has在描述人物外貌特征中的区别，再通过图表和图片加深理解，让学生完全掌握此用法。
通过学生和老师自我探究和总结，加深语法知识的理解，让学生有一个非常清晰的语法知识框架，为后续的语法练习做好铺垫。
学生能较为轻松地完成习题。
2
获取
新知识
Step 2
Presentation (3mins)
Step 3
Conclude (3mins)
Task1.Read and understand
T: Boys and girls, now look at Grammar Focus, please read and translate all the sentences , and then ask and answer in pairs like this:
教
学
重
难
点
教学重点：
1）辨识和运用选择疑问句。
2）准确运用be动词和动词have来描述外貌。
教学难点：
1.注意比较动词be动词和have/has动词在对人物进行描述时的用法及汉语意思的差别。
人教版英语七年级下册教案：Unit9 What does he look like？ SectionB(2a-2c)
T: Do you know a police artist?
Ss: Sorry||，I don’t know.
T: In this class||，let’s know about an interesting job||，a police artist.
语言能力：
1.学会通过分析文本的指代逻辑关系和关键词的提示||，复述原文||。
2.学会模仿和运用文本中的长难句||。
情感态度价值观：
1.在阅读练习过程中||，学生将会了解Joe Brown有一份有趣的工作——警察艺术家这份工作的特点；
2.让学生能够准确的描述别人的外貌||，让他们明白不要以貌取人||。
Task2. Practice in pairs
Show some pictures of famous actors or singers and ask students to talk about them in pairs.
T: Class! Who is she?
Ss: She is Zhao Wei
Task1: Read the newspaper article fast and silently to find the general idea.
T:When you look for the main idea||，the first sentence in each paragraph can help you.
T: What does she look like ?
Ss: She is tall. She is thin. She has long straight black hair.
Show some pictures of famous actors and ask students to talk about them in pairs.