新人教版七年级下册第9单元教学设计.doc

Unit 9 What does he look like? Period1I.教学目标：1.知识目标：1).单词： hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown 2).句型： - What does he/she look like? -He/She is tall and has long hair.-What do you look like? -Im thinHe/She wears glasses/2.能力目标：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。3.情感态度目标：让学生学会友好地描述别人的形象。II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。III教学难点：掌握描述人物外貌的方法。IV. 教学设计：Step1游戏 -新课程的导入找出两名外貌差异较大的学生来做游戏，一个胖而高大的男生（a fat and tall boy），另一个瘦而较矮的男生（a thin and short boy）。然后用这两名学生为例教heavy ,tall, thin, short及两个句型：1.what do you look like? 2.What does Tom/he look like?Step2 Presentation (SectionA1a/SectionB1a)引导学生熟悉有关描述人的外貌特征的词1.三个漫画人物教有关height 和 figure 的单词。然后用三个人操练“What does he look like?”注意be 动词的用法。2.一个cartoon girl 教身体的各部位。（ear, face, hair, eye, nose, mouth）3.Touch your body(nose etc), 接着操练“What does she look like?”最后是 hair,注意has的用法。4.4 pictures 来教有关头发的词汇,注意has的用法。连着教a beard, a moustache, glasses, wear.Step3: Practice (B1a, A1a)1.Finish P44, B1a.2.学习课本的第一部分P41,1a先看图片，然后搭配图片和相关的外貌特征的词。Now please look at P41, 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. (Keys: c, f, a, a, d, h, e, b, g, e)Step4: 听力练习Listen 1b(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amys friend? We will listen twiceThe first time, just listenThe second time，listen and fill in the blanksAnd say Amys friends look( Hes really tallAnd he has curly hair.) Step5: Practice (1c and 3b )（因为用的目标语言作用差不多，训练的侧重点在3b）1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.2. Make a dialogue with a student. And ask the student to point out the person you described. Then Ss practice the dialogue in pairs. 3.(3b) 1).A 同学把名字填在图里的每个人旁，B同学通过问问题找到这个人。2). Act the dialogue.3). Finish the form.(任选三个人来完成这个表格。)ishasPaulCathyYujie (让学生自主发现用is 和has 的区别来突破本单元难点，最后终结陈述他们的用法。)Step6： make sentences (Section B 1b)1.(1b) 配四幅图连线 说句子2. 学生拿出自己搜集的著名音乐家或演员等的图片说句子。Step7: describe(shelfcheck3)1播放一个如何描述别人的视屏。2让学生描述shelfcheck3（先在小组内，然后推人汇报，让全班同学听，评价）。Step8 homework1Describe your family member and draw a picture of him/her. 2预习P42.P43.P46生词和P43/3a部分。Period2I.教学目标：1.知识目标：1).单词：always, captain, popular，team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise2).句型：如同第一课时。Do you know David? No/Yes.2.能力目标：1). 提高听读能力。2).能抓住人物的主要特征来描述人物的外貌。3).能概括人物的外貌特征并根据人物特征推理出某一人物。4).能和合作伙伴互相交流，充分交换信息,进行合作学习。3.情感态度目标：1).教育学生要多发现别人的优点，学会赞美别人。2).懂得心灵美比外表美更重要。II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法。III教学难点：熟练掌握描述人物外貌的方法并成功的根据人物特征推理出某一人物。IV. 教学设计：Step 1作业汇报According to the picture to describe your family member.Step 2 listening (Section A 2a/ 2b)Listen 2a and 2b And find the difference between is and has目的：培养和提高听读能力。Step3 Pairwork （SectionA 3）1).Have students do the activity individually.2).Practice the conversation3).Describe Nancy to your partner. Step 4 Presentation1.listen and match the descriptions you hear in 3a.2.（用课件展示3a部分中的Picture a）Introduction：This is my good friend，Liu PengPlease describe him with your partner.（板书tall, curly brown hair, medium build）看图谈论（in pairs）并表演3.（课件出示3a中的Picture b）给学生下列提示（板书）然后进行描述(看图描述（in pairs）并表演) Name：Xu QianLikes：telling jokesAppearance: short，a little bit heavy，beautiful long black hair3.让学生读课本（3a）1, 2两部分后讨论回答：(学生自读后展开讨论回答问题)1) What does Ma Yan look like?2)What about Wang Lins appearance?帮助学生具体问答，板书thin，blonde, good-looking，basketball team，straight hair）4. Fill the formnameishaswearslikesLiu PengStep5 What does your best friend look like?1. survey nameishaswearslikes2. report her /him to the classStep6 homework1.(SectionB3c) According to the picture you draw to write about him or her down.2.Design yourself a new look that you are twenties later.3.预习Section B的生词和课文并填空3c 。Period3I.教学目标：1.知识目标：1).单词：look, remember, nobody, singer, pop singer, now, say2).句型：复习前面句型2.能力目标：1).继续提高听读能力。2).能概括人物的外貌特征并区别人物和推理出 某一人物。3). 能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。3.情感态度目标: 1)通过描述同学、教师或自己的偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。2).培养正确的审美观。II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于生活中。III教学难点：熟练掌握描述人物外貌的方法和画疑犯图。IV. 教学设计：Step1 organization 1organize Ss by showing a picture taken about ten years ago（Let the students guess who was me in the picture.）Step2 a song Why do most people can find themselves(他们自己) in a picture first?Please enjoy the song and answer my question.Step3 Free talk1.Ask the students to describe my old photo2.Let the students talk about some changes.（老照片与现在的我对比。Height , hair, build, wear glasses etc.）Step4 My new look学生出示二十年后的new look并描述他自己的new look.Step5 Listen (Section B 2a and 2b)You will hear Maria and Danny talking about Tina Brown and Johnny Dean.1.Your job is to write the job each person does. Point to the heading Job on the chart. 2times. Check the answers.2.This time your job is to write what each person looks like. Point to the heading looks like. Check the answers.Johnny DeanTina BrownJobrocker singermovie actorLooks liketall, thin, long curly hair, glassesmedium height, long blonde hairStep6 Section B 3a1.Read the magazine article to the classAnd find the difference between the two pictures of Johnny Dean2.Point to the blanks in the chartDescribe Johnny before and now. Point out the simple answer.Step7 Section B 3b3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraphStep8 homework1.学生A、B根据Eyewitness活动合作拟写一份通缉令；2.背诵selfcheck1。Period 4I.教学目标：1.知识目标：1).单词：复习整个单元。 2).句型：复习整个单元。2.能力目标：1).能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。2). 能掌握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平。2.情感态度目标：能在小组活动中积极与他人合作，相互帮助，共同完成学习任务, 尽情享受学习的乐趣。II.教学重点: 描述人物外貌特征和写作。III教学难点：听文画图，看图写文。IV. 教学设计： Step1. Who remembers best?words Selfcheck 1（检测本单元单词的掌握情况）Step 2.Who describes best? (SectionA/4)In groups, ask a student to describe his or her classmateUse only words and sentence patterns from this unit. For example, Shes short and thin. She has curly hair. (The other students listen to him or her carefully and guess who it is.)Step3 Who draws best? (Section B/ 4)This activity provides listening and speaking practice using the target language.1.Ask each student to draw a picture without letting ,anyone else see it.2.Have students