2019-2020年七年级英语下册 Unit 7教案 人教新目标版.doc

2019-2020年七年级英语下册 Unit 7教案 人教新目标版Language goal: l In this unit students learn to describe people. New languages: What do you look like? Im short. And I have curly hair.What do they look like? Theyre medium height. And they have short hair.What does he look like?Hes beauty and he wears glasses.What does she look like?Shes thin and she has long hair.Difficult points: 1. Adjectives of general description. 2. Using of “is” and “has”. 3. How to describe peoples looks. Teaching aids: RecorderSome famous peoples pictures Teaching periods: l Period 1: Section A 1a 1b 1c l Period 2: Section A 2a 2b 3l Period 3: Section A 3a 3b 4l Period 4: Section B 1a 1b 2a 2b 2cl Period 5: Section B 3a 3b 3c 4l Period 6: Self-check Period 1 Teaching aims: 1. Learn the new vocabulary words: 2. Target language: What does your friend look like? She is of medium build, and she has long hair.3. Be able to use “is” and “has”. 4. Learn to describe the peoples looks. Teaching procedures: Step 1.Warm-up Talk about your classmates builds and heights: “Is Lucy tall?” “Yes/No ” “Is Jim fat?” “Yes/No ” “Does he have long hair?” “Yes/No ” Step 2. Key vocabulary (1a)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 plete each drawing, point to it and ask students what it shows. If they dont 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.Step 3. Listening (1b)Call attention to the speech bubbles in the picture. Read the dialogue, saying blank when you e to a blank line.Say, You will hear a conversation between Amy and her friend. Fill in the blank likes 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?Check the answers.Step 4. Pair work (1c)Call attention to the various people in the picture. Say, One of these people is your friend.Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and is medium build.Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.Say, Now work with a partner. Ask the answer the questions.Then have students work in pairs. As they talk, move around the room monitoring their work.Homework 1. Ask the students to make conversations according to the model in 1c. 2. Ask the students to learn the new words and expressions in this period. Period 2 Teaching aims: 1. Learn the vocabulary words and useful expressions. 2. Target languages: What do you look like? Im short. Im thin.What do they look like? Theyre of medium height.What does he look like? He is of medium build.What does she look like? She is tall. She has curly hair. 3. Enable the students to describe people. 4. Help the student learn how to describe people. Teaching procedures:Step 1. Revision Check the homework. Ask some students to work in pairs and make conversations. Step 2. Listening (2a) 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, either is or has, when you hear it in the conversation. Play the recording the first time. Students only listen. Point out that there are three different conversations about three different people. Play the recording a second time. This time say, Circle “has” or “is”. You may wish to play the recording a third time to allow slower students to plete their work and to let other students check their answers.Step 3. Listening (2b) Point at the chart with space for two words used with is and two words used with has after each name.Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall: Hes tall. Point to the word has and say a sentence using the sample answer curly hair. He has curly hair.Play the recording. Ask students to listen to the descriptions and write the words in the correct column after each persons name.Step 4.Pair work (3) Call attention to the dialogue in the box and the picture. Explain that students have to plete the dialogue with words to describe Nancys looks.Have students do the activity individually. As they work, move around the classroom offering help as necessary.Step 5.Grammar Focus Review the grammar box. Ask students to read the questions and answers.Point out that do goes with the you and they questions and does goes with the he and she questions.Point to Im, theyre, hes and shes with descriptions of height and build. You may wish to say, We use the verb to be-am, is, are-to talk about how tall someone is or if theyre heavy or thin.Homework l Ask the students to make conversations according to activity 3. Period 3 Teaching aims: 1. Teach vocabulary words. 2. Target languages:What does Paul look like?Hes tall and he has brown hair.This person is of medium height. She has short hair.3. Enable the students to talk about what people look like. 4. Help the students learn how to talk about what people look like. Teaching procedures: Step 1. Warming up Check the homework by asking some students to read the conversation in activity 3. Step 2. Reading and Matching (3a) Draw attention to the pictures and the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students do the activity individually.Check the answers.Step 3. Pair work (3b) Call attention to the picture and the names in the box. 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. Remind students that they should not look at each others textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.After several minutes, stop the activity and have several pairs present their dialogues to the class.Step 4. Game (4) Give a sample description of someone in the class and ask the class to guess who you are describing. Use only words and sentence patterns from this unit. For example, Shes short and thin. She has curly hair.Ask some students to describe a person while their classmates guess who it is.Homework l Write s short article to describe your four classmates. Period 4 Teaching aims: 1. Teach vocabulary words. 2. Target languages: My favorite musician is John Jackson.He is tall and thin.He has short curly brown hair.3. Enable the students to talk about their favorite star. 4. Help the students learn how to talk about their favorite star. Teaching procedures: Step 1. Warming up Show some pictures and ask the students to describe the people in these pictures. Step 2. Match work (1a) Focus attention on the four pictures. Ask students to tell what they see in each picture. Confirm each correct answer and supply any words students dont know. Point at the numbered list of words. Say each word and ask students 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 the words. Point out the sample answer. Check the answers.Step 3. Sentences (1b) Point at the inplete sentences and read the pleted sample sentence to the class. Ask students to work alone or in pairs. Have students write the name of a famous person in each blank.Ask some students to read the sentences they pleted. Have other students say whether the sentences are right or wrong.Step 4. Listening (2a)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.Step 4. Listening (2b)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 “look like”.Play the recording. Ask students to fill in the blanks next to the words “Looks like” on the chart.Correct the answers.Step 5. Groupwork (2c) Name a famous actor, musician or athlete and describe that person. For example, My favorite actor is Leonardo DiCaprio. Hes 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.Homework Ask the students to find some photos or draw some pictures of their own, their family or friends. Then describe the person in these pictures.Period 5 Teaching aims: 1. Teach vocabulary words. 2. Target languages: Hes of medium height.He has curly black hair.He is thin. He wears glasses.3. Enable the students to read and write about what people look like. 4. Help the students learn how to read and write about what people look like. Teaching procedures: Step 1. Reading (3a) 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 the same person in different time.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 he changed. Under “ Now” write words that describe Johnny after he changed. Point out the sample answer.As student work, move around the room monitoring progress.Step 2. Writing (3b) Call attention to the passage and the picture below. Explain that the passage describes how Gloria Greens 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 describing Glorias looks in each blank.Ask students to finish the activity on their own.Correct the answers.Step 3.Writing (3c) Ask each student to choose a family member 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 pleted descriptions to the class.Step 4.Game (4) 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.Homework Ask the students to write another position about one of their family members. Period 6 Teaching aims: 1. Teach vocabulary words. 2. Enable the students to describe people.3. Help the students learn how to write articles to describe people.Teaching procedures: Step 1.Key word check (1) Ask students to check all the words they know. You may wish to have students circle any words that they dont know. Ask students to find out the meanings of any words they dont know. They can do this by reviewing the unit, asking you, asking their classmates, or using a learners dictionary or bilingual dictionary. Step 2.Vocab-Builder (2) After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.Step 3. Talking about the picture (3) Draw attention to the picture and the questions in the box. Ask one student to describe what “Old Henry” looks like （Hes short. He is medium build.）Have students do the activity individually.Check the answers.Step 4. Just for Fun! Ask students to read the cartoon to themselves. Ask, What is funny about this cartoon? Lead students to understand that the idea of what “tall” and good-looking” mean may be different on different planets.Homework 1. Ask the students to summarize what they have learned in this unit. 2. Ask the students to prepare for the next unit.