新目标英语七年级下册第七单元Unit 7 What does he lo 篇一
In this unit, we learned about describing people's appearances. We learned about different physical features and how to use adjectives to describe them. We also learned how to ask and answer questions about someone's appearance.
One of the main topics in this unit was describing hair. We learned about different hair colors and types. For example, we learned that someone can have blonde, brown, black, or red hair. We also learned that hair can be curly, straight, or wavy. We practiced using these adjectives to describe our own hair and our classmates' hair.
Another important topic in this unit was describing someone's height. We learned about different height adjectives like tall, short, and medium height. We practiced asking and answering questions about someone's height using these adjectives. For example, we would ask "How tall is he?" and answer with "He is tall" or "He is short."
We also learned about other physical features like the shape of someone's face and the color of their eyes. We learned adjectives like round, square, oval, blue, green, brown, and black to describe these features. We practiced asking and answering questions about someone's face and eyes using these adjectives.
Overall, this unit helped us improve our vocabulary and speaking skills. We learned how to accurately describe someone's appearance using adjectives. We also learned how to ask and answer questions about someone's appearance. This is an important skill to have because it allows us to communicate effectively and accurately describe people.
New Target English Grade 7 Unit 7 What does he lo 篇二
In this unit, we learned about clothing and how to describe what someone is wearing. We learned about different types of clothing like shirts, pants, dresses, and shoes. We also learned about different colors and patterns that clothes can have.
One of the main topics in this unit was learning how to ask and answer questions about what someone is wearing. We practiced asking questions like "What is he wearing?" and answering with sentences like "He is wearing a blue shirt and jeans." We also learned how to use adjectives to describe someone's clothing. For example, we would say "He is wearing a striped shirt" or "She is wearing a floral dress."
Another important topic in this unit was learning how to describe the materials that clothes are made of. We learned about different materials like cotton, wool, and silk. We practiced using adjectives to describe the materials of someone's clothing. For example, we would say "She is wearing a cotton shirt" or "He is wearing a wool sweater."
We also learned about different accessories and how to describe them. We learned about items like hats, scarves, and sunglasses. We practiced asking and answering questions about these accessories and describing their colors and styles.
Overall, this unit helped us improve our vocabulary and speaking skills related to clothing. We learned how to accurately describe what someone is wearing using adjectives and how to ask and answer questions about clothing. This is an important skill to have because it allows us to communicate effectively and accurately describe people's outfits.
新目标英语七年级下册第七单元Unit 7 What does he lo 篇三
新目标英语七年级下册第七单元Unit 7 What does he look like?（英语教案）
新目标英语七年级下册第七单元Unit 7 What does he look like? Language goal In this unit students learn to describe
people. New language 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 heavy and he wears glasses. What does she look like? Shes thin and she has long hair. Section A Ask 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 note In 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 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. 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 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. 1 c This activity provides guided oral practice using the target language. 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 a 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 and answer the questions. Then have students work in pairs. As they talk,move around the room monitoring their work.Offer language or pronunciation support as needed. 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, 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 complete their work and to let other students check their answers. 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 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 cad persons name. 3 This activity provides guided writing practice using the target language. J Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancys appearance. Have students do the activity inpidually. As they work, move around 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 that students have to match the pictures with the correct descriptions. Point out the example. Have a student read the first description. Students do the activity inpidually. 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 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. 4 This activity provides open-ended oral practice using the target language. 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. Section B New language beard, mustache, black, blonde, bald Additional materials to bring to class: large scrap paper for the drawing activity in activity 4 1 a This activity introduces the key vocabulary. Focus attention on the six 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 one of the words. Point out the sample answer. 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 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 completed. Have other students say whether the sentences 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.
