鲁教（五四）版七年级上册 Unit 1What does he look like？ Section B 教案（表格式）

What does he look like
Section B 2a-2c
Teaching aims:
1. Master the meaning of new words and phrases like: criminal, crime, another, describe, differently, draw a picture of, in the end.
2. further realize the importance of describing the looks in daily life by exploring the police artist’s job and experience, so as to consolidate the knowledge of describing people.
3. grasp the reading skills like locating the topic sentence in the first sentence, catching the key words to get information and infer the meaning of pronouns based on the context.
4. increase their respect to different jobs.
Teaching key and difficult points:
Key points:
1. understand how a police artist works, and realize that to be a police artist is interesting but difficult.
2. comprehend the meaning of look-describing in terms of the police’s work.
Difficult points:
1. grasp the skills of catching the main idea by skimming the first or last sentence of each paragraph and locating the meaning of pronouns based on the context.
2. Apply what they have learned about the police artist’ job to their practical group work.
Teaching aids:
The projector.
Teaching procedure:
Step 1: lead-in
1. Game:
The teacher and a student will describe the same classmate or teacher in the front separately. Other students need to draw pictures based on the teacher and the student’s description. After drawing, students need to consider three questions:
Q1: Do you think these two pictures are the same person or different
Q2: Student and the teacher described the same person or not
Q3: Why you draw two different pictures
---- describe the same person differently.
T: can you think about a job that needs to draw pictures
S: an artist.
2. Words and phases:
A picture of a police artist will be shown on the screen. Students need to discuss 2 questions:
Q1: What’s his job
Q2: What does he do
(Here, the phrase “draw a picture of …” and criminal, crime will be introduced.)
Step 2: Pre-reading:
1. 3 pics on 2b, students will be guided to look at the pictures and the title of the passage, and think about 2 questions:
Q1: who may be the real criminal
Q2: what kind of job do you think may be interesting
Step 3: While-reading:
Act 1: Skimming: skim the passage quickly and find out the topic sentence for each paragraph. (here the skimming skill will be introduced.)
Para1: Joe Brown has a very interesting job.
Para2: He wants to draw a good picture of each criminal, but this job is sometimes difficult.
(here the students will be guided to know that the first sentence of one paragraph usually is the topic sentence of it.)
Act 2: Careful reading:
Read paragraph 1 and answer the following questions.
Q1: What’s Joe’s job
Q2: What does a police artist do
Q3:How can Joe help to find out the criminal
Read paragraph 2 and think about the following questions.
Q1: Is it easy for Joe to draw a good picture of the criminal
Q2: Why is it difficult
1) Don’t see things the same way.
2) Don’t remember well.
T: because of the two reasons, is it easy for Joe to draw a true picture of the criminal
Act 3: ask and answer
Q1: How do the two women describe the same criminal
Q2: What does the real criminal look like
Here students will be instructed to find the description words of the criminal from height, build, age, hair and so on.
Act 4: finish task 2c, identify the pronouns in the passage.
First, students are encouraged to tell what the words in bold in paragraph one refer to. Then they are supposed to discuss the skills of doing the practice like this. After that, the teacher will share the skill with them.
In order to check whether they grasp the skill, students need to find out what the pronouns in paragraph two refer to on their own. And the teacher will check the answers later.
So as to further consolidate the skill, a newly and short passage will be presented on the screen. Students need to consider two questions:
Q1: what’s the main idea of this passage
Q2: what do the underlined words “ they” and “ this” refer to
Step 4: Post-reading
Role-play: five criminals are wanted. Students need to work in a group of six to describe him or her. Each student needs to finish his own task. Like, student 1 is a police artist, he needs to ask the question “What does … look like ” after other students describe the criminal separately, he needs to draw a picture of the criminal. And student 2 needs to describe the person from height and build, student 3 needs to describe from hair and age, student 4 needs to describe from nose and mouth, student 5 needs to describe from eyes and glasses, student 6 needs to describe from clothes and other aspects.
After five-minute preparation, the whole group needs to present to the class.
interesting