人教版七年级下册 Unit9 What does he look like？ SectionB 1a-1c 教案

Unit 9 What does he look like
Section B (1a---1c)
Teaching aims （教学目标）
1. 能用所学知识区别不同人的特点。
2. 熟练掌握描述人外貌特征的单词和句型，在发型，身高，身材，着装特点，面部特征等方面对不同的人进行描述。
3. 掌握阅读技巧，并能理解代词在短文中指代的对象。
Language points (语言点)
1. 词汇：1) 名词n. police artist, crime, criminal, detective, suspect
2) 形容词adj. real, same
3) 动词 v. put, describe
4）代词 pron. each, another
5） 副词 adv. differently
6）短语 be of medium height, in the end
2. 句型：He usually wears …
He/she is …
He/she has …
Difficulties （教学难点）
1. 理解较长文章及文章中代词的指代对象。
2. 用所学知识写出完整的文章。
Preview& Test (预习检测)
阅读2b短文，找出下列短语
1一份非常有趣的工作_______________ 2和某人交谈___________
3 一张……的照片________________ 4记得牢 _________________
5 同一种方式________________ 6 最后 ___________________
7 通过报纸和电视 _______________
Teaching steps （教学步骤）
1. Warm-up and revision（课堂热身和复习）
Check Ss’ homework. Play a guessing game, each group finds two students to play it. One of the students describe the singer, actor/actress or athlete they choose. The other one tries to guess who he/she is.
【教学设计说明】通过对明星的描述，猜测明星的名字，以调动学生学生学习兴趣。复习描述外貌的形容词。为完成2a做好铺垫。
2. Work on 2a
Complete the chart with words of the opposite meaning.
young heavy tall short curly
old thin short long straight
【教学设计说明】通过写反义词能帮助学生更好的理解与记忆形容词，并能帮助学生形成知识网络。
3.Lead-in
The teacher describe a famous detective, let students guess who he is. Create a situation in which let students come into a crime, and lead the “interesting job” of criminal artist.
【教学设计说明】通过名侦探福尔摩斯的描述，创设情境，使学生成为小侦探，从破获案件中体会“警方画像师”的职业意义，并为下文自然过渡到文章的主题做铺垫。
4. Presentation （呈现新知识）
(1) Work on 2b. Read the newspaper article.
T: Which picture shows the real criminal
Read the article again carefully and answer the questions.
Q1. What’s Joe Brown’s job
Q2. What does Joe Brown do
Q3. Is his job easy
Q4. Why do people may describe the same person differently
(2) Work on 2c. Read the article again and write what the words in bold refer to.
1. He = Joe Brown 2. it = a picture of the criminal3. him = the criminal 4. this = a police artist5. they = many people 6. He = the criminal
【教学设计说明】阅读文章应先略读在细读。因此第一个问题的设置要求学生略读找到关键词语进行推测。接下来的4个问题能够帮助学生对文章有整体理解。2c的设计能够帮助学生更好的理解文章，读懂细节。
5 Show time
Let students work in group to practice a conversation, then present it for everyone,
T: Each group can create any situations you like to show in front of us. You can combine what we have learned, but the topic of this unit must be mentioned.
【教学设计说明】情景对话的设计有助于帮助学生对本节课所学内容进行更好的练习和巩固，加深对描述人外貌特征的句型的理解和把握，也可以使学生充分发挥主观能动性，加强团队合作，对本节课内容进行有效的输出。