Whatdoeshelooklike教案.doc

Unit 7 What does he look like?
Reading
Topic: What does he look like?
Function: Describing people’s looks
Teaching aims:
(1) Vocabulary: describe, crime, criminal, put, each, differently, another, in the end
（2）Strategies: Finding out the topic sentences.
Analyzing the structure of paragraphs.
Using pronouns and about what they refer to.
(3) An ideological education:
Don’t judge a person just by his appearance.
Teaching procedure:

Teaching procedure
Design purpose
Step1. Self-Introduction and greetings:
T: Sally is your English teacher in this class.
How are you? Nice to meet you!
I like reading books. What do you like doing? …
To establish a good relationship with the students.
Step2. Before-reading:
Lead in:
1. T: Who is your best friend in our class?
Could you please describe your best friend?
T: (On the Bb: describe) It means to say something about your friend, such as what he or she looks like.
T: Then what do you think of your new teacher?
S: Sally is beautiful, but she is too thin. …
T: Some of my friends say that I’m too thin, but some of them say I’m OK. You know many girls want to be thin like me. Right? So people may describe the same person differently, because they often see things differently.
So, show the sentence: People don’t always see things in the same way so they may describe the same person differently.
Explain and have Ss practice reading the sentence.
2. T: Today, I’ll tell you about one of my friends.
(Show the picture)
T: What does he do? What is he doing now?
T: Yes, he draws pictures in the police station.
He is a police artist. Then what pictures does a police artist draw?
T: Yes, he draws a picture of the criminal.
(Show the picture of a criminal)
A criminal means a person who does crimes (bad things).
T: What do the police do with the picture?
(Show the picture)
Ss: The police put the picture in the newspaper to find the criminal.

To revise, and at the same time, to lead in.

To solve one of the difficult points in the passage.

To make students know about some background knowledge.

Step3. While-reading:
1. T: Today my friend is drawing a picture of the criminal. But there are three criminals here.
(Show the three pictures in the passage.)
T: Who is more like a criminal? And why?
(Many Ss may think the first one is.)
Then have Ss read through the passage to find out the real criminal.
T: So we shouldn’t judge a person just by his appearance.
2. Read the two paragraphs one by one.
(1) For Para.1:
T: Who has an interesting job? What is it?
T: Read and answer: How does a police artist work?
Help Ss to say like this: First, some people see crimes and tell Joe what the criminal looks like. Then, Joe draws a picture of the criminal. In the end, the police put the picture in the newspaper or on television to find him.
T: So now what is Para. 1 about?
Ss: About an interesting job-being a police artist.
T: Then how about this part, from some people to find him?
T: It supports the first sentence to tell us more about this interesting job. So the first sentence is the topic sentence of this paragraph.
(2) For paragraph.2
T: Read and answer: Is Joe’s job easy or difficult? Why?
Then ask one student to read the example.
Ask: Why does the writer use this example?
At last, have Ss underline the topic sentence for this paragraph and tell the reasons.
(3) For the main idea of the whole passage.
A. An interesting but difficult job.
B. Joe likes playing a picture of the criminal.
C. People describe the same person differently.
( A is right.)
(4) What do the words in bold refer to?
Discuss the two questions:
Why do we use Pronouns?
How do we know what the words refer to?
(To read the sentences before.)

To import the contents of the article.

To give an ideological education.

To improve Ss’ ability of speaking English while understanding the text.

To learn to know how to find a topic sentence of a paragraph.

To learn to analyze the structure of the paragraph and try to use the strategy above.

To learn to tell the main idea by using topic sentences.

To have Ss know the use of Pronouns.
Step4. Post-reading:
Have Ss read and discuss about another passage.
To put to use what have learned in this class.
Step5. Homework:
Read the passage in 2b again, paying attention to the “Topic Sentence” and the “Pronouns.”