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Unit7Whatdoeshelooklike?ReadingTopic:Whatdoeshelooklike?Function:Describingpeople’slooksTeachingaims:(1)Vocabulary:describe,crime,criminal,put,each,differently,another,intheend（2）Strategies:Findingoutthetopicsentences.Analyzingthestructureofparagraphs.Usingpronounsandaboutwhattheyreferto.(3)Anideologicaleducation:Don’tjudgeapersonjustbyhisappearance.Teachingprocedure:TeachingprocedureDesignpurposeStep1.Self-Introductionandgreetings:T:SallyisyourEnglishteacherinthisclass.Howareyou?Nicetomeetyou!Ilikereadingbooks.Whatdoyoulikedoing?…Toestablishagoodrelationshipwiththestudents.Step2.Before-reading:Leadin:1.T:Whoisyourbestfriendinourclass?Couldyoupleasedescribeyourbestfriend?T:(OntheBb:describe)Itmeanstosaysomethingaboutyourfriend,suchaswhatheorshelookslike.T:Thenwhatdoyouthinkofyournewteacher?S:Sallyisbeautiful,butsheistoothin.…T:SomeofmyfriendssaythatI’mtoothin,butsomeofthemsayI’mOK.Youknowmanygirlswanttobethinlikeme.Right?Sopeoplemaydescribethesamepersondifferently,becausetheyoftenseethingsdifferently.So,showthesentence:Peopledon’talwaysseethingsinthesamewaysotheymaydescribethesamepersondifferently.ExplainandhaveSspracticereadingthesentence.2.T:Today,I’lltellyouaboutoneofmyfriends.Torevise,andatthesametime,toleadin.Tosolveoneofthedifficultpointsinthepassage.(Showthepicture)T:Whatdoeshedo?Whatishedoingnow?T:Yes,hedrawspicturesinthepolicestation.Heisapoliceartist.Thenwhatpicturesdoesapoliceartistdraw?T:Yes,hedrawsapictureofthecriminal.(Showthepictureofacriminal)Acriminalmeansapersonwhodoescrimes(badthings).T:Whatdothepolicedowiththepicture?(Showthepicture)Ss:Thepoliceputthepictureinthenewspapertofindthecriminal.Tomakestudentsknowaboutsomebackgroundknowledge.Step3.While-reading:1.T:Todaymyfriendisdrawingapictureofthecriminal.Buttherearethreecriminalshere.(Showthethreepicturesinthepassage.)T:Whoismorelikeacriminal?Andwhy?(ManySsmaythinkthefirstoneis.)ThenhaveSsreadthroughthepassagetofindouttherealcriminal.T:Soweshouldn’tjudgeapersonjustbyhisappearance.2.Readthetwoparagraphsonebyone.(1)ForPara.1:T:Whohasaninterestingjob?Whatisit?T:Readandanswer:Howdoesapoliceartistwork?HelpSstosaylikethis:First,somepeopleseecrimesandtellJoewhatthecriminallookslike.Then,Joedrawsapictureofthecriminal.Intheend,thepoliceputthepictureinthenewspaperorontelevisiontofindhim.T:SonowwhatisPara.1about?Ss:Aboutaninterestingjob-beingapoliceartist.T:Thenhowaboutthispart,fromsomepeopletofindhim?T:Itsupportsthefirstsentencetotellusmoreaboutthisinterestingjob.Sothefirstsentenceisthetopicsentenceofthisparagraph.(2)Forparagraph.2T:Readandanswer:IsJoe’sjobeasyordifficult?Why?Toimportthecontentsofthearticle.Togiveanideologicaleducation.ToimproveSs’abilityofspeakingEnglishwhileunderstandingthetext.Tolearntoknowhowtofindatopicsentenceofaparagraph.Thenaskonestudenttoreadtheexample.Ask:Whydoesthewriterusethisexample?Atlast,haveSsunderlinethetopicsentenceforthisparagraphandtellthereasons.(3)Forthemainideaofthewholepassage.A.Aninterestingbutdifficultjob.B.Joelikesplayingapictureofthecriminal.C.Peopledescribethesamepersondifferently.(Aisright.)(4)Whatdothewordsinboldreferto?Discussthetwoquestions:WhydoweusePronouns?Howdoweknowwhatthewordsreferto?(Toreadthesentencesbefore.)Tolearntoanalyzethestructureoftheparagraphandtrytousethestrategyabove.Tolearntotellthemainideabyusingtopicsentences.TohaveSsknowtheuseofPronouns.Step4.Post-reading:HaveSsreadanddiscussaboutanotherpassage.Toputtousewhathavelearnedinthisclass.Step5.Homework:Readthepassagein2bagain,payingattentiontothe“TopicSentence”andthe“Pronouns.”