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comprehend the meaning of look-describing in terms of the police’s work.
Difficult points:
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.
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
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.
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:
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.)