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A: What smells delicious? B: Pizza smells delicious. A: What doesn¡¯t smell fresh? B: Cheese doesn¡¯t smell fresh.

T: You did a very great job. Next please complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer with your partner.

After that, call their attention to match different body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after ¨Deye, mouth, nose¡¬, three of the blanks. Check the answers.

Step III Pronunciation and speaking

Do the Activity 7 on page 57, play the recording with pauses for them to repeat chorally and individually. Then ask them to work in pairs and make dialogues, talk about likes and dislikes. Sample dialogue:

-Do you like Beijing roast duck?

-Yes, I do. It tastes delicious. Do you like flowers? -Yes, it smells sweet and looks beautiful.

Step IV Homework Ask students to

1. read the conversation repeatedly.

2. learn Everyday English on page 57 by heart. 3. finish Activities 1, 2 and 6 in the Workbook.

Period 2 Reading and writing

Language goalsÓïÑÔÄ¿±ê 1. Key vocabularyÖصã´Ê»ã

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nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2. Key structuresÖصã¾äʽ

She¡¯s quite tall with short fair hair. She¡¯s wearing ¡­ She¡¯s carrying ¡­ Ability goalsÄÜÁ¦Ä¿±ê

Enable students to learn to write about a person. Teaching methods ½Ìѧ·½·¨ Bottom-up approach. Teaching aids½Ì¾ß×¼±¸ A computer and a projector.

Teaching procedures and ways ½Ìѧ¹ý³ÌÓ뷽ʽ

Step I Revision

Talk about feelings and impressions with students. Ask students who wear jeans come to the front of the class. T: Now, everyone, look! What kind of clothes do they all wear? S: Jeans.

T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why? S: Because they look beautiful!

Ask one of the students who come to the front the following questions. T: Do you like swimming in the sea? Why or why not? S: Yes. I love swimming in the sea because the sea feels great.

T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China?

S: Because they feel soft and look beautiful. ¡­

Help them to recall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures.

Step II Vocabulary

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In this step, introduce some new words and talk about the pictures to prepare for the reading.

T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in Activity 1. How do you think of the girls in the two pictures? First the girl in the left picture. S: She¡¯s tall, beautiful and lovely. T: What about her hair? S: It¡¯s long and black.

T: She¡¯s tall with long black hair. (Write on the board) Is she young? S: Yes.

T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl. S: She¡¯s tall with short hair. S: She¡¯s young.

S: She¡¯s smiling. She¡¯s pretty. ¡­

T: Great. How about her clothes? S: She wears jeans and T-shirt. ¡­

T: Good. Let¡¯s come to next step.

Show the following. Ask students to read and makes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young

Step II Reading

In this step, ask them to read the letter individually and find out the right photo.

T: Sally is going to meet her friend Lingling at the airport. But they didn¡¯t meet before and they didn¡¯t know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sally¡¯s looking.

After a while, ask students to read out loud the sentences, and then find out the right photo. Sample sentences:

I¡¯m quite tall, with short fair hair, and I wear glasses.

I¡¯ll wear jeans and a T-shirt for the journey, but I¡¯ll also carry my warm coat.

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T: Good. Can you find her now? Point out the picture.

Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings. Sample sentences:

1. ¡­ but I also like dance music --- I love dancing! I enjoy sports as well, especially tennis. 2. I¡¯m very proud of him!

I feel stupid when I get bad marks and I get angry with myself --- I should work harder. ¡­ and I¡¯m quite shy when I¡¯, with strangers.

I feel nervous when I speak Chinese, but I¡¯ll be fine after a few days. I¡¯m always sorry when I do something wrong ¡­ But I¡¯m very excited about coming to China!

Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in Activity 5.

After this, ask them to read the letter again and then match the questions in Activity 3 with the paragraphs. Check the answers and ask them to state their reasons.

Step III Speaking

Ask students to do Activity 4. Samples description: The girl in the right photo

She is tall with short hair, and she is wearing glasses. She¡¯s carrying a warm coat. She looks happy and young.

Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is. Samples description:

1. She¡¯s cheerful. She¡¯s tall and slim with long, fair hair. Guess who she is!

2. He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is! Encourage students to talk about their hobbies using the following sentence structures and phrases. I spend a lot of time with ¡­

I love ¡­ I enjoy ¡­ As well

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