Teaching aims and demands
1. New words study
Unit 1 What does she look like?
(1) Learn some new words: tall, short, young, old
(2) Learn some other new words: long hair, round face
2. Learn some useful sentences:
(1) What does she/he look like?
(2) He/she is tall.
(3) He/she has small eyes.
Teaching aids: Tape record / white paper / color pencils.
Teaching Process:
Step 1 Review
1. (One by one practice: Does she/he have ...?)
T: Does she have long hair?
S1: Yes, she does. Does he have short hair?
S2: No, he doesn't. He has long hair.
Does she have a big nose?
S3: Yes, she does. Does she have big ears?
S4: No, she doesn't.
Step 2 Revision
Let's the students review the words about the looking they have learned.
Step 3 Leading in
Ask students a few questions. T: This boy, please. Do you have any brothers?
S: Yes. I have one.
T: What does he do?
S: He is a worker.
T: What does he look like?
S: He has big eyes. He is fat.
T: Ok. Then how to describe his build/height and haircut? etc.
This class we will study Unit 1 What does she look like?
(Show a slide: What does she look like?)
Step 4 Pre-task
Show the topic words. (Show six pictures. There are some new words and expressions under them.)
First explain the new words and expressions to the students. Then listen to the tape to learn them. Listen again.
Step 5: Practise: Listening
Show a slide. Let the students listen to the tape and fill in the chart with the new words and expressions. Listen twice.
Then ask them to talk about the answers with each other and check the answers. At last, tell the right answers to the students.
Step 6: While-task. Explain and work in pairs.
Show three pictures. Make a dialogue according to one of them. Explain it to the students. Then let the students make dialogues according to the pictures. Students work in pairs. They discuss carefully. Then let some students show their answers to other students. Then ask students which group is the best. The teacher praises them.
Step 7: Practice: Pair work.
Show four pictures about Luxun, Yaoming, Ch.
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