【正文】 ngue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc. Ask students to read the words and sentences in activity 2 repeatedly. Step II Listening and reading Listening In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures. A few minutes later, call back the answers. Then call attention to the structure: Subject + sense verb + adj T: We can use the structure to express our feelings. Reading Ask students to read through the conversation individually and then play the tape and have them read and follow. Ask them some questions to check their prehension. a. What is Betty doing? b. What is Lingling doing? c. How does the onion taste? d. How does the pizza taste? e. Who is going to the airport? And why? Then ask students to answer the questions in activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers. Sample conversation: 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 plete 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 ―eye, mouth, nose‖, three of the blanks. Check the answers. Step III Pronunciation and speaking Do the task 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 goals 語言目標 1. Key vocabulary 重點詞匯 nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2. Key structures 重點句式 She’s tall with short hair. She’s wearing … She’s carrying … Ability goals 能力目標 Enable students to learn to write about a person. Teaching methods 教學(xué)方法 Bottomup approach. Teaching aids 教具準備 A puter and a projector. Teaching procedures and ways 教學(xué)過程與方式 Step I Revision Talk about feelings and impressions with students. Ask students who wear jeans e 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 e 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 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 Tshirt. T: Good. Let’s e 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,