【正文】 th red chalk.Procedure section Please include all stages, and enough detail for the reader to understand exactly what the teacher and students doStage/ActivityObjectivePurpose(s) of stageWhy will you do it?TimeHow many minutes?Procedure What will the teacher do?(think about your classroom instructions, CCQs and role)What will the students do?(Think about their interaction)1LeadinBegin to create an ‘English’ environment for the lesson using familiar vocabulary and contests.3T: Hello! Boys and girls! Am I beautiful today? Please look at my hair, what colour is it? Is it curly or straight? Is it long? And I think I am of medium build, neither heavy nor thin, yes? And am I of medium height? T: Write useful vocabulary on the blackboard(likely responses: hair, height, build, feature, character etc)Students answer the questions by observing their teacher’s appearance.Students talk with partners (ss) to’ brainstorm’ familiar or useful vocabulary.2Model (textbook p43 3a)The sts are presented with four models of the writing task. At this stage, they read the models and ‘notice’ the main points(. use of adjs and ‘of medium’) .7T provides a gist taskunderline all the words or phrases that are used to describe the people’s hair, height and build in the four models, gives the sts the worksheets.NameappearanceWang Lin MaryXu Qian MikehairheightbuildothersT clarifies the use/meaning of vocabulary that is new or unclear using CCQs.(curly— My hair is not straight. Is your hair straight? So curly means not straight)T lets the sts check their answers in the chart. Students read the four texts and underline all the words or phrases that are used to describe the people’s hair, height and build in the four models, then plete the chart.NameappearanceWang Lin MaryXu Q