【正文】 s weekend?B: It wasn39。 They played tennis.Section AAdditional materials to bring to class:wall calendar1 a This activity introduces the key vocabulary.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis。s name?Guide students to answer. What39。s personalities: generous,outgoing, easygoing, moody1, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.2a This activity provides listening practice using the target language.. Students only listen.Play the recording a second time. This time ask students to fill in the words under Personality that describe the people39。s the tall, thin boy with curly hair? Please work in students work, move around the room monitoring progress.After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.Ask several pairs of students to read the dialogue to the class.3b This activity provides oral practice using the target language.Call attention to the example in the chart. Ask one student to introduce Anne to the class (Anne39。s unfriendly.Section AAdditional materials to bring to class:pictures from newspapers and magazines for Followup activity 1 .1 a This activity introduces the key vocabulary.Say, Write the letter of each person next to one of the words. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work.Correct the answers.1 c This activity provides guided oral practice using the target language.Offer language or pronunciation support as needed.Ask some pairs to present their conversations to the class.2a This activity provides guided listening practice using the target language.Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.You may want to play the tape several times so students can finish and check their answers.Correct the answers.2b This activity provides listening practice using the target language.Call attention again to the chart. Point out the lines that are drawn between Mike, Peter39。s shy.What39。s Mike.What39。s appearance.Have students do the activity individually. As they work, move around the classroom offering help as necessary.3a This activity provides reading practice using the target language.Draw attention to the pictures and the that students have to match the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students do the activity individually.3b This activity provides oral practice using the target language 4 This activity provides openended oral practice using the target language.Section BNew languagebeard, mustache, black, blonde, bald Additional materials to bring to class:large scrap paper for the drawing activity in activity 41 a This activity introduces the key vocabulary.Point out the sample answer.1 b This activity provides oral and writing practice using the target language. This activity provides listening and writing practice using the target structures.2a This activity provides listening and writing practice using the target language.Correct the answers.2c This activity provides oral practice using the target language.3a This activity provides reading and writing practice using the target language.As students work, move around the room monitoring progress.3b This activity provides guided writing practice using the target language.3c This activity provides writing practice using the target language.4 This activity provides listening and speaking practice using the target language.Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.What do you/they look like? I’m/They’re ’m/They’re thinWhat does he/she/your friend/Yao Ming look like?He/She has a medium build.He/She is tall.He/She has curly hair.Unit 8: What is John like?Language goalIn this unit students learn to talk about what people are like.New languageWho39。s thin and she has long hair.Section AAsk students to name some ways of describing people. You can start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.la This activity introduces the key vocabulary.Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.Check the answers.1 b This activity provides guided listening and writing practice using the target language.Correct the answers.1 c This activity provides guided oral practice using the target language.2a This activity provides guided listening practice using the target language.Correct the answers.2b This activity provides listening and writing practice using the target language.Ask students to listen to the descriptions and write the words in the correct column after cad person39。re medium they have short hair.What does he look like? He39。s in the middle.Check the answer