1. read the letter repeatedly.

2.　　　 Key structures重点句式

She’s tall with short hair.　 She’s wearing …　 She’s carrying …

Ability goals能力目标

Enable students to learn to write about a person.

Teaching methods 教学方法

Bottom-up approach.

Teaching aids教具准备

A computer and a projector.

Teaching procedures and ways 教学过程与方式

Step I Revision

Talk about feelings and impressions with students.

Ask students who wear jeans come to the front of the class.

Ask one of the students who come to the front the following questions.

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　

Introduce some new words and talk about the pictures to prepare for the reading.

Show the following. Ask students to read and makes sentences with them.

dark, fair, glasses, long, old, pretty, short, tall, young

Step II Reading

Ask them to read the letter individually and find out the right photo.

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

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.

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.

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.

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

Pairwork

Ask students to read the letter and underline the sentences with “when”. Call someone to read the sentences they underlined with “when”. Ask someone to put the sentences down.

Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5.

Then ask students to work in pairs and ask and say about their feelings as instructed in activity 6.

Step IV Writing

Ask students to write a reply to Lingling and describe themselves in the letter.

Step V Homework

Ask students to

1. Key vocabulary重点词汇

nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle

3.　　　 finish activities 1, 2 and 6 in the workbook.

Period 2 Reading and writing

Language goals语言目标

2.　　　 learn Everyday English on page 57 by heart.

1.　　　 read the conversation repeatedly.

2. Key structures重点句式

Sense verb+ adj

Ability goals能力目标

Enable students to use sense verbs.

Teaching methods教学方法

Communicative approach.　

Teaching aids教具准备

A tape recorder, some pictures and some objects.

Teaching procedures and ways教学过程与方式

Step I Lead-in

Read and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner, and then call back the answers from the whole class.

Write “taste” on the board.

Then go on with the other pictures.

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

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 comprehension.

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.

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.

Step IV Homework

Ask students to

1. Key vocabulary重点词汇

feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh,　 try, lovely, sweater, both, smart, pretty, must, introduce

2. Read the passage and match the paragraphs with the information. (Workbook, Activity10)