1. Key vocabulary重点词汇

afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly　　　

2. write a description of a friend or a family member. 　

　Period 3 Speaking and listening

Language goals语言目标

1. read the letter repeatedly.

2. 　– When do you feel excited?

– When I see a film.

Step IV Writing

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

Sample version:

Dear Lingling,

Thank you for your message. I’m very glad to hear from you. You said you’ll come to our country next month. It’s great!

I’ll meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. I’m about 1.60m tall and a little thin. I’ll wear a sweater and blue trousers for the journey. I’ve got your photo --- you look so tall and strong. So I’m sure we’ll find each other!

Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing children’s songs every evening.

I’m looking forward to meeting you. See you next month!

Love Jane

Step V Homework

Ask students to

1.　　　 – When do you feel angry?

– When I get bad marks.

2.　　　 He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who 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

Sample description:

I spend lots of time playing basketball. I love sports. I want to join our school basketball team. I enjoy music 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.

Sample sentences:　

I hope you will recognize me from my photo when I arrive at the airport.

I feel stupid when I get bad marks …

Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and I’m quite shy when I’m with strange4rs.

I feel nervous when I speak Chinese, but I’ll be fine after a few days.

I’m always sorry when I do something wrong, so please help me do the right things when I’m with you in China!

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.

Sample dialogues:

1.　　　 She’s cheerful. She’s tall and slim with long, fair hair. Guess who she is!

2. I’m very proud of him!

　 I feel stupid when I get bad marks and I get angry with myself --- I should work harder.

　 … and I’m quite shy when I’, with strangers.

　 I feel nervous when I speak Chinese, but I’ll be fine after a few days.

　 I’m always sorry when I do something wrong …

　 But I’m very excited about coming to China!

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.

Samples description:

The girl in the right photo

She is tall with short hair, and she is wearing glasses. She’s carrying a warm coat. She looks happy and young.

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.

Samples description:

1. … but I also like dance music --- I love dancing!

　 I enjoy sports as well, especially tennis.

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.

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 come 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 T-shirt.

…

T: Good. Let’s come 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, and then find out the right photo.

Sample sentences:

　 I’m quite tall, with short fair hair, and I wear glasses.

　 I’ll wear jeans and a T-shirt for the journey, but I’ll also carry my warm coat.

T: Good. Can you find her now? Point out the picture.

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.

Sample sentences: