Unit 7: What does he look like?
Language goal成功的销售员>座位拼音
In this unit students learn to describe people.
New language
What do you look like? I'm short. And I have curly hair.
What do they look like? They're medium height.And they have short hair.
What does he look like? He's heavy and he wears glass.
What does she look like? She's thin and she has long hair.
宫锁心玉歌曲Section A
Ask 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.
Continue with examples of students who have long hair and short hair. Write the words on the board and ask students to repeat the words. Then point at different students' hair and ask the class, Long hair or short hair?
Culture note
In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.
la This activity introduces the key vocabulary.
Focus attention on the words. Ask students to read the list of words蓝牙无法连接. Then say each word and ask students to repeat it.
On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don't know, say the word
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and ask students to repeat it. For example,draw a stick figure with very long legs and a long body,When you point to the figure, students say tall.
Call attention to the picture. Point to the letters next to the people in the picture.
风之花Say, U the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can u some letters more than once. Point out the sample answer.
Check the answers.
1 b一壶老酒歌词原唱 This activity provides guided listening and writing practice using the target language.
Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line.
Say, You will hear a conversation between Amy and her friend. Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.
Play the recording the first time. Students only listen.
Play the recording a cond time. This time, students fill in the blanks in the speech bubbles.
Say, Who are they talking about?
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the various people in the picture.Say, One of the people is your friend.
Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.
Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.
Say, Now work with a partner. Ask and answer the questions.
Then have students work in pairs. As they talk,move around the room monitoring their work.Offer language or pronunciation support as needed.
2a This activity provides guided listening practice using the target language.
Point to the list of nine phras and ask a student to read them to the class.小学学科
Say, Now you will hear three conversations. The people are talking about friends. They are using the words to describe their friends. Some of the words go with "has" and some go with "is".
Point to the circle around the word "circle". Say, Circle the correct word, either is or has, when you hear it in the conversation.
Play the recording the first time. Students only listen.Point out that there are three different conversations about three different people.
Play the recording a cond time. This time say, Circle "has" or "is". You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Point at the chart with space for two words ud with is and two words ud with has after each name
Call attention to the sample answers. As you point to the word is, say a ntence using the sample answer tall:He's tall. Point to the word has and say a ntence using the sample answer curly hair: He has curly hair.
Play the recording. Ask students to listen to the descriptions and write the words in the correct column after cad person's name.
