高考作文素材
Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancy’s looks.
Step 5.Grammar Focus
Review the grammar box. Ask students to read the questions and answers.
Point out that do goes with the you and they questions and does goes with the he and she questions.
Point to I’m, they’re, he’s
and she’s with descriptions of height
and build. You may wish to say, We use the verb to be-am, is,
are-
to talk about how tall someone is or if they’re heavy or thin. Homework
Ask
t h e s t u d e n t s t o
make conversations
a c c o r d i n g t o a c t i v i t y
3.
Period 3
T eaching aims:
1. Teach vocabulary words.
2. Target languages:
What does Paul look like?
He’s tall and he has brown hair.
This person is of medium height. She has short hair.
3. Enable the students to talk about what people look like.
4. Help the students learn how to talk about what people look like. Teaching procedures:
Step 1. Warming up
Check the homework by asking some students to read the conversation in activity 3.
Step 2. Reading and Matching (3a)
Draw attention to the pictures and the pictures with the correct descriptions.
Point out the example. Have a student read the first description. Students do the activity individual Check the answers.
Step 3. Pair work (3b)
Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then student B has to ask questions to find the people.
Remind students that they should not look at each other’s textbooks when they do this activity.
Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.
After several minutes, stop the activity and have several pairs present their dialogues to the class.
Homework
Write s short article to describe your four classmates.
Period 4
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
My favorite musician is John Jackson.
He is tall and thin.
He has short curly brown hair.
3. Enable the students to talk about their favorite star.
4. Help the students learn how to talk about their favorite star. Teaching procedures:
Step 1. Warming up
Show some pictures and ask the students to describe the people in these pictures.
Step 2. Match work (1a)
Focus attention on the four pictures. Ask students to tell
what they see in each picture. Confirm each correct answer and supply any words students don’t know.
Point at the numbered list of words. Say each word and ask students to repeat these words.
Then ask students to match each word with one of the
pictures. Say, Write the letter next to the picture in front of the words. Point out the sample answer.
Check the answers.
Step 3. Sentences (1b)
Point at the incomplete sentences and read the completed sample sentence to the class.
Ask students to work alone or in pairs. Have students write
the name of a famous person in each blank.
Ask some students to read the sentences they completed. Have
other students say whether the sentences are right or wrong.
Step 4. Listening (2a)
Point out the picture of Johnny Dean and Tina.
Brown and Maria and Danny. Say, You will hear Maria and
Danny talking about Tina Brown and Johnny Dean. Your job is to write the job each person does. Poin
t to the heading “Job” on the
chart.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to fill in the blanks in the chart.
Correct the answers.
Step 4. Listening (2b)
Say, You will hear Maria and Danny talking about Tina Brown
and Johnny Dean again. This time your job is to write what each person looks like. Point to the heading “look like”.
Play the recording. Ask students to fill in the blanks next to the words “Looks like” on the chart.
Correct the answers.
Period 5
T eaching aims:
1. Teach vocabulary words.
2. Target languages:
He’s of medium height.
He has curly black hair.
He is thin.
He wears glasses.
3. Enable the students to read and write about what people look like.
4. Help the students learn how to read and write about what people look like.
Teaching procedures:
Step 1. Reading (3a)
Call attention to the two pictures of Johnny Dean.
Ask students if they are pictures of one person or two different people. Lead students to understand that they are the same person in different time.
Step 2. Writing (3b)
Call attention to the passage and the picture below. Explain that
the passage describes how Gloria Green’s look has changed. Point
out the sample answer, and ask a student to provide the second answer (short hair).
Correct the answers.
Step 3.Writing (3c)
Ask each student to choose a family member and write a short description of the person.
Read some of the completed descriptions to the class.
Step 4.Game (4)
Read the instructions. Check to see that students understand how the game is played.
Homework
Ask the students to write another composition about one of their family members.
Period 6
Teaching aims:
1. Teach vocabulary words.
2. Enable the students to describe people.
3. Help the students learn how to write articles to describe people. Teaching procedures:
Step 1.Key word check (1)
Ask students to check all the words they know. You may
wish to have students circle any words that they don’t know.
Ask students to find out the meanings of any words they
don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or using a learner’s dictionary or
bilingual dictionary.
Step 2.Vocab-Builder (2)
After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.
Step 3. Talking about the picture (3)
Draw attention to the picture and the questions in the box. Ask
one student to describe what
“
Old Henry
”
looks like
（
He
’
s
short. He is medium build.
）
Have students do the activity individually.
Check the answers.
Homework
1. Ask the students to summarize what they have learned in this
unit.
2. Ask the students to prepare for the next unit.
课后教学反思：
加强对学生学习策略的指导，
让他们在学习和适用的过程中逐
步学会如何学习。
问题情境具有强烈的吸引力，
能激发学生对
学习的需要，引发学生的创造性思维。“学源于思，思源于疑”，
学生探索知识的思维过程总是从问问题开始，
又在解决
问题中得到发展。
教学过程中学生在教师创设的情境下，
自己
动脑思考，
动口表达，
在解决问题的过程中，
如果学生的情感、
动机能够得到充分调动，
他们的聪明才智就能充分发挥。
只有
让学生亲自参与了提出问题和解决问题的过程，
他们才能真正
成为学习的主人。积极创造条件，让学生参与到阶段性学习。
引导学生结合语境，采用推测、查阅和协调的方法进行学习。
在学习过程中，
进行自我评价，
并根据需要调整自己的学习目
标和学习策略。