Section B特级教师教学实录

Go for it: Book 2 Unit 7 What does he look like?

Lesson type: Listening and vocabulary 1. Teaching materials analysis:

Consisting of Section A, Grammar Focus, Section B and Self Check, the language goal of this unit is to describe people’s looks. This section is to describe people’s looks with some basic words and expressions.

2. Learners analysis: 

English competence: The students have learned simple present tense, what questions and statements with be structure. But they may often make mistakes in terms of choosing “is” or “has” as the verb when describing people’s look. So the key task of this period is to give students sufficient input of descriptions with “is” or “has” and guide them to know about this grammar, at the same time paving way for the next period. 

Learning features: The seventh graders have finished most of their first year’s middle school study. So, on the one hand, as new comers, they still show intense curiosity about novel things and actively participate in class activities; on the other hand, as would-be eighth graders, they are eager to make their creative voice heard and express their deep thoughts. Accordingly, teachers are supposed to make good use of their features to give a more effective lesson.

3. Teaching objectives:

At the end of this lesson, students are able to：



learn by heart and understand the words and expressions like: “curly/ straight hair, tall, short, of medium height, heavy, thin, of medium build”; recognize and know about the sentences patterns like “What does he/ she look like?”, “Is he/ she tall or short?”, “Does he have straight hair or curly hair?”, “He/she has …” and “He/she is …”;



ask about people’s looks and try to describe it with “He/she has …” and “He/she is …” ;



be aware of good manners in describing others’ looks in western countries and be positive towards life and work as common people.

4. Teaching focus and difficulties: 

Focus：to guide the students to use “What does he/ she look like?”, “He/she has …” and “He/she is …” to ask and describe people’s looks.



Difficulties：to make students recognize the order of multiple adjectives before nouns in describing people’s hair, try to use “He/she has …” and “He/she is …” correctly.

5. Teaching Methods: 

Task-based teaching；



Total Physical Response;



Team cooperation.

6. Teaching and learning Aids: 

Blackboard, chalks; 

Screens, a computer, electronic responders; 

Cards with different images and handouts.

7. Teaching procedures: Step 1: Lead-in and warm-up

【1 minute】



Greeting and singing: The teacher introduces the new unit and sings a newly-adapted song from Twinkle, Twinkle, Little Star

T: Welcome to Unit 9: What does he look like? We will meet different people and talk about their looks today. The first one is a little girl. What does she look like? You can try to sing with me if you like. Renata has a sweet round face with big blue eyes and a small red mouth. She has long straight purple hair. Many people think it very fair. She is of medium height and build. She likes helping the young and old.

T: Do you like it?

Ss: Yes! T: Thank you! 【Purpose】：

1. The teacher frankly makes the students know about the new unit with its general objective at the beginning of this class. 2. The song is to arouse students’ interest and show them the way to describe people’s looks.

- 1 -

Step 2: Presentation

【15 minutes】



Task 1: Meet Jack and Mike.

The teacher draws Jack’s and Mike’s face, hair, eyes, noses, mouths, build and height respectively on the blackboard and at the same time leads the students say, understand and practice the words and expressions about a person’s body with the help of PPT.

T: Next, we are meeting Jack and Mike. What do they look like? Eyes on the blackboard, please! Jack is…

Ss: Old. T: Mike is …

Ss: Young. T: Mike has …(with body language)

Ss: Curly hair.

T: Mike has …

Ss: Straight hair. …

【Purpose】：

1. Students’ attention is greatly aroused to new words and expressions by the teacher’s drawing two funny images with totally opposite features; 2. Students further understand the new points by TPR; 3. Students acquire inputs of the sentence structures like “What does he/ she look like?”, “He/She has …” and “He/She is …” again and again by listening to the teacher’s guidance.



Task 2: Talk freely. Students say any aspect of a person in the picture in 1a on Page 49 with any sentence patterns on PPT and talk about their looks. T: Wow, there are so many people! Say anything about their looks, please. One student, one sentence. For example, Jack has short hair. Joe is short. S1: Mike is tall. S2: Jane has curly hair. …

T: Good job. And what are they doing? S1: They are looking for their friends. S2: The tall boy is walking. 【Purpose】：

1. Student’s confidence is built by presenting a simple description.

2. Students get familiar with the images and activities in 1a by this pre-listening talk to pave way for their listening practice later.

- 2 -



Task 3: Find Amy’s friend. Students listen to the audio and fill in the blanks in the picture in 3a. T: Can you help Amy to find her friend? Listen and fill in the blanks. (playing the audio) T: let’s check the answers. Who wants to have a try? S1: He’s really tall. And he has short curly hair.

T: Which one is Amy’s Friend?

S2: H. T: Because…

S2: H is tall and has short curly hair. T: Good job. 【Purpose】：

1. Students get further input about how to describe people’s looks.

2. Students recognize alternative questions like “Is your friend tall or short?



Task 4: Read and answer. Students read the listening script sentence by sentence and answer the teacher’s alternative questions. T: Now let’s read it sentence by sentence. Pay attention to your pronunciation, please. ( Playing the audio and showing the PPT slide with the script.) Ss: Is that your friend?... T: I like your tones. More focus on this one. “Is he short or

tall?” After me! Ss: Is he short or tall? T: Is he thin or heavy? Answer me! (Pointing to one person in the picture in 1a) Ss: He is heavy. …

T: Impressive! 【Purpose】：

1. Students’ pronunciation is corrected by reading after the audio with the assistance of the tone markers on the PPT slide. 2. Students get better understanding of alternative questions through the after-listening activity.

- 3 -

Step 3: Drill

【13 minutes】



Task 1: Guess the person. A student thinks of a person in the picture on the PPT slide. Other students guess the person in his/ her mind by asking alternative sentences T: Let’s play a game. One of you come here to choose a person in your mind and the rest of you guess the person by asking “Is she/he _____ or _____?” or “Does she/he have _____ hair or _____ hair?”

S1: I’m ready.

T: Is she/he _____ or _____? S1: He is …

S2: Does he have _____ hair or _____ hair? S1: …

【Purpose】：

1. Students practice asking and answering alternative questions; 2. Students get relaxed and have fun by playing the game.

Task 2: Win your points. Students in pairs win different points by finishing different tasks like describing hair, face, height and build respectively. T: Next is our mini-pair work. Two students work together to describe one part of some people. S1 and S2: we choose No. 3. T: Describe their hair. S1: …

S2: …

S1: …

S2: …

T: Cool! Next pair. …

【Purpose】：

1. Students work in pairs to practice describing people’s looks one part by one part.

2. Students get excited due to the competitiveness of the activity which will inspire a more effective learning later.



Task 3: Discuss and Discover. Students discover the rules of “has” or “is” by observing and discussing and teacher demonstrates it on the blackboard. T: So far we’ve done very good job. Now I have a question. When do we use “has”? And when do we use “is”? Discuss with your partners first.

Ss: …( discussing)

- 4 -

T: Time is up! S1: …

S2: …

T: Good job! I also have a simple way to show the difference. When we talk about hair, face, eyes, nose and mouth, we use he/ she “has”… and when we say words like tall, heavy, of medium height…, we use “is”. Do you agree? Ss: Yes! 【Purpose】：

1. Students have a simple idea about the function of “He/she has …” and “He/she is …”by discussing; 2. Students- centered atmosphere is encouraged by student’s discussing and presenting their discovery as well as the teacher’s adding.



Task 4: Do as Romans do. Students finish an improvised questionnaire with 3 questions about manners through e-responders, watch a short video about good manners when describing people’s looks in America and check the answers. T: Most of us can describe people’s looks now. How do Americans do it? Is there anything we need to pay attention to? For example, do they talk about weight often? Make your choice. Ss: (Operating the e-responders) T: (Showing and analyzing the result on the screen) Question 2, Can we say you are heavy or fat? Ss: (Operating the e-responders) T: (Showing and analyzing the result on the screen) Question 3, Can we say you are handsome to someone you meet for the first time? Ss: (Operating the e-responders) T: (Showing and analyzing the result on the screen) So, who gets the right answer? Let’s watch the video first. (Playing the video) …

T: Now do you know the answers? Ss: Yes!

T: Let’s say it together.

…

【Purpose】：

1. Students practice their listening competence by watching an American’s mini-speech. 2. Students are aware of good manners in describing others’ looks in western countries.

- 5 -

Step 4: Practice

【12 minutes】



Pair work: Describe him or her! Students work in pairs to talk about different people’s looks on the PPT slide.

T: We have talked about some key points about culture. Are you ready for our official pair work? Ss: Yes. T: Now describe his/ her looks as much as you can with your partner. Ss: (Discussing) T: Time is up. Please! S1 and S2: …

【Purpose】：

1. Every student has time to have an oral practice of describing people’s looks during which, the comparatively slower learners will be helped. 2. Students are encouraged to express and practice all they have learned from the current lesson.



Group work: Everyone is a star in life.

Each group has a picture of a person and his/ her simple story in Chinese in their handouts. The presenters describe their stars and share their stories. T: Describe your star and share his or her story. Rest of you match the picture on this slide with their stars according to their descriptions. 3 minutes.

Ss: (discussing and rehearsing)

T: OK, time is up. Show us please. Group 1: He is… and he has…. Which one is our star?

S1: No. 2? Group 1: Yes. He …( sharing his life story)

T: Amazing! Next group! Group 2: …

【Purpose】：

1. The words and expressions and simple present tense are practiced and consolidated in a comprehensive task.

2. Students’ teamwork spirit is cultivated and student-to-student interactions are generated 3. Students’ positive attitude towards life and work is inspired.

- 6 -

Step 5: Consolidation

【13 minutes】



Summary: Make Miss Wang song. Students describe their friends first with the structure of the song sang by the teacher at the beginning of the class, then describe the teacher’s look and finally sing the new song together.

T: Last, Let’s have a fun summary. Describe your best friend. S1: …

S2: …

T: Can you describe me together? Ss: …

T: Are you ready to sing our song? Go! Ss and T: (Singing) T: Thank you! 【Purpose】：

1. Key points are summarized and consolidated in a fun way. 2. Students’ multi-intelligence and creativity is encouraged.

Homework:

【1 minute】

Make a short video about your hero/ heroine (looks, job, life…) and submit it through the APP Jia Xiao Bang.

Blackboard design:

- 7 -

Appendix: Handouts for group work

Group work: Let us tell you what our star looks like.

He is _________and ________.

He has _____ ____ ________hair. Which is our star?

Can you guess his job? Yes, he is a bus driver.

他叫丁荣军。他在西安

他非常喜欢英语，所以他每天说站的名字用中文和英文。

他喜欢帮助老人。

我觉得……（可任意发挥。）

Group work: Let us tell you what our star looks like.

She is _________and ________.

She has ______ ________ ________hair.

Which is our star?

Can you guess her job? Yes, She is a cook. 她叫陈岚舒，大约30岁。

她喜欢好吃的食物，也喜欢做饭。

现在她在台湾有一个饭店。

她每天工作for 15个小时。但是她不累。

她说：“我把我所有的爱都给了我的食物，所以我觉得……”（可以任意发挥）

Group work: Let us tell you what our star looks like.

He is _________and ________.

He has _______ _______ ________hair.

Which is our star?

Can you guess his job? Yes, he is a teacher.

他叫刘永刚。他51岁，他在咸丰，湖北。

他是学校唯一的老师，他只有12个学生。

他说：“我喜欢教书，我喜欢我的学生。”

我觉得……。（可以任意发挥）

Group work: Let us tell you what our star looks like.

She is _________ and ________.

She has _______ _______ ________hair.

Which is our star?

你们知道她吗？

是的，她是朱婷。她是一个排球运动员。

她的家乡（hometown）是河南，她家很穷。

因为她很高也很聪明，她的老师让她学排球。

她每天努力练习。现在她成为了一个排球明星。

我觉得……（可以任意发挥）

- 8 -

Group work: Let us tell you what our star looks like.

He is _________and ________.

He has ________ ________ ________hair. Which one is our star? Can you guess his job? He is a firefighter.

他大约50岁。我不知道他的名字。

但是我知道他是一个好人，而且他爱他的工作。

因为照片里他正在帮助一个考拉。

我觉得……。（可以任意发挥）

Group work: Let us tell you what our star looks like.

He is _________)and ________）.

He has ________ ________ ________hair. Which is our star?

Can you guess his job? Yes, he is a doctor.

他叫张金哲。他98岁。

他每天工作。

他喜欢和他的儿童病人（patients）交朋友。

我觉得……（可以任意发挥）

Group work: Let us tell you what our star looks like.

She is _________and ________.

She has _______ _______ _______hair.

Which is our star?

Can you guess her job?

Yes, She is a police dog trainer. 她非常喜欢狗，她也想当警察，所以她成为了一个

police dog trainer. 她和她的狗是好朋友，她的狗可以帮助警察找罪犯。

我觉得……。（可以任意发挥）

Group work: Let us tell you what our star looks like.

She is _________and ________.

She has ________ ________ ________hair. Which one is

our star?

Can you guess her job?

Yes, She is a cleaner.

她叫张秀芳。她爱她的工作

她善于跳舞。她经常跳舞with her broom(用她的扫把) 我觉得……（可以任意发挥）

- 9 -