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四 教学过程
Step1 Revision of unit 1
Ask the students to retell the dialogue in groups, according to the mind-map.
设计意图：回顾课文，再次熟悉感官系动词的用法。
Step2 Brain storm
The students are asked to think of adjectives which can be used to follow look、sound、feel、smell and taste.
设计意图：扩充学生可以与感官系动词进行搭配的词汇，为下一步的活动做准备。
Step3 Activities
Activity1,ask the students to look at the picture and complete the sentences.
Activity2, encourage the students to write some sentences about themselves, using feel、look、smell、sound and taste.
设计意图：使学生能够运用感官系动词来描述周围的事物，鼓励学生用否定句、一般疑问句和特殊疑问句进行操练，提高综合语言运用能力。
Step 4 Revision of Unit2
Ask the students to retell the text in groups, according to the mind-map.
设计意图：通过思维导图复述课文，使学生建立起描写人物的思维过程。
Step 5 Activity3、4
Put the words in Activity 3 into the correct columns.
Ask the students to work in pairs to ask and answer questions about the people around them.
设计意图：区分What does … look like? 和What is… like? 两种句型的含义，并扩大学生相对应的词汇量。
Step6 writing
Ask the students to think about how to describe a person.
They will write a person in the class. The other students will guess who the person is.
设计意图：鼓励学生运用思维导图和相关句型、词汇去描写一个身边的人，尽量抓住他的特点进行描写，提高学生的思维质量和写作能力。
Step7 Share a sentence with the students
Life is so beautiful. So let’s experience and enjoy everything around us, with our eyes, our ears and our hearts.
设计意图：鼓励学生用心去观察体验生活