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He/She’s good-looking. He/She has straight, dark hair and brown eyes.\u003Cbr>What do they look like? They’re tall and good-looking. They have short, light hair and blue eyes.\u003Cbr>He/She doesn’t have light hair. / They don’t have light hair. What’s he/she like?\u003Cbr>He’s/She’s sporty and he’s/she’s clever.\u003Cbr>He’s/She’s bossy but hard-working. I like him/her because he’s/she’s kind. |\n| Features | Cross-curricular: Art: Warm and cool colors\u003Cbr>Values: Help your friends in class. |\n\nMaterials • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •  \n• Student Book 5 pages 12–21  \n• Audio CD tracks A:10–23  \n• Picture Cards: (5) dark hair, (6) light hair, (7) spiky hair, (8) bald, (9) handsome, (10) beautiful, (11) good-looking, (12) cute, (13) bossy, (14) kind, (15) sporty, (16) lazy, (17) clever, (18) shy, (19) talkative, (20) helpful, (21) friendly, (22) hard-working  \n• Story Cards  \n• Activity Sheets 1–2  \n• Workbook 1 pages 8–17  \n• Unit 1 Test  \n27  \nStudent Book page 12  \nObjectives  \n• To listen to a conversation  \n• To ask about and describe the physical appearance of people and animals  \nTarget language  \ndark hair, light hair, spiky hair, bald, handsome, beautiful, good-looking, cute  \nMaterials  \nPicture Cards 5–12  \nWarm-up  \nAsk students to look at the scene and talk about what they think is happening.  \nUsing the page  \n1  \nListen and read. Who lives at number 12?  \n• Play the audio and have students listen. Ask students to identify the characters.  \nEmma: There’s a new family ... at number 12!  \nRobbie: What do they look like?  \nDan: The dad is tall and bald. There is a girl, too.  \nShe has curly blond hair. Emma: Hi. I’m Emma. Can I help?  \nMaddy: Thanks! I’m Maddy.  \nDan: Is that your cat?  \nMaddy: What does it look like?  \nRobbie: It has spiky red hair.  \nMaddy: Spiky red hair? My cat, Kipper, doesn’t have red hair. He’s black and white.  \nRobbie: Oh no! Red paint!  \n2  \nA:11 Listen and say.  \n• Focus on the people’s faces. Play the audio and have students repeat the audio after each word they hear.  \n1. dark hair 2. light hair 3. spiky hair 4. bald  \n5. handsome 6. beautiful 7. good-looking 8. cute  \n• Put Picture Cards 5–12 on the board for students to refer to. Pair students. One student in each pair points to a person in the class and says, What does (name) look like? His/her partner has to say a word to describe that person. Students take turns to use as many different adjectives of physical appearance as possible.  \nA:12 Who’s who? Listen and number using the words in Activity 2.  \n• Play the audio again. Have students number the boxes according to the adjectives of physical appearance they hear.  \n3  \na. Girl 1: This is my brother, Joe  \nGirl 2: He has lovely dark hair and glasses. Cool!  \nb. Girl 1: This is my friend Jack. He has spiky hair. Do you  \nlike it? Girl 2: Yes, Ido.  \nc. Girl 1: My aunt Sara is great. She’s very beautiful.  \nd. Girl 1: This is my grandpa. He’s bald.  \ne. Girl 1: The handsome man is my uncle.  \nf. Girl 1: And this is my baby sister Rose. She’s cute. Girl 2: So cute!  \ng. Girl 2: I know this one. She has light hair and is very good-looking!  \nGirl 2: Yes!","cbCaievlWGee5NLP","https://ap.wps.com/l/cbCaievlWGee5NLP","pdf",24617783,14,"English","# Unit Overview\n## Objectives\n## Target Vocabulary\n## Target Structures\n## Features\n## Materials\n## Using the page\n## Online task","[{\"question\":\"How do students practice the target structures?\",\"answer\":\"Students listen and read a conversation, repeat words from the audio, use picture cards to ask and answer questions like “What does he/she look like?” and then compare answers with partners.\"}]","Friends - Unit Overview - Sample | PDF",1790827140,35]