Unit 3 I’m more outgoing than my sister. Period 1 (Section A 1a-1c) Teaching Aims: 1. Words: outgoing; better: loudly; quietly; hard-working; competition. Language objectives: That’s Tara, isn’t it? Sam has longer hair than Tom . Both Sam and Tom can play the drums, but Sam plays them better than Tom. Tara works as hard as Tina. Ability objectives: to talk about personal traits and compare people; to improve Ss’ speaking, listening and writing skills. to grasp the structure of comparatives, e.g. comparatives with –(i)er and more, both and as...as...; to grasp the structure: A+謂語(yǔ)+比較級(jí)（adj./adv.）+than+B, A+謂語(yǔ)+as+原級(jí)（adj./adv.）+as+B; to recycle vocabulary about description 3. Emotional objectives: to find strengths of somebody else, to explore the beauty of the world. Important and difficult points: 1. To talk about personal traits特點(diǎn) ; to grasp how to compare people. 2. To use target language: A+謂語(yǔ)+比較級(jí)（adj./adv.）+than+B, A+謂語(yǔ)+as+原級(jí)（adj./adv.）+as+B, comparatives with –(i)er and more. 3. To improve Ss’ listening, speaking and writing skills; to develop their communicative competence. Teaching Procedures: Step 1 Leading-in. To show some pictures to recycle adj. based on some types, and learn some new words. Step 2 1a 1 Learn new words:outgoing,better loudly quietly which competition fantastic hard-working clearly win funny friendly smart lazy look at the picture in 1a and make a list of the adjectives. Purpose: to make Ss recall some adjectives they have learnt before; Step 3 Presentation 1. . To ask Ss the usage of the adj. and show some example sentences about comparative degree. 2. To show some adjectives and adverbs with –(i) er, -r, more and some special words like better, more, worse, etc.. Then ask Ss to discuss the common points of the words. Purpose: to lead in comparative degree; to make Ss summarize the change rules of comparative degree of adj.and adv.. To make Ss compare two persons or two things with the above adjectives and adverbs; to summarize the pattern of comparative degree. “A+謂語(yǔ)+比較級(jí)（adj./adv.）+than+B” To show the map of Liaoning Province to guide Ss to compare Chaoyang and Dalian in size, climate, slight spots and so on; to show the pictures of Chaoyang fossil to let Ss know Chaoyang is a place where the first flower comes out. Purpose: to practice comparatives; to show the structure of “A+謂語(yǔ)+as+原級(jí)（adj./adv.）+as+B” and complete emotional aims. Step 4.1b listen and write the number of the pairs. Listen again for the students to listen and fill in the chart. Check the answers with the class Step 5 Practice. 1. Pair work: Compare two persons. Purpose: to make Ss practice the patterns of comparative degree. Step 6 To sum up. To make the Ss summarize what they have learnt in this class. Guessing game.; Step 7 Homework. Preview 2d Writing: The person I respect. Blackboard design：Unit 3 I’m more outgoing than my sister. Section A 1a-1c Key words: (i) er, more both, as...as... Patterns: A+謂語(yǔ)+比較級(jí)（adj./adv.）+ than + B A+謂語(yǔ)+as+原級(jí)（adj./adv.）+ as + B Period 3 (Section A 2a-2d) Teaching Aims: 1）Key vocabularies: competition, fantastic, which, clearly, win, though （2）Key structure： Is Tom smarter than Sam. No, he isn’t . He is smarter than Tom. Which one was Lisa? The one with shorter hair. Who is more hard-working at school? Ability aims: Students can use the Comparison of adjectives to compare different persons. Emotional aims: Everyone may has own opinion, different people have different ideas. Teaching important points: (1)To learn how to add –er/-ier/more … after adjectives/adverbs. (2)To learn : S + be + adj./adv.比較級(jí)+than+被比較對(duì)象 S + have/has +adj./adv.比較級(jí)+n.+ than+被比較對(duì)象 To learn: Who+be+adj. 比較級(jí)+…? Teaching difficult points: To learn Which/who sentences. Ss can understand and write a short passage between two persons.. Teaching procedures: Step 1 Enjoying a movie Play a movie and fill in the blanks. Review: A +謂語(yǔ)+ as +原級(jí) (adj./adv.)+ as +B. 3. add –er/-ier/more … after adjectives/adverbs. Step 2 Presentation. Show the pictures, and add –er/-ier/more … after adjectives/adverbs. Then use“B is (not) +as +adj/adv原級(jí) +as A.” Step 3: 2a 2b Listening 1.Listen and change the adjectives into comparatives by -er/ier/or more. [來(lái)源:學(xué)科網(wǎng)] 2. Listen again and say: How are Tina and tara different ? 3. Pay attention to: more outgoing,as...as... Step 4: 2c Pair work: Fill in the chart first and then make conversations in pairs. Step 5: 2d Role-play the conversations Let the students read the chart and find out the differences between Sam and Tom. Explain the comparatives of the adjectives 1) smart-smarter 2) funny-funnier 3) hardworking-more hardworking 3.Let the students have five minutes for the students to recite the statements. 4.Role-play the conversation in pairs. Step 6 To sum up. To make the Ss summarize what they have learnt in this class. Guessing game.; Step 7 Homework. Period 3 (Section A 3a-3c) Teaching Aims: Key structure： Is Tom smarter than Sam? Is Tina more outgoing than Tina? Are you as friendly as your sister? Does Tina work as hard as Tara? Who’s more hard-working at school? Ability aims: Students can use the Comparison of adjectives to compare different persons. Emotional aims: Everyone may has own opinion, different people have different ideas. Teaching important points: (1)To learn how to add –er/-ier/more … after adjectives/adverbs. (2)To learn : S + be + adj./adv.比較級(jí)+than+被比較對(duì)象 S + have/has +adj./adv.比較級(jí)+n.+ than+被比較對(duì)象 To learn: Who+be+adj. 比較級(jí)+…? Teaching difficult points: To learn Which/who sentences. Ss can understand and write a short passage between two persons. Teaching procedures: Step1 Revision 2， 寫出下面形容詞的比較級(jí)形式 Step 2 Grammar Focus Let the students read the sentences in the box and make sure they understand them. Pay attention to the use of the following sentences: Is Tom smarter than Sam? Is Tina more outgoing than Tina? Are you as friendly as your sister? Does Tina work as hard as Tara? Who’s more hard-working at school? 要點(diǎn)總結(jié) 形容詞在句中常作表語(yǔ)和定語(yǔ)，也可補(bǔ)充說(shuō)明賓語(yǔ)；副詞的句中主要作狀語(yǔ)。 1,無(wú)需比較時(shí)，用原級(jí)。或兩者比較表示雙方在程度、性質(zhì)、特征等某方面相等時(shí)，用原級(jí)as-----as : Xiao Wang is as tall as Xiao Liu. This building looks not so（as）high as that one. 2,兩者比較，一方比另一方更------，用比較級(jí)：比較級(jí)+than 3,要注意比較級(jí)的特殊變化和用more /less +原級(jí)表示比較的詞 Step 3 3a Let the students fill in the blanks in the box. Check the answers. Step 4 3b Think of yourself two years ago. Write about how you are different now. Step 5 3c Practice Fill in the chart. Step 6 To sum up. To make the Ss summarize what they have learnt in this class. Guessing game.; Step 7 Homework. Period 4 (Section B 1a-1e) Teaching Aims: Knowledge aims: （1）Key vocabularies： talented ,truly, care, care about, the same as, similar, be different from （2）Key structure：That’s not important for me … A good friend has cool clothes. /is talented in music. /likes to do the same things as me. / is good at sports. /truly cares about me. /makes me laugh. /is a good listener. Ability aims: Students can learn and use the sentence structures to describe different persons and say their thoughts about their own friends. Emotional aims: To tell the students: How to find a true friend. Teaching important points: (1)To learn how to make a sentence by using these phases. (2)To learn perform own thoughts. (3)To learn how to listen. Teaching difficult points: (1)To learn how to make a sentence by using these phases. (2)To learn perform own thoughts. Teaching procedures: Step 1:Lead -in Show some pictures to the students and perform the word “ friends” Step 2 Presentation Show some pictures and a movie and some phrases. Step 3 Practice Students talk about their own thoughts about friends.Step 4 Let’s choose A friend in need is a friend indeed. Present some situations to let students choose their perfect friends Step 4 Let’s choose A friend in need is a friend indeed. Present some situations to let students choose their perfect friends Step 5 Listening Play the tape and ask students to listen to it. And choose the answers. Play it again and ask students to fill the blanks Talk about Molly and Mary like about their friends. Read the dialogue and explain the meaning. Step 6 Survey Who is your friend in your class Find the differences and the same things between you and your friends.Homework 1. Read 1c three times. 2. Practice the survey with your partner. Bb design Unit 3I’m more outgoing than my sister. Period 3 Section A (1a—1e) I think the most important thing is that a friend… That’s not important that a friend… has cool clothes. is talented in music. likes to do the same things as me. is good at sports. truly cares about me. makes me laugh. is a good listener. is different from me is similar to me Period 5 (Section B 2a-2e ) Teaching aims: Knowledge aims: （1）Key vocabularies and phrases：mirror, kid, as long as, necessary, be different from, both ,bring out ,grade, should ,the same as ,saying ,reach ,hand, touch, heart, fact, in fact, break ,arm, laugh, share, loud, similar, be similar to, （2）Key structure： 1 My mother told me a good friend is like a mirror. 2 I’m quieter and more serious than most kids. 3 We enjoy studying together. 4 It’s not necessary to be the same . 5.I always get better grades than he does. 6.I don’t really care if my friends are the same as me or different. 7.A true friend reaches for your hand and touches your heart. 8. She made me laugh and feel better.[來(lái)源:學(xué).科.網(wǎng)Z.X.X Students can learn and use the phrases and sentences to describe the people. Emotional aims: To tell the students: Find a suitable friend. Teaching important points: (1)To learn how to read a passage (2)To learn how to talk about our friends. Teaching difficult points: (1)To learn how to read a passage (2)To learn how to talk about our friends. (3) To describe a person. Teaching procedures: Step 1 Warm up. Listen to an English song about friends. Step 2 Work on 2a . Do 2a write the comparative forms of the following adjectives. Step 3 Pre-reading. Play a guessing game about the teacher and her friends. Step 3 While reading. 1. Read the three passages and find their opinions about friends. And learn the new words. 2. Underline the comparative words and phrases in the passages. 3. Have a competition: Which group can do the best? Scan and finish the tasks in their own groups Check with each other and then show their answers. Step 4 Post reading. Work on 2c.. Are the questions true or false? Work on 2d. Let’s compare: How do you and your friends compare with the people in the article?. 3. Let’s think and write. 1). Which saying about friends is your favorite? 2).Which friend do you think about when you read this saying? Why? 3).Write a passage like this. Bb design Unit 3I’m more outgoing than my sister. Period 6 Section B (2a—2e) For me, it’s ( not) necessary to ... XXXis quite different from … XXX is the same as… XXX is similar to … Period 6 Section B (3b-4)self check Knowledge aims: （1）Key vocabularies and phrases：primary , primary school ,information （2）Key structure：Lisa is the same as me. Peter is different from me. xxx is the same as… xxx is similar to… xxx is different from… xxx is as…as… xxx is talented in … xxx is better at… Ability aims: Students can learn and use the phrases and sentences to describe the people. Emotional aims: To tell the students: Recognize a person Teaching important points: (1)To learn how to recognize a person (2)To learn how to talk about our friends. Teaching difficult points: (1)To learn how to recognize a person (2)To learn how to talk about our friends.. Teaching procedures: Step 1 Lead-in Watch a video and say sth. about a true friend. Step 2 Presentation Present two persons of my best friends. This is my two best friends. They are both middle school students. Lisa is similar to me. Peter is different from me. Step 3 Let’s talk Talk about the two persons. Lisa is the same as me. We both have long hair . We are both friendly, smart. I am as quiet as her. We are good at singing. She is talented in English, too. Peter is different from me. He is more outgoing. He is much better at sports. He is a little funnier. He speaks more loudly. Step 4 Practice The two persons want to be the weekend student helper for primary school in the English Study Center. Who is better for the job , Peter or Lisa? A: Who do you think should get the job, Peter or Lisa? B: xxx is… A: …. Step 5 Check and practice Check the homework of period 3. Make notes about the two of your friends. One friend should be similar to you; the other friend should be different. Read your paper out. Who is better for the job, why? Step 6 Practice 1. Put the words in the correct columns in the chart. 2. Fill in the blanks using the correct forms of the works in brackets. Step 7 Homework Review the comparative forms in this unit. Review the sentences ,passages and dialogues in the unit. Do the exercise. Bb design Unit 3I’m more outgoing than my sister. Period 7 Sectionb (3b—4)self check xxx is the same as… xxx is similar to… xxx is different from… xxx is as…as… xxx is talented in … xxx is better at… whiteyoungfunnyredwestcloudygreenwindyhappyblue[來(lái)源:學(xué)科網(wǎng)]curlybusyyellowstraightsorrybigtallscarysmallhotwarmshortcoldstrictlongcool[來(lái)源:學(xué)科網(wǎng)]cheapterriblefantasticcolorful[來(lái)源:學(xué)科網(wǎng)ZXXK]successfulunfriendlytiredsurpriseddelicious[來(lái)源:Zxxk.Com]relaxedinternationalexpensive[來(lái)源:Zxxk.Com]sunny

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