UnitI’mmoreoutgoingthanmysister

1、Unit 6 I m more outgoing than my sisterTeaching aims of this unit:Language goals Talk: about personal traits and compare peopleVocabulary: more, than, taller, shorter, thinner, longer, calmer, wilder, quieter, funnier, heavier, smarter, more athletic, more popular, twin, both, be good atAims of know

2、ledge:To enable students to study the grammar and try to do someexercise about it.Aims of abilities:To encourage the students to make use of the comparativesin writing a description or speakingAims of emotion:To enable the students view different people and thingsobjectively, encourage students to f

3、ind the merits lie in different people and learn from them.The focus and difficult points :1. the focus :the target languageIs that Sam? No, that sHeTomhas. shorter hair than Sam.He s calmer than Sam.主语（ sb / sth） + be +形容词比较级 + than +2. the difficult points: the comparatives wither/ier and moreTeac

4、hing contents:grammar comparative degreea. Basic sentence structure of comparative degree:A+ be (V.)+ 比较级 + than+ Bb. The comparative forms of adjectivesTeaching aids:blackboard, chalk, PPT, picturesType of the lesson:grammar, speaking1 / 5Period OneStep 1. Revision1. Greetings.2. Review the descrip

5、tion words of personalities and appearance.Step 2. Presentation:T:Today we regoing to learn a new unit . In this unit we will learn to talk aboutpersonal traits and compare people. Now I ll ask two students to come to the front.1. Ask two students to stand in the front of classroom the other student

6、s tell the differences between them.2. Show the pictures of 1a ask students to tell what they see.T: What can you see in the picture?S: Two boys.T: That s right . This is Pedro and this is Paul. They re brothers. Who is taller, Pedro or Paul ?S: Pedro.T: That s right. Pedro is taller. (show the sent

7、ence and class repeat)S: Pedro is taller.T: Pedro is heavier than Paul . Paul is thinner than Pedro. (show the sentences and class repeat)In the same way , teach the sentences of the other two pictures. Tina is wilder than Tara.Tara is calmer than Tina. Sam is wilder than Tom.Sam has longer hair tha

8、n Tom.Tom is calmer than Sam . Tom has short hair than Sam.Step3. Practice1. Ask students to read these sentences again.2. Ask students to match each word with the opposite in activity 1a. 3.Ask students to describe each picture in activity 1a.2 / 5Step4. Pair work1. Point out the sample conversatio

9、n in activity 1c.2. Say the sample conversation again with a student.3.Ask students to work in pairs like this and make their own conversations about the people in the picture .4.Ask several pairs to say one or more of their conversations to the class.Step5.Reading1.Callattentiontotheletter.2.Read t

10、he instructions to the class。 Elict the firstanswer fromthe class (DK)3.Askthe students toread thearticle anddo the exerciseafter it.4.Checktheanswers.Elict why the false sentences are false or "don't know".Step6. Grammar Focus:1. 形容词比较级的用法。规则变化2. 形容词比较级的构成。不规则变化3. 句型：主语 +动词 +比较级 +than

11、Step7. Summary and homeworkWrite out the comparative degrees of the following words.shortshyserioustallfunnyoutgoinglongmoodygenerousstraightheavyeasygoingsmartcurlyunfriendly/ friendlyquietthininteresting板书：Blackboard Design3 / 5Unit 6 I m more outgoing than my sister1. wild calm athletic2. Is that

12、 Sam? No, that s Tom. He has shorter hair than Sam. He s calmer than Sam.Period TwoStep1.Greetingsasusual.Step2.RevisionAsk two girls to come to the front and let other students describe their differences.Dictate some sentencesStep3.Reading and writing practice 1. Read each description to the class

13、and ask the students to repeat.2. Present the new languages : (Give some examples if necessary)makemelaugh,begoodat,dothesamethingsasme3. Talk about what kind of things are important in a friend in groups of four. One of them writes it down.4. The teacher does a quick check to see which things are m

14、ost important to the students.Step4.Guidedoralpractice1.Callattentiontoconversationinthebox.2.Readitingroupsoffour.3. Work with a group to make their own statements about friends using the phrases inactivity1a.(Tgivesomehelpifnecessary)4.Asksome studentstotelltheclass what theylookforinafriend.Step5

15、:Pairwork1.Pointoutthesampleinthebox.2.TalkaboutHollyandMaria andtheirbestfriendsinpairs.3.Asksomepairstosaytheirconversationtotheclass.Step6.Readingandwritingpracticereading1.Readtheinstruction.2.Askthestudentstoreadthearticleandlookatthephotographs.3.Explainthe wordsandsentences thatthestudentsdon

16、'tunderstand.4 / 54.Ask the Ss to read the article again and underline the words that describe whatpeoplearelike.5.Checktheanswers.writing1.Ask Ssto saysome ofwords andphrases fromthisunittheycanuse.2.AskSstofinishtheactivityontheirown.3.Asksomestudentstoreadtheirwritingtotheclass.Step7Readingandspeakingpractice1.Focusstudentsonthejobad.2.Writethenamesoftwooutgoingstudentsontheboard.Say:"Whodoyou think