I. Teaching article(課題): Unit 6
II. Teaching aims and demands(教學目的和要求):
Talk about personal traits.
Compare people.
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
He’s calmer than Sam.
III. Teaching importance and diffculty(教學重難點):
Comparative with –er, -ier.
More and both.
IV. Teaching ways(教學方法):
Revision, Learning, Practice and Reading.
V. Teaching tools(教學工具):
Tape-recorder and Lattern.
V. Teaching time(教學時間):
Six periods
VI. Teaching procedure(教學過程):
The first period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral Practice.
2. Ability Objects
Learning skill. Speaking skill. Communicative competence.
3. Moral Object
Learn to play a musical instrument..
II. Teaching Importance and Difficulty
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
And He’s calmer than Sam.
Is that Tina?
No, it isn’t. It’s Tina. Tara’s shorter than Tina.
III. Teaching Methods
Listening and speaking methods. Communicative approach.
IV. Teaching Aids
A tape recorder.
A projector.
Some objects.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Make a simple drawing of a boy and a girl on the blackboard.
Judy is tall. Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’s Bobby’s ruler.(longer)
This is Judy’s ruler.(long)
Bobby’s ruler is longer than Judy’s.
Step III Show some new words on the blackboard.
Read the new words to students and ask them to repeat.
Step IV 1a
Ask students to do this activity individually. Then check and answers.
Tall-short long hair-short hair thin-heavy calm-wild
Step V 1b
First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.
Step VI 1c Pairwork
Ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step VII Pronunciation Note
Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.
Step VIII Summary and Homework
Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Draw two people on the blackboard. One is Judy. The other is Bobby.
Judy is taller than Bobby. Bobby is shorter than Judy.
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral Practice. Grammar Focus.
2. Ability Objects
Learning skill. Writing skill. Communicative competence.
3. Moral Object
Handsome is that handsome does.
II. Teaching Importance and Difficulty
Oral practice. Grammar Focus.
III. Teaching Methods
Listening and writing methods. Communicative approach. Pairwork.
IV. Teaching Aids
A tape recorder. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 2a
Read the words in the box to students.
Funny 有趣的 serious 嚴肅的Outgoing （性格）外向的 quiet 安靜的
Tell students smart and athletic are new words. Explain the new words and tell students what they mean.
Step III 2b
Ask students to look at the boxes with the headings. Tina is …, Tara is …
Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes.
Step IV 2c Pairwork
Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Student A: Is Tom more intellectual than Sam?
Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?
Step VI Grammar Focus
Review the grammar box. Ask a student to read the sentences to the class.
Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.
Step VII Show some dialogue on the blackboard
Conversation 1:
A: Is that Mary?
B: No, it isn’t. It’s Peter. Peter is more carful than Mary.
A: Yes, Mary is more careless than Peter.
Conversation 2:
A: Is it Zoe?
B: No, it Wendy. Wendy is shorter than Zoe.
Conversation 3:
A: Is it Vera?
B: No, it’s not. It’s Mary. Mary is thinner than Vera.
Step VIII Summary and Homework
Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Funny, funnier More athletic than
More intellectual than More serious than
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Reading material. Target language. Listening, speaking and writing pratice.
2. Ability Objects
Learning and speaking skills. Reading and writing skills.
Communicative competence.
3. Moral Object
To be a brave and hardworking man.
II. Teaching Importance and Difficulty
Listening, speaking and writing pratice.
My friend is the same as me. We are both quiet.
Do you look the same? No, I’m a little taller than her.
III. Teaching Methods
Listening, speaking and writing pratice. Reading and writing methods.
Communicative approach.
IV. Teaching Aids
A projector. Some piece of paper. A paper bag.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 3a
There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.
1. Liu Li has more than one sister.
2. There are some similarities between Liu Li and Liu Ying.
3. Liu Ying is not as good at sport as her sister.
4. Liu Ying talks more than Liu Li.
5. Both girls go to lots of parties.
Step III Grammar Note
We are both tall.
They are both boys. We both have short hair. They both go to this school.
Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are?
Step IV 3b Pairwork
First ask two students to read the sample conversation in the speech bubble.
Then tell students to work with a partner. Talk about how you are different from a friend of family member.
Step VI The Same and Different
T: Do you find your partner?
T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.
Step VII An Optional Activity
Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.
Step VIII Summary and Homework
Today we’ve read and article and known the same and difference between the twins-Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the same and difference between you and your partner.
homework:
(1) Read the letter again. (2) Finish off the exercises of workbook.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
We are both tall. They are both boys. We both have short hair.
They both go to the school.
The fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral pratice. Listening and writing pratice.
2. Ability Objects
Learning skill. Writing skill. Communicative competence.
3. Moral Object
A friend in need is a friend indeed. Wish you to find your real friends.
II. Teaching Importance and Difficulty
Oral pratice. Listening and writing pratice.
III. Teaching Methods
Listening and writing methods. Communicative approach. Groupwork. Pairwork.
IV. Teaching Aids
A projector. A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III Section B 1a
T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?
Sa: He is quieter than me.
Sb: We are both tall.
Sc: Her hair is longer than mine.
T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.
Step IV 16 Groupwork
statements about friends using the phrases 1a.
Step V An activity Who is it?
Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or her.
Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.
Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.
Step VII 2b
Let students look at the rest of the chart. Read the heading at the top of each column.
The same as best friend. Different from best friend.
Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Maria the same as and different from their best friends?
Step VIII Homework and Summary
Today we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.
After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
A good friend … Has cool clothes Is popular in school
Likes to do the same things as me Is good at sport
Is good at school work Makes me laugh
The fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading passage. Oral pratice. Reading and writing practice.
2. Ability Objects
Reading skill. Writing skill. Communicative competence.
3. Moral Object
Take an activity part in all kinds of social activities.
Get a chance to train your intergrating skills.
II. Teaching Importance and Difficulty
Oral pratice. Writing and speaking pratice
III. Teaching Methods
Listening and writing methods. Reading and writing methods.
Communicative approach. Pairwork.
IV. Teaching Aids
A projector. Pieces of paper on which students write the five statements.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III 3a
In this activity first read the article to students. Then answer any questions students any ask. For example,
S: What’s view?
T: It’s what you think about something. It’s how you feel about something.
Step IV 3b
First let students look at the chart in Activity 2a on page 38. Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend.
Step V 3c
In this activity first ask students to say some of the words and phrases from this unit they can use. For example,
Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious
Step VI 2a
In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.
Step VII Pairwork Find Someone for the Job!
Focus students on the job ad. Ask students if they know the word-abacus. If they don’t know, explain it to them.Abacus-a frame with balls that was used to do arithmetic, long before calculators.
Step VIII Homework and Summary
Today we’ve reviewed the key vocabulary in this unit by reading pratice.. And we’ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Sentences students write: The name of a student who should get the job
The sixth period
I. Teaching Aims and Demands
1. Knowledge Objects
Reviewing the key vocabulary in this unit. Writing pratice. Just for fun.
2. Ability Objects
Self check skill. Writing skill.
3. Moral Object
Study hard and make great progress.
II. Teaching Importance and Difficulty
Writing pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic
III. Teaching Methods
Self check method. Writing method. Communicative method.
IV. Teaching Aids
A projector. A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Self Check 1
After students finish writing their sentences, write a number of student’s answers on the blackboard.
(1) My friend likes sports. She’s very athletic.
(2) Paul is never quiet! He can’t stop talking.
(3) Mr. Wang is a kind man. He always helps others.
(4) Mary is a funny girl. She always makes me laugh.
(5) Jane isn’t very outgoing. She likes to stay at home and rest.
Step III 2First ask different students to read the questions on the left. Students read.
Are you taller now? Are you more intellectual? Are you more popular?
Are you a better student?
Then ask students to think of themselves two years ago. How are they different now?
Step IV Just for Fun!
Ask two students to read the dialogue to the class. Two students read.
A: I think I see the twins. Is that Juva?
B: No, that’s Jala. Jala has curlier hair than Juva.
A: And Juva is taller than Java.
Write the words curly-curlier on the blackboard. Explain the words curly to students or draw a simple picture what curlier hair means.
Step V Workbook
Read this article about Ali and Ahmet. Then answer the questions
Step VI Summary
This class we’ve reviewed the key vocabulary of the unit. And we’ve learnt how to compare ourthemselves between now and two years ago. I hope you can make great progress.
Step VIII Homework
Finish off the exercises of the Workbook
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Curly Curlier Curly hair