Unit 4 How do you get to school? I.Teaching article(课题): Unit Four II.Teaching aims and demands(教学目的和要求): How do you get to school? -- I take the bus. How long does it take? --It takes 20 minutes. How far is it? --It’s 10 miles.
III.Teaching importance and diffculty(教学重难点): Talk about how to get to places.IV.Teaching ways(教学方法):
Revision, Learning, Practice and Reading.V.Teaching tools(教学工具): Tape-recorder and Lattern.V.Teaching time(教学时间): Six periods VI.Teaching procedure(教学过程):
The first period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral practice.2.Ability Objects Listening skill.Writing skill.Communicative competence.3.Moral Object Know about some traffic rules.II.Teaching Importance and Difficulty Target language.Hey, Dave.How do you get to school? I walk.How about you, Sally? --I ride my bike.How does Emilio get to school? --He takes the train.III.Teaching Methods Listening method.Writing method.Pairwork.IV.Teaching Aids A tape recorder..V.Teaching Procudrues Step I Greet the cla as usual and check the homework Step II Learn the new words.Step III Section A 1a First ask students to look at the picture.And read the sample sentences to them. Ask them to repeat.Hey, Dave.How do you get to school? --I walk.How about you, Sally? I ride my bike.Step IV 1b First ask students to say what each person is doing.Write the phrases on the board.Walking Riding a bike Take the train Taking the subway Take the bus Step V 1c Pairwork
1 Ask two students to read the dialogue I the speech bubbles to the cla.Sa: How does Bob get to school? Sb: He takes the train.Step VI Culture Note You may wish to include in the leon names for other forms of transportation that are common I the students’ home culture.Step VII Summary and Homework This cla we’ve learnt some key vocabulary and the target language.How do you (does he) get to school?Do you know how your parents go to work? Next cla I’ll ask some of you to tell me the answers.Step VIII Blackboard Design Unit 4 How do you get to school? Key vocabulary How do you get to school? How does he get to school? I walk.He walks.
The second period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral practice.Grammar Focus.2.Ability Objects Listening skill.Writing skill.Communicative competence.3.Moral Object Don’t be late for school.
II.Teaching Importance and Difficulty Target language.Oral practice.Grammar Focus.III.Teaching Methods Listening and writing methods.Pairwork.IV.Teaching Aids A tape recorder..V.Teaching Procudrues Step I Greet the cla as usual and check the homework Step II 2a Now open your books at page 20.Look at the transportation pictures.I’ll ask a student to identify each picture.Picture 1 a train Picture 1 a bus Picture 1 walk Picture 1 a subway Picture 1 a bike Step III 2b First point to the clocks and their times.Ask eight students to read the time one by one to the cla.a.10 minutes b.15 minutes a.25 minutes b.30 minutes a.35 minutes b.40 minutes a.50 minutes b.55 minutes Step IV 2c Pairwork T: Now please look at the sample dialogue.I’ll ask two students to read it to the cla.Who would like to read? Oh, you two, please.Sa: How do you get to school? Sb: Well, I usually walk but sometimes I take the bus.Sa: How long does it takel? Sb: It takes about 10 minutes to walk and 15 minutes by us.Step V Grammar Foucus Review the grammar focus box.Ask students to say the statements and responses.Step VI Summary
2 This cla we’ve learnt to talk about how to get to school and how long it takes to get to school.Step VII Homework Write down grammar sentences in your exercise books.Step VIII Blackboard Design Unit 4 How do you get to school? Key vocabulary How do you get to school? How does he get to school? How long does it take? It takes about 10 minutes.
The third period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Reading and writing practice.Oral practice.The exercise of the workbook.2.Ability Objects Writing skills.Reading skills.Communicative competence.3.Moral Object Be careful when croing the street.II.Teaching Importance and Difficulty Oral practice.The exercises of the workbook.III.Teaching Methods Reading and Writing method.Pairwork.IV.Teaching Aids A projector.V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II Show the new words on the blackboard.Step III 3a T: First I’ll ask some questions.How can you get to school? How long does it take? Who would like to answer these questions? OK.You please.Sa: I take a bus.It take twenty minutes.Sb: I ride my bike.It takes fifteen minutes.Sc: I walk.It takes about seven minutes.T: Great.Now open your books at page 21.Let’s look at the reading paage.I’ll ask a student to read it to the cla.Step IV 3b Show the pictures and the time and distance on the blackboard.Ask one student to name one form and transportation and read the information that goes with it.Ask other students to name the other three.Step V Info gap race! First help the students form groups of three.Because three students work together in this activity.Ask the other students questions.Then fill in the blanks.Tell students the first group to fill in all the blanks wins.They will get little presents.Step VI Map practice Q: How far is it from to ? A: It’s miles(kilometers).Q: How long does it take to go from to ?
3 A: It takes (hours).Step VII Summary and Homework This cla we’ve had reading and writing practice.And we’ve done a game.Finish off the workbook exercise.Step VIII Blackboard Design Unit 4 How do you get to school? How How long How far
The fourth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Oral practice.2.Ability Objects Listening skills.Reading skills.3.Moral Object Know about some signs of traffic.II.Teaching Importance and Difficulty Oral practice using the target language: How do you get to school? --Well, I ride my bike to the subway station.Then I take the subway.III.Teaching Methods Listening method.Reading method.Pairwork.Groupwork.Practice.IV.Teaching Aids A tape recorder.A projector.Large chart paper, colored markers.V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II Section B 1a Show some pictures on the blackboard.Teach students some key words.This is a train station.Trains stop here. This is a bus stop.Because stop here.This is a bus station.Step III Group Mural Tape together several pieces of large chart paper and ask students to use colored markers to make a transportation mural.Step IV 1b Pairwork First ask two students to read the dialogue to the cla.Sa: How do you get to school? Well, I ride my bike to the subway station.Then I take the subway. Step V 2b First ask a different students to say what kinds of transportation each picture shows.Then tell students picture I shows riding a bike to the subway, taking another bus after the subway and walking from the bus stop to the school.Step VI 2c Groupwork In this activity let students tell how Nina gets to school.Ask students to use the pictures in 2b.And write these sentences on the blackboard.First she … Next she… Then she… Step VIII Optional Activity Explain the practice of the sentences starters First she…,Then, she… by writing the sentences on the blackboard.First I get up.Next I take a shower.Then I have the breakfast.
4 Step IX Summary and Homework This cla we’ve learnt some key vocabulary and had oral practice.After cla ask your parents how they get to offices.Next cla I’ll ask some of you to report to the cla.Step X Blackboard Design Unit 4 How do you get to school? Key vocabulary Target Language First… Next… Then…
The fifth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Reading paage.Reading and writing practice.2.Ability Objects Writing skills.Reading skills.Survey.3.Moral Object Tell students a moved story.
II.Teaching Importance and Difficulty Reading and writing practice.Survey.III.Teaching Methods Reading and Listening method.Survey method.IV.Teaching Aids A projector.V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II Show some new words on the blackboard.Teach the new words and ask students to repeat.Step III 3a Now let students read the article again.Then have them look at five sentences on the blackboard.1.In North America, not all students take the bus to school.2.Other parts of world are different from the United States.3.In Japan, the three popular ways of getting to school are bus, train and bike.4.In China, bikes and houses are the most popular means of transportation.5.Students in Hongshanhu and Kaishandao have to take a boat to get to school.Answers: 1.T 2.T 3.F 4.F 5.T Step IV 3b First let students look at the chart.
This chart shows how students get to Garden High School.Make sure students know what to do.Ask them to finish the activity individually according to the chart.Step V 3c Just now you filled in on article about how students get to Hilsville High School.How do students get to your school? Step VI Survey Find someone who…
Tell students we’ll do a survey.Please turn to page 92.Go around the cla and ask questions like this: How far do you live from school How do you get to school? How long does it take to get to school? Step VII Summary Today we’ve learnt some key vocabulary and done some reading and writing practice.StepⅧ Homework
5 Write 3c down in your exercise book.
The sixth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Reading and oral practice.Just for Fun.Exercises of the workbook.2.Ability Objects Writing skills.Oral practice.3.Moral Object Help someone who has trouble.II.Teaching Importance and Difficulty Oral practice.Exercise of the workbook.III.Teaching Methods Reading method.Speaking method.Self check method.IV.Teaching Aids A projector.V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II Show some new words on the blackboard.Read the new words and ask students to repeat.Step III Self Check 1 First tell students to use words:‖ride, take, think of, and get to‖ 1.How do you get to school in the morning.2.What do you think of the transportation in your town? 3.When it rains I take a taxi.4.How far do you live from the bus station? 5.I like to ride my bike on the weekend.Step IV 2 First let students look at the picture.
Image you meet an American who needs help.His friend is ill in hospital.
Ask students to work in pairs to write out the conversation.Walk around the cla offering language support where neceary.Step V Just for Fun! Ask students to read the cartoon to themselves.How do they get to school? They cater pillar walks.The butterfly flies.Step VI Workbook Unscramble these questions.Then answer them.Use the words in paretheses.Q: How do you get do the store? A: I take a train.Step VII Summary Today we’ve reviewed key vocabulary in this unit and done some reading and writing practice.Step Homework Finish off the exercise of the workbook.
Unit 5 Can you come to my party? I.Teaching article(课题): Unit Five
6 II.Teaching aims and demands(教学目的和要求): Can you come to my birthday party? --Yes, I’d love to.
Sorry, I can’t.I have to study for a test.
I’m sorry.I’m playing soccer on Saturday.
When is the party? --It’s at seven-thirty.III.Teaching importance and diffculty(教学重难点): Make, accept and deline invitation.Talk about obligation.IV.Teaching ways(教学方法):
Revision, Learning, Practice and Reading.V.Teaching tools(教学工具): Tape-recorder and Lattern.V.Teaching time(教学时间): Six periods VI.Teaching procedure(教学过程):
The first period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Groupwork.2.Ability Objects Learning skill.Communicative competence.3.Moral Object Learn some foreign culture.II.Teaching Importance and Difficulty Can you come to my party on weekend? --Sure, I’d love to.
Sorry, I can’t.I have a piano leon.I’m sorry, too.I have to go to the doctor.III.Teaching Methods Listening method.Learning approach.IV.Teaching Aids A tape recorder.OHP.V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II Section A T: Can you come to my party? Show these expreionon the blackboard by a projector.Read the expreion to the cla and ask the students to repeat each one.S: I’d love to … I’m sorry , I have to … Step III 1a Helping his parents studying for a test Going to the doctor babysitting Having a piano leon Then ask students to write the letter of the correct picture in the blank next to each of the pharses.Step IV 1b
Let the students to complete the activity individually.Listen carefully.Ask students to complete the activity individually.Then correct the answers.Step V 1c Groupwork First let four students read the example in the speech bubbles to the cla.A: Can you come to my party on Wednesday? B: Sure, I’d love to.
C: Sorry, I can’t.I have a piano leon.D: I’m sorry, too.I have to go to the doctor.
7 Then help students form groups of four.Step VI An Optional Activity Ask students to practice some invitation and refusals.Play the recordings for the cla and have a student ask about any words or sentences they can’t understand.Step VIII Culture Note In some cultures, it is not considered polite to accept an invitation the first time it is offered.In such places people usually thank the people but do not give a definite answer at that time.Step IX Summary and Homework This cla we’ve learnt some key vocabulary and the target language.After cla ask write the phrases in 1a down in your exercise books.Step X Blackboard Design Unit 5 Can you come to my party? How about… Polite… What about… Impolite…
The second period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Grammar focus.2.Ability Objects Learning skill.Communicative competence.3.Moral Object It’s polite to refuse one’s invitation if you can’t go.II.Teaching Importance and Difficulty Target language.Can you come to my party on weekend? Sure, I’d love to.
Sorry, I can’t.I have a piano leon.I’m sorry, too.I have to go to the doctor.III.Teaching Methods Grammar Focus.Pairwork.IV.Teaching Aids A tape recorder.Cards with ―Yes‖ and ―No‖ for Follow-up Activity 1.V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II 2a Now tell students we’ll have five conversations.Conversation 1: Anna: Hi, Jeff.Can you come to my party on Saturday? Jeff: I’m sorry, I can’t.I have to visit my aunt on Saturday.Conversation 2: Anna: Hello, Marry.Can you come to my party on Saturday? Marry: I’d love to.Conversation 3: Anna: May Lee, can you come to my party tomorrow? May Lee: I’m sorry.I have to help my mom.
8 Conversation 4: Anna: Claudia, Can you come to my party on Saturday? Claudia: I’m sorry.I’m going to the movies.Conversation 5: Anna: Say, Paul.Can you come to my party on Saturday? Paul: I’d love to.
Step III An Activity Pick a Card Prepare fifteen cards to give students.Five of the cards have the word Yes on them.Ten of the cards have the word along with the name of an activity.Step IV 2b
Ask a student to read the five sentences in Activity 2b.Tell students these are the reasons why people can’t go to the party.Now listening to the recording again.Step V 2c Pairwork Now let students look at the sample conversation in the book.Ask a pair of students to read it to the cla.A: Hey, Dave, can you come to my party on Saturday? B: I’m Sorry, I can’t.I have too much homework.A: That’s too bad.Maybe another time.B: Sure, Joe.Thanks for asking.Step VI Grammar Focus Review the grammar box.Ask students to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Step VII Summary and Homework This cla we’ve learnt how to say ―no‖ to someone’s invitation and give a reson.After cla copy the grammar box in your exercise books..Step VIII Blackboard Design Unit 5 Can you come to my party? Has to have to She play basketball.He study.They go to a party.I to study for a test.
The third period I.Teaching Aims and Demands 1.Knowledge Objects Review vocabulary items.Oral practice.2.Ability Objects Reading skill.Writing skill.Communicative competence.3.Moral Object Use computers to help with your study.II.Teaching Importance and Difficulty Review vocabulary items.Oral practice using target language.III.Teaching Methods Grammar Focus.Pairwork.IV.Teaching Aids A picture of computer.A tape recorder.
9 V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II 3a Show an invitation in the blackboard.Lisa: Hi, Simon.Can you come to my party? Simon: When is it? Lisa: It’s on Friday June 30 at four-thirty.Simon: I’d love to.Step III 3b pairwork Practice the conversation in 3a.Then fill in the card with details of a event.Then call your clamates to invite him or her to the event.Step IV 4 Invite a Friend Tell the cla how to do the activity.For example: Li Hua, you are Lu Eliza.Look at the this page.Fang Fang you are Lu Qing.Look at the page 87.Look at your calendar for this week.Then make a dialogue.Step V
Show the piucture on the blackboard.Tell students Evite is the web’s leading in line invitation service.It’s easy to get people together and best of all, it’s FREE!Step VI Summary Today we’ve learnt how to write an invitation and done a lot of pratice.Step VII Homework If you have a computer, you may send the invitation each other.Step VIII Blackboard Design Unit 5 Can you come to my party? Lu Qing Eliza Wednesday afternoon Friday afternoon Saturday Sunday
The fourth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral practice.2.Ability Objects Listening skill.Speaking skill.Communicative competence.3.Moral Object Prepare for the next cla game.II.Teaching Importance and Difficulty What’s today? --It’s Monday the 14th.Can you play tennis with me? When? --Today.--Sorry, I can’t.III.Teaching Methods Listening and speaking methods.Communicative approach.Pairwork.IV.Teaching Aids A current wall calendar.A tape recorder.V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Ask students if they send invitation by computer each other.
Step II Section B 1a First let students look at the days of the week at the top of calendar in the book.Read the words and ask them to repeat.Then display a current calendar and ask a student to copy them numbers into the calendar in their books.Step III 1b
Show the words on the blackboard: Yesterday: 昨天Today: 今天Tomorrow : 明天；明日 The day after tomorrow: 后天
Now ask students to write the words below the correct dates on the calendar in 1a.Step IV 1c Pairwork Ask the students to read the dialogue in the speech bubble.A: What’s today? --B: It’s Moday the 14th.Then have students work in pairs.One student point to a date and asks, what’s today? The other student answers, It’s .Step V 2a First let students look at the picture.Ask students to tell what the boy is doing.(He’s talking on the phone.
Play the recording for the first time.Students only listen.Then play it again.This time ask students to circle yes or no.Step VI 2b Now look at the list of five activities.Ask a student to read it to the cla.Call attention to the three lettered words: a.today b.tomorrow c.the day after tomorrow.Step VII Summary and Homework Today we’ve reviewed the days of the week.And we’ve leant some key vocabulary and the target language.We have leant how to ask the date, how to invite some body and how to refuse and give a reason.Next cla we’ll do a game: Name That Day.Step VIII Blackboard Design Unit 5 Can you come to my party? Sun Mon Tue Wed Thu Fri Sat
The fifth period I.Teaching Aims and Demands 1.Knowledge Objects E-mail meage.Writing practice.Reading practice.2.Ability Objects Reading and writing skills.Communicative competence.3.Moral Object Ask your friends and clamates to your birthday party and have a good time.II.Teaching Importance and Difficulty Reading paage.I’m + verb + ing.I have to + verb.Reading and writing practice.III.Teaching Methods Reading and writing methods.Communicative approach.Groupwork.IV.Teaching Aids A picuture of a computer.A wall calendar.V.Teaching Procudrues Step I Greet the cla as usual.Step II Play a Game: Name That Day Play a game of speed with the cla.Display the wall calendar.Say a student’s name, point to a date on the calendar and say either yesterday, today or tomorrow.Give the winners little presents.
11 Step III 3a
Now open your books at page 29.First I’ll read the e-mail meage to you.Have you any questions about this e-mail meage.Tell the students to read the e-mail meage again and complete Sonia’s answers.Step IV 3b Point out the sample answer and ask students to use their imagination to complete the e-mail.Tell students to use ―I’m + verb + ing.‖or ―I have to + verb.‖ Ask the students to complete the activity on their own.Step V 3c Ask students to give some sample answers.Write them on the blackboard.For example, I can’t visit you next week.I have to go to school on Moday.I’m playing soccer on Tuesday.
On Wednesday, I’m going on vacation.Step VI 4 Groupwork Plan a Party! First ask two students to read the conversation in the speech bubble.A: Can you come to my party? B: When is it? A: Next week.ON Thursday night.B: I’m sorry.I have to study for a math test.Then ask students to turn to page 88.Step VII Topic for Discuion Have you had your birthday party? Did you have a good time? Have you invited your friends and clamates? Now let students have practice.Step VIII Summary and Homework We’ve leant how to write an e-mail and had a discuion.Now homework.Read the e-mail meage again.Step VIII Blackboard Design Unit 5 Can you come to my party? I can’t visit you next week.I have to go to school on Monday.I’m playing on Tuesday.On Wednesday, I’m going on vacation.
The sixth period I.Teaching Aims and Demands 1.Knowledge Objects Review key words and target language of the unit.Reading and writing practice.2.Ability Objects
Reading and writing skills.3.Moral Object
Beethoven, a famous musician.II.Teaching Importance and Difficulty Reading and writing practice.Review key vocabulary and the target language.III.Teaching Methods
Reading and writing methods.IV.Teaching Aids A projector.
12 V.Teaching Procudrues Step I Greet the cla as usual and check the homework.Step II Show some new words on the blackboard.Read the words to the cla and ask students to repeat.Make sure everyone understands its meaning.Step III Self check 1 Ask students to fill in the blanks on their own.Check the answers: 1.My American friend is going to visit me next vacation.2.Are you playing football this weekend? 3.Please keep quiet! I’m trying to study.4.I can’t join you because I have to help my mom.5.Do you want to come to my birthday party? Step IV 2 Ask students to read the invitation.Imagine you are Marie.Look at your schedule.Write replies to the invitations.Tell Rose, Julie, walk around the cla offering language support where neceary.Step V Just for Fun! Ask students to read the cartoon to themselves.Then have two students read the words to the cla.Help students understand that it’s the famous musician, Beethoven, who has to practice the piano.Step VI Read about Meimei and Judy Judy is coming to the party.She wants to help Meimei on Saturday, but she can’t.She has a soccer game in the morning.And in the afternoon, she’s going to her uncle’s house.She’s coming to the party at 8:00.Step VII Summary Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.Step VIII Homework Finish off the exercise of workbook.Step VIII Blackboard Design Unit 5 Can you come to my party? Bethoven A famous musician Practice the piano
Unit 6 I’m more outgoing than my sister I.Teaching article(课题): Unit 6 II.Teaching aims and demands(教学目的和要求): 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(教学重难点): Comparative with –er, -ier. More and both.IV.Teaching ways(教学方法): Revision, Learning, Practice and Reading.V.Teaching tools(教学工具):
13 Tape-recorder and Lattern.V.Teaching time(教学时间): Six periods VI.Teaching procedure(教学过程):
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 cla 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 cla.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.
14 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 cla, give more practice, comparing your school things.Next cla I’ll ask some of you to say your conversations OK? Now, cla 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 cla as usual and check the homework.Step II 2a Read the words in the box to students.Funny 有趣的 serious 严肃的Outgoing （性格）外向的 quiet 安静的
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 cla.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?
15 B: No, it isn’t.It’s Peter.Peter is more carful than Mary.A: Yes, Mary is more carele 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 progre.After cla, 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 cla 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.
16 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 cla 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 cla 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
17 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 cla 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 cla 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 paage.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 cla 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?
18 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 progre.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 cla 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?
19 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 cla.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 cla 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 progre.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
