1、PERIOD 1: COMIC STRIPES make sb. happyhumoroushave a good sense of humorlong legsThey dont fit under the deskWalk fast knockofffunnyAppearancePersonalityshorter than I amHave straight, shoulder-length hairvery small Everyone thinks she is pretty.keep a secretkindWhen something worries me, I can go t
2、o her. I can tell her anything. a true friendNever say a bad word about anyone/ 1968. and they do not fit under the school desks./ fit v.9. when he walks past the desks, / pass & past10. knock off11. think of 12. Everyone thinks she is pretty.13. When something worries me, 14. say a bad word about a
3、nyone.STEP 4 Finishing the exercisesGet the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences. STEP 5 Saying something about making friendsIts the time for the student to say something about making friends
4、. They are going to be motivated to think about the following questions.a. What kind of people can be your best friend? b. What kind of personality do you hope your best friends to have?c. What do you think is the most important thing between two friends?STEP 6 Homeworka. Recite the three passages f
5、luently. b. Tell your parents about your best friend at school. c. Write about your best friend, following the structure. PERIOD 4: VOCABULARYTeaching Goals To use adjectives to describe peoples physical features To use adjectives to describe general appearance of people To select and use adjectives
6、 that are appropriate to describe the appearance of boys and girls To make up more sentences talking about ones appearanceTeaching ProceduresSTEP 1 A guessing gameTake an exercise book to the classroom. Tell the students that one of them has done well in yesterdays homework. Can you guess who he/she
7、 is?In this way, the students attention is drawn to describing a person. They will surely get the right person. If not, I will give them some hints. STEP 2 Talking about ones appearanceIt is important to learn to describe ones appearance. When we see a person, we dont pay attention to his facial app
8、earance at the first sight. We can only tell his/her general appearance. Can you think of words that talk about ones general appearance? tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cute Here we should pay attention to some of t
9、he words. For example, we seldom us thin or fat to talk about people, because they sounds impolite, sometimes it may hurt that people. STEP 3 Boys or girls?Some of the words can only be used to talk about boy, while some only with girls. So it is also very important to make it clear. a. Have the stu
10、dents finish Part B in two or three minutes.b. Discuss the answers with the students. Make sure they feel confident in using these words. Boys: good-looking, handsome, smartGirls: beautiful, good-looking, handsome, lovely, pretty, smart It must be stated very clear that handsome can not only go with
11、 boys but also with girls. But when it describes girls, it means having an attractive appearance with large strong features, sometimes it means 端庄的 in Chinese. But, beautiful and pretty are not the same. Usually, pretty is used to modify girls who are small but beautiful. STEP 4 Talking of something
12、 special about ones appearanceHowever, it is not enough that we describe peoples general appearance. For example, when I say My friend is good-looking, do you know whom I am talking about? No. So it is really important for us to learn to describe ones facial appearance and learn to talk about someth
13、ing special about someone. First. Lets talk about ones hairstyle. have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the foreheadSecond, lets talk about ones face. round, square, oval, small, bigThird, lets talk abou
14、t ones eye.have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames)Fourth, lets talk about ones nose.big, small, flat, hookedFifth, lets talk about ones ear.来源:xYzKw.Combig, small, look like two small fansFinally, lets talk about one
15、s mouth. big small, wideWell, it may seem a little bit boring if we only name and write the words on the blackboard. So it is important for me to do something to take control of the class.I think it is good way to describe the students in the class, as I am teaching the words. The students will be w
16、ell-motivated to describe the students around them. They will surely have fun this way. STEP 5 ActivityNow, we can easily write about someones appearance. Can your write about one of your classmates? Let the others guess who he /she is? You need to write at least 5 sentences. Give the students 5-6 m
17、inutes to write the passage. Get some of the students to read aloud STEP 6 A summaryMake a general summary. Read the words on the blackboard. General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, cleanFace: long, short, round, squareEyes: b
18、ig, small, round, bright, smilingNose: long, short, big, small/ 198Hair: black, dark brown, long, short, shoulder-length, straight, ponytailSTEP 7 Homeworka. Read and learn these words by heart. b. Write about one of your best friends. c. Finish off the exercises in the Evaluation Handbook and Learn
19、ing English. PERIOD 5: GRAMMAR ITeaching Objectives To learn to use an adjective before a noun or after a linking verb to describe someone or something To help students understand the structure “linking verb+ adjective” To use comparatives to compare two people or things To use superlatives to compa
20、re three or more people or things To get students focus on how to form comparatives and superlatives with adjectives To help students to have some general ideas about when to use comparatives and when to use superlativesTeaching ProceduresSTEP 1 Having a revisionSam has a square face. Jude has long
21、and black hair. Sams face is square. Judes hair is long and black. Jimmy is a tall boy. Sandy is a pretty girl . Jimmy is tall. Sandy is pretty. Get your students to read and compare these sentences.The conclusion: We can use adjectives to describe someone or something. We can put and adjective befo
22、re a noun or after a linking verb. Get the students to talk about the sample sentences in Part A to check if we make the right conclusion. STEP 2 Being followed by adjectivesUsually, verbs are followed by adverbs. But they can be followed by adjectives. Why? Because they are different kind of verbs.
23、 If a verb can be followed by an adjective, then we can make a conclusion that the verb is a linking verb. Get the students to think of more examples. When you grow older, you may understand this. Spring is here. Trees turn green. The dumplings smell nice. He does exercises to keep healthy. After a
24、long walk, I felt tired. The flowers in the garden look beautiful.(The verb look can be used in other structures, He looked at me angrily. In this example, look is not used as a linking verb, so it is modified not by an adjective but by an adverb angrily. The structure is different from He looked an
25、gry)Your white coat gets dirty. He seems happy today. STEP 3 Talking about the picturesShow two pictures to the students and get one or two students to talk about the pictures. We usually add “-est” to short adjectives and use “most” for long adjectives. We add “the” before superlatives. After super
26、latives, we add “in” or “of” structures. Jim is tall. Sam is tall, too. (Lets compare. Who is taller?) Sam is taller. Show one more picture. Get the students to compare the three pictures. They may easily come out with the following sentence, Sam is the tallest. (I may use more pairs of pictures lik
27、e this to talk about it.) Tell the students that we use comparatives to compare two people or things. When we compare three or more people or things, we use superlatives. STEP 4 Forming comparatives and superlativesAsk the students, do you know how to form comparatives and superlatives. Most short a
28、djectives+-er/-est cold, kind, round smart来源:学优中考网Short adjectives ending in e +-r/-st nice, fine, braveShort adjectives ending in a consonant +y -y+-ier/-iest funny, lazy, pretty, easy, earlyShort adjectives ending in a vowel + a consonant slim, big, hot, fat, thin+more/most before long adjectives
29、important, helpful, polite, interesting, carefulReplace the irregular adjectives with new wordsgood/well, better, best bad/ ill/ badly, worse, worstlittle, less, least much/many, more, mostold, elder/older, eldest/eldest far, farther/further, farthest/ furthestGet the students to finish Part B1 on p
30、age 9. STEP 5 Finishing Part B2 on page 10Get the students to finish Part B2 on page 10. Remind the students that the structures like of the three, of all, in+ a noun usually go with superlatives. While the word than is usually used with comparatives. It is also important to tell the students to add
31、 a the before superlatives. If necessary, I think the teachers should give some examples to show the students how to read and understand the structures. Then use questions to help them. STEP 6 SummaryCompare two people and things:A is_ _B.(tall)A is_ _B.(slim)A is _ _B.(heavy)This pencil case is_ _t
32、hat one.(nice)English is_ _ _Maths.(interesting).A is _ _ B at English .(good)Compare three or more things:Sam is_ _ of the three. (tall)The bag is _ _ of all. (heavy)The girl is_ _in our class. (thin)The weather in Kunming is_ _in China.(fine)We usually add “-er” to short adjectives and use more fo
33、r long adjectives. We add “than” after the comparatives./ 1910Li Yuchuan is _ _ _ super girl of the three.(wonderful)STEP 7 Additional exercisesJim is very _. Tom is much _ than Jim. Tom is _ of the three. (tall)Who is _, Daniel or Millie?(thin)Li Lei is _ than Li Xin and Wang Fei. He is _ in his cl
34、ass. (early)This story is _ than that one. (interesting)This first girl is quite _. The second one is _ than the first one. But the third one is _ of all. (pretty)STEP 8 HomeworkReview what we have learnt.Finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 6: GRAMMAR IIT
35、eaching Objectives To consolidate the usage of comparatives and superlatives To continue to talk about how to compare people and things To use (not) as so/as to compare people or things, when people or things are (not) the same in some waysTeaching ProceduresSTEP 1 Using comparativesGet two pencils
36、(One is new, the other is used.) in hands and show them to the students. Get the students to talk about the two pencils using comparatives. A is longer than B. B is shorter than A. A is as long as C. Use pictures and things to do this several times. Make sure that the students can speak this structu
37、re very well. STEP 2 Talking about the tableAsk the students to look at the table on page 10 again. Get them to talk about the table once again. Millie is 1.5 meters tall. Sandy is 1.5 meters tall, too. Millie is as tall as Sandy.Amy is 40 kg. Kitty is 40kg, too. Amy is as heavy as Kitty. Millie is
38、150cm. Peter is 168cm. Millie is not as tall as Peter.Millie is shorter than Peter. Encourage the students to make more sentences, using (not) as so/asthe more sentences, the better. STEP 3 Filling in the blanksShow the students a table as following. A B C DAgeHeightWeightCOMPARATIVE thanmuch 可用来修饰比
39、较级SUPERLATIVEIn + 范围、项目Of + 同类的东西Dont forget “the”Running (50m)Maths test Englih test Chinese test Ask the students to work in groups of four and first fill in the blanks by asking each other questions. Then get the students to talk about this information in groups of 4 students. Encourage them to u
40、se comparatives, superlatives and (not) as so /asto compare people or things. STEP 4 Making sentencesTell the students that stars show how interesting the activity is and the triangles show that how dangerous the activity is. Get the students to talk about Millies opinion first. Hiking is as interes
41、ting as skiing.Swimming is not as interesting as hiking. Camping is not as interesting as swimming. Diving is not as interesting as camping. Cycling is not as interesting as diving. Skiing is as dangerous as diving. Swimming is as dangerous as camping. Hiking is as dangerous as cycling. Cycling is n
42、ot as dangerous as diving. Hiking is not as dangerous as swimming. . AND SO ON. Give the students 3 minutes to finish the exercises in Part C1 on page 15. (For weaker classes, the teacher better explain how all this works. For stronger classes, just let the students to do it by themselves. )Check th
43、e answers together. Ask the students to fill in their own information and talk about it in groups. Encourage the students to make more sentences like this. Here I can organize a competition among different groups. Or I can organize some chain work. STEP 5 A summaryWe use (not) asso/as to compare peo
44、ple or thing, when they are (not) the same in some ways. STEP 6 Additional exercisesI. Fill in the blanksI think English is as_(important) as Chinese.Swimming is as _(interesting) as cycling.Amy is not as_(careful) as Simon.Maths is not as_(difficult) as English.II. Translation 我认为游泳不如徒步旅游有趣。I think
45、 swimming is_.不仅滑雪而且骑自行车都没有潜水危险。_skiing_cycling_diving.我认为如果我们小心，所有户外活动都不危险。I _ are dangerous if we are_.STEP 8 Homework/ 1912a. Go over what we have learnt. b. finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 7: INTEGRATED SKILLSTeaching Objectives To listen for and
46、identify specific information To understand the people of his/ her future plan and find out why they want to have the plan To respond to written text and information got from listening To select proper information or details, to consolidate information and complete two letters to the editor of a mag
47、azineTeaching ProceduresSTEP 1 Showing some picturesShow some pictures of some famous persons, asking the students if their know about these persons and their jobs. Teach the word popular. A lot of students know about the people above. They like them. Get the students to read the names correctly, es
48、pecially Celine Dion.Get the students to talk about their future plans, using the following sentences. I want to be a _ when I grow up.I would like to be as popular as _ is when I grow up.I hope to become a famous _ and _ in the future.Encourage the students to give their reasons very briefly. And lead them to think about what they can do for other people and w
