课题：Unit3 I’m more outgoing than my sister Grammar Focus-3c
Teaching Aims:
1.明确形容词和副词比较级的语法功能
2.学习形容词和副词比较级的规则变化和不规则变化
3.学会as…as的使用规则
4.掌握语法规则，运用语法规则进行口语表达，客观比较周围的人和事
Teaching Steps：
Step I. Teaching Aims：
Tell the Ss they are going to learn Unit3 Grammar Focus 3a-3c.
Step II. Review
1. ask students to look at the picture and try to understand the meaning of comparative forms of adjectives.
2. Lead the Ss to compare the persons in the picture.
3. And then ask students to use the other work to compare each pair.
While the Ss give answers, write some of them on the Bb.
1. Yao is taller than Pan.
2. Lily has shorter hair than Mary.
3. Sun is thinner than Han.
(设计意图：首先，通过图片和数字，让学生感受比较级的形式和意义；然后再用完整的句子呈现比较级，最后鼓励学生仿说例句，使用比较级描述人物特点。)
2. Introduce the twins--- Tina and Tara
There are two lovely girls-- Tina and Tara. They are twins, but they are different from each other in some ways. Tina is more outgoing than Tara. She is friendlier and funnier, too. She loves sports, so she can jump higher and run faster than Tara. But Tara is more hard-working at school. And Tara is smarter than Tina. She always gets up earlier than Tina.
T: Which one do you like Why
S: I like Tina because she is funnier than Tara.
3. Ask the Ss to find out the comparative forms from the passage and then try to find the changing rules of the words.
Some Ss say add “er” “more” to the words.
(设计意图：通过小短文和图片呈现比较级的用法，让学生找出比较级的形式并尝试发现比较的变化规则。)
Step III. Grammar focus--rules
After students discuss the rules of changing, the teacher shows the completed summary on the screen and the Ss can take the opportunity to check their own ideas.
功能：当我们形容人或事物，常用形容词来修饰。那么要比较两个人或事物，就会用到形容词的比较级。例如：Tom is short. Jack is short. But Jack is shorter than Tom.
形容词、副词的比较级变化:
1. 单音节和少数双音节形容词、副词比较级的构成。不规则变化：
1) 在词尾加-er
tall — taller smart—smarter
short — shorter high — higher
fast --- faster
2) 以不发音的字母e 结尾的，加-r
nice — nicer large — larger
fine — finer late — later
3)重读闭音节以一个辅音字母结尾的，先双写辅音字母，再加-er。
big — bigger fat — fatter
thin — thinner red — redder
hot — hotter wet— wetter
4)以辅音字母+y结尾的双音节词，先改y为i，再加-er。
happy—happier early—earlier
funny—funnier easy — easier
5)多音节词和部分双音节词要在前面加more
important— more important
delicious — more delicious
expensive — more expensive
outgoing — more outgoing
2. 形容词、副词比较级的不规则变化：
good/well – better bad – worse
many / much - more little - less
bad/badly - worse
Step V. Grammar focus
Review the grammar box .Ask Ss to read the sentences to the class and then try to translate the sentences by themselves.
1. Call attention to the word “funny”, circle “y” and say when a word ends in y, change “y” to an “i” and add –“er”.
2. Write the phrases “more athletic than”. Say, when you complete things using words with three or more syllables, you use the word more.
Practice: happy, outgoing, short, thin, good.
(设计意图：呈现规则之后还是需要学生更进一步的理解和运用，因此要求学生大声朗读和Grammar Focus中的句子，将规则和实际应用结合起来，然后再为学生呈现口诀，他们觉得有趣，就可以记得更好一些。)
Step VI. Exercise
1. Ask students to translate the two sentences and try to find out the similarities of them:
(1) Are you as friendly as your sister ______
(2) Does Tara work as hard as Tina _______
Summary: as……as “同…一样…”中间用形容词或副词的原级。
2. Ask the Ss to finish sentences in 3a and check the Ss’ answers.
For example,
- Is Julie as tall as you
- No, she isn’t. She’s taller than me.
3. Think of yourself two years ago. Write about how you are different now.
For example,
- Are you taller
- Yes, I am. I’m taller now than I was two years ago.
In this way, the Ss will have chances to use general questions and negative sentences.
3. Look at the pictures as careful as possible and find out the differences. The more, the better.
For example: The man is taller than the girl.
Step V. Practice
1. Pairwork
Compare you parents. Check who is smarter, funnier, etc. for example’
A: Who is smarter, your mother or father
B: I think my mother is smarter than my father.
2. Listen to some songs with comparative forms:
Hope She'll Be Happier
Maybe the lateness of the hour
Makes me seem bluer than I am
But in my heart there is a shower
I hope she’ll be happier with him
Maybe the darkness of the hour
Makes me seem lonelier than I am
But over the darkness I have no power
I hope she’ll be happier with him
American Ride
Winter getting colder, summer getting warmer
Tidal wave coming cross the Mexican border
Why buy a gallon, it’s cheaper by the barrel
(设计意图：通过这两个小的活动，在轻松有趣的氛围中，引导学生去进一步感知和运用比较级。)
Step VII. Homework
1. What are the differences between you and your sister or brother
2. Write out the comparative degrees of the following words.
short shy serious thin
tall funny outgoing big
long heavy
straight curly easygoing smart
quiet interesting
亮点：语法知识的学习和记忆，对学生来说有一定的难度，如何能使学生学得轻松，就需要设计好活动。首先，通过图片和数字展示比较级的原来，通过句子展示如何比较级来表达比较人或物。然后，通过更多的例子，让学生自己去发现总结规律，再为学生展示变化规则，为了让学生更好的记忆，使用简短的口诀。在练习环节，设计学生感兴趣的内容或者学生熟悉的人，来使用比较级表达自己的观点。单元题目
Unit3 I’m more outgoing than my sister.
写作课Section B (3a-self check)P23-24
Teaching and Learning Goals:
功能：Express how to compare you and your friends with –(i)er and more/ both and as…as
词汇和常用表达Learn and use the words: primary, primary school, information both and as…as .etc
学习策略：Guide the students to master the writing skills .
文化知识：Lead the students to learn the differences between people, learn from others' strong points and close the gap.(取长补短)
Teaching and learning steps:
Play and enjoy the English song “shining friends ( 【晴弦】shining%20friends%20-%202R.flv )” before class.
（设计意图:课前通过欣赏英文歌曲shining friends，使学生能够很快的进入英语学习情境，并能够很好地导入新课.）
Step1. Pre-writing activities.
1. Topic Review
T: OK. Class, do you like the song
T: This song makes me think of my best friend.We became the best friends thirteen years ago.Here is a photo of her.
(Show the photos of my best friend and me)
my best friend (Amy)
my photo(Cathy)
T: OK. Class,can you tell me what we are similar
(You are both tall/You don’t both wear glasses/…)
T: What are the differences between us
(She has longer hair than you./I think she is smarter than you /I think you are quieter than her…)
T: Good job! What about your best friends Please write down two ways you are similar,and two ways you are different.
Ss write it by themsellves;Then ask two Ss to read their answers.
（设计意图：学生一般对老师的日常生活比较感兴趣，开头以“我”和“我”朋友的友情引入本节课的话题，通过口语输出让学生较好的复习了前面所学知识。然后再自然而然地谈到自己最好的朋友，课堂效果较好。 5分钟左右）
2.Warming up and Leading in
3a
1.T: Everyone needs friends,and almost everyone has friends. Look at the girl.
Her name is Wang Lingling.
T:She has a best friend,Liu Lili.(Show their pictures)
T: Here is a chart about them:
Wang Lingling Liu Lili
tall tall
long straight hair short straight hair
likes reading likes sports
popular popular
outgoing outgoing
serious funny
hard-working smart
T: Look ! In some ways, they look the same. and in some ways,they look different. Please read and find out the same points and different points.
a:Ss read the chart.
b: Find out the same points and different points.
the same points the different points
tallpopularoutgoing Lingling Lili
longstraight hairikes readingserioushard-working Short straight hairlikes sportsfunnysmart
2. Show the Ss a passage with some blanks. It is about Lingling and Lili. Ask the Ss to try to fill in the blanks.
Wang Lingling’s best friend is Liu Lili. They are both tall, but Wang Lingling has straight hair than Liu Lili does. Wang Lingling likes
and LiuLili likes . Both of them are and . Wang Lingling is more , but Liu Lili is . Wang Lingling is , and Liu Lili is smarter than Wang Lingling.
(Answers: longer /reading/ sports / popular outgoing / serious / funnier / more hard-working / )
Ss fill in the blanks in groups
Then check the answers one by one.
Finally ask the Ss to read the whole passage for consolidation.
3.Analysis and conclusion
T: Read the passage again and tell us how to describe the same points and the differences.
Ss discuss in groups
Then say out their opinions in class.
【In the same points, we can use: sb be both/both like/both of them/ as … as; In the different points, we can use comparative –(i)er/ more.】
（设计意图：本部分通过看图说话、分类整理、短文填空和分析总结等活动，让学生初步感知用英语构思，初步了解写作思路。为写中的活动奠定了基础。 7分钟左右）
Step2. While-writing activities.
3b
1．T:Do you have friends
Ss:Of course.
T:OK.Please make notes about two of yourfriends.
One friend should be similar to you; The other friend should be different.
… is similar to me …is different from me
Name: Name:
Ask the Ss to fill in the chart The teacher walks around and gives directions if necessary.
Then choose one or two Ss to show their answers
Show one student’s version:
… is similar to me …is different from me
Name: Li Heng Name: Jian Liang
tall and thin likes readingquiet and serioushard-workinghas short hair funny and popularis good at soccerspeaks loudly smarta good listener
3c
2.T: Can you write a paragraph about your first friend
. The Ss write it down on their papers.
Ask a student to come to the front and write it on the blackboard.
The teacher walks around and gives directions if necessary.
Check the paragraph together, explain the mistakes if necessary.
The other Ss correct their work by themselves
Show one student’s version:
Li Heng is my friend. We are both tall and thin. we both have short hair，too. Both of us are quiet and serious. We like reading together. We are both hard-working in class.
(设计意图：在本环节的写作中，要注意指导学生分析词汇。可把词汇分为长相，爱好，性格等，注意句子结构，介绍发型时，has … hair；介绍爱好时，likes …；其他可用 be + 形容词。)
3.T: Can you write a paragraph about your second friend
The Ss write it down on their papers.
Ask the same student to come to the front and write it on the blackboard.
The teacher walks around and gives directions if necessary.
Check the answers together , explain the mistakes if necessary.
The other Ss correct their work by themselves
Show one student’s version:
He’s funnier and more outgoing than me. He always speaks more loudly than me .He is also better at soccer. He’s smarter and he’s a good listener.
(操作方法：本环节要指导学生先找出短语中的形容词或副词，然后再写出含有这些词的比较级的句子。)
4) T: Good job! In fact, there is a topic sentence in each paragraph. Can you add a topic sentence to each paragraph
(We can add: My friend Li Heng is quite similar to me./ My friend Li Heng is the same as me in some ways.
My friend Jian Liang is quite different from me)
T: Good! So please look at the complete article:
(设计意图：本环节主要通过分解写作过程来降低写作任务的难度，增强了学生英语写作的信心。同时对学生写作的过程进行跟踪，在各个阶段进行有针对性的辅导。从拟定提纲、起草初稿再到校对、修改，使写作任务顺利完成 15分钟左右)
Step3. Post-writing activities.
Teaching evaluation:
1. The teacher points to the composition on the blackboard.
T: What do you think of his article
And how many points will he get
(师生根据实际情况给出一个合理的分数)
T：So what about your compositions Can you give a point to your partner’s composition
Ask the Ss to check their partner’s composition according to the above evaluation scale.
Rewrite their compositions
( 设计意图：本环节的教学活动是前一个教学活动的延续。通过让让学生及时的自评、互评，学生能肯定学习中的进步，反思学习中的问题。3分钟左右)
4
2.T: Read the job ad, decide which of your classmates is better for the job.
Ask Ss to read the ad and find out the requierments
Then talk about it together
(We might use : has better grades in English/ is better with children/ is more outgoing )
Then ask Ss to read the cinversation like this:
Finally ask Ss to make their own conversations in pairs.
Act out in class.
(本部分是另一个写后活动。是对前一个学习环节的巩固与运用，让学生学会用所学知识来解决实际问题。 5分钟左右)
Step4.Inquiry into knowledge by translation
表示一方超过另一方的程度或数量时，可在比较级前加表示程度的状语。如：even, a lot, a bit, a little , still, much, far 等。
如：The weather is worse than yesterday.天气比昨天更糟糕得多。
表示两者在某一方面相同时用“ “的句型。
如：I think English is as important as math.我认为英语和数学一样重要。
Tom runs Jack.汤姆跑地和杰克一样快。
表示一方在某一方面不及另一方时用“ ”的句型。这种句型可以和 “less +原级+than “转换”。
如：It is not as/so warm today as yesterday.今天不如昨天暖和。
It is today than yesterday.
(Answers: a lot / as +形容词或副词原级+as / as fast as/ not as +形容词或副词原级+as / less warm)
及时练：用所给单词或汉语填空。
1.Mr. Smith is much _____ (heavy) than his wife.
2.Chicago is ______ (big) than Paris.
3．My brother is as (old) as your younger brother
4.Their life was becoming ______ _____
______ ________ (越来越困难).
5.The days get ________ _______ ________ (不如 …长) those in summer
(Answers: heavier / bigger/ old / more and more difficult/ less long than)
(设计意图“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，也帮助教师实施“先学后教，以学定教”。3 分钟左右)
Step5.
T: OK. Class,everyone is special. Maybe in some ways we are different from our best friends or others.Sometimes we may be unhappy. What should we do Please look at the verbs.
Each has its strong points 尺有所短，寸有所长
every man has his faults.Eextremeccly man has his faults. Every man has his hobbyhorse金无足赤人无完人
There is no absolute advantages, there is no absolute disadvantage没有绝对的优点,也没有绝对的缺点
闪闪发光的金子，代替不了生铁的用途（柯尔克孜族）
荆岫之玉，必含纤瑕，骊龙之珠，亦有微隙（南北朝·刘昼）
T: So how to treat our advantages or disadvantages
S1:I’m special,I will be myself.
S2: I am the best,I’ll study with a positive attitude.
…
(In Chinese is OK)
(操作说明：教学中是把这些格言放在同一张幻灯片中，配合音乐按顺序播放。用语言和音乐来感染学生，让学生来正确认识人与人之间的异同，增强自信。此部分有一定的难度，学生可以用汉语回答 2分钟左右)
Step6.The end-of- class test当堂检测
self check 1
1.T: Please read self check 1 and do it.
Let one student read the words in the box first.
Then tell Ss to put the words in the correct columns
(Make they know they should put some adjectives in the first column. In the second column, they should put some “verbs + 副词”)。
Ss work by themselves and they can add more, then check the answers with the Ss.
self check 2
2．Fill in the blanks using the correct forms of the
words in brackets.
1） My brother is _________(funny) than me.
He makes laugh a lot.
2） I’m outgoing, but my best friend is a lot
_______________(outgoing) than me.
3）My brother is as_______________ (serious)
as my sister. They both like to study.
4） My cousin can run __________(fast) than
me. She is taller than me, too.
5）Jim is_________________ (friendly) than
Tom, so Tom has more friends than Jim.
Tell Ss to fill in the blanks.
(注意看句子的意思及有无表示比较的介词than来确定是否是用比较级的形式。)
Ss work by themselves and fill in the blanks
Check the answers with the Ss.
(Answers: funnier / more outgoing/ serious/ faster/ friendlier 共4分钟左右)
Step7.Homework.
1. Review Section B，and do exercises in zhuxue on P34-35
2. Write about six sentences about your parents.,and ompare them.
教学反思：
亮点：1.本节课开始前播放的视频具有承前启后的作用。既能唤醒学生已有的知识记忆，又能使教师很好地导入新课。2.本教学设计通过引导学生从词到句，由句到段再到篇，循序渐进的输出语言。通过不同层次的写作活动，使学生积极参与到教学活动中来。3.本教学活动注重教师的过程性指导。教学评价也比较及时、有效：同时注重学生良好的写作习惯的培养。
不足：我个人认为在本次课的教学设计中，还有发挥、创新的余地。比如写后活动之一、教材P24中 4的活动设计还可以再创新一些，设计成小组采访或表演的形式都可。另外由于参加了优质课的活动，时间有限，个别环节不能做到精细雕琢是一个遗憾。
使用建议：
我个人认为写中活动的（3b 3c）处理还可以再灵活一些。如果学生整体程度较好，就可以采取教案中的活动设计，也就是让学生写他们自己的两个朋友，并且当堂自评、互评并修改定稿。如果班级的整体水平不好，可以选择以一个具有代表性的学生的3b作业为准，全班都写同一篇作文，比如教案写中活动中展示的例文。这样更有利于活动的开展和学生写作能力的提高,然后让学生在课下再写自己的两个朋友，下次上课时检查、反馈。教学设计容量较大，教师可有选择的使用同时建议结合导学案使用。（后附导学案）
对于写作教学，我还有很长的路要走。正所谓教无定法，学无止境。该设计只是提供了一种教学思路，希望老师们可以根据学情以学定教。教学无止境，恳请其他老师给予建议和指导。谢谢！
Unit3 I’m more outgoing than my sister.
Section B (3a-self check)P23-24
导学案
Enjoy an English song shining friends
Step1. Pre-writing activities.
1. Topic Review
2.Warming up and Leading in
3a
Wang Lingling Liu Lili
tall tall
long straight hair short straight hair
likes reading likes sports
popular popular
outgoing outgoing
serious funny
hard-working smart
请根据表格中的信息填空
Wang Lingling’s best friend is Liu Lili. They are both tall, but Wang Lingling has straight hair than Liu Lili does. Wang Lingling likes
and LiuLili likes . Both of them are and . Wang Lingling is more , but Liu Lili is . Wang Lingling is , and Liu Lili is smarter than Wang Lingling.
3.Analysis and conclusion
Step2. While-writing activities.
3b
make notes about two of yourfriends.One friend should be similar to you; The other friend should be different.
… is similar to me …is different from me
Name: Name:
3c
Have a try and you can do it!
Can you write a paragraph about your first friend
Can you write a paragraph about your second friend
Can you add a topic sentence to each paragraph
Step3. Post-writing activities.
Teaching evaluation: and 4
Step4.Inquiry into knowledge by translation
表示一方超过另一方的程度或数量时，可在比较级前加表示程度的状语。如：even, a lot, a bit, a little , still, much, far 等。
如：The weather is worse than yesterday.天气比昨天更糟糕得多。
表示两者在某一方面相同时用“ “的句型。
如：I think English is as important as math.我认为英语和数学一样重要。
Tom runs Jack.汤姆跑地和杰克一样快。
表示一方在某一方面不及另一方时用“ ”的句型。这种句型可以和 “less +原级+than “转换”。
如：It is not as/so warm today as yesterday.今天不如昨天暖和。
It is today than yesterday.
及时练：用所给单词或汉语填空。
①Mr. Smith is much _____ (heavy) than his wife.
②Chicago is ______ (big) than Paris.
③My brother is as (old) as your younger brother
④Their life was becoming ______ _____
______ ________ (越来越困难).
⑤The days get ________ _______ ________ (不如 …长) those in summer
Step5.
略
Step6.The end-of- class test当堂检测
请把答案写在P23-24页相应的位置上。
Step7.Homework.
1. Review Section B，and do exercises in zhuxue on P34-35
2. Write about six sentences about your parents.,and ompare them.Unit 3 I’ m more outgoing than my sister.
阅读课 Section B (2a-2e)
Teaching goals:
一、功能：能阅读谈论朋友应该一样还是不同的比较类文章。
二、词汇和常用表达:能正确使用下列词汇和常用表达：
mirror, necessary,both,grade,saying,reach,touch,laugh,as long as,the same as,
be different from, bring out, 及in fact 等。
三、学习策略：能通过归类的方法学习和掌握形容词和副词比较等级的构成。.
四、文化知识: 了解中外青少年对待友谊的态度及看法。
（设计意图：概括学习内容，明确教学目标）
Teaching and learning steps
Step 1.Preview and testing 预习检测
一. Please write the comparative forms of the following adjectives.
① popular → _______ ② funny → ______
③ quiet → _______ ④ hard-working → ______
⑤ serious → _______ ⑥ friendly → ______
⑦ outgoing → ______ ⑧ smart → ______
⑨ shy → ______ ⑩ little → ______
二. Please read the book and then translate them into English.
那就是我在课堂上喜欢读书、学习更刻苦的原因。
______________________________________________________
我很腼腆，因此对我来说交朋友不容易。
_______________________________________________________
我最好的朋友拉里跟我很不一样。
_______________________________________________________
拉里经常帮助我显现出最好的一面。
_______________________________________________________
不过，拉里学习不太勤奋。
_______________________________________________________
我真的不介意我的朋友与我一样还是不同。
_______________________________________________________
(设计意图：以“生本教育”为理念，为学生设置前置任务，培养学生的预习能力和自主学习能力。)
Step 2.Warming up and leading in热身导入
T: Boys and girls, look at the pictures.
T: Who are they
S1: Liu Huan and Gong Hanlin.
T: I know they are good friends. Who is thinner, Liu Huan or Gong Hanlin
S1: I think Gong Hanlin is thinner than Liu Huan.
T: Who sings better , Liu Huan or Gong Hanlin
S2: I think Liu Huan sings better Gong Hanlin.
T: In fact I truly want to know the differences between you and your friends. Could you please write some sentences about you and your friends using the comparative forms of adjectives
Ss: Yes.
T: Now let’s come to 2a .
(设计意图：通过对刘欢和巩汉林这对好朋友比较，导出2a ）。
Step 3. 2a.
T: Use the comparative forms of adjectives to write five sentences about you and your friends.
Begin, please.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Ss: Work in a group. Check each other’s answers.
（设计意图：为下文阅读打下基础。通过运用形容词的比较级，更进一步地了解形容词的比较级用法）。
Step 4. While-reading Activities
T：What do you think if friends should be the same or different. Now let’s read about what Jeff Green , Huang Lei and Mary Smith think, you can also find some comparative forms of adjectives in them. Let’s come to 2b.
Task 1: Read their articles fast and find the general idea of 2b读取大意
The general idea of the articles is about_______
whether friends should be the same or different.
what friends should be like.
how to make friends.
(设计意图：能够培养学生快速理解文章大意的能力，做出正确判断，提高阅读技巧。）
Task 2: Read the articles carefully and fill in the chart.读取细节
Name Friends Views（观点） about friends
Jeff Green
Huang Lei
Mary Smith
T: Next, please look at the chart first, then read the articles again . I hope you can catch the key words.
(设计意图：带着任务阅读，抓住文章主干，理清脉络。同时通过表格也让学生了解了写作思路和特点。)
Task 3: 2c. Read the articles carefully again and circle“T”or “F”. 读取细节
T: Well done. Now I give you eight sentences , please read them and then read the articles and circle“T”or“F”. Let’s begin.
(设计意图：更好的帮助学生理解文章的细节，使学生的阅读目的性更强，以提高阅读效率。)
Step 5. Post-reading activities读后活动
Task 1. Listen to 2b, and then repeat.
(设计意图：听录音,模仿。学生获得最佳语音、语调。）
Task 2. Retell the articles according to the pictures and forms. (复述)
T: After reading so much, now let’s see if you can remember them. Please
look at he pictures and forms to retell . Let’s see who can do best.
(设计意图：以图片和空格两种形式，练习学生的语言表达和组织能力。)
Task 3. Complete the following sentences without looking at 2b.
T: I think Zhang Xiao did best, do you think so Let’s go on. Fill in the blanks.
(设计意图：强化训练形容词和副词的比较级，突出重点，加深对目标语言的巩固和运用。 同 时强化重要词汇)。
Step 6. 2d Writing
T: Now let’s think of you and your friends. How do you and your friends compare with the people in the article Write five sentences.
方法指导：首先，应思考一下自己及自己朋友的特点；然后，认真与短文所提及的人物进行对比。写出明确的比较句。注意运用正确的比较句：
句型指导：
A + be different from B because + 两者比较句
A + be similar to B because + 两者比较句
Ss : Try to write their sentences.
(设计意图:通过写作任务，考察学生对所学知识的综合掌握和利用情况，以便教师做出对应举措。并利用多媒体展示部分学生的作文。)
Step 7. 2e Talking
T: Read these saying about friends. Can you translate them into Chinese. Let some Ss
translate the sentences into Chinese.
T: Which saying is their favorite Which friend do you think about when you read this saying Why Tell your partner about it. Give the Ss an example.
My favorite saying is “A true friend reaches for your hand and touches your heart.” It makes me think about my best friend, Wu Zhou. He helps me with my English for three years. I was bad in English three years ago. But now I’m interested in it with his help.
T and Ss read through it. Then Ss talk about theirs.
(设计意图:通过阅读例子，降低学生的难度，打消畏难情绪，生生互相说，提高学生口语表达能力。)
Step 8. Teacher’s words情感体验：
Step 9 Inquiry into knowledge by translation 翻译探究
T: Now，Let’s have a group work. Please finish the
following questions.
You can discuss them in your group. Begin, please .
一. I’m shy so it’s not easy for me to make friends.
___________________________________________
“It’s + adj.+ for sb. + to do sth.” 是固定结构, 意为“___________”，
其中it 是形式主语，真正的主语是后面的动词不定式短语。当 句中的形容词为描述事物特征的词，如important.necessary,different 等时，其后介词用，当此句中的形容词为描述人物品质及性格特征的词，如clever,kind,nice等时，其后介词用of.
1）每天喝足够的水对我们来说是很重要的。
_____very________ ______us_______enough water every day.
2）你帮助我学习英语真是太好了。
______ very_______ ______you ______help me _____my English.
二. ...you don’t need a lot of them as long as they are good.
___________________________
as long as 意为“只要；既然”，表示“只要”时，引导_______ 状语从句，当主句为一般将来时或含有情态动词can时，所引导的从句用_______时态表示将来；表示“既然”时， 引导______状语从句。
1）只要你努力学习，就会取得好成绩。
You_____get good ______ ______ ______ ______ you study hard.
2）既然你想待在家里，那咱们就听音乐吧。
______ _______ ______you want to stay at home , let’s _____
______music.
三. My best friend Larry is quite different from me.
_______________________________________________
be different from....意为“”，其反义词组。
__________
1) 我的生活方式和他的不同。
My way of life _____ _______ ______ __________.
2) 她和她的双胞胎妹妹一样。
She is _______ ________ _______ her twin sister.
(设计意图：突出重点，提炼难点。采用“小组合作，自主探究” 培养学生解决问题能力，形成有效的学习策略。)
Step 10 The end-of- class test当堂检测
一. 用比较级形式填空
1. He is ________ (young) than I am.
2. Mr. Smith is much _____ (old) than his wife.
3. Chicago is ______ (big) than Paris.
4. This book is ______ (good) than that one.
5. The weather this winter is _______ (bad) than that of last winter.
6.This is my friend. He is a little _____(outgoing) than I am.
二、请翻译下列句子。
1. 实际上，她比我认识的任何人都风趣。
___________________________________
2. 我最好的朋友与我相似。
___________________________________
3. 一个真正的朋友可以援手帮助并感动你的心扉。
___________________________________
学英语对我来说很容易。
___________________________________
去年我摔断了胳膊，她让我笑并感觉更好。
___________________________________
(设计意图：检查学生对知识的掌握和运用情况，及时发现学生的不足，查缺补漏并做出对应的解决措施。)
Step 10. Homework: 家庭作业
(设计意图：巩固并拓展目标语言，练习学生写作能力。同时为下一课时做铺垫。）
本课亮点：
围绕教学目标，从听、说、读、写等方面对学生进行知识的渗透。教学活动设计，注重学生的参与及参与的广度。整堂课,体现了学生的主体地位，采用任务性教学，把阅读课的精神贯彻到底。教和学立足于课本，但又高于课本，实现了学生从理论的积累到生活实践的真正的转变。
不足：设计中缺少学生之间的人际交流。
使用建议：
整篇教学设计环节比较多，Step7可作为参考环节。
参考答案：
Step1. Preview 预习检测
一. Please write the comparative forms of the following adjectives.
① popular → _more popular ② funny → funnier
③ quiet → quieter ④ hard-working → more hard-working
⑤ serious → more serious ⑥ friendly → more friendly/ friendlier
⑦ outgoing → more outgoing ⑧ smart → smarter
⑨ shy → shyer/shier ⑩ little → less
二. Please read the book and then translate them into English.
1.That’s why I like reading books and I study harder in class.
2.I’m shy so shy it’s not easy for me to make friends.
3.My best friend Larry is quite different from me.
4.Larry often helps to bring out the best in me.
5.Larry is much less hard-working , though.
6.I don’t really care if my friends are the same as me or different.
Step 4. While-reading Activities
Task 1: A
Task 2:
Yuan Li A good friend is like a mirror.
Larry It’s not necessary to be the same.
Carol She doesn’t care if her friends are the same as her or different.
Task 3: F T F F T F F F
Step 5. Post-reading activities读后活动
Task 3. Complete the following sentences without looking at 2b.
more serious , studying , as long as , necessary , more outgoing , less hard-working ,
better , saying , touches , funnier
Step 9 Inquiry into knowledge by translation 翻译探究
一、我很腼腆，因此对我来说交朋友不容易。
做事对某人来说是 ... ... 的；for
1). It’s ; important for ; to drink
2). It’s ; nice of ;to ; with
二、... ... 你不需要很多，只要他们好就行。
条件；一般现在；原因
1). will ; grades as long as
2). As long as ;listen to
三、我最好的朋友拉里与我很不一样。
与 ... ... 不同； 与... ... 一样
1). is different from his
2). the same as
Step 10 The end-of- class test当堂检测
一. 用比较级形式填空
1. younger 2. older 3. bigger 4. better 5. worse 6. more outgoing
二、请翻译下列句子。
1. In fact, she’s funnier than anyone I know.
2. My best friend is similar to me.
3. A true friend reaches for your hand and touches your heart.
4. It’s very easy for me to learn English.
5.I broke my arm last year but she made me laugh and feel better.
My friend David is more hard-working than me , but I am funnier than him.
1. Jeff is less serious than most kids.
2. Jeff and Yuan Li are both quiet.
3. Jeff thinks it is easy for him to make
4. Huang Lei is taller than Larry.
5. Huang Lei isn’t as good at tennis as Larry.
6. Larry works harder than Huang Lei.
7. Mary thinks her friends should be the same as her.
8. Carol broke her arm last year and Mary made her feel better..
2.
3.
4.
5.
T F
T F
T F
T F
T F
T F
T F
T F
…a good friend is like a .
I’m…
My best friend Yuan Li is ,too.
So we…
…friends are like you don’t need
a lot of them they are good.
Jim Green
friends should be the same
I don’t really care…
A true friend reaches for your and touches your
My best friend Carol is…
I…
We…
It’s not to be the same.
My best friend Larry is from me.
He… .
Larry often helps to the best in me.
I…
Mary Smith
doesn’t care
Huang Lei
friends should
be different
Jeff Green
I’m quieter and____________ (serious )than most kids. My best friend Yuan Li is quiet ,too, so we enjoy _________(study) together.I think friends are like books---you don’t need a lot of them ________（只要） they’re good.
It’s not ___________（需要） to be the same. My best friend Huang Lei
Larry is quite different from me. He is taller and ________(outgoing) than me. Larry
is much _______(hard-working), though. I always get _____(good)grades than he does.
MARY SMITH
My favorite _______(say) is.“ A true friend reaches for your hand and________( touch) your heart.” My best friend Carol is really kind and very funny. In fact, she’s ________(funny )than anyone I know.
I’m different from Jeff because I’m louder than the other kids in my class. My best friend is similar to Larry because she’s less hard-working than me. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Everyone has his own trait and character.No matter what our friends are like, we should get on well with.
T: According to the articles, we can learn
something different from the foreigners,
Now I want to ell you:
Write about you and your best friend …
What do you like about him/her The same things and differences between you.Unit 3 I’m more outgoing than my sister.
第四课时Section B 1a – 1e
Teaching and learning goals:
一．功能:能用形容词的比较级来对两个人的外貌及个性进行比较。
二．词汇和常用表达:能正确使用下列词汇和常用表达：talented, truly, care,
care about, be talented in,the same as,be different from,be good at, make sb.do sth.
三．学习策略：听磁带，进一步熟悉比较级的用法并学会运用听力中所使用的对比方法。
四. 文化知识:使学生了解中外青少年对待友谊的态度和看法,好友的标准，增进友谊。
Step1.Review:
At least three pairs of students make the conversations in Period1 in front of the class.
T: Now let’s compare you with your partner, say sentences as more as you can.
Pre-listening activities:
Step2. Preview:
I.New word self:Read and memorize words and phrases, see who remembers fast.
plete the following conversation by previewing.
funny
thin
work hard
popular
（设计意图：设计这几个预习小题，目的是复习形容词的比较级，进一步激活新知识，同时激励学生记住单词和短语，在对话中活用单词和句型。）
Teaching and learning steps :
Step3 .Warming up and leading in:
T: Hello, boys and girls! I think we may have many friends. Some are the same as us. Some are different.
I also have a good friend at school. You all know her.Would you like to guess who she is Now look at the sentences and guess it.
（Ask two students to guess it.）
T:Choose one student to come to the blackboard. He/She says something about his/her good friend. The class try to guess the person.
S1:
(Students guess it.)
T: A good friend is very important for everyone.And everyone has different ideas about friends. For you ,what kind of things is important in a friend Now open your books and turn to Page20. Look at 1a, Rank the things below [1-7 ](1 is the most important).
Now let’s check which things are the most important to you.
(设计意图：结合学生对朋友的理解和认识来处理1a,呈现新词汇和新短语，更贴近情景教学。）
Step4 Group work
T: Well, friends are very important in our life.Friends are like water. No one can enjoy life without friends.Every one of you has his own idea about friends. Now please talk about what you think a good friend should be like in groups of four. First read the example conversation, and then make your own conversation about friends（you can also use the phrases in activity 1a. )
（Ss try to write their own sentences. ）
Step5 While- listening Activities
Task1. Listen for the general idea of 1c(听取大意)
T: Now let's work on 1c.Next you will hear an interviewer talking to Molly and Mary. What are they talking about When I play the recording for the first time, you just listen carefully and give me the answer.
The general idea of the conversation is about ( ) .
A.how Molly and Mary are the same as and different from their friends
B. how Molly are the same as and different from Mary
C. why Molly and Mary are different
(Students listen and give their answers.)
Task2.Listen for the specific ideas of 1c /1d(听取细节)
1.T: Molly and Mary are talking about their best friends. Now look at the chart, listen carefully again and write the things that Molly and Mary like about their best friends. You can write only words and phrases. Let’s check your answers.
like about their best friends
Molly Peter likes to do the same things.He’s , He’s good at .
Mary Lisa is a good .
2.Let’s listen to the tape again .How are Molly and Mary the same as and different from their best friends Complete the rest of the chart in 1c,play the first time, you can just listen. Play the tape for the second time ,you can listen and write only words and phrases.
The same as their best friends. Different from their best friends
Molly They’re bothpretty . Molly studies harder.Molly is a little .Peter plays baseball .He speaks .
Mary They’re both tall.They look .They both have , hair. Lisa is quieter.She’s .Mary is .
(Check the Ss’answers.)
(设计意图：1c,1d听力较难，在实际上课时听力任务设计改成了填空，降低了难度。听力指导：要抓他们之间的相似之处与不同之处这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面听清，其他作为非重点内容。)
3.Listen and fill in the blanks.
4. Listen and repeat.
T: I’ll play the recording again and repeat after it to get your pronunciation right.
(设计意图：通过跟读模仿语言，纠正单词发音，关注对话中的语音语调和感彩。)
Step6 .Post-listening Activities
Task1. Pair work.
T:Let’s talk about Molly and Mary and their best friends. Now work with your partner. Make a conversation using information in the chart of 1c.Ask several pairs to say their conversations to the class.
(设计意图：就1e进一步进行听力内容练习，借助Molly 、Mary和他们的好朋友之间的异同来巩固目标语言。在与学生愉快地谈论各种比较的过程中很自然地呈现出形容词和副词比较级的用法，然后运用学过的句型进行操练。）
Task2.Compare you with your best friend. Find out the similarities and differences and why you like her /him.(说说你与好朋友的异同点及其为什么喜欢她他，每样至少2点以上),then fill in the chart and report it in the front of the class.
For example:
(设计意图：比较自己与好朋友的异同点及其为什么喜欢她/他,启发学生对朋友的理解给出更多的观点，进一步训练学生综合运用语言的能力。本环节亦可实施分层教学，英语成绩较好的同学当堂完成汇报任务，基础一般的同学可根据参与程度进行评价，课下试着写出。）
Step7.Inquiry knowledge by translation（翻译探究）
In this class we have learned to talk about personal traits and compare people.Discuss in groups of four, then fill in the blanks.
(设计意图：“翻译探究”的主要目的是让学生自己通过观察例句，自己感知来尝试归纳语言的规律，教师适时点拨释疑，通过小组合作探究的形式来获得准确的答案。）
Step8. Teacher’s words
T:As you know: No matter your friend is near or far,black or white ,young or old,different or same,
accept him,help him,care about him!Look at saying：
（设计意图: 本单元关于朋友的谚语较多，结合谚语，让学生们判断什么是真正的朋友，能正确看待自己和他人的优缺点，学人之长，补己之短。)
Step9. The end-of class test 当堂检测
I. 用所给动词的适当形式填空
1 I think Lily is _____________ ( popular )than Mona in my class.
2 She _____(true)cares about me.
3 This comedy makes me__________(laugh)again and again.
4 He is good at__________(play)basketball.
5 It’s important for us__________(learn)English well.
II.翻译句子，每空一词。
1.那个小男孩在扮鬼脸，这使我大笑。
The little boy is making faces, and it _____ me _______.
2.一个好朋友喜欢和我做同样的事情。
A good friend likes to do _______ ______ things me.
3.一个好朋友在音乐方面有天赋。
A good friend music.
(设计意图：当堂检测紧扣本节课重难点，目的是以学评教、强化落实,对知识的掌握达到当堂达标。)
Step10. Homework.
1.Read 1c after the recording and recite them.(★)
2.Compare two of your classmates,find out the similarities and differences and why
you like her /him,write two paragraphs and read it in the front of the class tomorrow.(★★)
4.Preview 2a---2b. (★★))
(设计意图：作业分层布置，兼顾优良中差学生。对于听力原文，可让生课下反复听磁带，能英汉互译，进一步形成良好的英语语调和语感。对学有余力的同学，可进行综合写作技能的强化训练，并准备下节课课前汇报。)
教学反思：
在本节课导入环节中，我采用猜谜游戏，用Section A中学过的形容词和副词比较级描述自己的一位同事，可引起学生们的浓厚兴趣，同时让生描述自己班级的一位好朋友，在娱乐游戏中自然而然的导入新课。本节课1c/1d课本听力设计写句子，学生感到较难，在实际上课时听力任务设计改成了填空，降低了难度。同时进行听力指导（要抓他们之间的相似之处与不同之处这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面听清，其他作为非重点内容），听力训练设计多样化，反复操练比较级。对于说说你与好朋友的异同点及其为什么喜欢她他，每样至少2点以上的环节教学，符合实际，易于操作，学生能根据教师提供的情景，在教师指导下，学生能尝试回忆形容词和副词比较级及其句型，进行语言的组织，已达到对话的目的。
本课亮点：
1.本课的导入。运用比较级句型进行猜人物游戏来导入新课，避免了枯燥乏味的说教，激发了学生的学习积极性，让学生在轻松好奇的氛围中自然引入本节课的目标语言。
2.听后活动的设计凸显层次性，特别是短文填空，既巩固了本课所学的目标语言，又开拓了学生的思维，使学生的思维跳出了课本。
4.在对学生进行知识教育的同时，渗透着情感教育，使学生真正了解什么是真正的朋友。
不足之处：
听后活动中“Compare you with your best friend.”环节中 ，由于学生程度参差不齐,有部分学生不会用语言进行表述。在今后的教学过程中要多关注后进生和中间生，提高他们学习英语的兴趣和学好英语的信心。
使用建议：
1、听力训练中的任务设计较为详细、全面，教师可根据实际合理选择地使用。
2、在翻译探究活动中要注意让学生观察句型结构，自己感知来尝试归纳语言的规律，不能让“合作探究”变成无效的活动。
参考答案：
Step2. Pre-listening activities.
Preview
I. Words and Phrases:
1.talented 2. care 3. be good at sports 4. a good listener 5.in any way 6.truly 7.be talented in music
8.make me laugh 9.be different from 10.look similar
plete the following conversation by preview.
1.thinner 2.work harder 3.Is 4.more popular
Step5 While- listening Activities
Task1.Listen for the general idea听取大意（A）
Task2.Listen for the specific ideas听取细节
(1c)1.popular,sports,listener (1d)2.outgoing,similar,long,curly,quieter,better,more loudly,smarter,more outgoing 3.harder/better/more loudly/quieter/outgoing/similar/more/more outgoing
Step7. Inquiry into knowledge by translation. (翻译探究）
⑴原级，形容词⑵与……一样、与…..相同，同种类事物，the same as，doing the same things as
Step9.The end-of- class test当堂检测
I.1.more popular 2. truly 3. laugh 4.playing 5. to learn
II .1. makes me laugh 2.the same as 3.is talented in
A: I’m shorter than you.
B:I have longer hair than you.
C:You are more outgoing than me.
D:
有才能的；有才干的 6.真正；确实
关心；在意 7.有音乐天赋
擅长运动 8.让我发笑
4. 一名好的倾听者 9.与......不同
5. 在任何方面 10.看起来像
Model:A:Who is funnier, Liu Li or Lin Feng
B:Lin Feng is funnier than Liu Li.
Who is 1.
A:Liu Feng is thinner.
B:Does Liu Li 2. than Lin Feng
A:Yes ,she does.
B:3. Liu Li 4. than Lin Feng
A:No, she isn’t.
My good friend is heavier than me.
She is taller than me.We both have long hair,
but she has longer hair than me.
We are both your teachers.She is as strict as me.
I am better at English than her.
She is better at Chinese than me.
Who is my friend
My good friend is heavier than me.
He is more outgoing than me.
He is taller than me.
A good friend …
_____ a. has cool clothes.
_____ b. is talented in music.
_____ c. likes to do the same things as me.
_____ d. is good at sports.
_____ e. truly cares about me.
_____ f. makes me laugh.
_____g. is a good listener
A : I think a good friend makes me laugh.
B : For me, a good friend likes to do the
same things as me.
C : Yes, and a good friend is talented in
music, too.
D : That’s not very important for me ...
Example:
(funny, likes telling stories, can help me when I am in trouble, can give me good advice, keeps secrets.…etc.)
Molly studies _________ but Peter plays baseball _______ than Molly.Peter speaks _____ ______but Molly is a little ________.They are both pretty ________.Mary and Lisa
look .They are both tall,and they both have long, curly hair.But Lisa is than Mary.She’s also .Mary
talks and she’s .
A: Molly studies harder than her best friend.
B: Well, Mary and her best friend are both tall.
the same as their best friends :
We are both smart.
We are both tall.
We both like playing computer games.
…
different from their best friends:
She is heavier than me.
I am more outgoing than she.
I have cooler clothes than she.
……
Like about their best friends:
She a good listener
She truly cares
about me
helpful.
Report it like this:
I have a good friend. She is Lucy. I like her because she truly
cares about me. She always helps me when I need her help
She likes me because I am a good listener. We both like singing.
And we are both good at English. Of course, we are different from
each other in some ways. I’m a little quieter and I’m better at math.
Lucy is more outgoing and she studies harder than me.
1. He makes me laugh
make 意为“使，促使，迫使”其后跟动词______作宾语补足语,既make sb.do sth.
make 还常跟_____，做宾语补足语，例如：He often makes me happy.
⑵the same as ,用于 之间的比较。
我的书和你的一样。My book is yours.
我的朋友喜欢做和我一样的事。My friend me.
A friend in need is a friend indeed.
患难见真交。
A friend is easier lost than found.
朋友易失不易得。 Unit 3 I’m more outgoing than my sister.
第二课时Section A 1a-2c
Teaching and learning Goals:
功能： Compare people. Learn how to talk about personal traits.
词汇和常用表达:Learn to use “Comparatives with -（i）er and more, both and as… as …”
三、文化知识：Help the students know about the attitude and views of making friends in the western countries.
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Ask the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
(1)长头发 _____________
(2)更长的头发 ___________________
(3)更大声地 _____ _________
(4)跑的快 __________________
(5)跳的高 _____ _________ (6)起的早 _____ _________
(7)工作努力 _____ __________
Ask the Ss to translate the following sentences.
（1）萨姆的头发比汤姆的长。
__________________________________________________________________________
（2）萨姆和汤姆都会敲鼓，但是萨姆比汤姆敲的好
__________________________________________________________________________
（3）———那是塔拉，是吗？
———不，不是。
________________________________________________________________________
（4）蒂娜比塔拉高。而且她唱歌比塔拉响亮。
（5）塔拉学习和蒂娜一样努力。
（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2. Lead in
(1)Show two photos of girls. They are twins.
T: Have you ever seen any twins
Ss: Yes.
T: Do they look the same
Ss: Yes./No.
T: Most of them look the same, but there’s always something different between each pair of the twins. For example, one of the twins is tall, but the other one may be short. So sometimes we should use some opposite words to describe the twins. Now please look at the words in 1a, then match each word with its opposite.
(1)1a Match each word with its opposite.
(2) Let Ss check answers.
（设计说明：先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中初步感知如何对事物进行比较。）
Step II. While-listening activities
1. Listen and find the general idea of 1b.
The general idea of the conversations is to talk about______.
A. the party of some twins
B. the looks of the twins
C. personal traits of the twins
2. Listen to the conversation more carefully and find the specific ideas of 1b
(1)1b Listen and number the pairs of twins in the picture [1-3].
(2)Check answers together.
3. Tina and Tara are twins. Are they the same You can get some information from the conversation.
4. Listen for the general idea of 2a.
The general idea of the conversation is about________.
A. the difference between Tina and Tara
B. the appearance (外貌) of the twins
C. the habit of the twins
5. Listen for the specific ideas of 2a.
(1)2a Listen. Are the words in the box used with – (i) er or more Complete the chart.
(2)2b Listen again. How are Tina and Tara different Fill in the boxes.
(3) Then, ask the Ss to listen to the tape a third time and finish the tape scripts.
Interviewer: Tina, do you think you are _____ your sister Tara
Tina: Oh, sure. We but
We’re .
Interviewer: Really What are you different
Tina: Well, I’m Tara. I’m and , too. And I love .
Tara: Yes, she can run and jump than me.
Interviewer: Who’s at school
Tara: Tina thinks she works than me, but I work Tina.
But she’s than me.
Tina: Not really. I think I’m than Tara. She gets up than
me.
(4) Check the Ss’ answers.
(设计说明：本部分的内容重在培养学生们听寻大意,和听寻细节信息的能力)
Step III. Post-listening activities
1. Read and retell
(1) Play the tape and ask the Ss to read 2a after the tape and prepare for retelling.
(2) Let the Ss fill in the blanks in the rewriting passage. First give the Ss time to practice it by themselves. Then the Ss do it with the teacher. Last choose one or two Ss to retell the conversation individually.
Tina and Tara are twin sisters. Do you think they’re each other (彼此) or Now let’s see together. They but
They’re . Tina is than Tara. Tina is and , too. And she . Tina can and than her sister. Tina also thinks she than Tara. But Tara doesn’t think so. Tara thinks she works her sister, Tina. She also thinks Tina is , too. But Tina is than Tara. Tara always
than Tina. Now you get the answer
(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)
2. Guessing who she/he is
Try to write at least 3 sentences in your paper to describe one of your classmates. And let us guess who is she/he.
Remember do not mention his/her name.
Example:
My best friend has long hair. She is taller than me. She wears glasses. She is a very hardworking girl.
Choose three groups to show their guesses and see which group can get the right guess.
(设计说明：为学生们创设较为真实的语用环境，使学生们体会所学的语言是真实可用的。)
Step IV. Summary：Inquiry into knowledge by translation
1. Ask the Ss to look at the following sentences and try to summarize the language rules about how to use “Comparatives with -（i）er and more, both and as… as …” to make inferences and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
*Tina is taller than Tara. And she also sings more loudly than Tara.
*Tara works as hard as Tina.
(1) taller是形容词tall的 ，more loudly 是副词loudly的 ，形容词或副词的比较级表示“ ”用于两者之间的比较。其构成多为“主语+ +形容词或副词的 + +比较对象”，比较级前可用a little，much，even，a lot等修饰。如：
*他们的书比我们的多。
They have us.
*这个房间比那个房间小。
This room that one.
*小明起床比他弟弟早。
Xiao Ming gets up his brother.
(2) “as+形容词或副词 +as”表示“ ”否定形式为“ ”或“ ”。意为“ ”。
如：
*我和你一样活泼。
I’m you.
*他不如刘翔跑的快。
He can run Liu Xiang.
(3) 形容词或副词的比较级的构成：
规则变化：
* 直接在词尾加er。 eg：tall---taller，short---shorter
*以不发音的字母结尾的词直接在其后加r。eg：nice---nicer，large---larger
*以重读闭音节结尾并且末尾只有一个辅音字母的，应先双写这个辅音字母再加er。
eg：big---bigger，hot---hotter
*以“辅音字母+y”结尾的，先改“y”为“i”，再加er。eg：heavy---heavier，easy---easier
*多音节和部分双音节词在其前面加more构成比较级。eg：outgoing---more outgoing
不规则变化：
good/well---better many/much---more bad/badly/ill---worse
little---less far---farther/further
（设计说明：教师要引导学生们运用他们从实践中的感知来尝试归纳语言规律，然后再给以必要帮助。通过小组讨论的形式可获得更为准确的答案。）
Step V. Exercises: the end-of- class test
I. Fill the blanks .
1. My bike is (new), but hers is (new) than mine.
2. Who is (hard-working), Tom or Jim
3. English is not as (difficult) as math.
4. Of the two girls, who do you think is (beautiful)
5. The teacher asks us to write as
(careful) as we can.
II. Translate Chinese into English.
1.塔拉和蒂娜都会跳舞，但是蒂娜跳得比塔拉好。
_________________________________________________________________________
2.他和他的哥哥一样友好。
_________________________________________________________________________
3．你弟弟和你妹妹谁更滑稽？
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step VI. Homework
1. Read 1b and 2a after the tape and recite them.( ★ )
2. Rewrite 2a into a short text. ( ★★ )
3. Preview 2d.( ★ )
本节课亮点：
1. 预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.导入部分，先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中初步感知如何描述人物特征和使用比较级。
3. 最后的猜测游戏为学生们创设了较为真实的语用环境，使学生们体会到所学的语言是真实可用的。
4. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．导入部分，不必要求学生们就都能快速掌握形容词的比较级和人物间的比较在接下的活动中学生们会逐步感知。
Keys:
Step I.
Phrases:
(1) long hair (2) longer hair
(3) more loudly (4) run fast
(5) jump high (6) get up early
(7) work hard
Sentences:
(1) Sam has longer hair than Tom.
(2) Sam and Tom can play the drums, but Sam plays them better than Tom.
(3) ---That’s Tara, isn’t it ---No , it isn’t.
(4) Tina is taller than Tara. And she also sings more loudly than Tara.
(5) Tara works as hard as Tina.
Step II.
1．C 4. B 5. different from; look similar; very different; In; ways; more outgoing; friendlier; funnier; sports; faster; faster; more hard-working; harder; as hard as; smarter; lazier; always; earlier
Step III.
different from; look the same; look similar; very different; more outgoing; friendlier; funnier;
loves sports; run faster; jump faster; works harder; as hard as; smarter; lazier; gets up earlier
Step IV.
(1)比较级；比较级；更……； 谓语（系动次）；比较级；than；more books than; is smaller than;
earlier than (2) 原级； 与……一样；not as+形容词或副词原级+as；not so+形容词或副词原级+as； 不如…….,与…… 不一样.
Step V.
I. 1.new / newer 2.more hard-worhing 3.difficult 4.more beautiful 5.carefully
II.
1. Both Tara and Tina can dance, but Tina dances better than Tara.
2. He is as friendly as his brother.
3. Who is funnier, your brother or your sister 单元题目：Unit3 I’m more outgoing than my sister.
第一课时： New words and phrases
Teaching and Learning Goals：
Learning Goals
1. 能争取使用下列词汇(Curriculum words)
outgoing, better, loudly, quietly, hard-working, competition, fantastic,which, clearly, win, tallented, serious, both, saying, reach, hand, touch, heart, break, laugh, share...
2. 能争取使用下列常用短语（Useful expressions）
care about, as long as, be different from, bring out, the same as, in fact, make sb. laugh,
be similar to...
3. 能认读下列词汇（non-curriculum words）
though, truly, mirror, kid, necessary, grade, should, arm, information...
Teaching and learning steps:
Step 1 Learn to read the words on P123 and P124.
Students manage to read the words using the phonetics by themselves and mark the difficult words.
Especially read the difficult words in groups.
Get one or two middle-level students to read all the words. Ask the good students to correct the wrong pronunciations. If necessary, the teacher corrects them.
Read after the tape.
Read aloud and the teacher walks around to see whether students have any questions.
(设计意图：让学生学会试读单词是一种学习习惯的培养，首先学生自己根据音标字读单词，并标出试读时有困难的。接着两人一组或以小组为单位解决遇到的困难。该步骤能有效培养学生个人识读单词的学习习惯，然后找一两个同学读单词，请好学生先纠正，还有问题，教师再更正。最后让学生跟录音读， 该环节只会读即可。降低识读难度，提高全体学生积极性。鼓励没过关的学生课前课后努力赶上。)
Step2 Learn the new words.
Remember the words by looking at the pictures.
outgoing 活泼的，外向的
Obama is an outgoing man.
loud 响亮的：loudly响亮地
This man talks loudly.
This man talks in a loud voice.
quietly 安静地
They talk quitely.
They talk in a quite voice.
fantastic极好的；了不起的
The two girls think it’s fantastic.
talented 有才华的
Jay Chou is talented in music .
share 分享
The girl and the dog are sharing ice cream.
laugh/make us laugh 大笑
Yang Qianhua often laughs,and her movies make us laugh.
win-won 赢
Lin Dan won the game.
serious 严肃的 both 两者都
They are both serious.
primary school小学
They are all primary school students.
hard-working 工作努力的
My sister is more hard-working than me.
competition 比赛
We are watching an English song competition.
reach for the hand 伸出援助之手
truly care about 真正地关心
A true friend reaches for your hand and truly cares about you.
break(broke) one’s arm摔破胳膊
Lingling broke her arm yesterday.
（设计意图：利用图画记单词,在句子中用单词，让学生直观地理解单词的意思，通过建立语境和语义之间的关系，促进理解、加深记忆，培养学生用英语思维的习惯。减少了学生对汉语的依赖，避免孤立地理解和记忆单词。）
二. Remember the words by matching itself with its meaning.
1.bring out n.镜子；反映
2.as long as adj.必要的；必然的
3.both adj.&pron.两个；两个都
4.saying . pron.&adj.哪一个；哪一些
5.though adv.不过；可是；然而；conj.虽然；
6.should 只要；既然
7.mirror . n.谚语；格言；警句
8.necessary modal v.应该；应当；可以
9.which n.信息；情报；资料：
10.information v.使显现；使表现出
（设计意图：让学生连线搭配进行语块记忆是一种效果很有效的记忆单词的方式。 ）
三、Remember the words by complex words （合成）、 derivative（派生）and comparison（对比）
1.合成
outgoing 外向的 out + going
2.派生(加上副词性后缀 -ly，得到副词派生词)
loud----loudly
The music is too loud,by the way,who is playing the music so loudly!
quiet----quietly
Peter is a quiet boy,and he often speaks quietly.
clear----clearly
I can see the blackboard clearly with my new clear glasses.
true----truly
I want to find a true friend who truly cares about me.
3对比
talent (名词，才能，才干；天资)——talented(形容词，有才干的)
Li Yundi is a talented musician.He showed talent in music at an early age.
say (动词，说)——saying(名词，谚语；格言)
My teacher often says to us,“Remember this saying:Practice makes perfect.”
competitive(形容词，有竞争力的)——competition（名词，竞争；比赛)
In the competitive society,we always face a lot of competition.
good(原形)——better（比较级）——best（最高级）
The weather is not good enough.If the weather gets better ,we can go camping with best frends.
（设计意图：这一系列的单词都是形似的，集中对比记忆相对减轻了记忆单词的量，相当于你记住了一个词根，就记住了多个单词，更有助于在考试中轻松地区别形近词。）
四．Remember the words by their similar pronunciations and forms.
1.loudly quietly clearly carefully
2.hard-working sitting-room living-room
3. saying speaking listening writing
4.though although
5.reach touch watch teach
6.competition computer welcom
（设计意图：根据相似读音拼写单词。英语是拼音文字，其读音和拼写有直接关系，建立单词音、形的对应关系能够让学生利用已经学过的单词去识读新单词。）
Step 3: Consolidation of words .
Give the students a few minutes to try to memorize the words first .
1.Get the students to read the word by looking at the Chinese. Then look at the Chinese and say English.
2. Then get them to work in pairs to spell the words or write down the words with the Chinese given in guide books. Underline the words they haven’t grasped.
3. Get the students to have a short dictation about the important words and phrases. If they can’t , dictate after class in groups.
（设计意图：此环节为巩固单词。通过提问或使用助学默写的形式来对单词加以巩固。这一环节有少部分的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让全部学生顺利过关。）
Step 4 Read the story and translate the story.
1. Ask the students to read the story, and underline the new words.
2. Translate the story into Chinese in groups of two.
3. Read the story fluently by themselves.
Lily and Lucy are twin sisters,they are primary school students.
Lily is short,Lucy is a little taller than Lily.Lily has short hair,and Lucy has longer hair than Lily.They are both thin.
They are the same in some ways.They are both talented and hard-working,So they always get good grades.They are differet from each other in some ways.Lily is serious,Lucy is outgoing and funny.In fact,she is funnier than anyone Lily knows.Lily broke her arm last year and Lucy made her laugh and feel better.Lily knows Lucy truly cares about her.
They often join some competitions.Lily sings clearly and quietly,Lucy sings more loudly.But Lucy dances better,so she always wins.However,Lucy often helps to bring out the best in Lily.
Lily and Lucy have different ideas about making friends.Lucy thinks friends should be the same,Lily thinks it is not necessary to be the same.Lucy’s favorite saying is,“A true friend reaches for your hand and touches your heart.”Lily thinks friends are like books——you don’t need a lot of them as long as they are good.
All in all,Lily and Lucy are good twin sisters.They can share eveything.Do you like them？
莉莉和露西是双胞胎姐妹，她们都是小学生。
莉莉很矮，露西比莉莉高一点。莉莉留着短发，露西留着比莉莉长的头发，她们都很瘦。
莉莉和露西有相同之处：她们都很有才干并且很勤奋。所以她们总是取得好成绩。但她们也有不同之处：莉莉很严肃，露西很外向也很滑稽。事实上，露西比莉莉认识的任何一人都有趣。莉莉去年摔伤了她的胳膊，露西使莉莉发笑并感到开心。莉莉知道露西确实关心她。
她们经常参加比赛。莉莉唱歌清晰而轻柔，露西唱歌很响亮。但露西跳舞更好所以露西总是赢。不过露西经常帮助莉莉显示她最好的一面。
露西和莉莉关于交友有不同看法。露西认为朋友应该一样，莉莉认为没必要和朋友一样。露西最喜欢的名言是：“一个真正的朋友向你伸出援手并且感动你的心灵.’’莉莉认为朋友就像书——你不需要太多，只要他们好就行。
总之，莉莉和露西是一对好姐妹。她们可以分享所有的东西。你喜欢她们吗？
（设计意图：词不离句，句不离篇。学生在掌握本单元单词的基础上，再学习由本单元的生词编成的一篇故事，引导学生不仅记忆词汇本身的意义，同时在具体的语境中体会它的意义。有助于学生理解和使用。）
Step 5 Mind map.
Get the students to read the mind map and fill in the mind map according to the story, they can discuss in groups.
Get the students to retell the article using the mind map.
Step6 当堂检测
一、按要求写出下列单词。
1.talent (形容词) ________ 2.win(过去式) _________
3. quiet(反义词)_________ 4. say(名词)__________
5. good(比较级)___________ 6.clear(副词)____________
二、写出下列短语。
1.与......相像的__________________ 2.与......不同的________________
3.使显现__________________4.关心：在意_______________
三、 根据括号中的汉语意思完成句子。
1. I’m preparing for the coming English________(竞赛）.
2. Everyone wants to____(赢）the prize.
3.It is________(必要的)to make a list before going shopping.
4.We can find lots of________(信息)on the Internet.
5.Lucy is______(外向的).She likes to stay with friends and enjoys going to parties.
一，1，talented 2,won 3,outgoing 4,saying 5,better 6,clearly
二，1，be similar to...2,be different from...3,bring out 4,care about
三1.competition 2.win 3.necessary 4.information 5.outgoing
Step7 Homework
1.Read the words fluently by themselves. ( ★ )
2.Write their own sentences with important words. ( ★★ )
3.Work in groups and write their own article with important words. ( ★★★ )
亮点：
本单元的单词课堂设计基本涵盖了本单元的单词和词组，涉及到了比较两个双胞胎这一个话题，通过外貌，性格，才艺以及交朋友的观点等多角度，展开对单词的全面学习和应用。尤其是短文编写让学生在短文中对单词有了更深的理解和运用。单词的拼读注重了学生自学能力和小组合作能力的培养，同时通过各种形式的单词记忆既加深了单词的识记。
不足之处：
一节课的时间毕竟有限，不能面面俱到，还需在以后的复习中查缺补漏和加大检查的广度。
使用建议：
首先要熟练掌握本单元教学内容，明确单词词组在单元中的位置及其用法，同时注意两人或多人小组合作或帮扶学习的方式使用, 加大检查普及率，增大学生合作学习活动的广度、力度，才能有效地增加课堂效率。
