Design a diagram, including 5 outdoor activities they want to talk about, using stars to show which one is the most interesting and which one they are not interested in. Then write as least 4 sentences, using ‘… than’, ‘the most…’, ‘as…as’, ‘not as … as’

Period 7　 Integrated skills

Aim: To get specific information from a listening material;

　　 To talk about a friend.

　　 To talk about future plans

Teaching procedures:　　　　　　　 　　　　　　　　　　　

6. Finish the sentences on P11 and do other exercises (PPT)

5. Talk about their own hobby.

What about yourselves? Can you draw some stars in the table to tell us which you like best and which you don’t like?

(after they finish drawing) now I want sb. To tell us his or her hobbies. At the same time, the others listen carefully and draw proper stars to show his or her hobbies.

4. Act as Millie, Sandy, Daniel, and Simon.

　 Just now, we know which outdoor activity Amy likes best, which she doesn’t like.

What about other students? Do you want to know their hobbies?

(Show them the diagram on P11. Help them understand it and then talk about it in groups. Then ask them to practise as the four children)

3. Practise it in another way.

　 Now can you understand another kind of diagram?

(very interesting--★★★★★, not interesting--★)

2. Practice using ‘… than’, ‘the most…’, ‘as…as’, ‘not as … as’.

　 Amy

Very interesting　　　　　　　　　　　　　　　　　　　　　　 not interesting

diving　　　　 swimming　　　　 hiking　　　　　　 cycling

　　　　　　 skiing　　　　　　 camping　　　　　

Very dangerous　　　　　　　　　　　　　　　　　　　　　　 not dangerous

hiking　　　　 skiing　　　　　　 cycling　　　　　 swimming

diving　　　 　　　　　　　　　　　　　　　　　　camping

T: Amy thinks diving is the most interesting outdoor activity.

　 It’s more interesting than swimming and hiking.

　 Hiking is as interesting as camping. But they are not as interesting as skiing and swimming….

　 (Ss repeat after the teacher first, and then practise in halves. After they can do it quite well in groups, ask them to practise in pairs.)

1. Presentation

Look at Millie and Amy, who is taller?　 Millie is as tall as Amy.

Peter is taller than Simon.　　 We can also say ‘Simon is not as tall as peter.’

(use these sentences as model, try to lead out the meaning of ‘(not) as tall as’

Practice more so that Ss know how to use ‘… than’ and ‘(not) as … as’.

A general thinking about the whole unit:

This is the check out of the whole unit. That means the most important language points in this unit are using adjectives to describe something and using ‘(not) as … as’ to compare two things. So we need to design some exercises to practise using them and make sure that students can use them fluently.

Usually I ask them to make some sentences, talk about some topic, and look back on what we have learnt in this unit. Sometimes I also ask them to do some translations. It is useful to learn a foreign language, especially to those who can’t study well enough.

After that, I use this page as a short test. I ask them to do it in 5-10 minutes, then check the answers immediately. To do so, students can have more confidence in themselves and know better about themselves in time.

Step 1 Revision

T asks some students to read their passages to the class. Get Ss to discuss the adjectives and some phrases in their passages.

Brainstorming the useful vocabulary about how to describe the best friend

Step 2 Checkout

Do Part A and B (Ss can lead Ss to revise the grammar in this unit)

Do additional exercise (Fill in the blanks with proper words)

Step 4 Make a survey

Revise the comparatives and superlatives. ( Write down the comparative and superlative form of the following words)

Group work. Make a survey about the classmates’ opinion of different activities, different objects using the comparatives and superlatives.

Step 5 Exercises

Ss finish some exercises about this unit

Step 6 Homework

掌握形容词比较等级的使用及‘(not) as … as’的使用

2．学会用所学的形容词描绘最好的朋友