1.　　 vocabulary: outgoing, more, than, calm, wild, athletic, twin, tall, short, thin.

5. outgoing , are , both , we .　　　

Period　 4

Teaching procedures :

Step 1　 Leading in

Greeting .

Step 2　 Pre-task

SB Page 35 , 3b .

Read the instruction to the class .Ask Ss to look at the chart on Page 34 .

Ask a student to read the example to the class .

Say ,now write your own sentences .

Ask students who finish first to write sentences on the Bb.

Ask some Ss to read the sentences ,each student read one sentence one by one .

Step 3　 While-task

SB Page 35 , 3a .

Read the instruction .Point out the sample answer .

Say , Now read the article .Explain the words and sentences in your own words .

Listen to the recording .

Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers .

SB Page 35 ,3c .

Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own .

Ask some Ss to read their sentences to the class .

Step 4　 Post-task

SB Page 35 ,Part 4 .

Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ?

Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why .

Step 5　 Exercise

Selfcheck .

Ask Ss to work on their own .

Check the answers .　　　

4.　　 makes , laugh , a , me , good , I , think , friend .

3.　　 me , same , as , the , friend , my , is .

2.　　 her sister , as … as . not, sports , at , good, is ,Liu Ying.

1.　　 Tom , Sam , intellectual , more , than , is .

3.　　 能力目标:能对人物的外表进行描绘，个性进行比较.

Teaching procedures:

Step 1　 Leading in

Ask a student to introduce herself/himself .

Step 2　 Pre-task

SB Page 31 , 1a .

Show some pictures to Ss .

Say ,They are stars .Ask Ss to tell what they see .

Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .　

Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo .

Step 3　 While-task

SB Page 31 , 1c , 1b .

Call attention to the picture .

Point out the sample conversation in activity 1c .

Say ,Now work with a partner .Make your own conversation about the twins .

Ask several pairs to say one or more of their conversations .

Then listen to the recording .Ask Ss to number the twins .

Check the answers .

SB Page 32 ,2a .

Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read .

Say ,now listen and write the –er and –ier words in the first column and the words that use more in the second column .

Play the recording and check the answers .　

SB Page 32 , 2b .

Point out the picture and the two boxes with the headings Tina is and Tara is .

Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a .

Play the recording and check the answers .

Step 4　 Post-task

SB Page 32 , 2c .

Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own .

Correct the answers .

Step 5　 Homework

How are you and your sister /brother different ?Write down .

Period　 2

Teaching contents: Grammar focus , 3a , 3b ,4 .

Teaching procedures:

Step 1　 Leading in

Ask ,How are you and your mother/father different ?

Ask some Ss to answer .

Step 2　 Pre-task

Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class .

Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add –er .

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 .

Step 3　 While-task

SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions .　　　

Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer .

Check the answers .

SB Page 33 , 3b .

Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example .

Ask two Ss to read the sample conversation in the box .

Have Ss work and ask some pairs to say their dialogues .

Step 4　 Post-task

Read the instruction to the class .Ask pairs of Ss how many same and different examples they found .

Work in pairs and ask some pairs to read their lists .

Step 5　 Homework

Write down the same and different between you and a friend .　

Period　 3

Teaching contents : Section B 1a , 1b , 2a , 2b , 2c .

Teaching procedures :

Step 1　 Leading in

Show a maxim to Ss : A friend indeed is a friend in need .

Ask ,What kind of things are important in a friend ?

Step 2　 Pre-task

SB Page 34 , 1a .

Read each description to the class and ask the Ss to repeat.

What kind of things are important in a friend .Rank the things below 1-6 (1 is most important )

Ask different Ss to copy the six phrases on the Bb .Then read the phrases together .

Step 3　 While-task

SB Page 34 , 1b .

Say , Now make your own statements about friends using

the phrases in activity 1a .

Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ?　　　

SB Page 34 , 2a .

Play the recording and check the answers .

SB Page 34 , 2b .

Play the recording and check the answers .

Step 4　 Post-task

SB Page 34 , 2c .

Say , Now work with your partner .Make a conversation using information in the chart .

Ask several pairs to say their conversations to the class .

Step 5　 Homework

连词成句:

2.　　 Pattern: He has shorter hair than Sam .

　　　　 Is Tom smarter than Tim ?

1.　　 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .

1．When KFC meets Mcdonald’s

2Write　 a　 short passage　 about things that are　 the　 same and different between you and your friend .

　反思：本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。本课时利用多媒体设备辅助教学，提高了课堂教学的效率；充分调动了学生自主学习的积极性；培养了学生运用所学知识解决问题的能力；对学生的思维发展起到了积极的推动作用；同时，也提高了学生的英语综合运用能力。