Unit 3 I'm more outgoing than my sister.
Language Goal 【语言目标】 | Talk about personal traits and compare people：in this unit，students learn to talk about personal traits and u some adjectives to describe and compare people. |
Knowledge Goals 【知识目标】99什么意思 | Key Words | outgoing，loudly，hard－working，fantastic，which，win，talented，care，rious，necessary，both，though，should，reach，touch，break，laugh，share，similar，information |
Key Phras | care about，as long as，be different from，bring out，the same as，in fact，be similar to，primary school，as...as，be good at，have good grades，be good with，call sb. at，be talented in |
Key Sentences | 1. I'm more outgoing than my sister. 2．I think a good friend makes me laugh. 3．Huang Lei isn't as good at tennis as Larry. 刘强东股份4．That's Tara，isn't it？No，it isn't. |
茹素Key Grammar | Comparative forms of adjectives and adverbs. |
Ability Goals 【能力目标】 | 1. Be able to talk about personal traits. 2．U some comparative forms of adjectives and adverbs to describe and compare people's personalities. |
动物搞笑Moral Goals 【情感目标】 | Be good with people around you and keep good relationship with them. |
| 下沉广场 放爱一条生路Teaching Time 【课时】 | Five periods | 补气血的水果 Period 1 | Section A(1a－2d) |
Period 2 | Section A(Grammar Focus－3c) |
Period 3 | Section B(1a－1e) |
Period 4 | Section B (2a－2e) |
Period 5 | Section B (3a－Self Check) |
| | | |
Section A是基本的语言部分，打好本单元目标语言的基础。运用听力(1b，2a，2b)、pair-work(1c，2c)、role-play (2d)等口语练习活动，层层递进，步步深入，充分培养学生学习目标英语的语感。目标语言(语法和词汇)是在每个单元的开始通过图片和对话框呈现的。图片将帮助学生建立一个自然的语境，让学生清晰地理解新的语言目标，熟悉这些语言在日常生活中是怎样使用的。
Section B是比较级的拓展和综合的语言运用。1a，1b通过讨论在朋友身上什么是最重要的，为后面提供基本句子如makes me laugh等。1c，1d通过听力继续以朋友为话题以比较级为语法谈论朋友。2b，3c是通过阅读和写作最后达到综合运用语言的目的，2b培养真实生活中的语言阅读技能。4通过谈论谁是合适的student helper来继续巩固运用目标语言。Self Check 2考查五个形容词的用法及区别形容词比较级与原级的使用。Self Check 3运用比较级对比自己和好友。
第一课时 Section A(1a－2d)
Teaching Goals 【教学目标】
Key words：
outgoing，better，loudly，quietly，hard-working，competition，fantastic，which，clearly，win
Key phras：
play the drums，han，as...as，singing competition，have fun
Key ntences：
1. I'm more outgoing than my sister.
2. That's Tara，isn't it？No，it isn't.
3. I think she sang more clearly than Nelly.
Teaching Key Points 【教学重点】
The vocabulary：
outgoing，better，loudly，quietly，hard-working，competition，fantastic，which，clearly，win，han，as...as
Target language：
—Is that Sam？—No，that's Tom. Sam has longer hair than Tom.
—That's Tara，isn't it？—No，it isn't. It's Tina. Tina is taller than Tara. And she also sings more loudly than Tara.—Did you like the singing competition yesterday，Anna？—Oh，it was fantastic！Nelly sang so well！Is Tom smarter than Sam?
Teaching Difficult Points 【教学难点】
Oral practice using the target language above.
Teaching Aids 【教学工具】
An English textbook，a tape recorder，CAI or courware.
Teaching Steps 【教学过程】
★Step 1 Leading in
Ask a student to introduce herlf/himlf.
★Step 2 分的反义词Pre－task
Page 17，1a.
1．Show some pictures to Ss.
Say，They are stars. Ask Ss to tell what they e.
Ask Ss to u the words：tall，loudly，thin，long hair，short hair，heavy，quietly，short and so on.
2．Then ask Ss to repeat the ntences：Yao Ming is taller than Ronaldo.
★Step 3 While－task
Page 17，1c & 1b.
1．Call attention to the picture.
2．Point out the sample conversation in Activity 1c.
Say，Now work with a partner. Make your own conversation about the twins.
3．Ask veral pairs to say one or more of their conversations.
4．Then listen to the recording. Ask Ss to number the twins.
5．Check the answers.
Page 18，2a.
1．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 u “more” in the cond column.
2．Play the recording and check the answers.
Page 18，2b.
1．Point out the picture and the two boxes with the headings Tina and Tara.
Say，Listen to the recording. Write ntences in the boxes.
2．Play the recording and check the answers.
★Step 4 Post－task
Page 18，2c & 2d.
1．Point out the chart in Activity 2c and on Page 81.Say，Make your own conversations according to the information. Ask pairs to continue on their own.
2．Correct the answers.
3．Make students scan the conversation in 2d.
4．Teach and then make Ss role－play the conversation in pairs. In this part，student A will be Julie. Student B will be Anna. As they talk，move around to monitor their work. Offer language or pronunciation support as needed.
