Teaching steps

Teacher’s activities

Ss’ activities

Intention of design

Step I

Warming

-up

1. Play a song The more we get together, the happier we’ll be. 

1. Ss enjoy the song and sing after the video.

这首歌节奏简单，朗朗上口，而且歌词中的比较级more, happier以及对朋友的描述都可以用于对语言知识点的激活

2. T: The more we get together, the happier we’ll be. Are you happy?

3. T: I’m happier to see you again.

2. Ss listen and answer together: Yes, we’re happy.

1． 拉近师生距离

2． Happier为复习作导入

Step II

Leading-in

1. T: OK, boys and girls, Do you remember the adjectives about personal traits?（Show adjectives about personal traits）

1. Ss: Yes.

1． 导入部分

2． 为下一步的比赛限定范围，要求所说的必须是adjectives about personal traits.

2. T: Let’s do a competition.（Boys VS Girls）Let’s see who can say more adjectives about personal traits, boys or girls? For example: long, longer. (Show longer)

2. Ss: OK. (They’re very excited)

1． 以比赛爬山看谁先到山顶的形式激励学生踊跃思考并积极举手回答问题。

2． 把大部分adjectives about personal traits制作在flash课件里，学生每说出一个则点击一个，这样可以避免受到学生所说单词顺序的限制。

3. Click the words they have got and ask them to spell the comparative forms

3. Ss say adjectives about personal traits.

4. T: Can you find the same among them?

4. Ss say these rules:

  +er, more +adj., double the last letter +er, change y into i + er

1． 让学生所列举的词全部呈现在投影上，下接下去的一系列活动提供语言基础。

2． 让学生自己总结、归纳形容词比较等级的变化规则，以培养学生的归纳能力和学习习惯。

Step III

Presenta-

tion

1.       T: Pretty good. You are so clever. I want to know you more. (Ask a student to stand up) Excuse me, how old are you? (Ask his partner to stand up) Excuse me, how old are you ?... Oh, you’re older than him.

1.       S_1: I’m 14.

S_2: I’m 15.

Help S₁ say I’m younger than him.

复习巩固句型：

…be…than…

2. T: (Ask another pair of Ss) Who is taller?

2. Help them say I’m taller than her. I’m shorter than her.

引导学生用-er, more + adj.将自己和别人进行对比

3. T: (Ask the third pair. They are both tall). Oh, you are so tall. Do you like sports? What about you?

  T: Oh, you are both tall, and you both like sports. (Write down the two sentences on the blackboard)

3. S₅: Yes, I do.

  S₆: Yes, I do.

引导学生运用be both, both +V.将自己和别人进行对比，并将相关句型写在黑板上，特别强调both的位置，

4. T: (Ask the fourth pair of Ss) Do you like music? What about you?

  T: Are you good at singing?

4. S₇: Yes, I do.

  S₈: Yes, I do.

Help them say We both like music.

S₇ &S₈: Yes, we are.

Help them say We are both good at singing.

1．进一步巩固be both, both+V.的用法，并引出be good at.

2．通过以上几个步骤，用同学熟悉的人来进行对比，逐渐渗透、逐步深入教授新的语言知识点并在运用中进行巩固。为下一步的对比实现语言输出。

5. T: Oh, I have a friend. She is good at singing, too. She is my new friend, and she is in our class. Who is she? Can you guess?

  T: Yes, she is Zhou Xinyao, she is my new friend.(Stand near Zhou) Look, she is shorter than me, and I’m older than her. She is more outgoing than me. We both have black hair, although my hair is longer than hers. We are both good at English.

5. Ss: She is Zhou Xinyao.

  Zhou Xinyao: Hi, this is my new friend, Miss Liu. I’m younger than her. She is taller than me. We both like sports. We both have black hair. She’s good at English than me.( The teacher correct the mistake: better at than)

1老师课前布置班级一位英语学习成绩优秀的同学（周馨遥）将自己和老师进行对比。

2课堂上，在老师将自己和周进行对比后，周再将自己和老师进行对比。这两段文字将对比中的the same/different串联起来，相当于给学生做了两次示范，使学生进一步明确了所需掌握的语言知识点及该如何运用这些知识点。

Step IV

Practice

T: This is my friend. Can you say something about your friend? OK, one minute to prepare for it. The more sentences, the better.

Three pairs of Ss stand up and compare them with their friends.

1．因为有前面几个步骤的铺垫，学生基本可以熟练运用-er, more +adj.,…be…than…, both, be good at来描述人的personal traits并将自己和朋友进行对比。

2．学生从接受信息到这一步输出信息，并接受不同学生说出不同类型的句子所产生的信息差。

3．学生在做的过程中学，学了马上就在实际生活中运用。

Step V

Reading

1. T: (show pictures of the twins) Are they friends? Are they twins? Can you say the things that are the same and different between them?

1. S_1: They’re both girls.

  S_2: Liu Ying’s hair is longer than Liu Li’s.

  S_3: Liu Li is more beautiful than Liu Ying.

1．再次巩固language goals.

2．为下一步的阅读做铺垫。

2. T: Read the article quickly and answer this question: What are the same between the twins?

  T: Anything else?

2. Ss: They both have black eyes and black hair. They both like sports. They both enjoy going to the parties.

Ss: They are both girls.

1．培养学生快速阅读的能力

2．再次强化both的用法

3. T: Read the article carefully and do the six statements. Write down “T”(for true), “F”(for false) and “DK”(for don’t know)

3. Ss read the article carefully and then do the six statements.

培养学生精读的能力

4. T: Let’s read after the tape.

4. Ss read after the tape.

学生听并模仿原声带，是对学生学习策略的一种培养。

5. T: Do you have any questions?

  T: No? Oh, I have some questions. (Show some useful expressions in the article)

5. Ss: No.

  Ss try to translate these phrases:

as you can see/in some ways/look the same/look different/more than/in common/is not as good at sports as

解决学生在语言知识点上的障碍，将重难点进一步讲透。

Step VI

Progress(A task)

1. T: Liu Li has a twin sister. I think she must be very happy. Do you have twin brothers or sisters?

  T: Although we have no twin sisters or brothers, I think we have many friends. Do you want to make more friends?

1.       Ss: No.

Ss: Yes.

过渡到下一个环节：A task

2. T: You can choose one from the box. Then she/he is your new friend. You can change your seat. First write down your name and your new friend’s name. List the things that are the same and different between you. The more, the better.

2. Ss change their seats and ask their friends some questions to get some information about their new friends. Then they list the things that are the same and different between them on the student’s sheets.

1． 将学生所学语言知识落实到笔头上。

2．老师为学生提供了Word structure/sentence structure/some questions.为学生提供了必要的语言输出保障。

3．学生与不熟悉不了解的同学坐在一起觉得十分新奇，这样既可以激发学生使用语言的兴趣又使得学生不得不尽可能运用老师所提供的信息去了解新朋友的相关信息并与之进行对比.

3. T: Say something about your new friends.

Two pairs share their work with the whole class.

因为前几个步骤做的比较扎实到位，学生基本能在此环节中熟练运用所学语言知识点。

Step VII

 Homework

Write a passage My new friend and I