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　　unit 1 this is me（ grammar）
　　language functions and focus
　　1. use an adjective before a noun or after a linking verb to describe someone/ something
　　e.g.: she has short hair.
　　her hair is short.
　　2. use comparatives to compare two people /things
　　e.g.: sandy’s hair is longer than millie’s hair.
　　3. use superlatives to compare three or more people things
　　e.g.: he is the tallest boy in my class.
　　4. use ‘as’+ adjective+ ‘as’ to compare people / things
　　e.g.: millie is as tall as kitty.
　　5. use adjectives to describe someone’s physical features and appearance
　　e.g.: sandy is tall and has long hair.
　　students mast the usage of the simple present tense by practicing the sentences of this unit.
　　after learning the reading, students can write a profile of themselves.
　　[教学目标]
　　知识与技能language skills
　　listening
　　1. identify main ideas to obtain information about a friend
　　2. interpret information to obtain a general understanding of the people in a conversation
　　3. identify specific and relevant information to complete letters about teenagers’ future plans
　　speaking
　　1. use questions and answers to talk about people’s appearance and personality
　　2. use everyday expressions to show agreement and confirm information
　　reading
　　1. guess general meaning from keywords and context
　　2. skim text for overall meaning and scan for details
　　writing
　　1. collect information and organize ideas to describe the appearance and personality of a friend
　　2. produce a particular text-type for an audience using a given model
　　过程与方法
　　1、students learn this unit by themselves, the teacher explains the difficulties of this unit.
　　2、students improve their spoken english by practicing reading.
　　3 students improve their listening ability by listening to the recorder
　　情感、态度与价值观
　　1、students can introduce themselves confidently by learning this unit.
　　2、students can know each other better by introducing themselves for they are all new students.
　　[教学设计grammar]
　　教师活动
　　学生活动
　　part a
　　1. tell students that we use adjectives to describe people and things. explain that we can put an adjective before a noun or after a linking verb. read the examples on the page
　　prompt students by giving an example with an adjective, e.g., placed before a noun
　　2. give less able students some extra words to rearrange and form complete sentences. you can use the additional items on the page. for stronger classes, pide the students onto pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. make sure students include adjectives in their sentences.
　　part b
　　1.use pictures of people, animals or things to teach comparatives and superlatives. e.g., ‘jacky is taller than andy. andy is thinner than jacky. write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students
　　2. add one or two more pictures of pop/sports stars to elicit examples with superlative forms.
　　3. for stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.
　　4. the table shows the change of form of adjectives when ‘-er’/ ‘-est’ or ‘more’/ ‘most’ are added. it also includes some irregular forms. go through it with students.
　　part c
　　1. use the information collected by students to introduce the new structures in part c.
　　2. before starting part c1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘ping’ and ‘skiing’.
　　3. explain the context to students. point out that the table in part c1 is another way of presenting information of a survey.
　　homework
　　fill in the blanks with right forms of the words..
　　1. i am _____(strong) than you.
　　2. she writes as_____(careful) as i .
　　3. who is _____(tall) in your class, tom, simon, or daniel?
　　4. changjiang is one of _____(long) rivers in the world.
　　5 i think this cake is _____(delicious ) than that one.
　　6. lihua is _____(short ) of the two girls.
　　7. sandy is ____(good ) at cycling than daniel.
　　8. what do you like _____(well), apples, oranges or pears?
　　students think of more examples.
　　students put the adjective, e.g., after a linking verb and make another sentence.
　　students describe friends, classmates or other familiar people.
　　students find the rules of comparatives and superlatives. ask the students to give some examples.
　　students complete the table in part b1 on their own.
　　students make their own sentences based on the information in their table or the table on the page.
　　students study the table carefully.
　　students work in pairs to complete the conversation.
　　in part c2, students complete the last column of part c1 expressing their own opinions about the different outdoor activities included in the table.