Unit3 I’m more outgoing than my sister.
Period 1 (Section A 1a-1c)

Teaching aims
1.Master the words：outgoing, better, loudly, quietly, hard-working,
2.Use the sentences freely:
Tina is taller than Tara.
Sam has longer hair than Tom.
She also sings more loudly than Tara.
Difficult point:
How to compare people
Important point:
,Learn to talk about personal traits
Teaching Steps:
Step 1 Greetings
Greet the class as usual and check the homework.
Step 2 lead in
Make a simple drawing of a boy and a girl on the blackboard.
Judy is tall. Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’s Bobby’s ruler.(longer)
This is Judy’s ruler.(long)
Bobby’s ruler is longer than Judy’s.
Step 3 Presentation
1. Show some new words on the blackboard.
2. Read the new words to students and ask them to repeat.
3. Ask students to do this activity individually. Then check and answers.
Tall—short long hair—short hair thin—heavy calm—wild
4. First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.
Step4 1c Pairwork
Ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step 5Pronunciation Note
Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.
Step 6Summary and Homework
Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!

Period 2（Section A 2a-2d )
Teaching aims
1.Master the words and sentences.
2.Improve the students’ listening ability.
Difficult point:
How to compare people
Important point:
Learn to talk about personal traits
Teaching steps:
Step 1 Greet the class as usual and check the homework.
Step 2 Revision
Review the dialogue 1c
Step 3 Listening
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them. 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.
2. Work on 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.
Step4. Pair work
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
Step5.Role-play
1. Read the conversation first and try to match the people with the right things.
a. sang better
Nelly

b. with shorter hair
Lisa

c. practice more and really wanted to win
d. sang more clearly
e. danced better
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Step6.Homework:
Write six sentences:
Write about the things that are the same and different between you and your best friend.
Period 3(grammar focus-3c)

Teaching aims
Learn the usage of comparative degree
Improve the students’ integrating skills.
Difficult point:
Master the usage of comparative degree.
Important point:
Learn to talk about personal traits
Master some important sentences.
Teaching Steps:
Step1. Warming- up and revision
1. Ask some Ss compare he/she with his/her desk mates.
I’m taller than my desk mate. But she runs faster than me.
…
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
Step2. Grammar Focus
1. ask the students to read the grammar focus, then fill in the blanks.
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
(4) 不是。蒂娜比塔拉更外向。
No, she isn’t. Tina is ______ ________ ___ Tara.
(5) 你和你姐姐一样友善吗？
_____ you _____ friendly _____ your sister?
(6) 不是。我更友善一些。
No, I’m not. I’m ___________.
(7) 塔拉与蒂娜工作一样努力吗?
Does Tara work _____ ______ _____ Tina?
(8) 谁在学校里更努力一些？
Who’s ______ _____________ at school?
(9) 蒂娜认为她学习比我更努力。
Tina thinks she ______ _______ than me.
2. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Step3. Try to Find
两者进行比较, 表示“一方比另一方更……”的句型：
1. A + be + 形容词比较级 + than + B
2. A + 实义动词 + 副词比较级 + than + B
两者进行比较, 表示“一方与另一方一样……”的句型：
1. A + be + as 形容词原形 + as + B
2. A + 实义动词 + as 副词原形 + as + B
Step4. Practice
Work on 3a:
Ask the students to do the exercises, then check the answers.
Work on 3b:
1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T: S1, Are you taller now?
S1: Yes, I am. I’m taller than I was two years ago.
T: Pay attention to the tense. “I was two years ago.”
3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.
4. Check the answers with the class.
Step5. Group work
1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
2. Ask one student the question:
T: Who is smarter, your mother or your father？
S1: I think my mother is smarter than my father.
3. Ss read the chart and check √ in the chart.
4. Work in groups. Ask and answer the questions with their partners.
5. Try to make a report.
Step6. Exercises
If time is enough, do some more exercises on big screen.
用所给单元的正确形式填空。
1. My hair is _____ (long) than my sister’s.
2. I am ______(tall) than you.
3. She is _____ ______(outgoing) than me.
4. Lily is _____ (heavy) than Lucy. And Lucy is _____ (thin) than Lily.
5. I have _____ (short) hair than Tina.
6. Tom is ______ ___________ (hard-working) than Tim.
Step7 Homework
1. Review the grammar focus after class.
2. Write down the same and different between you and a friend.

Period 4(Section B 1a-2e)

Teaching aims
1. mater the words: talented, truly, care, care about, serious, mirror, kid, as long as, necessary, be different from, both, though, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact
2. use the sentences freely:
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
④ You don’t need a lot of them as they are good.
⑤ Larry is quite different from me.
Difficult point:
Improve the students’ integrating skills
Important point:
Improve the students’ listening ability
Teaching Steps:
Step1. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her father and mother are like.
Step2. Presentation
1. Show a maxim to Ss: A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
Step3. Reading and writing
Work on 1a:
1. Read each description to the class and ask the Ss to repeat.
What kind of things is 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.
2. Read each description loudly. In your opinion, which one is the most important? Please rank the things (1-6). You put a 1 after the thing that is most important to you, and put a 2 after the second most important thing and so forth. Now let’s check which things are most important to you.
Work on 1b:
1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four. First read the example dialogue, and then make your dialogue about friends using the phrases in activity 1a.
2. Ss try to write their own sentences.
Step4. Listening
1. Next you will hear an interviewer talking to Molly and Mary. What are they talking about? When I play the recording for the first time, you just listen carefully and give me the answer. Have you got it? Yes, they are talking about their best friends. Now look at the chart, and write the things that Molly and Mary like about their best friends. You can write only words and phrases. Let’s check your answers.
2. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.
3. Ss listen to the tape and fill in the chart.
4. Check the answers:
Step5. Group work
Work on 1e:
1. Work in groups. Say, now work with your partner. Make a conversation using information in the chart.
Ask several pairs to say their conversations to the class.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Say: Write the comparative forms of the following adjectives. Then use them to write five sentences about you and your friends.
2. Ss work in a group. Check each other’s answers.
3. Let some Ss read their sentences.



Period 5(Section B 2a-2e)

Teaching aims
1 Learn new words and phrases in this period.
2 Improve the students’ reading ability.
Difficult point:
Improve the students’ integrating skills.
Important point:
Master some important sentences.
Remember the phrases in this period.
Teaching Steps:
Step1 Greetings
Step2 Reading
Quickly reading
1. T: Let's meet three new friends, Jeff Green, Huang Lei and Mary Smith. What are they like? What do they think of their friends? Now read the passages Underline the differences between the friends and circle the similarities.
2. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences.
3. Check the answers with the Ss.
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