unit;1;this;is;me.docx

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1、unit;l;this;is;meunit1thisisme”grammarlanguagefunctionsandfocusl.useanadjectivebeforeanounorafteralinkingverbtodescribesomeone/somethinge.g.:shehasshorthair,herhairisshort.2.usecomparativestocomparetwopeople/thingse.g.:sandyishairislongerthanmilliei-shair.3.usesuperlativestocomparethreeormorepeoplet

2、hingse.g.:heisthetallestboyinmyclass.4.useiasi-+adjective+iasitocomparepeople/thingse.g.:millieisastallaskitty.5.useadjectivestodescribesomeonejsphysicalfeaturesandappearancee.g.:sandyistallandhaslonghair.studentsmasttheusageofthesimplepresenttensebypracticingthesentencesofthisunit,afterlearningther

3、eading,studentscanwriteaprofileofthemselves.%lNAieOn6e%AUIanguageSkillslistening1.identifymainideastoobtaininformationaboutafriend2.interpretinformationtoobtainageneralunderstandingofthepeopleinaconversations,identifyspecificandrelevantinformationtocompletelettersaboutteenagersifutureplansspeakingl.

4、usequestionsandanswerstotalkaboutpeoplei-sappearanceandpersonality2.useeverydayexpressionstoshowagreementandconfirminformationreading1.guessgeneralmeaningfromkeywordsandcontext2.skimtextforoverallmeaningandscanfordetailswritingl.collectinformationandorganizeideastodescribetheappearanceandpersonality

5、ofafriend2.produceaparticulartext-typeforanaudienceusingagivenmodel1y3,IiCstudentslearnthisunitbythemselves,theteacherexplainsthedifficultiesofthisunit.2jCstudentsimprovetheirspokenenglishbypracticingreadingsstudentsimprovetheirlisteningabilitybylisteningtotherecordere,DiCH1E6e01UliCstudentscanintro

6、ducethemselvesconfidentlybylearningthisunit.2iCstudentscanknoweachotherbetterbyintroducingthemselvesfortheyareallnewstudents.NEe%ZEgrammarE；iH-NEuiH-partal.tellstudentsthatweuseadjectivestodescribepeopleandthings,explainthatwecanputanadjectivebeforeanounorafteralinkingverb,readtheexamplesonthepagepr

7、omptstudentsbygivinganexamplewithanadjective,e.g.,placedbeforeanoun2.givelessablestudentssomeextrawordstorearrangeandformcompletesentences,youcanusetheadditionalitemsonthepage,forstrongerclasses,dividethestudentsontopairsandaskeachstudenttothinkofsomejumbledwordsforhis/herpartnertorearrangeintoacomp

8、letesentence,makesurestudentsincludeadjectivesintheirsentences.partbl.usepicturesofpeople,animalsorthingstoteachcomparativesandsuperlatives,e.g.,ijackyistallerthanandy.andyisthinnerthanjacky.writethecomparativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformthestudents2.a

9、ddoneortwomorepicturesofpop/sportsstarstoelicitexampleswithsuperlativeforms.3.forstrongerclasses,pointouttheexceptions,e.g.,imorepleasedi_zithemostpleasedj;imorereaiithemostrealj.4.thetableshowsthechangeofformofadjectiveswheni-erj-/i-estiorimorei-/i0mosti-areadded,italsoincludessomeirregularforms,go

10、throughitwithstudents.partcl.usetheinformationcollectedbystudentstointroducethenewstructuresinpartc.2.beforestartingpartcl,revisethemeaningofthenounsusedinthisactivity-jhikingi,iSWimming，i0campingi,i0cyclingi,i0divingi-andiskiingi.3.explainthecontexttostudents,pointoutthatthetableinpartclisanotherwa

11、yofpresentinginformationofasurvey.homeworkfillintheblankswithrightformsofthewords.l.iam(strong)thanyou.2.shewritesas(careful)asi.3.whois(tall)inyourclass,tom,simonzordanieR4.Changjiangisoneof(long)riversintheworld.5ithinkthiscakeis(delicious)thanthatone.6.Iihuais(short)ofthetwogirls.7.sandyis(good)a

12、tcyclingthandaniel.8.whatdoyoulike(well),apples,orangesorpears?studentsthinkofmoreeamples.studentsputtheadjective,e.g.zafteralinkingverbandmakeanothersentence.studentsdescribefriends,classmatesorotherfamiliarpeople.studentsfindtherulesofcomparativesandsuperlatives,askthestudentstogivesomeeamples.studentscompletethetableinpartblontheirown.studentsmaketheirownsentencesbasedon