unit;1;this;is;me.docx

unit;l;this;is;meunit1thisisme£”grammar£©languagefunctionsandfocusl.useanadjectivebeforeanounorafteralinkingverbtodescribesomeone/somethinge.g.:shehasshorthair,herhairisshort.2.usecomparativestocomparetwopeople/thingse.g.:sandyishairislongerthanmilliei-shair.3.usesuperlativestocomparethreeormorepeoplethingse.g.:heisthetallestboyinmyclass.4.usei®asi-+adjective+i®asi'tocomparepeople/thingse.g.:millieisastallaskitty.5.useadjectivestodescribesomeonejsphysicalfeaturesandappearancee.g.:sandyistallandhaslonghair.studentsmasttheusageofthesimplepresenttensebypracticingthesentencesofthisunit,afterlearningthereading,studentscanwriteaprofileofthemselves.%lN§Ai±eO£n6e%AUIanguageSkillslistening1.identifymainideastoobtaininformationaboutafriend2.interpretinformationtoobtainageneralunderstandingofthepeopleinaconversations,identifyspecificandrelevantinformationtocompletelettersaboutteenagersifutureplansspeakingl.usequestionsandanswerstotalkaboutpeoplei-sappearanceandpersonality2.useeverydayexpressionstoshowagreementandconfirminformationreading1.guessgeneralmeaningfromkeywordsandcontext2.skimtextforoverallmeaningandscanfordetailswritingl.collectinformationandorganizeideastodescribetheappearanceandpersonalityofafriend2.produceaparticulartext-typeforanaudienceusingagivenmodel1y3½,IiCstudentslearnthisunitbythemselves,theteacherexplainsthedifficultiesofthisunit.2jCstudentsimprovetheirspokenenglishbypracticingreadingsstudentsimprovetheirlisteningabilitybylisteningtotherecordere,DiCH1E6e¼01UliCstudentscanintroducethemselvesconfidentlybylearningthisunit.2iCstudentscanknoweachotherbetterbyintroducingthemselvesfortheyareallnewstudents.N§Ee%ZEgrammarE；»iH-N§Eu»iH-partal.tellstudentsthatweuseadjectivestodescribepeopleandthings,explainthatwecanputanadjectivebeforeanounorafteralinkingverb,readtheexamplesonthepagepromptstudentsbygivinganexamplewithanadjective,e.g.,placedbeforeanoun2.givelessablestudentssomeextrawordstorearrangeandformcompletesentences,youcanusetheadditionalitemsonthepage,forstrongerclasses,dividethestudentsontopairsandaskeachstudenttothinkofsomejumbledwordsforhis/herpartnertorearrangeintoacompletesentence,makesurestudentsincludeadjectivesintheirsentences.partbl.usepicturesofpeople,animalsorthingstoteachcomparativesandsuperlatives,e.g.,ijackyistallerthanandy.andyisthinnerthanjacky.writethecomparativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformthestudents2.addoneortwomorepicturesofpop/sportsstarstoelicitexampleswithsuperlativeforms.3.forstrongerclasses,pointouttheexceptions,e.g.,i®morepleasedi_zi®themostpleasedj;imorereaii®themostrealj.4.thetableshowsthechangeofformofadjectiveswheni®-erj-/i-estiori®morei-/i0mosti-areadded,italsoincludessomeirregularforms,gothroughitwithstudents.partcl.usetheinformationcollectedbystudentstointroducethenewstructuresinpartc.2.beforestartingpartcl,revisethemeaningofthenounsusedinthisactivity-jhikingi,i®SWimming，i0campingi,i0cyclingi,i0divingi-andi®skiingi".3.explainthecontexttostudents,pointoutthatthetableinpartclisanotherwayofpresentinginformationofasurvey.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)atcyclingthandaniel.8.whatdoyoulike(well),apples,orangesorpears?studentsthinkofmoree×amples.studentsputtheadjective,e.g.zafteralinkingverbandmakeanothersentence.studentsdescribefriends,classmatesorotherfamiliarpeople.studentsfindtherulesofcomparativesandsuperlatives,askthestudentstogivesomee×amples.studentscompletethetableinpartblontheirown.studentsmaketheirownsentencesbasedon