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The fourth period
(Vocabulary )
1. To use adjectives to describe people’s physical figures
2. To use adjectives to describe general appearance of people
3. To select and use adjectives that are appropriate to describe the appearance of boy’s and girls
Teaching difficulties:
1. The usage of adjectives about appearance
2. The usage of the adjective “handsome”
Teaching tools: Pictures
Teaching methods:
Question and discussion
Teaching procedures:
1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker
classes, go through the words and preteach unknown words. Ask students to do Part A on their
own first and then compare answers with a partner. Ask several students to read their answers
to check correct use of adjectives.
2. Go through the words in the box in Part B. Less able students are not likely to know the
adjectives which are only suitable to describe males or females. You may need to give them
some hints. Ask students to use the words in sentences to check that they understand the
meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check
answers orally with the class.
Exercise: 004
Recite the new words and preview Grammar A.
Blackboard design:
strong / thin
square face / round face
short / tall
good-looking / handsome
big eyes / small eyes
smart / lovely / pretty
]The fifth period
(Grammar A)
1. To use an adjective before a noun or after a linking verb to describe someone / something
2. To use comparatives to compare two people / things
3. To use superlatives to compare three or more people / things
Teaching difficulties:
1. Use adjectives after some linking verbs
2. The comparatives and superlatives of long adjectives
Teaching tools: Pictures
Teaching methods: Question and discussion
Teaching procedures:
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 and invite
students to think of more examples.
2. Read the linking verbs in the tip box and check understanding.
3. Teach the new words in Part A, then ask students to rearrange the words on their own. Check
the answers together.
Part B
1. It is a good idea to use pictures of people, animals or things to teach comparatives and
2. Add one or two more pictures of pop sports stars to elicit examples with superlatives forms.
Yao Ming is the tallest person in the pictures. He is the most popular basketball player now.
Write the superlative forms on the board in two columns (short and long) adjectives and ask the
students to work out the rule.
3. Point out the exceptions, “more pleased”, “the most pleased”, “more real”, “the most real”,
“clearer / more clear”, “clearest / the most clear”, etc.
4. The table shows the change of form adjectives when “-er” / “-est” or “more” / “most” are
added. It also includes some irregular forms.
5. Ask students to complete the sentences in Part B1 on their own, then check the answers
6. Ask students to complete “Work out the rule!” at the top of page 10.
7. Ask students to complete the sentences in Part B2 on their own and check the answers.
Exercise: 005
Homework: Review Grammar A and B and preview Grammar C.
Blackboard design:
short hair / lazy cat
longer than
round glasses / cheerful
more interesting
long hair
the tallest
The sixth period
Grammar C
To compare two things/people using ‘(not) as + adjective + as’.
Teaching difficulties:
The structure of ‘(not) as + adj +as’
Teaching tools:
Pictures and wall-chart
Teaching methods:
Question and discussion
Teaching procedures:
1. Use the information collected by students to introduce the new structures in Part C.
2. Invite students to make their own sentences based on the information in the table on the
page. Write the sentences on the board.
3. Before starting Part C1 , teach the new words in this part: hiking, swimming, camping,
cycling, diving and skiing.
4. Explain the context to the students. Point out that the table in Part C1 is another way of
presenting information of a survey.
5. Ask students to study the table carefully. Then read the conversation together with the
students and explain any unfamiliar words and phrases first. Remind students not to use
comparatives and superlatives, but only ‘(not) as + adj + as’.
6. Ask students to work in pairs to complete the conversation. Then check the answers orally
with the class.
7. In Part C2, ask students to complete the last column of Part C1 expressing their own
opinions about the outdoor activities included in the table.
8. In pairs, invite students to compare their answers and talk about what they think about the
activities using ‘(not) as + adj +as’.
Exercise: 一课一测 006
Homework: Revise the structure of ‘(not) as + adj + as’ and preview Integrated skills.
Blackboard design:
…… as + adj + as ……
…… not as + adj + as ……
…… as interesting as ……