Lead-in

（8 minutes）

1.The whole

class   work

2.The whole

class work and individual

work

3.The whole

class work and group work

1. Focus their attention on the teacher.

2. Enjoy the beauty of nature and   discuss it. They can see blue sky, white clouds, clear

river and so on. But only the   students who previewed the passage can describe these

pictures.
  3. Read and remember these new words with the help of teacher.   

1.Greet students ready for   learning.

2. Show some photos of

teacher’ travelling. At first, show   some photos with beautiful nature. Ask students to discuss “What can you see   in these photos except me ?”

3.Write these new words   on the blackboard： blue     sky   clear     river fresh     air beautiful  nature beauty. Show pictures after them to   help students understand.

New words and sentences

(10 minutes)

1. Individual

Work

2.The whole

class work

3. Individual

work

4.Group   work

5.The whole

class work

6.Group

work and individual   work

7. Individual  

work

8. The whole

class work and   individual work

1. Students listen to 1a

and check the words they hear. In fact,   this part can consolidate the new words and feel the rule: adj+er.

2. After the picture, most

students may answer

“countryside”.

3. Students read 1a   and

find the answers in 1a. Underline the

comparative degrees.

4. Students find rules and

share   in the class.

5. Students read after the

tape sentence by sentence.

6. Students read 1b by

themselves,   and group leaders check and help group members.

7Listen to 1a again.   At

this time, students should finish two tasks: fill in the   blanks and imitate the pronunciation.

8. One student reads 1c  

aloud, while   others check the answers.

Finish 1a.

1. Show the table in 1b to students   and play 1a.

2. Show the picture in 1a to students. Ask “Which do you like   better, countryside or city?”

3. “Why?” Remind students

to underline the

comparative degrees in

their books.

4.Show“blue-bluer,   quiet-quieter,

clear-clearer,   fresh-fresher”

on the blackboard. Let students   discuss the rules.

5. Play 1a sentence by sentence.

6. Provide students with  2 minutes. Ask students to read 1a.

7.    Show 1c to   students. Play 1a .

8. Invite students to read 1c

aloud   to the classmates.

Grammar

(15 minutes)

1. Individual

work

2. Individual

work and the whole class

work

3.Group work

4. Individual

work and the

whole class

work

5.The whole

class work

6.Group work

7.The whole

class work

8.The whole

class work

and individual work

 1. Listen to 2a and fill in the blanks.

2. Several students come

to   the platform to write their answers on the blackboard. Other

students   can revise the answers.

3. Students work in

 groups. Sum the rules according to the words   on the blackboard.

4. Students speak out the rules one by one according to the words.

5. Recite the rules in a

 chant. Students can dance to the rhythm.

6. Fill in the blanks

according   to the chant. Students can work in groups.

7. Check and revise the

answers.

8. Students listen to 2a

and   study the four words “horse, sheep, hens,   cows”.

1. Show 2a on the screen. Play 2a and ask students to fill in the blanks.

2. Invite   students to write their answers on the blackboard.

3. Write   “fat-fatter, lazy-lazier” on the blackboard. Give students 2   minutes to sum the rules.

4. Invite   students to teach the rules.

5. At this   time, teacher can sum

the rules. Remind students some key points. (Teacher   can teach the rules by a chant. It is easy for teachers to find the chants of   comparative and superlative degrees.)

6. Show 2b to   students. Ask students to fill in the table according to the chant.

7. Check the   answers and emphasize some key points.

8. Play 2a.   Change the words “horse, sheep, hens, cows” into pictures.

Practice

(5 minutes)

1.Group work

2.Group work

3.Group work

4. Pair work   and individual work

5.The whole

class work

1. Students   should name the

animals    they  get. Then choose at least   one adjective to describe each animal. e.g cow--big/

strong.

2. Students change the

adjectives   into

comparative   and

superlative   degrees.

3. Students work in groups.   They may write: The horse is stronger than the sheep.

The   sheep is stronger than the dogs.

The   dog is the thinnest of the three animals.

4. One student talks with

his/her   partner. Other students try to find their mistakes.

5. Listen to the teacher

  and revise their

conversations.

Finish 3.

1. Hand out the cards of animals to students. Each group should get at   least three kinds of animals. (Teacher without cards of animals can use the   stick figure instead.) This part aims to bring students to the real   situation.

2. Organize students to change the   adjectives into comparative and

superlative   degrees.

3. Provide students several

 minutes to practice after the example in 3.   Walk around the classroom to help the students.

4. Invite several groups to  show   their conversations.

5. Invite students to point other’s mistakes and teacher writes   down the

mistakes on the blackboard to   remind

students.

Summary

(7 minutes)

1.Group work

2.Group work and the whole class work

3.Group work

4.The whole

class work

5.The whole

class work

individual work

1. The students fill in the

table   quickly and

compare   with the

partner.   E.g. I am 13

and   Jerry is 14. I am

younger   than him.

Check the answers.

2. Give the cards to group leaders and   choose 3 cards out. Students use comparative and

superlative   degrees of adjectives. If two

students   are in the

same   age, they should use “I am as old as him.”

4.Read and remember

spelling   according to the pronunciation. Sum the   rules of comparative and superlative degrees of adjectives.

5.Finish these homework

after   class.

1. Teacher hands out the cards with   tables to students. The cards are like name cards.

Then   give an example to students, make sure every student knows what to do.

2. Invite some students to share   their answers.

3. Ask students to give the name   cards to group leaders. Organize students to practice superlative

degrees and   lead in “ as...as”. Teacher gives an example with “as…as”.

4. Teacher shows the summaries:

Words:   blue-bluer sky clear- clearer  river fresh-fresher   air beautiful     nature beauty   thin-thinner horse, hen

Grammar:

comparative   and superlative degrees of adjectives

5. Homework:

(1) Write a passage to

compare your   life today   with that last year.

(2) Preview Section B.

Teaching   Reflection

It’s   easy for the students to master new words and adjectives. But the grammar: comparative   and superlative degrees of adjectives is very difficult for students. At   first, students should master the rules, then they should know how to make a   sentence with it. At last, they can use it in daily life. Every step is not   easy. So teacher should create more situations to practice it.