Introduction

（8 minutes）

1. The whole

class work

2. The whole

class work and 

individual

work

3. The whole

class work and group work

4. The whole

class work

1. Focus their attention

on the teacher.

2. One student reports

his/her homework while others evaluate his/her life on Sunday.

3. 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.
4. Read and remember

these new words with the help of teacher.

1. Get students ready for

learning.

2. Invite a student to report his/her homework to review the structure “was/were+doing”.

3. Show some photos of

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

4.Write these new words on the blackboard：

blue     sky

    clear     river

    fresh     air

    beautiful  nature

    beauty

Show pictures after them to help students understand.

Presentation

(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. The whole

class work

8. Individual

work

9. 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.

7. Read 1a together. Pay

attention to the

pronunciation and

intonation.

8. Listen to 1a again. At

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

9. One student reads 1c

aloud, while others check the answers. Then read 1c aloud to the partner.

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. Organize students to read

together.

8. Show 1c to students. Play

1a .

9. Invite students to read 1c

aloud to the classmates.

Consolidation

(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 out

other’s mistakes and

teacher writes down the

mistakes on the

blackboard to remind

students.

Production

(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

and 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.

2. Check the answers.

3. 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, cow

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.