资源描述
Unit 1 Grammar
I. Aims:
To compare two people/ things using “(not) as”+ adjective+ “as”
II. Teaching procedures
1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in Part B2. prompt the students to complete the sentence to elicit the new structure.
Name
Height(cm)
Weight(kg)
Swimming(sec/50m)
Simon
158
50
34
Peter
168
49
32
Sandy
160
60
34
Millie
150
44
40
Amy
150
40
30
2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.
3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- “hiking”, “swimming”, “camping”, “cycling”, “diving” and “skiing”. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.
4. Elicit the meanings of the two key adjectives ---- “interesting” and “dangerous”. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.
5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.
6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.
7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only “(not) as…as”.
8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.
9. Ask students to work in pairs to complete the conversation. As this is a problem-solving task engaging students” general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.
10. If time allows, role-play the conversation. Check for correct pronunciation.
11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.
12. In pairs, invite students to compare their answers and talk about what they think about the activities using “(not) as… as”. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.
III. Extension activity
If there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys. You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students” use. Students can add the names of the students in their group to the table.
IV. Consolidation
Finish off the exercises
V. Homework
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