Unit 6 I’m more outgoing than my sister
Teaching content: Section B 1a-2c
1. Language goals:
Useful phrases and expressions.
Has cool clothes, is popular in school, likes to do the same things as me, is good at
sports, is good at schoolwork, and makes me laugh. 2. Ability goals:
Enable students to talk about their own friends by using the target language.
3. Emotional goals:
Enable students to know what a real friend should be like. Teaching key points:
1. Key words and expressions in this part.
2. How to describe a friend by using comparative form. 3. How to get useful information from the listening practice. 4. How to improve students’ listening and speaking skills.
Teaching difficult points:
1. How to describe a friend by using comparative form. 2. How to get useful information from the listening practice. 3. How to improve students’ listening and speaking skills.
Teaching aids: a multimedia classroom, a blackboard. Teaching procedures:
1. greet the whole class
2. The teacher makes a self-introduction to the whole class. 3. Talk about the song played before the class.
4. Review Section A 3a.
Step2. Talk about friends
1. show a picture to the students
2. Talk about the picture on the screen.
3. Show the key words and phrases on the screen. 4. Lead into the topic “what should a good friend be like”.
1. Ask students a question: what kind of things is important in a friend?
2. Look at1a and write down the phrases on the blackboard. 3. Teach students to read all these phrases together. 4. Rank the things 1-6.
5. Ask some students what thing they think is the most important in a friend.
6. Make a conclusion about students’ answers.
Talk about what they think a good friend should be like
1. Let students form in small pairs.
2. Show an example on screen.
3. Let students make new conversations by following the example. 4. Give students some help if necessary.
5. Invite some pairs to show their conversations. Step5. Do the listening practice
1. Explain the requirements of 2a to students.
2. Play the listening material for the first time. 3. Give students only one question this time.
4. Let students listen and then answer the question. 5. show some sentences on the screen
6. Let students look at the true or false questions on the screen. 7. Let students read these sentences by themselves. 8. Let students judge whether these sentences are true or false according to the
9. Check their answers.
10. Show a chart on the screen.
11. Let students listen to the conversation again. 12. Finish the chart after the listen to the conversation. 13. Check their answers.
Step6. Retell the conversation
1. Show some sentences on the screen.
2. Tell students what they should do in this step. 3. let students listen to the conversation again
4. Ask students to fill in the blanks while they are listening to the tape.
5. Invite two students to tell their answers.
6. Let students read the sentences together.
Step7. Do a competition to check students’ memories of words.
1. Divide students in to three or four groups.
2. Each group will need to finish four blanks, and get one mark for each blank.
3. After the competition there will be a winner group. 4. The group who wins the competition will get a prize. Step7. Make a conclusion
A friend in need is a friend indeed.
Step8. Homework assignment
Write an article: my best friend
Words and expressions: Sentence structure outgoing—more outgoing Do you have a good friend? quiet—quieter Yes, I do. My best friend is …
smart—smarter What do you think a good friend should be like?