Unit 2 School life
Grammar
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. compare the amount of things using “more ... than”, “fewer ... than” and “less...than”;
2. use “the most” for the largest amount and “the fewest/the least” for the smallest amount;
3. form comparative and superlative adverbs;
4. use comparative and superlative adverbs correctly.
II. Teaching contents
1. New words and phrases: least, further/father, farthest/ furthest, among the three of us, come
first/second/ third in the race, run fast, any other classmates, the other students
2. New structures: Millie has more tomatoes than Daniel.
Millie has less rice than Daniel.
Millie has fewer bananas than Kitty.
Kitty has the most eggs.
Daniel has the fewest tomatoes.
Millie has the least juice.
She ran faster than Millie.
Amy came first in the race. She ran the fastest.
III. Focus of the lesson and predicted area of difficulty
Use fewer/less...than, the fewest/least to compare the amount of countable nouns and uncountable nouns correctly.
Form comparative and superlative adverbs correctly.
Use comparative and superlative adverbs correctly.
IV. Teaching procedures
Comparing the amount of things
Step 1 Lead-in
T: Do you remember Nancy in Woodland School in London? Her school has a Reading Week every year. Let me tell you something about this year’s Reading Week.
【设计意图】利用Reading中的人物和相关背景知识导入到新课，便于学生迅速进入新课并接受新授知识。
Step 2 Presentation
1. Explain “more”, “most”, “fewer” and “fewest” before countable nouns
(1) Compare the books Nancy and her friends read in this year’s Reading Week.
T: In this year’s Reading Week, Nancy read 3 books. Her friend Kate read two
4
books. Tom read only one book. Who Read more books, Nancy or Kate? Who read fewer books, Kate or Tom? Who read the most books? Who read the fewest books?
Ask some students to answer these questions one by one, show the students’ answers on PPT. Mark “more books than”, “fewer books than”, “the most books”, “the fewest books” in red.
(2) Help the students to work out the rules: we use “more ... than ...”, “fewer ... than ...”, “the most”, “the fewest” to compare the amount of countable nouns.
2. Explain “more”, “most”, “less” and “least” before uncountable nouns
(1) Compare the time Nancy and her friends spent in this year’s Reading Week.
T: Who spent more time reading books in the Reading Week, Kate or Tome? Who spent less time reading books, Nancy or Tom? Who spent the most time reading books? Who spent the least time reading books?
Ask some students to answer these questions one by one, show the students’ answers on PPT. Mark “more time than”, “less time than”, “the most time”, “the least time” in red.
(2) Work out the rules
Help the students to work out the rules: we use “more ... than ...”, “less ... than ...”, “the most”, and “the least” to compare the amount of uncountable nouns.
【设计意图】以在今年的阅读周中Nancy和她的朋友所读的书的多少为例，谈论可数名词的量的比较。
Step 3 Practice
1. Compare school lives
(1) Give student’s some time to go through the table, and then complete the sentences. Remind students to pay attention to countable nouns and uncountable nouns.
T: Nancy, John and Daniel come from different schools. Daniel wants to compare his school life with Nancy’s and John’s. Look at the table and help Daniel complete his sentences.
(2) Check the answers with the students.
2. Compare students’ own school life with others’
Ask students to fill in the last column of the form with the information of their own school life. Get several students to compare their own school life with others’.
【设计意图】学生已初步了解如何用more ... than, fewer ... than, less ... than以及the most, the fewest/least来比较可数名词与不可数名词的量，通过Nancy, John, Daniel和学生自己的学校生活的几个方面的比较，再一次巩固所学内容 。
Comparative and superlative adverbs
Step 1 Presentation
1. Explain comparative and superlative adverbs
(1) Compare the time spent on practicing baseball.
4
T: We know Nancy, John and Daniel all have some free time. How do they spend their free time? They spend their free time practising playing baseball. You see John practises harder than Daniel because he spends more time practising. Who practises harder, Nancy or John? Who practises hardest?
Ask two students to answer these questions, show the students’ answers on PPT. Mark “hard than”, “hardest” in red.
(1) Work out the rules.
Help the students to work out the rules: we use “harder” and “hardest” to describe the
verb “practise”, and we call them adverbs. Sometimes we do not use “the” before the
superlative adverbs.
1. Explain how to form comparative and superlative adverbs
Show the rules on the PPT. Tell students that we can form comparative and superlative adverbs
in the same way as adjectives. We can divide adverbs into 3 groups. We add “-er” and “-est” to most short adverbs. We add “more” and “most” before long adverbs. We replace the word for some irregular adverbs.
【设计意图】利用书中的表格，从谈论自由时间引出练习打棒球的努力程度的比较。自然地过渡到教材的第二部分副词的比较级和最高级的讲解。因为学生已经有了形容词的构成方式的相关知识，教师可以通过讲解直接告诉学生副词的比较级和最高级的构成。
Step 2 Practice
1. Fill in the form
Ask students to fill in the form to see if the students can learn how to form comparative and superlative adverbs.
2. Exercise
(1) Complete the part “My classmates”. Help Daniel complete his sentences with the correct forms of the words in brackets.
(2) Check the answers with students.
【设计意图】通过填写表格完成所给单词的比较级和最高级，通过完成教材中的练习，再一次巩固副词的构成。训练形式由简单机械的变化到语境理解后的词形变化，体现了操练的层次性。
Step 3 Consolidation
1. Show the form and play the game
Name of clubs
No. of students
Activity Time (hour)
Likes
Pet Club
43
1
√√
Reading Club
97
1.5
√√√√
Greener China Club
128
2.5
√√√√√
Helping Hands Club
64
2
√√√
4
T: You know there are many clubs in Sunshine Secondary School. Here is a form about the
school clubs. Let’s have a competition. Read the form carefully and make a sentence using
“more ... than”, “fewer ... than”, “less ... than”, “the most/least” or “comparative and superlative adverbs”. Each correct sentence can get one point. Let’s see which team can get the most points.
2. Complete a report
(1) Read the form and write a report on their activity to the chairperson
Ask several students to show their reports, praise the student who writes the most correct sentences and the student who finishes earliest and the student who writes the best report.
T: Kate, Tom and Daniel all join Greener China Club. They all did very well in their last activity.
Name
Planting trees 1
Planting trees 2
Carrying water
Place
Tom
15
7 trees per hour
15 buckets (桶)
Lizhuang, 4 km away
Kate
11
5 trees per hour
11 buckets
Tianzhuang, 2 km away
Daniel
18
9 trees per hour
18 buckets
Zhaozhuang, 5 km away
Dear chairperson,
We took part in a meaningful activity last Saturday afternoon. We went to plant trees with some of other club members. __________ (plant more /fewer/ the most / fewest trees, carry more / less /the most / least water, plant trees more / the most quickly, go farther / the farthest to plant trees )
(2) Get several students to show their reports and check if they can write correct sentences
【设计意图】利用游戏的形式激发起学生的兴趣。使得枯燥的语法训练变得生动活泼。最后让学生根据表格提供的信息完成一份报道，通过综合运用当堂课的所学知识达到操练和巩固的目的。
V. Homework
Go on finishing the report, and try the best to write more effective sentences.
4
微信/支付宝扫码支付