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Unit 4 What’s the best movie theater?
Section A（Grammar Focus-3c）
Teaching Aims
| - Learn the usage of the comparatives and the superlatives.
- worse, service, pretty, menu, act, meal, not...at all, 10 minutes by
- 1. What's the best movie theater to go to?
- 2. What do you think of 970 AM ?
- 3. Tom acted the best in that movie.
| Teaching Difficulties
| Different kinds of sentence patterns in which the superlatives are used.
| Teaching Aids
| CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can make Ss compare their classmates using the target structure. The T can use the turntable to elicit from Ss like this:
- T: Who is the thinnest in your class?
- T: Who is the funniest in our class?
- Then the T can present some pictures for Ss to to compare and fill in the blanks according to their own opinions. And Ss can share their answers and explain why they think so in pairs.
| | Step 2 Grammar learning
| | - The T can ask Ss to read the sentences in the chart in pairs and get the meaning of the conversations. Encourage Ss to make more conversations using the target structure.
- Then the T can have Ss circle the superlatives in the sentences in the chart. Guide Ss to think about how to use it. At last the T can summarize the usage of the target grammar structure from several aspects. And the T can also present some knowledge of comparatives to help Ss review .
| | Step 3Presentation & Practice
| | - Ask Ss to fill in the blanks individually in 3a. Then Ss can check answers in groups. Then the T can invite some Ss to read the full sentences and explain why they fill the words in the blanks. The T and other Ss can make assessments and give feedback.
- During the process, the T should guide Ss to pay attention to the following tips:
- 1.If there is a comparison range, such as in town, in that movie, etc., the highest level must be used;
- 2.After the definite article, use the superlative of adjective or adverb;
- 3. “than” means to compare the two, and a comparison level is required;
- 4. The first half of the sentence is expressed in the highest level, so the second half of the sentence is also expressed in the highest level. “sit” is a verb. Only adverbs can modify verbs.
- worst 2.good, the best 3. more expensive, the most expensive
- worst, most comfortably 5.best, better, most interesting
- Ask Ss to complete the chart in 3b individually. The T should remind Ss to use have/has and be correctly. Then Ss talk with their partners to share answers in groups. The T can invite some students to say out the full sentences.
- The activity is to give Ss the opportunity to use the target language in a controlled manner.
- Ss think about the restaurants that meet the standards and finish the chart in 3c individually.
- Then Ss choose the best one based on the information in the chart and Ss should be ready to explain why they choose that one.
- The T can talk with Ss and guide them to talk about their favourite restaurant like this:
- T: Which do you think is the best restaurant near your home?
- S:... is the best restaurant.
- S:Because it’s the closest to my home, only five minutes on foot. And
- the service is the best. There are many kinds of seafood, and I like
- T:But I think it’s very expensive.
- S:Yes, but I don’t order a lot of food.
| | Step 4 Language Points
| | - service n. 接待；服务 为不可数名词，其动词形式为serve，意为“为……服务”。
- at sb's service 随时可供使用（或可以帮助）
- pretty adv.相当；十分；很 adj. 漂亮的
- 意为“相当；十分；很”，相当于very, quite，通常用来修饰形容词或副词的原级。pretty good“相当好”常用于口语中。
- 作形容词，意为“漂亮的”，通常用来形容女子。其比较级为prettier，最高级为prettiest。
- “How far is it from A to B?”意为“从A到B有多远？”
- It’s+基数词+minutes’ (minutes) / hours’(hours)...+ride (+by car/bus/train...) / walk.
| | Step 5 Summary & Homework
| | - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the new words and phrases in Section B(1a-1e).
- Do the exercises in students’ book.
| The homework can vary with the specific conditions.
| Teaching Reflection
| - To enable students to master the grammatical structure, they should practice and use the grammatical structure repeatedly in different contexts for the purpose of communication. We must effectively improve students' participation and frequency, carry out various activities and ensure students' real participation.
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