【正文】 . Who is taller, Tim or Tom?4. “the + 比較級…, the + 比較級” 表示“越…越…” . The more money you make, the more you spend. The sooner, the better.5. 表示倍數(shù)的 比較級用法 . 1) The new building is three times the height of the old one. 2) Asia is four times as large as Europe. 3) Our school is twice bigger than yours.6. 表示“大三歲,高二厘米”時要用”表示數(shù)量的詞+比較級”來表示 . I’m two years older than you. She is a head taller than I (me).7. I have never seen a (bad) film before.II. When we pare more than two things or two groups of things, we use the + the superlative form of adjectives. We usually add est to short adjectives and we use most with long adjectives.易混淆1. 比較級和最高級的轉(zhuǎn)換Mike is the most responsible in his class.Mike is more responsible than any other student in his class.2. 序數(shù)詞通常只修飾最高級Africa is the second largest continent.3. 要避免重復(fù)使用比較級改錯：This book is more better than that one.1. one of the + 最高級 (+名詞復(fù)數(shù)）+比較范圍The dog 。 reading skills, eg. Scanning, skimming, guessing…..Emotional objectives: Let Ss believe in ourselves and know that we cannot depend on puters too much.II. Main and difficult points: How to make students understand the general meaning of the reading material III. Teaching proceduresTeachers activityStudents’ activityAimsStep IWarming upProvide students some vocabulary exercises. Try to finish the exercise as quickly as possibleTo revise and check homework.Step IIBefore reading1. Tell students that we are going read five short texts about different aspects of puters in the modern world.2. Show the students headings and pictures.1. Look at the title, headings, and pictures, and guess the topic of this text.2. Match the headings and pictures.To let students be familiar with the topic of the text.To train the ability of skimming and guessing.Step IIIWhile reading1. Play the tape recorder, let students read Paragraph 1. 2. Make students read paragraph 2, 4 and5. 3. Make students read paragraph 3.1. Complete a table.2. Try to find the verbs that describe what puters can do.3. Think about some questions and try to raise new questions (if possible).To help students understand the text better and train the ability of scanning, skimming.Step IVAfter reading1. Ask some questions about the text.2. Explain some grammar points.1. Answer the questions.2. Try to find some phrases in the text and understand them.1. Let students understand the whole text.2. Teach some new knowledge.Step VConsolidationOffer some exercise.Finish some exercise.Let students grasp some new grammar knowledge better.Homework1. Read the whole text at least twice fluently with the recorder’s help.2. Learn the new phrases by heart and finish the dictation at home.3. Finish the exercises on page 57.9A Unit 4 Computers ReadingComputer facts (2)Teaching objectivesLanguage objectives: The students will1. understand what the passage is about.(skimming)2. understand the details of the passage (scanning)Ability objectives:To foster students’ ability in finding specific information through skimming and scanning.Emotion objectives: To let the Ss know some facts about puters Teaching proceduresStepsTeaching activitiesLearning activitiesPurposesI. Warmup1． Ask the Ss to look at the pictures and say the names of them.Say the names of the things according to the pictures.To know some things of a puter.2. Ask the Ss to use the correct names to fill in the blanks.Use the names to fill the blanks.To know the use of these things.II. Before reading1. Ask the Ss read the title of the passage. Ask: What kind of facts do you think he passage will probably tell us?Read, think and answer the question.To guess what they will read. about.2. Ask the Ss to read the headings and match the illustration with each heading.Match the illustration with each heading.To know the main ideas about the article.III. WhilereadingPart 1Ask the Ss read and think:What is the topic sentence?What about the sizes of puters?Ss read the passage and think these two questions. Then plete a table.To know the different kinds of puters and their sizes.Part 2Ask the Ss read and think:What is the topic sentence?What can a puter do?Read and look for the main sentence and find out what a puter can do and plete the table.To know what a puter can do. ParPart 3Ask the Ss to read and think: are human brains cleverer than puters?2. Give an example that shows putes may be able to do most things that a human brain can do and even do better?3. If a puter is cleverer than a human brain, what will we meet?Read and think, Then plete the information.To make the students know that : At present, the human brain is superior to the puter, but this may change. If puters can do some of our jobs better than we can, how will our lives change?Part 4Ask the students to read and plete the flow chart.Read and plete the flow chart.To know that people can buy a program which will recognize their voices and write for you.Part 5Ask the Ss to read and plete the table.Read and plete the table.To know: Many of today’s puters use CDROMs or DVDROMs, which can hold huge amounts of information , including writing, picture, videos and sound.IV. PostreadingAsk the Ss to ask and answer the questions in pairs.Ask and answer the questions in pairs.To make the Ss have a further understanding of the passage.To make the Ss practise asking and answering questions each other.V. AssignmentAssignmentsOral work: 1. Recite the new words 2. B: Read the text frequently. A: Recite the text. (Part 1,2) Written work:P57 D Class begins! Good morning boys and girls. This lesson we’ll talk about puters. First I’d like to know how many of you have puters at ho