Unit2Schoollife

GrammarUnit2Schoollife

GrammarLead-inNancyTheReadingWeekinWoodlandSchoolLead-inNancyTheReadingWeek

Thisyear’sReadingWeekKateTomNancyNancyreadmorebooks

thanKate.Tomreadfewerbooks

thanKate.Nancyreadthemostbooksofthethree.Tomreadthefewestbooksofall.Thisyear’sReadingWeekKateT

Workouttherulesmore+__________+thanfewer+__________+thanthemost+____________thefewest+____________可數(shù)名詞（復數(shù)）可數(shù)名詞（復數(shù)）可數(shù)名詞（復數(shù)）可數(shù)名詞（復數(shù)）Workouttherulesmore+__

Thisyear’sReadingWeekKate—14hoursTom—7hoursNancy—21hoursNancyspentmoretimereadingthanKate.TomspentlesstimereadingthanKate.Nancyspentthemosttimereadingofthethree.Tomspenttheleasttimereadingofall.Thisyear’sReadingWeekKate—Workouttherulesmore+__________+thanless+__________+thanthemost+____________theleast+____________不可數(shù)名詞不可數(shù)名詞不可數(shù)名詞不可數(shù)名詞Workouttherulesmore+__CompareschoollivesDanielJohnNancyJohnstudies_____subjectsthanNancy,buthestudies______subjectsthanme.Istudythe_____subjectsamongthethreeofus.morefewermostCompareschoollivesDanielJohnCompareschoollives2.Nancyisin_____clubsthanJohn,butsheisin_____clubsthanme.Johnisinthe______clubsamongthethreeofus.3.Ihave_____freetimethanJohn,butNancyhas_____freetimethanJohn.Amongthethreeofus,Ihavethe_____freetimeandNancyhasthe_____freetime.morefewerfewestlessmoreleastmostCompareschoollives2.NancyiCompareschoollivesWhataboutyourschool?Wehavemore...than...fewer...than...less...than...themost...thefewest...theleast...CompareschoollivesWhataboutLet’splaybaseball!Daniel—1.5hoursJohn—2hoursNancy—1hourNancypractiseshardbecauseshespendssolongtimepractising.JohnpractisesharderthanNancy.Johnpractisesthehardestofallthethree.Let’splaybaseball!DanielWorkouttherulesWeusecomparativeandsuperlativeadverbslikethis:WorkouttherulesWeusecomHaveatry!fast_________________________early_________________________well_________________________close_________________________slowly_________________________badly_________________________far_________________________quickly________________________

fastestfasterearlierearliestbetterbestcloserclosestmoreslowlymostslowlyworseworstfarther/furtherfarthest/furthestmorequicklymostquicklyHaveatry!fast_____Myclassmates1.Sandydraws______(well).Shedraws_______(well)thananyotherstudentinmyclass.Shedraws__________(well)ofusall.2.Davidjumps_____(high).Hejumps_______(high)thananyotherofmyclassmates.Hejumps___________(high)inmyclass.wellbetterthebesthighhigherthehighestMyclassmates1.Sandydraws__Myclassmates3.Amyswims____(fast).Sheswims______(fast)thanallmyotherclassmates.Sheswims_________(fast)inmyclass.4.Milliewrites______(quickly).Shewrites____________(quickly)thantheotherstudentsinmyclass.Milliewrites________________(quickly)ofusall.fastfasterthefastestquicklymorequicklythemostquicklyMyclassmates3.Amyswims____Let’shaveacompetition!Rules

1.Readtheformcarefully.2.Taketurnstomakeupasentencewithcomparativeandsuperlativeforms.3.Ifyoursentenceisright,youcangetapoint.4.Ifyourgroupgetsthemostpoints,youarethewinners.Let’shaveacompetition!RulesLet’shaveacompetition!Let’shaveacompetition!AreportDearchairperson,WetookpartinameaningfulactivitylastSaturdayafternoon.Wewenttoplanttreeswithsomeofotherclubmembers...AreportDearchairperson,編后語老師上課都有一定的思路，抓住老師的思路就能取得良好的學習效果。在上一小節(jié)中已經(jīng)提及聽課中要跟隨老師的思路，這里再進一步論述聽課時如何抓住老師的思路。①根據(jù)課堂提問抓住老師的思路。老師在講課過程中往往會提出一些問題，有的要求回答，有的則是自問自答。一般來說，老師在課堂上提出的問題都是學習中的關(guān)鍵，若能抓住老師提出的問題深入思考，就可以抓住老師的思路。②根據(jù)自己預習時理解過的邏輯結(jié)構(gòu)抓住老師的思路。老師講課在多數(shù)情況下是根據(jù)教材本身的知識結(jié)構(gòu)展開的，若把自己預習時所理解過的知識邏輯結(jié)構(gòu)與老師的講解過程進行比較，便可以抓住老師的思路。③根據(jù)老師的提示抓住老師的思路。老師在教學中經(jīng)常有一些提示用語，如“請注意”、“我再重復一遍”、“這個問題的關(guān)鍵是····”等等，這些用語往往體現(xiàn)了老師的思路。來自：學習方法網(wǎng)④緊跟老師的推導過程抓住老師的思路。老師在課堂上講解某一結(jié)論時，一般有一個推導過程，如數(shù)學問題的來龍去脈、物理概念的抽象歸納、語文課的分析等。感悟和理解推導過程是一個投入思維、感悟方法的過程，這有助于理解記憶結(jié)論，也有助于提高分析問題和運用知識的能力