八年级英语上册 Unit 1 Friends Grammar A and B教案 牛津版-牛津版初中八年级上册英语教案.doc

Unit 1 Grammar
I. Objectives:
1. To use an adjective before a noun or after a linking verb to describe someone/ something.
2. To use comparatives to compare two people/ things.
3. To use superlatives to compare three or more people/ things.
II. Background information:
This section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of “(not) as+ adjective+ as” is introduced in the context of a survey about outdoor activities.
III. Part A Teaching procedures:
1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g.
2. For weaker classes, read the linking verbs in the tip box and check understanding.
For stronger lasses, elicit the verbs.
3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.
4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students into pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. Make sure their sentences include adjectives. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.
IV. Part B1 Teaching procedures:
1. It is a good idea to use pictures of people, animals or things to teach comparative and superlative forms. For example, use pictures of two pop/sports stars to elicit examples with comparative forms, e.g. “Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.” Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rules, e.g. We add “-er” to the short adjectives and use “more” for the long adjectives. Then we add “than” after the comparative forms.
2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rules, e.g. We add “-est” to short adjectives and use “most” for long adjectives. Then we add “the” before the superlative forms.
3. For stronger classes, point out the exceptions, e.g. “more pleased”, “the most pleased”; “more real”, “the most real”.
4. The table shows when “-er/ -est” or “more/ most” should be added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparative and superlative forms with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.
5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the table to check if they have formulated the correct rules. Give more able students the irregular forms of “old” and “far”.
6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.
7. Ask students to complete “Work out the rule!” at the top of page 10. For less able students, ask them to refer to the rules on page 8 and the table on page 9.
形容词的比较级(Comparative forms)和最高级(Superlative forms)
构成方法
原级
比较级
最高级
单音节词和少数双音节词在词尾加-er或-est
fast
long
tall
cheap
faster
longer
taller
cheaper
fastest
longest
tallest
cheapest
以字母e结尾的形容词，加-r或-st
nice
safe
late
nicer
safer
later
nicest
safest
latest
重读闭音节词结尾只有一个辅音字母时，应先双写辅音字母，再加-er或-est
big
hot
thin
bigger
hotter
thinner
biggest
hottest
thinnest
以辅音字母+y结尾的双音节词，先改y为i,再加-er或-est
easy
happy
heavy
easier
happier
heavier
easiest
happiest
heaviest

构成方法
原级
比较级
最高级
部分双音节词和多音节词在前面加more或most
beautiful
more beautiful
most beautiful
important
more important
most important
dangerous
more dangerous
most dangerous
frightened
more frightened
most frightened

不规则
变化
原级
比较级
最高级
good / well
better
best
bad / badly
worse
worst
many / much
more
most
little
less
least
far
farther
farthest
further
furthest
old
older / elder
oldest / eldest

V. Part B2 Teaching procedures:
Background information
Part B2 is a problem-solving task. Students must work out the answers from the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.
VI. Teaching procedures:
1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.
2. For less able students, go through the words and numbers in the table and ask questions. Revise the adjectives in brackets before starting this task.
3. Check answers orally with the class.
VII. Extension activity:
Divide students into groups of 5-6. Ask students to collect information about their own group and present it in a similar table. The table can include “Height”, “Weight”, “Running”, “Maths test”, etc. Tell students not to worry about t