譯林版8年級英語上冊教案課件-第1課-Unit1__Grammar__A__and__B參考教案

1、；.Unit1 Grammar A and B參考教案一、教學(xué)課題：Grammar A &B二、教學(xué)內(nèi)容：To use comparatives and superlatives to compare two or more people and things;三、教學(xué)目標(biāo)：1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use super

2、latives to compare three or more people/ things四、教學(xué)重點難點：A級單 詞 1. cheerful 2. than 3. lazy 句 子 1. Peter is taller than Kitty. 2. Peter is the tallest student of the six students. 3. Sandys drawing was the most beautiful in the drawing competition.語 法 1. 形容詞做定語和表語。 2 形容詞的級：a. 構(gòu)成規(guī)律 b. 用法B級單 詞 1. appear

3、 2. smell v. 3. turn v. 4. seem語 法 1. 與形容詞連用的連系動詞 2注意幾個詞的級：lovely, friendly - 單一式 special, afraid, correct, likely, open - 復(fù)合式 polite - 兩種形式五、背景材料This section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best fri

4、ends 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 sectio

5、n. Most adjectives are familiar so that students are able to focus on using them accurately in sentences.六、教具：1.小黑板2. 錄音機 / 卡片 / 投影儀七、課型：New lesson八、教學(xué)過程：Five finger Teaching Plan五指教學(xué)方案Step 1 Review 第一步 復(fù)習(xí)1.T: We use adjectives to describe people and things. We can put it before a noun or after a li

6、nking verbs. Present this by revising the three Ss appearance, trying to choose the adjectives to introduce them,then show them just like : a clever girl, an interesting storyStep 2 Presentation 第二步 呈現(xiàn)Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Exp

7、lain 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., placed before a noun, and ask students to put the adjective, e.g., after a linking verb

8、and make another sentence.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 severa

9、l 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 onto pairs and ask each student to think of some jumbled

10、words for his/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people,

11、animals or things to teach comparatives and superlatives. 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. Wri

12、te the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add -er to short adjectives and use more for long adjectives. Then we add than after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit

13、examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add -est to short adjectives and use most for long adjectives. Then we add the before the superlatives.3. For stronger classes, poin

14、t out the exceptions, e.g., more pleased, the most pleased; more real, the most real.4. The table shows the change of form of adjectives when -er/ -est or more/ most are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparat

15、ives and superlatives 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 o

16、n 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

17、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 page8 and the table on page9.Part B2Background informationPart B2 is a probl

18、em-solving task. Students must work out the answers form 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.Teaching procedures1. For

19、 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.Exten

20、sion activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include Height, Weight, Running, Maths test, etc. Tell students not to worry about the accuracy of their scores but to include approximate figure

21、s. Then ask them to write a group profile using sentences 1-9 as models. Step 3 Consolidation第三步 鞏固1. If they are alike, how can we tell their difference? E.g. Millie has long hair, Sandy has long hair, too. We can say Millie has longer hair than Sandy.(on Bb)Millie is slim. Sandy is slim, too.-Mill

22、ie is slimmer than Sandy.(on Bb)(Show a lot of pictures to teach them the changing rules and drills), PartB2.Work out the rule When we compare two things, we use comparatives, and we put than _ the comparatives. When we compare more than three things, we can use superlatives, and we can put the _ th

23、e superlatives.3. A is taller than B. B is taller than C. So we can say A is the tallest of the three.(give more examples, make sure Ss can understand the difference between comparatives and superlatives) 3. Language points:形容詞的原形、比較級和最高級形容詞用于形容或修飾名詞或代詞，對名詞或代詞加以說明或限制，表示人或物的性質(zhì)或特征等。形容詞有兩種基本用法：放在be 等連系

24、動詞后作表語，如：She is very careful. They look smart.放在所修飾的名詞前作定語，如：It is a beautiful school.形容詞比較級和最高級的構(gòu)成形容詞原形比較級最高級規(guī)則情況+ er+est以e 結(jié)尾的+r+st以輔音字母+結(jié)尾的去y +ier去y +iest以一個元音加輔音結(jié)尾的雙寫輔音字母+er雙寫輔音字母+est部分雙音節(jié)和多音節(jié)前面+more前面+most不規(guī)則情況例如：clean-cleaner-cleanest short-shorter-shortestwide-wider-widest large-larger-larges

25、teasy-easier-easiest heavy-heavier-heaviesthot-hotter-hottest thin-thinner-thinnestcheerful-more cheerful-most cheerfulimportant-more important-most important不規(guī)則情況many/much-more-most good/well-better-bestbad-worse-worst far-farther-farthestlittle-less-least形容詞比較級用于兩者之間的比較，如：He is faster than my frie

26、nd.Kate is more careful than Jim. 形容詞最高級用于三者或三者以上的比較， 如：I am the shortest of all.This MP3 is the most expensive in the shop.在使用形容詞最高級時，要在其前面加定冠詞the。Step 4 Practice 第四步 練習(xí)( A ) 讓學(xué)生根據(jù)圖畫或用任意三樣?xùn)|西說話或問答。 Mr Read is tall. Jim is young. Whose drawing is good?Mr King is taller. Lucy is younger than Jim. Whos

27、e drawing is better?Mr Green is the tallest Kate is the youngest Whose drawing is the of all. of the three. best of all?( B ) Look at the pictures, then ask and answer after the modelModel: Is that computer heavy / light? What about that one? Which one is the heaviest / lightest? ( C ) You are going

28、 shopping for Mid-autumn Day. Look at the pictures below and make the similar dialogue A: May I help you? B: Yes, Id like to see this TV set. A: Here you are. B: This one looks nice. Its big. A: Look at this one. I think its bigger than that one. B: I agree, but I think Im going to take this one. It

29、s the biggest of all. 3. In small groups, make a survey. Then report your results to the classIn our class, which student is the most friendly?Which class is bigger in our grade, Class 1 or Class 2? Which class is the biggest in our grade?Who is the oldest / youngest / shortest in our class?Who is more careful, your father or your mother? Who is the most careful in your family?Which subject is more int