译林版8年级英语上册教案课件-第1课-Unit1__Grammar__A__and__B参考教案.doc

Unit1 Grammar A and B参考教案一、教学课题：Grammar A &B二、教学内容：To use comparatives and superlatives to compare two or more people and things;三、教学目标：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 superlatives to compare three or more people/ things四、教学重点难点：A级单 词 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.语 法 1. 形容词做定语和表语。 2 形容词的级：a. 构成规律 b. 用法B级单 词 1. appear 2. smell v. 3. turn v. 4. seem语 法 1. 与形容词连用的连系动词 2注意几个词的级：lovely, friendly - 单一式 special, afraid, correct, likely, open - 复合式 polite - 两种形式五、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 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.六、教具：1.小黑板2. 录音机 / 卡片 / 投影仪七、课型：New lesson八、教学过程：Five finger Teaching Plan五指教学方案Step 1 Review 第一步 复习1.T: We use adjectives to describe people and things. We can put it before a noun or after a linking 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 呈现Part ATeaching procedures1. 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., placed before a noun, and ask students to put the adjective, e.g., after a linking verb 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 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 onto pairs and ask each student to think of some jumbled 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, 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. Write 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 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, point 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 comparatives 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 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 page8 and the table on page9.Part B2Background informationPart B2 is a problem-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 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.Extension 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 figures. Then ask them to write a group profile using sentences 1-9 as models. Step 3 Consolidation第三步 巩固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.-Millie 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 _ the 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:形容词的原形、比较级和最高级形容词用于形容或修饰名词或代词，对名词或代词加以说明或限制，表示人或物的性质或特征等。形容词有两种基本用法：放在be 等连系动词后作表语，如：She is very careful. They look smart.放在所修饰的名词前作定语，如：It is a beautiful school.形容词比较级和最高级的构成形容词原形比较级最高级规则情况+ er+est以e 结尾的+r+st以辅音字母+结尾的去y +ier去y +iest以一个元音加辅音结尾的双写辅音字母+er双写辅音字母+est部分双音节和多音节前面+more前面+most不规则情况例如：clean-cleaner-cleanest short-shorter-shortestwide-wider-widest large-larger-largesteasy-easier-easiest heavy-heavier-heaviesthot-hotter-hottest thin-thinner-thinnestcheerful-more cheerful-most cheerfulimportant-more important-most important不规则情况many/much-more-most good/well-better-bestbad-worse-worst far-farther-farthestlittle-less-least形容词比较级用于两者之间的比较，如：He is faster than my friend.Kate is more careful than Jim. 形容词最高级用于三者或三者以上的比较， 如：I am the shortest of all.This MP3 is the most expensive in the shop.在使用形容词最高级时，要在其前面加定冠词the。Step 4 Practice 第四步 练习( A ) 让学生根据图画或用任意三样东西说话或问答。 Mr Read is tall. Jim is young. Whose drawing is good?Mr King is taller. Lucy is younger than Jim. Whose 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 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. Its 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 interesting, English or maths? Which subject is the most interesting of all?4. 教学补充练习 - 翻译句子 1这