英语八年级上册Unit 1 Friends教学设计

牛津译林版八年级英语上册

8A Unit 1 Grammar Ⅱ 

Teaching objectives

1. To use comparatives and superlatives to compare people/things
2. To compare two people/things using ‘(not) as’ + adjective + ‘as’

Teaching procedures

Grammar B2

Step 1 Lead-in  

1. Review how to form comparatives and superlatives with adjectives orally.

2. Then ask students to do some exercises. Ask them to write the comparatives and superlatives with the adjectives. Then check answers together.

    heavy-heavier-heaviest,  fat- fatter-fattest,  important-more important-most important,  nice-nicer-nicest,  bad-worse-worst,  thin-thinner-thinnest, short-shorter-shortest

Step 2 Rule out    

1. Go through the rules about comparatives and superlatives with students. Then ask them to turn to Page 14 and complete ‘Work out the rule’ at the top of this page.

2. Elicit the rules from students. We put ‘than’ after the comparatives. We put ‘the’ before the superlatives.

Step 3 Practice  

1. Ask students to complete the sentences using comparatives and superlatives.

  1) Jane is taller (tall) than Amy.

2) Carl is heavier (heavy) than Jack.

3) I am the fattest (fat) child in my family.

4) he pie is better (good) than the cake.

5) Julie is the laziest (lazy) student of all.

6) Amy is the funniest (funny) girl among my friends.

7) This story is much more interesting (interesting) than that one.

2. Explain that Daniel wants to know more about his classmates before he writes to his online friends. He asked his classmates to make a class profile. Show part of it to the class. Ask students to read it carefully and talk about the information in pairs.

E.g., How tall is Millie? What about Sandy?

3. Then elicit the sentence structure: Sandy is taller than Millie. Peter is the tallest of

the six students. Then ask students to talk about the table like this.

Remind students that their task is to compare their height and weight using

comparatives and superlatives correctly.

4. Ask students to look at Part B2 on Page 14, read the profile carefully and help Daniel complete the following sentences using the correct forms of adjectives.

check answers together.

1. Simon is taller than (tall) Kitty.
2. Peter is the tallest (tall) of the six students.
3. Sandy is heavier than (heavy) Millie.
4. Peter is the heaviest (heavy) of the six students.
5. Millie is the slowest (slow) swimmer of the six students.

6.  Amy is the fastest (fast) swimmer of the six students.

7.  Millie’s drawing is more beautiful than (beautiful) Simon’s.

8.  Sandy’s drawing is the most beautiful (beautiful) in the drawing competition.

9.  Millie’s English is better than (good) Amy’s. Millie’s English is the best (good).

Grammar C 

Step 1 Lead-in 

1. Show the profile of Daniel’s classmates again. Ask students to read it more carefully and try to find some same points among the students. E.g.,

Millie is 1.50 meters tall. Kitty is also 1.50 meters tall. So, we can say ‘Millie is as tall

as Kitty’.

2. Encourage students to make more similar sentences. E.g. ‘Amy is as heavy as Kitty.’ Sandy’s English is as good as Kitty’s.

Step 2 Learning for use  

Ask students to look at two other pictures and make sentences using ‘as …as’.

No. 1, we can find that the boy is as tall as the girl.

No. 2, the boy is as happy as the girl.

Then ask them to put the sentences into Chinese.

Step 3 Rule out  

1. Encourage students to elicit rules from these sentences.

Then explain that we can use ‘as’ + adjective + ‘as’ to compare people/things. It

means people or things are the same in some ways.

2. Then add ‘not’ to the two sentences, ‘She is not as slim as I am’, ‘Amy is not as tall as Peter’, ask students what they mean now.

Then explain here ‘She is not as slim as I am’ means ‘she is fatter than I’,

 ‘Amy is not as tall as Peter’ means ‘Amy is shorter than Peter’.

3.Make a conclusion that we use ‘not as’ + adjective + ‘as’ to compare people/things. It means people or things are not the same in some ways.

Step 4 Practice 

1. Show some pictures of different outdoor activities and teach the names of these

outdoor activities.

2. Discuss with students about any other outdoor activities they know.

3. Talk about what Millie thinks about different outdoor activities with students.

 Remind students that five stars mean very interesting, while only one star means not interesting. Ask them to complete the sentences using ‘as …as’ or ‘not as …as’ to talk about Millie’s ideas. E.g.

   Millie thinks hiking is as interesting as skiing. Cycling is not as interesting as diving.

4. Tell students outdoor activities are very interesting, but sometimes some outdoor activities can be dangerous. Then have a discussion about what Millie thinks about this.

Tell them in the same way, five triangles mean very dangerous and one triangle means not dangerous. Ask students to tell what Millie thinks about these outdoor activities with ‘as …as’ or ‘not as … as’?

5. Students turn to Page 15 and read Part C1 carefully. Then complete the conversation according to the table with ‘(not) as…as’.

6. Ask students what they think about these activities. Ask them to complete the last column of Part C1 to express their own opinions, then talk about what they think about the activities with their partner using ‘(not) as …as’.