牛津8AUnit1教案（4课时）GrammarObjectives1.Touseanadjectivebeforeanounorafteralinkingverbtodescribesomeone/something2.Tousecomparativestocomparetwopeople/things3.Tousesuperlativestocomparethreeormorepeople/things4.Tocomparetwopeople/thingsusing‘(not)as’+adjective+‘as’BackgroundinformationThissectionfurtherdevelopstheuseofadjectivesalreadyintroducedinthereadingandvocabularysections.ThestorymovesonfromdescribingbestfriendsforamagazinecompetitiontodescribingclassmatesatBeijingSunshineSecondarySchool.Danielwantstowritetohise-friendsabouthisclassmates.Wealreadyknowsomestudents’featuresfromearlierpassagesbutwewilllearnmoreabouttheirphysicalappearanceandabilitiesinthissection.Mostadjectivesarefamiliarsothatstudentsareabletofocusonusingthemaccuratelyinsentences.Theuseof‘(not)as’+adjective+‘as’isintroducedinthecontextofasurveyaboutoutdooractivities.PartATeachingprocedures1.Tellstudentsthatweuseadjectivestodescribepeopleandthings.Explainthatwecanputanadjectivebeforeanounorafteralinkingverb.Readtheexamplesonthepageandinvitestudentstothinkofmoreexamples.Promptstudentsbygivinganexamplewithanadjective,e.g.,placedbeforeanoun,andaskstudentstoputtheadjective,e.g.,afteralinkingverbandmakeanothersentence.2.Forweakerclasses,readthelinkingverbsinthetipboxandcheckunderstanding.Forstrongerlasses,elicittheverbs.3.Forlessablestudents,gothroughthewordsinPartAtocheckunderstanding.Askstudentstorearrangethewordsontheirown.Theninviteseveralstudentstoreadouttheircompletesentencestochecktheanswers.4.Givelessablestudentssomeextrawordstorearrangeandformcompletesentences.Youcanusetheadditionalitemsonthepage.Forstrongerclasses,dividethestudentsontopairsandaskeachstudenttothinkofsomejumbledwordsforhis/herpartnertorearrangeintoacompletesentence.Makesurestudentsincludeadjectivesintheirsentences.Tomaketheactivitymeaningful,tellstudentstodescribefriends,classmatesorotherfamiliarpeople.PartBTeachingprocedures1.Itisagoodideatousepicturesofpeople,animalsorthingstoteachcomparativesandsuperlatives.Forexample,usepicturesoftwopop/sportsstars,toelicitexampleswithcomparativeforms,e.g.,‘JackyistallerthanAndy.AndyisthinnerthanJacky.AndyismorehandsomethanJacky.’Makesureyouusebothshortandlongadjectives.Writethecomparativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformthestudents,e.g.,weadd‘-er’toshortadjectivesanduse‘more’forlongadjectives.Thenweadd‘than’afterthecomparatives.2.Addoneortwomorepicturesofpop/sportsstarstoelicitexampleswithsuperlativeforms.Writethesuperlativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformstudents,e.g.,weadd‘-est’toshortadjectivesanduse‘most’forlongadjectives.Thenweadd‘the’beforethesuperlatives.3.Forstrongerclasses,pointouttheexceptions,e.g.,‘morepleased’,‘themostpleased’;‘morereal’,‘themostreal’.4.Thetableshowsthechangeofformofadjectiveswhen‘-er’/‘-est’or‘more’/‘most’areadded.Italsoincludessomeirregularforms.Gothroughitwithstudents.Checkunderstandingbyaskingstudentstoformcomparativesandsuperlativeswithotheradjectives.Youcanusetheadditionalexamplesonthepage.Invitestudentstowritetheexamplesontheboardtocheckthecorrectspelling.5.Forstrongerclasses,askstudentstoclosetheirbooksandelicitthespellingrulesfromtheexamplesyouhavewrittenontheboard.Thenaskthemtolookatthetabletocheckiftheyhaveformulatedthecorrect...
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